1 ELTS

ACTION PLAN
for

k Last-minute preparation
Practice test
Self-stuciy guide

Vanessa Jakeman
Clare McDowell

CAMBRIDGE
UNIVERSITY PRESS
CAMBRIDGE UNIVERSITY PRESS
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo

Cambridge University Press

The Edinburgh Building, Cambridge CB2 2RU, UK

wwwcambridge.org
Information on this title: www.cambridge.org/9780521615303

© Cambridge University Press 2006

This publication is in copyright. Subject to statutory exception

and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without
the written permission of Cambridge University Press.

First published 2006

Printed in the United Kingdom at the University Press, Cambridge

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

ISBN-13 978-0-521-615303 Self-study Student's Book (Academic module)

ISBN-10 0-521-615305 Self-study Student's Book (Academic module)
ISBN-13 978-0-521-615310 Self-study Student's Book (General Training module)
ISBN-10 0-521-615313 Self-study Student's Book (General Training module)
ISBN-13 978-0-521-61527-3 Self-study Pack (Academic module)
ISBN-10 0-521-61527-5 Self-study Pack (Academic module)
ISBN-13 978-0-521-61528-0 Self-study Pack (General Training module)
ISBN-10 0-521-61528-3 Self-study-Pack (General Training module)
ISBN-13 978-0-521-615327 Audio Cassette (for both modules)
ISBN-10 0-521-615321 Audio Cassette (for both modules)
ISBN-13 978-0-521-615334 Audio CD (for both modules)
ISBN-10 0-521-61533X Audio CD (for both modules)

Designed and produced by HL Studios, Long Hanborough

Contents

Introduction 5

Listening
Introduction to the Listening Test and Question Types 6
Listening Section 1 10
Listening Section 2 15
Listening Section 3 20
Listening Section 4 25

Academic Reading
Introduction to the Reading Test and Question Types 30
Reading Section 1 34
Reading Section 2 42
Reading Section 3 50

Academic Writing
Introduction to the Writing Tasks 58
Writing Task 1 60
Writing Task 2 70

Speaking
Introduction to the Speaking Test 78
Speaking Part 1 80
Speaking Part 2 84
Speaking Part 3 88

Practice Test
Listening 92
Academic Reading 96
Academic Writing 104
Speaking - 106
Answer Key 108
Recording Scripts 117
Introduction
Who is Action Plan for IELTS for?
Action Plan for IELTS is a short, self-study guide for PELTS, containing one
complete practice test. It is designed for students with a limited amount of
time to prepare for the IELTS test or for students who have already completed
an IELTS course and would like a last-minute guide to the test.

It is for students at intermediate level or above, and is designed for self-study,

although it may also be used in class as part of a short preparation course. It
shows students what skills are tested in IELTS, what type of questions and
tasks they will see, and how to approach them.

There are two editions: one for the Academic module and one for the General
Training module. Students should use the appropriate edition for their needs.

How is Action Plan for IELTS organised?

Action Plan for IELTS is organised by module: Listening, Reading, Writing and
Speaking. These are presented in the same order as the actual test. Each of
the four modules begins with a clear introduction, which gives full details of
what to expect in that part ofthe test and what is tested. There is also an
overview of the different question types for Listening and Reading, and an
explanation of the marking criteria for Writing and Speaking.

Each part of each module gives examples of the Listening and Reading
question types, and the Writing and Speaking tasks. The Writing section of the
book is organised according to the marking criteria for this module. The
criteria are illustrated with short exercises, so students can see exactly what
the examiner is looking for and decide how best to approach these parts of the
test. The Speaking section of the book provides a step-by-step guide to the
three parts ofthe Speaking test.

The question types and tasks are accompanied by a short, effective Action Plan,
which gives advice on ways to approach them, and suggests strategies to
prepare students for the test. The Key includes answers to all the exercises,
sample answers to the Writing tasks and, where appropriate, offers tips and
strategies that can be used to help get the right answers. An Audio CD/Cassette
accompanies all listening tasks, and the Recording Scripts are also provided.

At the end of the,book, there is a complete IELTS Practice Test.

How can Action Plan for IELTS be used?

Action Plan for IELTS is flexible, and can be used in different ways:
• Students who don't know very much about the test and need a thorough
overview should work systematically through the book, and then do the
timed Practice Test at the end.
• Students who need more practice in one particular module may prefer to
work through the book by doing all the Listening sections first, for example,
followed by the Listening sections of the Practice Test, and so on.
• Students who are unsure about particular question types or tasks for the
Listening and Reading sections can use the overview with the page
references in the introduction for each skill and go directly to that section.

5
 The Listening Test
A 3o-minute test of your understanding of spoken English

How many sections does the listening test have?

There are four sections in the listening test. Each section has 10 questions,
making a total of 40 questions. The sections become progressively harder.
The answers to the questions come in the same order as the information on
the recording.

Section i (3-4 minutes)

A conversation between two speakers on an everyday, social topic.

Section 2 (3-4 minutes)

A talk by one speaker on a general topic.

Section 3 (3-4 minutes)

A discussion between two to four speakers on a topic related to education.

Section 4 (3-4 minutes)

A lecture or talk by one speaker on an academic or study-related topic.

The whole test lasts about 30 minutes, including the instructions, your
reading and listening time, and the time allowed for transferring your answers
from the question paper to an answer sheet. The instructions are included on
the recording.

Whatis the listening test like?

D ON THE DAY A CD player or overhead sound
system is used to play the test.
Once the recording has started,
• The listening test is the first part of you cannot enter or leave the
the I ELTS test. room, or stop or interrupt the test.
• Arrive at the test room in plenty of
time.

• Take a pencil and rubber with you. There may be a lot of people in the
room, so be prepared for this.
• You write your answers on the
question paper as you listen. You can
use abbreviations at this stage if you
You hear the IELTS listening
want to.
recording only ONCE, so you need
• You have to transfer your answers to to keep up with the questions and
an answer sheet after the test. The make good use of the words on the
recording gives you time to do this. question paper to help you do this.

• You cannot take any books into the

Where do I write my final answers?
test room.
You transfer your answers carefully from the question paper to an answer
sheet at the end of the test.

6
 Introduction

Will I hear different accents?

Yes, but they will always be clear and easy to understand. You will not hear any
grammatical mistakes.

What sort of questions will I get?

There are different question types in the listening test (see pages 8 and 9) and
you can get any mix of question types in any section of the test. Often you have to
choose the correct letter or write up to three words.

Will I get every question type in the test?

No. Each section of the test usually contains two or three question types, so in
one complete listening test you could get a maximum of 12 different question
types (usually you will get about eight or nine). Sometimes the same question
type occurs in more than one section of the test. Remember, you may get a
mix of the listening question types in any section of the test.

Why are there different listening situations and question types?

I ELTS tests a range of listening skills that you need to live, work or study in
an English-speaking environment. This means that you need to be able to
understand different types of spoken English in a range of formal and
informal contexts.

How can I make best use of the reading time?

You get time to read the questions in each section before you listen. Use this
time to work out the topic, underline or highlight key words and decide what
sort of information and answers you need to listen for.

What are key words?

Key words carry a lot of information. They are usually words such as nouns or
verbs that help you understand the questions.

What general approach should I take to the listening test?

Once the recording begins, use the words on the question paper to help you
keep your place. There is an example at the start of the test and the first three
sections are divided into two parts to help you follow the conversation,
discussion or talk. Write your answers on the question paper as you listen.

How can I improve my score in the listening test?

You can help to improve your score by making sure that you know what each
question type tests and by having a general approach for each set of questions.
The following pages, divided into four sections, provide you with an Action
Plan for each set of questions.

What else can I do to prepare for the listening test?

You should listen to spoken English as often as possible, e.g. English-
language radio, TV and other forms of media — even music.

How is the listening test marked?

There is one mark per question and this makes a total of 40 marks. Your mark
is converted into a Band Score of between 1 and 9. You can get half bands in
the listening test, e.g. 6.5.

Is correct spelling important?

Spelling should be correct and handwriting must be clear. Both British and
American spellings are acceptable, e.g. programme/program, colour/color, but
you should not use abbreviations. Numbers can be written as words or figures.

7
Listening

Overview of the Listening Question Types

Question type Action Key points Page

Pick from a list You pick the correct answers from • Write only the correct letters A, B, C, etc. 10
a list of options.
• Answers may be worth one mark or
more.

• Answers can be written in any order.

Form filling You complete the gaps in the form. • Write up to three words and/or 12
a number.

• Check spelling.

Labelling a map You identify places on the map • Write up to three words and/or 13
or plan or plan. a number.

• If there is a box of answers to choose

from, write the correct letter A, B, C, etc.

Sentence/ You complete the gaps in the • Write up to three words and/or 15
summary sentences or summary. a number.
completion
• Check spelling.

• Check grammar of sentence.

Table completion You complete the table. • Write up to three words and/or 17
a number.

• Check spelling.

Short answer You answer the questions. • Write up to three words and/or 18
questions a number.

• Answers may be worth one mark

or more.

• Check spelling.

8
 Introduction

Overview of the Listening Question Types

Question type Action Key points Page

Multiple choice You choose the correct letter A, B • Write only the correct letters A, B or C. 22
or C.

Matching You match things together, e.g. • Write only the correct letters A, B, C, etc.
places and people.
• Options may be used more than once.

Labelling a You label the parts on a diagram. • Write up to three words and/or 24
diagram a number.

• If there is a box of answers to choose

from, write the correct letter A, B, C, etc.

Note completion You complete the notes. • Write up to three words and/or 26
a number.

Flow chart You complete the flow chart. • Write up to three words and/or 28
completion a number.

• If there is a box of answers to choose

from, write the correct letter A, B, C, etc.

Classification You decide which category some • Write only the correct letters A, B, C, etc. 29
words belong to.

9
 Listening Section
`,section 1 Conversation (two speakers) Social/survival e.g. booking a hotel
These are the Question
Section 2 Talk by one speaker General e.g. radio talk
Types you will practise here
Section 3 Discussion (two to four speakers) Educational e.g. tutorial discussion
PICK FROM A LIST
FORM FILLING Section 4 Talk or lecture by one speaker Course-related e.g. university lecture

LABELLING A MAP OR PLAN

What is Section 1 like?
You will hear a conversation based on an everyday social/survival situation.
Section 1 will help you get used to the listening exercises and test your
understanding of simple facts, including names and numbers. There are
always two speakers in Section 1. Here is an example of an extract from
Section 1.
Hello. I'd like to book
a table for four people for
tomorrow night, please.

Certainly. Can I have your

name and a contact phone
number, please?

1 Tick the situations that you think belong to Section 1.

a arranging to meet a friend e a discussion on the value of TV
b a recorded talk at a museum f making a dental appointment
c booking a holiday g a lecture on river pollution
d negotiating an essay extension h ordering a product

Question Types and Practice Tasks

WWWWW
PICK FROM A LIST
You pick the correct answers from a list of options. There are usually two
or three answers to pick from about six options. The options are labelled
A, B, C, etc.

What does pick from a list test?

You have to pick out the correct facts from the recording and match these to
words in the options. You may not hear the exact words that you read in the
options, so you will be listening for a word or words with a similar meaning.

2 Match the words or phrases in Box A with words or phrases of a similar

meaning in Box B.

A B
identification study English helmet suitcase passport
fly building painting car house wet weather
headgear vehicle meal learn a language
bag thunderstorm go by plane lunch
winter sports skiing picture

10
 Section 1

How should I write my answers?

You only need to write the correct letters (A, B, C, etc.) on an answer sheet.
You can write these in any order. Sometimes a question is worth one mark (for
finding all the answers) and sometimes the question has one mark for each
answer. This affects how you write your answers on the answer sheet.

ACTION PLAN

Read the question carefully and note how many options you must pick.
Underline or highlight the key words in the main question.
Read the list of options and underline or highlight any key words.
Re-phrase these options in your own words (if possible).
As you listen, choose the correct answers.

NOW TRY THE TASK

Read the telephone conversation in the speech bubbles below and answer the
questions.

Is that the Sydney

Motor Registry? I'd like some
information about taking a driving
test. Do I need my own car, for
instance?

Not necessarily. But first you

must pass the knowledge test, that's the test
of the road rules. That's done on a computer...
here at this office. And you'll need to book for that.
And then you can take the actual road driving test.
That can be in your car or the driving school's car
if you take lessons. And, of course, you must
be at least 18 years old.

Questions 3-4
Note that this question is worth Choose TWO letters A—E.
two marks because you have to
understand quite a long
4-- • Which TWO things must the girl do before she can take the road driving test?
conversation to get both answers. A have her own car
B have her own computer
C pass the road rules test
D book driving lessons
E . reach the age of 18
Listening

11111111111111111111 FORM FILLING

You complete the gaps in the form using up to three words and/or a
number. Some of the information may already be completed to help you.

What does form filling test?

Like all completion tasks, form filling tests your ability to predict what is missing
in the gaps. You need to listen for important details like names, dates, places,
times, etc. Sometimes these are spelt out. If they are not, you still need to try to
spell the answers correctly. Make sure you can match spoken numbers to written
numbers.

5 Say these times in two different ways, e.g. two ten / ten past two in the
afternoon.
2.10 pm 7.50 am 6.45 am 10.15 am 1.00 am 13.00 hrs

6 Say these dates in two different ways, e.g. the first of February / February the first.

1st February 21st November 24 March December 22nd August 18

7 Look at the form below and decide what type of information you would need to
listen for. Make a note in the column on the right.

Casualty Department Patient's admission details Type of information

Family name A(//chea a name

Given name a
Address 2 ,Cake Street, Jt/ewpor an address
Date of birth b
Name of doctor C
Reason for admission d

How should I write my answers?

Write the correct words and/or numbers on the answer sheet. Use no more
words than you are told to use and make sure you spell them correctly. You
can write numbers in words or figures.

ACTION PLAN

Read the instructions carefully to see how many words you can write.
Look at the form and the information and decide what it is about.
Note the order of the questions.
Look at the gaps and any headings and decide what type of information
is required.
Underline or highlight the key words around each gap and use these to help
you listen for the answer.
As you listen, complete the form.

12
 Section 1

NOW TRY THE TASK

WO Listen to Extract 1. (CD Track 1)

Questions 8-11
Complete the form below.
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each
answer.

Motor Registry - Telephone messages

Caller's name 8
Date of birth 9
Telephone 10 O51 12,
Type of car 11

RECORDING SCRIPT PAGE 117

11111111111111111111

I
LABELLING A MAP OR PLAN
You identify places on the map or plan, using words and/or a number
from a box of options. The parts to be labelled will have an arrow and the
question number beside them.

Alternatively, places may already be identified on the map with letters. You
match these letters to the information in the numbered questions.

What does labelling a map or plan test?

This type of question tests your ability to understand words and expressions
of place and location. You must answer with information from the recording.

Opera House

Circular To practise using a map, look at the picture and answer the
Quay
questions.

Ferry Terminal 12 What is the building in the bottom left-hand corner?

DU, 13 Where on the map is St. Mary's Cathedral?

14 Name two streets that are parallel to Park Street.

,=\ untvir\
r tre
Parliament 15 What structure is at the top of the map in the middle?
Martin Place House

Market Street St. Marys

Hyde Park Cathedral

Park Street

How should I write my answers?

If you have a box of options, you only need to write the correct letter A, B, C,
etc. Otherwise you write the words you hear on the recording. Only use the
number of words you are told to use and remember to spell them correctly.

13
Listening

ACTION PLAN

Look at the map or plan to form a general idea of the content.

Look at the parts of the map or plan you need to label and decide what kinds
of words are needed.
Use the words already provided in the map or plan to guide your listening.
When you listen, pay particular attention to expressions of location such as
in the middle, on the corner, next to, above/below, straight ahead, etc. as the
answer may depend on your understanding these words.
As you listen, choose the correct answers.

NOW TRY THE TASK

(((k Listen to Extract 2. (CD Track 2)

-
Questions 16 19
Label the street plan below.
Write NO MORE THAN THREE words for each answer.

18

19

Bank

Market Street
16 Theatre

17

X YOU ARE HERE

RECORDING SCRIPT PAGE 117

ANSWERS PAGE 1o8
Ef—r PRACTICE TEST PAGE 92

14
 Listening Section 2
Section 1 Conversation (two speakers) Social/survival e.g. booking a hotel
These are the Question
Section 2 Talk by one speaker General e.g. radio talk
Types you will practise here
SENTENCE/SUM MARY Section 3 Discussion (two to four speakers) Educational e.g. tutorial discussion

COMPLETION - Section 4 Talk or lecture by one speaker Course-related e.g. university lecture
TABLE COMPLETION
SHORT ANSWER QUESTIONS What is Section 2 like?
You will hear a talk by one speaker on a topic of general interest. Section 2 is a
little harder than Section 1. You will have to decide what the important details
or facts on the recording are, without the help of another speaker's questions
to guide you.

1 Read these short talks. Decide where or when you might hear them. Pick
out the important details in each one and complete the box below.

Welcome to Brighton Pavilion. You can Koala bears are one of the most
this commentary at any time by popular animals with visitors to our
pressing the red pause button. The zoo because of their loveable
Pavilion was initially built in 1784 and then appearance. However, a word of
re-built between -1815 and -182o for the caution! They aren't always as nice
Prince Regent, who loved travelling. To as they look and they will happily
celebrate this, he chose a mix of Indian use their long claws to protect
and Chinese architectural styles for his themselves ifthey fear attack. So
palace, as you can see as you walk around. do take care.

A Recorded audio tour/

Question Types and Practice Tasks

11111111111111111111 SENTENCE/SUMMARY COMPLETION
You complete the sentences or summary by writing up to three words
and/or a number in the gaps. The gaps can come at the beginning, in the
middle or at the end of the sentence.

What is the difference between sentence and summary completion?

In the listening test, there is very little difference. Sentences are joined
together to form a summary. Follow the Action Plan for sentence completion,
remembering that sentences always have a main verb and a subject, and
articles and prepositions are important and can be a useful guide to missing
words.

15
Listening

2 Decide what type of information is needed to complete the sentences

below. Is it a word, e.g. a noun, an adjective, a verb? Is it a number, e.g.
a time, a measurement, an age?
Type ofword(s)
Lectures begin at in the morning. a number (time)
a can carry up to 350 passengers.
b are in danger of becoming extinct.
c The Rosetta Stone was discovered in Egypt in
d The tower is made of
e Aboriginal art is extremely these days.
f Research shows that cigarette smoking is

How should I write my answers?

If you have a box of options, you only need to write the correct answer A, B, C,
etc. Otherwise you write the words you hear on the recording. Use no more
words than you are told to use and make sure you spell them correctly. You
can write numbers in words or figures.

ACTION PLAN

Read the instructions carefully to see how many words you can write in your
answer.
Underline or highlight the key words in each question.
Note the position of the gaps in the sentenced.
Decide what kind of information is needed to complete the sentences, e.g. a
noun, a number, a verb or an adjective.
Note any grammatical words in the questions, such as articles or
prepositions, which can help you get the correct answer.
Underline or highlight the key words around each gap and use these to listen
for the answer.
As you listen, complete the sentences or summary.

NOW TRY THE TASK

(01. Listen to Extract 1. (CD Track 3)

Questions 3-6
Complete the sentences below.
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each
answer.

3 The Bell Rock lighthouse was built almost ago.

4 The tower is made of
5 The reef is dangerous to ships because it is
6 Initial construction took place during the

7 How did you write the answer to question 3?

RECORDING SCRIPT PAGE 117

i6
 Section 2

I
""""""WW TABLE COMPLETION
You complete the table by writing up to three words and/or a number in
the gaps provided. Some of the information may already be completed to
help you.

How does table completion differ from sentence/summary completion?

In table completion you only have to fill in the gaps in the columns. There are
no complete sentences.

8 Look at the table below. What is it about? What are the key words?
9 What kind of information is missing for hotels A, B and C?

Rate per night Rate includes Hotel facilities

Hotel A $75 TV in room

Hotel B Swimming pool

Hotel C $220 Full breakfast

How should I write my answers?

Write the correct words and/or numbers on the answer sheet. Use no more
words than you are told to use and make sure you spell them correctly. You
can write numbers in words or figures.

ACTION PLAN

Read the instructions carefully to see how many words you can write in your
answer.
Look at the table and the information included and decide what it is about.
Look at the gaps and headings and decide what type of information is
required.
Note the order of the questions.
Underline or highlight the key words around each gap and use these to listen
for the answer.
As you listen, complete the table.

NOW TRY THE TASK

((I► Listen to Extract 2. (CD Track 4)

Questions 10 12 -
Complete the table below.
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

Cinema Film Times showing Type offilm

One Shrek 2 10 animation

Two 11 - 6.15 pm documentary

Three Armour of God 5.30 / 9.15 pm 12

RECORDING SCRIPT PAGE 117

17
Listening

WW
SHORT ANSWER QUESTIONS
You answer the questions using up to three words and/or a number.

What is involved in short answer questions?

There are two types of short answer question. Type 1 is where you answer an
actual question, and Type 2 is where you make a list of up to three things. You
need to underline or highlight the key words in the question that tell you what
kind of information to listen out for. Wh- question words are often key words
in Type 1 questions.

Where? place Which? thing When? time What? thing

Why? reason Who? person How? method/manner/way

13 Underline or highlight the Wh- question words and the other key words in
these questions and say what kind of answer they require.
Type of information
Which street is the bookshop situated in? name of street
When is Sarah going to the restaurant? a
Where can you see paintings by Van Gogh?
How many people were at the concert?
Why did Rudi telephone his mother?
What did the Customs Officer find in the man's bag?
Who came to the party?
What happened to the old lady?
How did the student hurt his foot?

How are Type 2 questions marked?

In this type of short answer question, you will have to make a list of up to three
things. Note the question numbers as this will tell you how many marks they
are worth.

Look at these example questions to see how many marks each one is worth.
Question 17
Name TWO places where you can see paintings by Van Gogh.

There is only one question, so you need both answers for one mark.
Questions 18-20
Name THREE things that the Customs Officerfound in the man's bag.

There are three questions, so you get one mark for each answer.

How should I write my answers?

Write the correct words and/or numbers on the answer sheet. Use no more
words than you are told to use and make sure you spell them correctly. You
can write numbers in words or figures.
 Section 2

ACTION PLAN

Check the instructions to see how many words you can write in your answer.
Check to see if all the questions follow the same format.
Underline or highlight the key words in each question and decide what kind
of information you need to listen out for.
As you listen, write your answers.

NOW TRY THE TASK

((W ► Listen to Extract 3. (CD Track 5)

Answer the questions below.
Write NO MORE THAN THREE WORDSfor each answer.
Questions 14 and 15
14 On which level is the new section located?

15 What does the Gallery exhibit besides paintings?

Question 16

16 Name TWO things which accompany

the special exhibitions.

17 How does question 16 differ from questions 14 and 15?

RECORDING SCRIPT PAGE 117

fi/—r ANSWERS PAGE 1o8
PRACTICE TEST PAGE 93

19
 Listening Section 3
Section 1 Conversation (two speakers) Social/survival e.g. booking a hotel
These are the Question
Section 2 Talk by one speaker General e.g. radio talk
Types you will practise here
MULTIPLE CHOICE section 3 Discussion (two to four speakeiftlWational e.g. tutorial discussion
MATCHING Section 4 Talk or lecture by one speaker Course-related e.g. university lecture
LABELLING A DIAGRAM
What is Section 3 like?
You will hear a discussion with up to four speakers on an educational topic.
Section 3 is more difficult than Sections 1 and 2. You will have to follow the
discussion and listen for important facts, reasons or ideas. You may also have
to identify views or opinions.

How can I follow the discussion?

1 Look at part of a discussion with three speakers. What is the logical order
for them to speak in?

Is it that old? I No. A lot of people don't realise

hadn't realised that, but I still think ancient Egyptian art is
that. more interesting than rock art.

Much Australian Aboriginal rock

art is more than 40, 000 years old; that's
epos !It five times older than the Egyptian
pyramids.
C..)

2 Now look at this discussion with three speakers, one of whom speaks twice.
What order should they speak in?

Aren't there two I believe it comes from the

main types of tea: dried leaves of a small tree called a
green and black? camellia bush. It's mostly grown in
sub-tropical areas like Sri Lanka,
Japan and China.

Yes. You're right.

Green tea is picked and dried
quickly, which is what gives it a mild
flavour. That's why it's very popular
in China andjapan.

3 Do any of the speakers in either discussion give a personal opinion?

4 Which of the speakers in either discussion state a fact or give a reason?

20
 Section 3

How can I pick out important facts, ideas or reasons?

You need to listen to what the speakers ask or tell each other, and then decide
what their main point is. Sometimes you have to understand how the idea has
been re-worded in the questions.

5 Read the following exchanges A and B, and choose the correct sentence
endings from the boxes.

Student The student needs to

Are there any areas of my work work on his
that you think I could improve? i concentration.
ii presentation skills.
iii subject knowledge.
Tutor Well, your work's been pretty good
this term. I like the way you set out your data.
You could perhaps learn a bit more about the
topic, that's the only thing. But you obviously
pay attention in lectures.

Mr Peterson is
Student unavailable because he is
Oh hi, I can't find Mr Peterson. i off sick.
Is he on holiday? ii on study leave.
iii teaching another class.
Administrator Actually he's just back
from two weeks' study leave but he's not here
( today. He seems to have developed a nasty
..._Try joining his four o'clock class tomorrow.
cold.
He should be back by then.

6 Read the following exchanges A, B and C, and decide whether the speakers
agree with each other or not.

I'm not so sure. I think it's made

A camel's hump
offat, which can be converted to
contains water so that it can go
energy and water. But I don't think
without drinking for many
it actually contains water.
days, doesn't it?

It's awful when people throw You have a point. It is

rubbish and cigarette butts in the lazy of them. But if we had
street and just expect someone else more public rubbish bins, that
to clean it up. It's really so lazy! might help too.

If you want to lose That's all very well but

weight, you should cut out fats it's not very healthy. You need
and carbohydrates; things like carbohydrates to give you energy.
potatoes, rice, pasta... and just Personally, I think it's better to try
eat meat and vegetables. to have a balanced diet.

21
Listening

Question Types and Practice Tasks

11111111111111111111 MULTIPLE CHOICE
You choose the correct answer to a question from three options (A, B or C).

What is multiple choice?

There are two types of multiple choice questions, and you can get both types
together in the same set of questions.

A question followed by three possible options.

How was the project funded? The project was funded by

A by the government A the government.
B by the university B the university.
C by raising money C raising money.

An unfinished statement followed by three possible endings.

How should I write my answers?

You only need to write the correct letter A, B or C on the answer sheet.

ACTION PLAN

Read what is given carefully and note whether it is a question or a statement.

Underline or highlight the key words.
Re-phrase the question or statement in your own words.
Read the three possible answers and underline or highlight the key words.
Try to re-phrase the possible answers in your own words.
As you listen, choose the correct answer.

NOW TRY THE TASK

(((h Listen to Extract 1. (CD Track 6)

Question 7
Choose the correct letter A, B or C.

7 Why do flamingos in captivity need

to eat algae?
A to ensure they remain healthy
B to supplement their diet
C to keep their bodies pink

8 How did you re-phrase the three options?

9 Can you explain why two of the options are not correct?

RECORDING SCRIPT PAGE

22
 Section 3

11 1 1 1 1 1 11 1 1 1 1 11 1 1 1 1 1 MATCHING
You answer the questions by matching the words in the list (1, 2, 3, etc.) to
the correct word or phrase in the box (A, B, C, etc.). There may not be a
match for every item in the box, and you may need to use some items in
the box more than once.

What is matching?
You will see a list of numbered questions and a list of options labelled with a
letter. You match the correct option to each question based on what you hear.

10 Look at the list of options A—G and re-write the phrases in

A requires stamina takes a lot of energy your own words. Describe each sport (1-5) using some of
B played worldwide your alternative expressions.
C potentially dangerous
1 table tennis
D extremely popular
2 cycling
E expensive equipment
3 snowboarding
F easy to learn
4 basketball
G exciting to watch
5 football

How should I write my answers?

You only need to write the correct letters A, B, C, etc. on the answer sheet.

ACTION PLAN

Look at the list of numbered questions and decide what they have in common.
Say them quietly to yourself to help you recognise them on the recording.
Read the list of options, noting any heading in the box.
Re-phrase each of the options in your own words.
As you listen, match the options to the questions.

NOW TRY THE TASK

David's work was good
Ibut lacked content. The paper Questions 11-14
would be better if it included some
What does the lecturer say about each student?
more examples but there's no
Choose FOUR answers from the box and write the correct letters A—G next to
need for him to re-submit.
questions 11-14.

r Lee's research is
groundbreaking and of a very
high standard. I don't have any
Rosa's work is usually
pretty good, though certainly
Comments on students' work

A needs to re-submit
concerns about him. not brilliant. She deserves a B reasonable level throughout
solid pass. C still to be marked

1- Kim's work hasn't been

assessed yet, so I'm not in a
D shows potential
E needs more data
position to comment. 11 David 13 Lee F excellent original work
G below average
12 Rosa 14 Kim

15 Underline or highlight the words in the speech bubbles that match the
answers for this task.

23
Listening

1 11 11 1 11 11 11 11 11 1 1 1 1 LABELLING A DIAGRAM
You label the parts on a diagram using up to three words and/or a
number. The parts to be labelled will have an arrow and the question
number beside them. You may have a box of possible answers to
choose from.

What sort ofdiagram will I have to label?

You may have a diagram illustrating a process or you may have to label parts
of an object. The parts to be labelled will be clearly indicated.

How should I write my answers?

If you have a box of options, you only need to write the correct answer A, B, C,
etc. Otherwise you write the words you hear on the recording. Only use the
number of words you are told to use and remember to spell them correctly.

ACTION PLAN_

Read the instructions to see how many words you can write in your answer.
Look carefully at the diagram and decide what it is about.
Note any title or labels already included.
If you have a box of possible answers, read the words in the box and think
about how they relate to the diagram.
Think about where the labels might go or what the unlabelled parts might be.
As you listen, choose an answer from the box or the recording.

NOW TRY THE TASK

((4 ► Listen to Extract 2. (CD Track 7)

Questions 16-18
Label the diagram below.
Choose three answers from the box and write the correct letters A—G next to
questions 16-18.

A metal
frame Prototype for a plastic car

B wing 16

C plastic
17
cells

D door`

E computer multi-directional 18
wheels
F road map

G camera

RECORDING SCRIPT PAGE ri8

@—r ANSWERS PAGE 108
PRACTICE TEST PAGE 94
These are the Question Listening Section 4
Types you will practise here
NOTE COMPLETION Section 1 Conversation (two speakers) Social/survival e.g. booking a hotel
FLOW CHART COMPLETION Section 2 Talk by one speaker General e.g. radio talk
CLASSIFICATION
Section 3 Discussion (two to four speakers) Educational e.g. tutorial discussion

!Section 4 Talk or lecture by one speaker Course-related e.g. university lecturri

What is Section 4 like?

You will hear a lecture or talk based on a course-related topic. Section 4 is the
hardest section of the test. The question types are similar to those in Sections
1-3, but you will have to follow the development ofthe lecture and identify the
main ideas or key points.

How is a lecture usually structured?

The language is quite formal. The speaker usually begins by telling the
listeners what he or she is going to say and then the main points are clearly
identified, often illustrated with examples.

Today, I'm going to

talk about the role of computers
in early education. Firstly we'll
look at keyboard skills and
young children.

How can I follow the lecture and predict what I might hear?
Look carefully at the vocabulary in the questions and listen out for 'signpost'
words used during the talk, e.g.firstly, on the other hand, one way is, as these
will help you predict what the speaker is going to say. The words given will
help you predict what is coming.

1 Look at the signpost words 1-10, which signal different kinds of

information. Match the words in the box with the meanings a—j.
1 One way...
2 In fact... a another example
3 And... in addition b something that is unexpected
4 Surprisingly enough... c making the point clearer by giving supporting information
5 By contrast... d something quite different / the opposite
6 Lastly... e a closing statement or final point in a list
7 Let's move on to... f a possible action that can produce the result you want
8 Generally speaking,... g a change of subject
9 In other words,... h most of the time, usually
10 On the other hand,... i providing an opposing point of view
j re-stating something in a different way

25
Listening

2 Complete the speech bubbles A—F with the most appropriate signpost
words from the box on page 25. There may be more than one possibility.
Not many people actually
voted at the last election.
, the figures indicated e Some people argue that
O Basically there are two approaches
to writing. is to make some
that
,.... less than ha Ifofthe eligible exercise is the key to good notes before you begin, and the other
voters turned out on the day. health. , if you don't is to dive in without a plan. But for
take exercise, you don't run the ,.._..academic writing, we definitely
risk of injuring yourself ! recommend the first.

We've been through all the main

points, so '.\l '\I'd like to wish
There are various views on the O You'd think that learning a
you all good luck with the exam. foreign alphabet would be
causes of pollution, but
it is felt that burning fossil fuels dcult but , it's not so
_.„. is mostly to blame. hard once you get started.

Question Types and Practice Tasks

WWWWWW
NOTE COMPLETION
You complete the notes by writing no more than three words and/or a
number in the gap. Some of the information may already be completed
to help you.

What does note completion involve?

You complete the notes with the words you hear on the recording. Notes may
not follow standard grammatical rules or layout, e.g. there may be articles or
auxiliary verbs missing, or the notes may bilists with bullet points.

How can I tell where the answers are in the recording?

The words included in the task can guide you th-rough the recording, so it is
important to read all the notes in the task carefully during your reading time.

3 Read through the set of notes below and decide what the topic is. Use your
own words to form a question for each gap.

4 Work out what type of information is needed to complete the notes below,
e.g. an object, a number, etc.

(((b Listen to Extract 1 (CD Track 8) and check your predictions with the recording
script on page n8.

String of human ©NA

•-'approximately three feet long
• looks like a (5) .
• includes between 50,000 and 100,000 genes
Complete set known as the human genome
Is very similar to many (6) L and
 Section 4

How should I write my answers?

Write the correct words and/or numbers on the answer sheet. Use no more
words than you are told to use and make sure you spell them correctly. You
can write numbers in words or figures.

ACTION PLAN

Read the instructions carefully to see how many words you can write.
Look at the layout of the task, e.g. bullet points or continuous notes.
Read the notes and decide what the topic is.
Try to re-phrase the notes to form a question in your own words for
each gap.
Underline or highlight the key words around each gap and use these to help
you listen for the answer.
Note whether there is more than one gap for any of the questions.
As you listen, complete the notes.

NOW TRY THE TASK

(0I. Listen to Extract 2. (CD Track 9)

Questions 7-9
Complete the notes below.
Write NO MORE THAN THREE WORDS for each answer.

Lonely Planet

—head office located in (7) but branches worldwide

—uses a variety of (8) to be competitive

e.g. — tracking customers
— allowing name to be used by a (9)

_ RECORDING SCRIPT PAGE 118

27
Listening

11111111111111111111 FLOW CHART COMPLETION

A flow chart always represents a sequence of events or a process. You
complete the flow chart by writing up to three words and/or a number in
the gaps. You may have a box of possible answers to choose from.

What is flow chart completion?

Flow chart completion is like note completion. It may not follow standard
grammatical rules or layout.

How should I write my answers?

Write the correct words and/or numbers on the answer sheet. Use no more
words than you are told to use and make sure you spell them correctly. You
can write numbers in words or figures.

ACTION PLAN

Look carefully at the questions and decide what the overall topic is.
Note how the sequence works.
Decide what type of word is needed to fill the gaps, e.g. a noun or a verb.
As you listen, complete the flow chart.

NOW TRY THE TASK

WO Listen to Extract 3. (CD Track 10)

Questions 10-13
Complete the flow chart below.
Write NO MORE THAN THREE WORDS for each answer.

Olive oil production

Olives picked (10) -e-

Fruit taken to the (11) and crushed

Extra virgin oil produced from first pressing

Signpost words
• after this initial process Product bottled and (12)
• then
• finally
• the first step is to Transported to markets (13) and
• incidentally

14 Look at the box of signpost words and put them in the order that best fits
the information in the flow chart above, then listen to Extract 3 again. N

RECORDING SCRIPT PAGE lig

28
 Section 4

1 1 11 1 1 1 1 1 1 11 11 1 11 1 11 CLASSIFICATION
You decide which category some words or statements belong to. The
categories are usually A, B, C, etc. The words or statements are usually
the questions.

What does classification involve?

A classification task has a list of options labelled A, B, C, etc. Based on what
you hear, you match the words or ideas in the questions to one of the options.

15 Look at the example below and decide what the topic is. Read the question
and note how it relates to the numbered items and options A—C.

Which method works best for the following materials?

i aluminium
A burying 2 glass
B burning 3 plastics
C recycling 4 paper
5 green waste

16 What do the words A—C refer to?

How should I write my answers?

You only need to write the correct letter A, B, C, etc. on the answer sheet.

ACTION PLAN

Look at the task and decide what the topic is.

Look at the main question and the numbered items that follow it.
Look at the numbered items and decide what they have in common.
Look at the words A, B, C, etc. and decide how they relate to the question.
As you listen, decide which letter best fits each numbered item.

NOW TRY THE TASK

(01. Listen to Extract 4. (CD Track 11)

Questions 17-21

According to the speaker, which method works best for mastering these skills?
Write the correct letters A—C next to questions 17-21.

17 speaking
A language laboratory i8 listening
B self-study ig pronunciation
C small group work 20 grammar
21 reading

RECORDING SCRIPT PAGE ii8

9—r ANSWERS PAGE 109
PRACTICE TEST PAGE 95

29
 The Academic Reading Test
A 60-minute test of your reading skills

How many sections does the reading test have?

There are three sections in the reading test. Each section consists of a reading
passage and 13 or 14 questions. There are 40 questions in total. The whole
test lasts an hour and you are advised to spend 20 minutes on each section.
Altogether you have to read a maximum of 2750 words.

Is there any difference between the sections?

The only difference is that Section 1 may be a little easier than the other
sections. There is no other difference.

What is the reading test like?

You will receive an answer sheet, and a reading test booklet with the passages
and questions in it. Each passage will be on a different topic.

Where do I write my answers?

IELTS reading passages are long—each You can write on the

one is about 900 words. question booklet but you
must write all your final
answers on the reading
answer sheet.

P ON THE DAY

• The reading test is the second part of

the IELTS test, held after the listening
test on the same day.

• The supervisor will write the start

and finish times on the board, and
give you a ten-minute warning before What topics will I find in the reading passages?
the end. The topics are of general interest but related to an academic subject. They
often deal with global issues, such as the environment, language,
• You must write your answers in
conservation, tourism, etc.
pencil on the answer sheet.

• Unlike the listening test, there is no Will I be able to understand the passages?
transfer time. After one hour, the test Although the topics may seem unfamiliar to you, none of the passages will
is over and you must hand in the contain technical information or specialist vocabulary that is not explained or
answer sheet. cannot be understood by an educated reader. Sometimes, however, you will
need to ignore unknown words or guess their meaning.

What sort of questions vfill I get?

There are many different question types in the reading test (see pages 32-3).
Often you have to choose the correct letter or write some words. Ifyou have to
write an answer, you will never have to use more than three words and/or a
number.

30
 Introduction

Will I get every question type in the test?

No. Each section of the test usually contains two to four question types, so in
one complete reading test you could get a maximum of 12 different question
types. (Usually you will get about eight or nine.) Sometimes the same
question type occurs in more than one section of the test. Remember, you
may get a mix of the reading question types in any section of the test.

Why are there different reading question types?

I ELTS tests a range of reading skills that you need for study purposes. For
example, if a passage has eight paragraphs, each with a clear theme, then you
may get paragraph heading questions that test whether or not you can identify
the main theme of each paragraph. If a passage contains a lot of detailed
information, you may get sentence completion questions that ask you to find
specific information.

These are the main skills that IELTS tests:

• reading quickly to get a general idea or find a particular word
• finding detailed or factual information
• understanding themes and main ideas
• identifying views, arguments and claims
• identifying the overall theme of the passage.

What general approach should I take to the reading test?

Do the sections in the order they come. Read the title and sub-heading (if
there is one) of each passage and use these to form an idea of what the
passage is about. Then read quickly through the questions and note what type
they are. Read the passage quickly before you start doing the questions to see
how the topic is developed and note the main ideas. Start with the first set of
questions. When you go on to the second set of questions, you may have to go
back to the start of the passage to find the answers.

How can I improve my score in the reading test?

You dan help improve your score by making sure that you know what each
question type tests and by having a general approach for each set of
qUestions. The following pages, divided into three sections, provide you with
an Action Plan for each set of questions.

What else can I do to prepare for the reading test?

You1hould read as widely as you can and practise reading quickly to get the
main ideas. You should also familiarise yourself with ideas and vocabulary
related to topics of global interest or concern.

How is the reading test marked?

There is one mark per question and this makes a total of 40 marks. Your mark
is converted into a Band Score of between 1 and 9. You can get half bands in
the reading test, e.g. 6.5.

Is correct spelling important?

Your spelling must be correct and your handwriting must be clear. The
answers mustcome from the reading passages, and you will lose marks if you
copy words incorrectly. You should not use abbreviations unless they are in
the passage, and you should check plurals.

31
Academic Reading

Overview of the Academic Reading Question Types

Question type Action Key points Page

Sentence You complete the gaps in the • Answers are in passage order. 34
completion sentences using words from the • Write up to three words and/or a number.
passage. • Check spelling with passage.
• Check grammar of completed sentence.
• Don't include any unnecessary words.

Notes / table / You complete the gaps in the • Answers may not be in passage order. 36
flow chart notes, table or flow chart using • Write up to three words and/or a number.
completion words from the passage. • Check spelling with passage.
• Don't include any unnecessary words.

Short answer You answer the questions using • Answers are in passage order. 37
questions words from the passage. • Write up to three words and/or a number.
• Check spelling with passage.
• Don't include any unnecessary words.

Labelling a You name parts of a diagram using • Answers may not be in passage order. 38
diagram words from the passage. • Write up to three words and/or a number.
• Check spelling with passage.
• Don't include any unnecessary words.
• Mark relevant parts of passage while
reading.

True / False / Not You decide whether the statement • Answers are in passage order. 39
Given agrees with or contradicts the • Write True, False or Not Given.
passage, or whether there is no A,
information.

Global multiple You decide what the main theme • Question covers whole passage. 41
choice ofthe passage is. • Write A, B, C or D.
• Check other options are wrong.

Matching You match statements,to items in • Statements are not in passage order. 42
a box. • Boxed items are usually in passage order.
• Write A, B, C, etc.
• Some letters may be used more than once.
• Some letters may not be used.

Finding You find the paragraph that • Write A, B, C, etc. 44

information in contains the information in the • Some letters may be used more than once.
paragraphs question. • Some paragraphs may not be tested.

32
 Introduction

Overview of the Academic Reading Question Types

Question type Action Key points Page

Sentence You complete the sentences by • Answers are in passage order. 45

completion with selecting the correct ending from a • Write A, B, C, etc.
a box box of options. • Some letters may not be used.
• Check grammar and meaning of sentence.

Yes / No / You decide whether the statement • Answers are in passage order. 47
Not Given agrees with or contradicts the • Write Yes, No or Not Given.
writer's views or claims, or
whether there is no information.

Multiple choice You choose the correct letter A, B, • Answers are in passage order. 49
C or D. • Write A, B, C or D.
• Check other options are wrong.

Paragraph You choose the correct heading for • Underline or highlight main ideas in 50
headings each paragraph from a list of paragraphs.
headings. • Write the correct number i, ii, iii, etc.
• Some headings will not be used.

Summary You complete the gaps in the • Answers may not be in passage order. 52
completion summary using words from the • Write up to three words and/or a number.
passage. • Check spelling with passage.
• Check grammar of completed summary.
err • Don't include any unnecessary words.

Summary You completertheiaps in the • Answers may not be in passage order. 54

completion with summary using words or phrases • Write A, B, C, etc.
a box from a box. • Some letters will not be used.
• Check spelling with passage.
• Check grammar of completed summary•

Classification You decide which category some • Answers are not in passage order. 55
statements or features belong to. • Write A, B, C, etc.
• Some letters may be used more than on ce.
• Some letters may not be used.

Pick from a list You pick the correct answers from • Answers may not be in passage order. 57
a list of options. • Write A, B, C, etc.
• Each answer may score one mark or the
whole question may score one mark.

33
 These are the Question Academic Reading Section 1
Types you will practise here
•SENTENCE COMPLETION 1 13 questions One passakV Approx 900 words
NOTES / TABLE / FLOW 13 questions One passage Approx 900 words
Section 2
CHART COMPLETION
Section 3 14 questions One passage Approx 900 words
SHORT ANSWER QUESTIONS
LABELLING A DIAGRAM
TRUE / FALSE / NOT GIVEN
GLOBAL MULTIPLE CHOICE
Question Types and Practice Tasks
11111111111111111111 SENTENCE COMPLETION
You complete the sentences by writing up to thre words and/or a number
from the passage in the gaps. The gaps can come at the beginning, in the
middle or at the end of the sentence. The answers are in passage order.
I
What is involved in sentence completion questions?
You need to try to predict the kind of words that are missing before you look
for the answers.

Read the sentences below and decide what type of information is missing, e.g.
place name, date, noun, adjective, etc. Make a note in the box.
1 is the date of the next proposed mission to Mars.
1
2 The astronauts that walk on the moon are going to need specially designed
2 for their mission.
3 Compared to the moon, Mars is considered to be
3
How should I write my answers?
You should only use words from the passage, and you must use no more
words than you are told to use. They should be written exactly as they are in
the reading passage (numbers too) and they have to be spelt correctly. Do
not include unnecessary words, or repeat words that are already provided in
the sentence.

ACTION PLAN

Read the instructions carefully to see how many words you can write.
Note the position of the gaps in the sentences.
Start with the first question and decide what kind of word (s) is/are needed
to complete the sentence.
Note any grammatical clues, e.g. articles or prepositions, which may help
you find the answer.
Underline or highlight the key words around each gap and use these to find
the right part of the passage.
Decide exactly which words or numbers you should write as the answer.
Read the completed sentence to make sure that it is grammatically correct
and makes sense.

34
 Section 1

NOW TRY THE TASK

Complete the sentences below.

Choose NO MORE THAN THREE WORDSfrom the passage for each answer.

Power-packed fliers
For their size, birds are tremendously powerful creatures. We know
this thanks to an ingenious series of tests performed by researchers
at Duke University in North Carolina. The researchers placed a
specially trained budgerigar in a wind tunnel and measured how
much muscle power it needed to Maintain flight at various
airspeeds up to 50 kilometres per hour. The small bird had to be
trained, not only because it had to fly in the artificial environment
of the wind tunnel, but also because it had to do so while wearing a
tiny oxygen mask.
( The mask allowed zoologist Vance Tucker and his colleagues to
monitor the budgerigar's oxygen demand, and thus the amount of
mechanical energy it was producing. What they discovered was
experimental proof of the incredible power-to-weight ratio of
birds. Tucker's team found that the 35-gram budgerigar's flight
muscles were delivering a peak power of one to four watts to
maintain continuous flight. That might not sound very much on its
own, but it's pretty impressive when the bird's size is taken into
account: it works out as 200 watts of continuous mechanical power
for eve,Ry kilogram of the bird's muscle mass.
And that's the reason that people have always failed when they
tried to fly by flapping wings attached to their arms: the average
human can only produce around ten watts per kilogram of their
muscle mass. It's not that we never had the time to fly — we have
simply never had the energy. To fly, people need machines and to
make a flying machine, we need to understand how birds control
their flight.

Complete the table on the left first to help you predict the answers.
Type of word
4 Scientists have done experiments on birds in a
4 singular noun
5 The birds reached a maximum hourly flight distance of
5
6 The aim of scientists was to calculate the amount of they needed
6
to fly.
7
7 are the only solution to human flight.
8 Why would these answers be marked wrong?
a tunnel / a wind tunnel (Q4)
b 50 kilomitres / 50 kilometres per hour (Q5)
c oxygen demand / watts (Q6)
d flying machine / flapping wings (Q7)

35
Academic Reading

11111111111111111111 NOTES / TABLE /FLOW CHART COMPLETION

You complete the gaps in the notes, table or flow chart using up to three
words and/or a number from the passage. Some of the information may
already be completed to help you. The answers may not be in passage
order.

How are these question types different from sentence completion?

Press a switch and immediately a The questions are not full sentences, so you need not worry about the
light comes on std an electrical grammatical correctness of a sentence.
machine springs into action.
This is because your home is Read this paragraph and look at question 9.
automaticallysupplied with 9 A and B below test your understanding of the same piece of information.
electricity that runs from a power What is the difference between the two types of question and what is the
station, where it is produced, correct answer for each?
through power lines to the wires A Electricity is generated in and is transported by power lines to
and electrical circuits in the floors, homes.
ceilings and walls of your home. B Electricity: generated in
transported by power lines

ACTION PLAN

Follow the Action Plan for sentence completion on page 34 and write your
answers in the same way. If you are completing a table, look at the table
headings to help you decide what sort of words to look for.

NOW TRY THE TACK

Complete the notes.

Notes Choose NO MORE THAN TWO WORDS from the passage for each answer.

Research shows:
Need to train the ear to make •:•• SILENCE_ IS NOT ALWAYS GOLDEN ••:.
it work well A global survey has found that city dwellers have better hearing than
Geographical research area: people who live in quiet villages, and scientists now believe that the ear
needs exercise to keep in shape.
10 A team of scientists at the University of Giessen, Germany, has spent
Examples of people with over a decade testing the hearing of more than 10,000 people around the
poor hearing: world. As expected, people exposed to extremely loud noises at work,
such as construction workers, had poor hearing. But the hearing of those
11 -4: living in quiet, rural areas, such as farmers, was just as bad. Orchestral
musicians and airline pilots, by contrast, can usually hear well despite
12 exposure to noise at work. And there is little difference between people
who go to noisy concerts and those who do not.
and good hearing: Hearing specialists have long believed that prolonged exposure to
13
excessively loud noise degrades hearing and so industrial standards are
based on people's average exposure to sound energy. However, it is the
14 very strong impulses, such as loud bangs, that do the most damage,
whereas exposure to continual noise 'trains' the ear to tolerate it.
Most dangerous type of noise:
15
16 Find words in the passage that have a similar meaning to the highlighted
words in the notes.
 Section 1

SHORT ANSWER QUESTIONS

You answer the questions using up to three words and/or a number from
the passage. The answers are in passage order.

What is involved in short answer questions?

You need to underline or highlight the key words in the questions that tell you
what kind of information to find and how much to write in your answer. These
are often words like when, who, how many, which, etc.

Here is an example of key words in a question:

Which group of scientists does the writer criticize?

How should I write my answers?

You should only use words from the passage, and you must use no more
words than you are told to use. They should be written exactly as they are in
the reading passage (numbers too) and they have to be spelt correctly. Do
not include unnecessary words.

ACTION PLAN

Read the instructions carefully to see how many words you can write.
Underline or highlight the key words in each question and decide what kind
of information you need to look for.
Start with the first question and read the passage quickly to see if you can
find words that are the same as the key words or have a similar meaning.
Read around these words to find the answer.
Decide exactly which words and/or numbers you should write as the answer.
rI
I
NOW TRY THE TASK

Answer the questions below.

Choose NO MORE THAN THREE WORDS from the passage for each answer.

, -
r
From the earliest times, people have devised highly ingenious methods for
conserving water where it is scarce. In the Sahara in Africa, where twg t rds
of the sparse population live in permanent settlements, many of th
that provide natural supplies of water have been enlarged by human
industry. In some places, gently sloping channels called!maps rugs below
the surface, collecting ground water that flows to a central oasis. In other
places, artesian wells are used to irrigate date palms and other crops,that
grow in the shade they provide. In Egypt, only one per cent of all water enters
the domestic supply. The remainder is used to irrigate farm crops.

• 17 Wheie do many people in the Sahara have their homes?

Answer must be a place —
18 WVwater sources in the Sahara have people develoPed?
perhaps geographical, perhaps
19 What land constructions are used for irrigation purposes in the Sahara?
a building, perhaps an area.
20 Which African crop is mentioned?
21 How much of the water in Egypt is used by people in their homes?

22 Which words did you highlight in the questions?

37
Academic Reading

I
11111111111111111111 LABELLING A DIAGRAM
You name parts of a diagram using up to three words and/or a number
from the passage. The parts to be labelled will have an arrow and the
question number beside them.The answers may not be in passage order.
However, the answers are usually grouped together in one part of the
passage, where the diagram is described.

How should I write my answers?

You should only use words from the passage, and you must use no more
words than you are told to use. They should be written exactly as they are in
the reading passage (numbers too) and they have to be spelt correctly.

ACTION PLAN

Read the instructions carefully to see how many words you can write.
Look at the diagram to form a general idea of the content.
Note any labels provided already, as these can help you find the answer.
Look at the parts of the diagram to be labelled and decide what kind of
information is needed to fill the gap, e.g. a place, a process, etc.
Pay particular attention to expressions of place such as in the middle, in the
corner, beyond this, next to, above/below, leads to, etc., as the answer to the
questions may depend on your understanding these concepts.

NOW TRY THE TASK

Label the diagram below.

Choose NO MORE THAN THREE WORDS from the passage for each answer.

Zinacantan
The rural village of Zinacantan, situated high in the hills of southern Mexico, is inhabited by people descended from the
ancient Mayans. The villages of this area are unique and interesting in terms of their traditions and lifestyle. A typical house
has only two rooms: one large room, which serves as both a living room and a bedroom, and a small kitchen leading off this
room. A typical home would have q.row otbe.cls along one wall, and three or four chairs in the middle of the room) froin which
the family can watch the television. In the kitchen there is an open fire in the centre of the room, a bench for gkinding corn
and two large storage bins in the corner. A wide variety of crops are cultivated on the surrounding land, including herbs near
the kitchen, and fruit trees beyond this. On the outer edge of the property the family would grow sugar cane.

23 ... 25

26
24

27 How many expressions of place can you find in the passage?

38
 Section 1

11111111111111111111 TRUE / FALSE / NOT GIVEN

You decide whether the statement agrees with or contradicts the
information in thepassage,or whether there is no information about the
statement/The answers are in passage order but they may be grouped
together in one part of the passage or spread across the passage.

How do I know if the statement is true, false or not given?

True: The statement agrees with what is in the passage,
i.e. says the same thing using different words.
False: The statement contradicts what is in the passage,
i.e. says the opposite.
Not Given: There is no mention of this piece of information in the passage.

Read the article below and the three statements.

It was not John Landy who was the
Look at the explanations and answers given in the boxes.
first to break this record (i.e. run a
mile in under four minutes) but
Roger Bannister. Statement A is
4
The four-minute mile
therefore not True but False as it
contradicts the passage.
One of the great sporting achievements of the 20th century was
when the runner Roger Bannister broke the four-minute mile record.
In being the first to do so, he denied his Australian rival, John Landy,
The passage refers to the 50th the chance of achieving immortality in the field of athletics. Media
anniversary ofthe event so the 4
interest in the 50th anniversary of the event, including the
answer to statement B is True.
publication of two books on the subject, highlights the significance
of the achievement.

Although you may know this to be

a fact, the passage does not say
that Bannister was English, so the • A John Landy ran a mile in under four minutes before Roger Bannister.
answer to statement C is B Fifty years have passed since the four-minute mile was broken.
Not Given. • C Roger Bannister was English. e/

How shouts I write my answers?

You only need to write T, F or NG. However, it is best to write the words in full
so that your answer is clear.

ACTION PLAN

Read the statements very carefully.

Underline or highlight the key words or phrases in the first statement and
quickly read the passage for these. Often you will find the same words,
names or numbers in the passage. This is done to help you find the idea or
information and get started in the right part of the passage.
Read around the words in the passage and see whether the information
agrees with the statement, contradictit or whether nothing is said about it.
Decide whether the answer is True, False or Not Given.

39
Academic Reading

NOW TRY THE TASK

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
That is, there was a NOT GIVEN ifthere is no information on this
lot of interest in a

breaking the record.

\ ♦The race to break the four-minute mile reached a crescendo in the 1950s and
became a major sporting challenge of the day. At the turn of the:twentieth
century, the world record had stood at about tour minutes ten seconcs,But
despite efforts around the globe, by 1952 the record remained intact. The press
regularly stated at that time that man had reached his athletic limits; that room
for improvement was minimal. Then in May 1954, in a run that was to go down
in history, Roger Bannister stopped the clock at 3 minutes 59.4 seconds.
Few records have so captured the public's attention and provided such an
enduring benchmark. Public fascination partly reflected the seeming symmetry
of the event — four laps in four, minutes. A very similar achievement is that of the
less well-known Russian swimmer Vladimir Salnikov, who in 1980 became the
first man to break 15 minutes for 1500 metres. That was 30 consecutive laps in
less than 30 seconds, which had once been regarded asimpossible.
Part of the appeal of athletes such as Bannister and Landy is linked to the
amateur "environment in which they competed. For both men, running was an
aside to the real matters of life and they received no monetary reward. And as
evidence of the temporal nature of all records, Bannister's record has since
been reduced by a further 17 seconds, but the four-minute mile remains a
landmark in sporting history.

28 In the mid 20th century, there was little interest in breaking the four-minute
mile.
29 In the early 1950s, the media promoted the idea that nobody could run a
mile in under four minutes.
30 In 1980, Vladimir Salnikov swam 1500 metres in less than 15 minutes.
31 John Landy and Roger Bannister were professional sportsmen.
32 Bannister's record was broken within three years.
33 Complete the table below to show how you found your answers.

Phrases in the question that help Phrases in the passage that match Phrases in the passage that tell KEY
you find the part of the passage these you the answer
where the answer is

28 in the mid 20th century in the 1950s became a major sporting challenge False

29

30

31

32

40
 L
Section 1

1111 11 11 11 11 1 11 1 1 1 11 GLOBAL MULTIPLE CHOICE

You decide what the main idea/theme/topic of the passage is, or why the
passage was written, or choose a suitable title for the passage. These
questions usually come at the end. Often the passage witnot have a title
if it has a global multiple choice question.

How should I write my answers?

Write A, B, C or D.

ACTION PLAN

Underline or highlight the key words in the question and the four options.
Quickly read the sentences that contain the main ideas in each paragraph of
the passage.
Rule out any options in the questions that you think are definitely wrong.
Decide which option is correct.

NOW TRY THE TASK

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

34 Why was the article on page 40 written?

A to show the overall improvement in sporting achievements
B to illustrate an important event in the world of sport
C to encourage young people to participate in sport
D to compare running and swimming world records

35 Why're the other options attractive, but wrong?

@l—r ANSWERS PAGE 109

PRACTICE TEST PAGE 96

41
 These are the Question Academic Reading Section 2
Types you will practise here
MATCHING Section 1 13 questions One passage Approx 900 words
FINDING INFORMATION Section 2 13 questions One passage Approx 900 words
IN PARAGRAPHS
Section 3 14 questions One passage Approx 900 words
SENTENCE COMPLETION
WITH A BOX
YES / NO / NOT GIVEN
MULTIPLE CHOICE
Question Types and Practice Tasks

►►►►►►►►►►►►►►►►►►►►

I
MATCHING
You match statements to items in a box. The statements are usually
numbered 1, 2, 3, etc. and the items in the box are usually labelled A, B, C,
etc. There may not be a matching statement for every item in the box,
while you may need to use some items in the box more than once. The
items in the box are usually in passage order, but the statements are in
random order.

What sort ofthings can be matched?

There are many possibilities but matching people to statements is the most
common. You may also have to match things like features to languages,
historical events to dates, teaching methods to educational programmes, etc.

How should I write my answers?

You only need to write the correct letter A, B or C, etc. There is only ONE
answer for each question. You may use any letter more than once.

ACTION PLAN

Start with the items in the box because these are usually in passage order.
Underline or highlight these in the passage. Some of the items may appear
more than once in the passage, so it is important to find them all.
Carefully read the statements and mark the key words.
Read around the first item (A) you have marked in the passage and read the
list of statements quickly to see whether any of them matches. IfA occurs in
other parts of the passage, read around these parts too.
Write the letter A next to the•correct statement(s).
Repeat this procedure with the next item in the boxed list.
If you think two items fit any of the statements, you will need to cbme back
to these, as there is only one answer for each statement.

42
 &ova
Section 2
_
NOW TRY THE TASK 44,cttoiv
aiLitob A
Look at the following statements (Questions 1-5) and the list of people b low.
Match each statement with the correct person A—D.

** Effective advertising **
In recent years, advertising has been This kind of debate is not new.
more preoccupied with grabbing Rosser Reeves called 'art' advertis-
attention and sustaining interest ing on the TV in the 1950s 'vampire
than with transferring persuasive video, arguing that it distracts the
messages. According to Sean viewer from the product and makes
Brierley, this has largely been due to the commercial's selling message
That is, it has to attract our a perception that advertising needed less effective.
attention and be amusing. to stand out and appeal through
Brierley notes that the debate
- -*humorous, artistic or educational
around 'effective' advertising
content in order to be well received
became much more intense in the
by consumers. The agencies who
1990s with increases in media costs
produced these kinds of commer-
and declining sales. Other experts
cials argued that, because there was
also pointed out that consumers
so little product difference, advertis-
were less naive and more profes-
ers needed to provide difference
sional and cynical than they had
through the advertising.
been. Being more aware of the
Qthers attacked this view: 'Advertis- process' of manufacturing, market-
ing used to be about persuading ing and communication, it was felt
people to want your product. Now that 'a conclusion which the viewer
the task seems to be to make people has reached himself will last longer
admire your advertising,' com- and be better internalised' (Lannon
a plained one industry commentator 1993).
(Wilkins 1998).

1 It is unfortunate that the focus of advertising has changed.

A Brierley
2 Reduced profits was one reason why advertisements changed.
B Wilkins
3 Consumers need to feel they have made their own decisions.
C Reeves
4 A heavy focus on the advertisement, rather than the product, is unsuccessful.
D Lannon
5 These days we expect advertisements to be attractive and entertain us.

6 The answer to question 1 is B. How are the key words in the statement
expressed in the passage?

43
Academic Reading

FINDING INFORMATION IN PARAGRAPHS

You find the paragraph that contains the information in the question. You
may have to find a detail, an idea, a comparison, an example, etc. Some
paragraphs may contain the information required in more than one
question, while other paragraphs may not be tested.

How is this question different from paragraph headings?

Paragraph headings test your understanding ofthe main idea in each paragraph,
so the headings are the answers (see page 50). In this question type, you have to
read the paragraphs to see whether they provide the information you need, so the
paragraph letters are the answers. You need to use a different approach for this
question type.

How should I write my answers?

You only need to write the correct paragraph letter A, B, C, etc. There is only
ONE answer for each question.

ACTION PLAN

Underline or highlight the key words in the questions.

Think about the ideas and language that you need to look for.
Read the first paragraph and then quickly read through the questions.
Mark any parts of the paragraph that match the key words in the questions.
Write the paragraph letter next to that question.
Go on to the next paragraph and do the same.
If you think a question can be matched to more than one paragraph, make a
note ofthis and come back to the question later to make a decision.

NOW TRY THE TASK

The reading passage has three paragraphs, A—C.

Which paragraph contains the following information?

Dawn of modern man

A At first glance, the 41 perforated pea-sized shells found in a South African cave are merely ancient jewellery, albeit
the oldest ever found. But to archaeologist Christopher Henshilwood, the 75,000-year-old beads represent symbolic
thought. By wearing jewellery, the people living on the southern tip of Africa would have transmitted shared
cultural values, much like we do today. `Thalombos Cave beads present absolute evidence for perhaps the earliest
storage of information outside the human brain,' he explains.
B They were originally located in layers of sand dating back to the Middle Stone Age, arranged in clusters of up to 17
beads of a similar size. Strong indications that theywere used as jewellery come from wear-marks and the common
position of holes. Traces of red ochre suggest that the beads, or the surfaces they had touched, were coated with
pigment.
C The shells are those of a mollusc scavenger Nassarius kraussianus , which lives in estuaries. Since the nearest rivers
to the cave are 20 km away, Stone Age humans must have transported them to the cave. The fact they were grouped
into sizes and perforated suggests they were deliberately fashioned into beads, possiblybefore being taken there.

44
 Section 2

7 evidence that the shells had been worn

8 where in the cave the beads were first found
9 the type of creature that occupied the shells
10 a reference to the current function ofjewellery
11 how it is thought the shells reached the cave

12 Which words in the passage match the key words in the statements?

11111111111111111111 SENTENCE COMPLETION WITH A BOX

You choose the correct ending from a box of options to make a complete
sentence which contains an idea from the passage. There will be some
extra endings that you do not need to use. You may be able to use some of
the endings more than once.(The answers are in passage order.
I

How is this different from sentence completion without a box?

In sentence completion without a box, you only have to find a detail in the
passage and write the correct word or words to complete a sentence. Here,
you have to join two parts of a sentence together to make one sentence that
paraphrases an idea in the passage. You need to use a different approach for
this question type so that the completed sentence makes logical sense and is
grammatically correct.

13 Complete this sentence with the ending that is most likely to be correct.
Consumers are not inclined to cut back on waste because

A they are hard to get rid of effectively.

B there are no financial incentives to do this.
C it is the only method available to them.

14 Explain why the other endings are wrong.

How should I write my answers?

You only need to write the correct letters A, B, C, etc. Usually the endings are
only used once. If you need to use an ending more than once, the instructions
will tell you.

ACTION PLAN

k Read the first unfinished statement carefully and underline or highlight the
key words.
k Use the key words in the unfinished statement to find the idea in the passage.
k Read around the information in the passage to make sure you understand it.
k Quickly read the list of endings and underline or highlight the key words.
k Choose the ending which best fits the idea in the passage.
k Make sure the ending is logical and fits grammatically.

45
Academic Reading

NOW TRY THE TASK

Complete each sentence with the correct ending A—G below.

Waste disposal
Until now, Britain has opted for burying most of its rubbish.
Around four fifths of municipal waste is sent to landfill-sites.
This approach has made considerable sense in an island with
sites to spare because of its particular geology and its history
of quarrying.
But landfill sites are getting scarce, particularly in southern
England, where most people live. And they are becoming
expensive to run as the government insists on safeguards
against environmental hazards like the leaching of toxic waste
into underground aquefiers. But the biggest constraint on
dumping stuff in landfill sites is Britain's commitment to meet
European targets t slash the amount of biodegradable waste
— about 60% of household rubbish — that is put into landfill
sites. These targets are intended to cut emissions of methane
(a greenhouse gas) and to reduce the risk of water
contamination from landfill.
If you can't bury it, an alternative is to burn it. This certainly
seemed to be the initial thrust of government thinking a few
years ago. A programme to build as many as 130 new
incinerators was envisaged. But burning also entails
environmental risks. Although new incinerators are now much
cleaner than earlier ones, people are scared of exposure to
dangerous chemicals like cancer-producing dioxins. The
political difficulties in'selling an expansion of incineration are
immense.

15 The presence of old mines in Britain has

16 To make landfill sites safer, the authorities have
17 In order to comply with European targets, Britain has
18 Burning rubbish is not popular because people have

A agreed to reduce waste levels.

B replaced old incinerators.
C destroyed most of the municipal waste.
D encouraged rubbish burial.
E released toxic waste.
F imposedsafety laws.
G become anxious about the pollution levels.
 Section 2

I
11111111111111111111 YES / NO / NOT GIVEN
You decide whether the statement agrees with or contradicts the writer's
views or claims, or whether
c Iae_
t re is no information relatingto the
statement in the passage. The answers are in passage order but they
may be grouped together in one part of the passsage or spread across
the passage.

How is this different from True / False / Not Given?

True / False / Not Given tests how well you understand factual information in
the passage, whereas Yes / No / Not Given tests your understanding of the
writer's views or claims. However, the approach to the two question types is
the same.

What are the writer's views or claims?

Many passages include the writer's opinion (views or claims) on a topic as
well as providing factual information.

19 Read this extract about security systems. Underline or highlight any views
or claims made by the writer. Is the majority of the passage the writer's
opinion or is it factual information?

The two sides to security

In the security industry today, there are two clear divisions and one of
these is decidedly more glamorous than the other. The glamorous part
deals with digital security, which includes everything from fighting
computer viruses and tackling malicious computer hackers to controlling
which employees have access to which systems. All of this has
overshadowed the less glamorous side of the industry, which deals with
physical security — in essence, door locks, alarms and that sort of thing.
The people involved in digital security come across as bright and
interesting, whereas the door-lock people do not. This second group
soon have to admit that there have been no real advances in locks since
theinvention of the pin-tumbler lock, which was actually devised in
ancient Egypt but was then lost until Mr Linus Yale, an American inventor,
rediscovered it. And even that was a century and a half ago.

How do I match the views to the statements?

The statements make one clear point. You decide whether they agree with or
contradict the views expressed in the passage or whether the writer has given
no information about that point.

Read the passage and the three statements below. Decide which one
— agrees with the writer (Y)
— contradicts the writer (N)
— is based on information not found in the passage (NG).

20 Designing ways to protect computers from hackers represents the boring

side of the security industry.
21 Conventional door-locking mechanisms have changed very little in the last
century.
22 Linus Yale worked on the pin-tumbler lock alone.

47
Academic Reading

What if I think I know the answer from my general knowledge?

You must only answer using the information you read in the passage. If you
think you know the answer but it does not appear in the passage, the answer
must be Not Given.

How should I write my answers?

You only need to write Y, N or NG. However, it is best to write the words in full
so that your answer is clear.

ACTION PLAN

Read the first statement carefully and re-phrase it in your own words.
Underline or highlight the key words or phrases in the first statement and
quickly read the passage for these. Often you will find the same words,
names or numbers in the passage. This is done to help you find the idea or
information and get started in the right part of the passage.
Read around the words in the passage and see whether the view that is
expressed agrees with the statement, contradicts it, or whether nothing is
said about it.

NOW TRY THE TASK

Do the following statements agree with the claims of the writer in the passage
below? Write

YES if the statement agrees with the information

NO if the statement contradicts the information
.4.
NOT GIVEN if there is no information on this
ft)
23 It can be understood whypeople take their energy supplies for granted.
24 Some quite ordinary towns are developing green energy supplies.
25 Most people in need of electricity supplies live in poor countries.
26 The new high-tech industries will add to levels of unemployment.

rbe Blowing in the wind eeN

When all it takes is the flick of a switch to The potential for greener and cleaner energy
illuminate a house or to activate a television sources is still greater than either demand or
set, it is perhaps not surprising that most official backing, but momentum is gathering.
people pay little attention to_where their energy Some two billion people are still without electricity,
comes jtbefiOr what impact using it is having on the majority of whom live inpoor countries. and in
the environment. But though the comfort and remote areas. In these conditions, local energy
convenience of our modern energy supply is supplies based on renewable sources such as the
easy to accept, attitudes are beginning to wind or sup are the ideal solution. In richer
change, partly because many people are countries, emerging energy sources could mean
starting to realise the scale of _the impact we the foundation of new high-tech industries that
are having, employ hundreds of thousands of people.

27 Underline or highlight the words in the passage which gave you the answers.

48
 Section 2

►►►►►►►►►►►►►►►►►►►►
MULTIPLE CHOICE
You choose the correct answer from four options (A,B,C or D). There are
two types of multiple choice questions: Type 1 is a question followed by
four possible options (which may or may not be full sentences) and Type 2
is an unfinished statement followed by four possible endings. You may get
both types in the test The answers are in passage order.
I

How should I write my answers?

You only need to write the correct letter (A, B, C or D).

ACTION PLAN

k Underline or highlight the key words in the question or unfinished

statement.
k Match these key words to words in the passage so that you are looking in the
right place for the answers.
k Underline or highlight the key words in the options and re-phrase the ideas
in your mind.
Read around the section of text you have marked and see if you can find
words or expressions that match the options.
k Some word matches will occur, but check whether the passage is stating the
same or something different from what is stated in the options.

NOW TRY THE TASK

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

28 What does the writer say about the environmental impact of the work at
• Lake Magadi?
A It has little effect on the area.
Match key words in the question B It has been going on too long. g
—especially names —to find the 4 C It has been well planned.
right part of the passage. D It causes harm to the birds.

For more than 60 years, the Magadi Soda Company has been taking
• soda ash from Lake Magadi, south west of Nairobi, Kenya. The
operation was set- Lipikithout particular consideration for the
natural environment-but, over the years, it has proved harmless.
The factory and town which might cause disturbance are located
out of the way, about 15 kilometres from the area most densely
populated by bi,rds. The factory effluent consists only of returning
lake water, and the gaseous emissions are only carbon dioxide
and water.

29 Why are the other options attractive but wrongs

0151ANSWERS PAGE -no

PRACTICE TEST PAGE 99

49
 These are the Question Academic Reading Section 3
Types you will practise here
PARAGRAPH HEADINGS Section 1 13 questions One passage Approx 900 words
SUMMARY COMPLETION Section 2 13 questions One passage Approx 900 words
SUMMARY COMPLETION
Section 3 14 questions One passage Approx 900 words
WITH A BOX
CLASSIFICATION
PICK FROM A LIST Question Types and Practice Tasks

I
►►►►►►►►►►►►►►►►►►►► PARAGRAPH HEADINGS
You choose the correct heading for each paragraph from a list of
headings. There are always more headings than you need, so you will not
need to use them all. You will never need to use a heading more than
once. There may be some example headings too, so don't use these
headings again.

What is a heading?
The world's population is forecast to A heading covers the main idea of the paragraph.
reach 7.5 billion by 2020, and growing
prosperity, especially in China, is 1 Which of these three headings states the main idea in the paragraph on the
fuelling a rising appetite'for meat left? Use the highlighted key words to help you decide.
and cereals. Yet it is becoming harder
i Population figures for China
to find new farmland, water is
increasingly scarce and crop-yield ii Assessing China's farmland
growth is slowing. Already 167 iii Global population and the future
million children are malnourished. 2 How did the highlighted words help you?
Are hungry times ahead?
3 How do the verb tenses help you find the answer?
4 Can you explain why the other headings are attractive, but wrong?

How should I write my answers?

You only need to write the correct number, i, ii, iii, etc. Don't waste time
copying out the headings.

ACTION PLAN

Read all the headings and underline or highlight the key words.
Read the first paragraph ofthe passage, marking the topic sentence(s) and
related phrases and vocabulary.
Re-phrase the main idea of the paragraph in your mind.
k Read the list of headings to see if there is a match between the key words in
the headings and the words you have marked in the paragraph.
Choose the heading that best summarises the main idea of the first
paragraph.
Go on to the next paragraph and repeat the Action Plan.
If you think two headings fit one paragraph, mark both of them and rule on
of these out later.

50
 Section 3

NOW TRY THE TASK

Choose the correct heading for paragraphs A—C from the list of headings below.

5 Paragraph A
List of Headings 6 Paragraph B
i The destruction of the library 7 Paragraph C
ii Collection methOds
iii Replacing lost books
iv The library's original purpose
v Storage methods

ca The old library of Alexandria c's

A The ancient library of Alexandria, which served as the
intellectual and cultural hub of Egypt for 250 years, was
tragically destroyed in 43 BC. Now there is widespread
speculation about its true beginnings. The most popular ,v
theory is that Ptolemy I Soter (who ruled from 304 to 282 BC)
gathered a vast selection of books on kingship, ruling and the
world's peopte,- so he might better understand trade terms
. and how to leaclih
i ts subjects.

B Ptolemy I longed to possess all the literature in the world. The

manuscripts took the form of scrolls kept in_ pigeonholes, the
best of them wrapped in jackets of leather or linen. They are
likely to have remained in the groups in which they were
acquired, rather than being properly categorised. Parchment
wasn't used until later, when the first books began to be
written and kept in wooden chests in Roman times.

C As the library expanded, Ptolemy's successors used

increasingly unscrupulous techniques to obtain manuscripts.
One source claims that every ship sailing info Alexandria's
harbour was routinely searched and, if a-book was found, it
was confiscated and taken to the library. There it was
examined and a decision ma-de whetherto keep it and make a
replacemery, to be given to its rightful owner together
with adequate reimbursement, or to just return the original
copy outright.

8 Explain why the extra headings are attractive, but wrong.

51
Academic Reading

I
►►►►►►►►►►►►►►►►►►►► SUMMARY COMPLETION •
You complete the summary by writing no more than three words and/or a
number from the passage in each gap. The summary may cover the ideas
in the whole passage or may be based on a section of the passage only.
You may be told which part it relates to.‘Theanswers may not be in
t passage order]

What is a summary completion question?

It is similar to sentence completion but here, you also need to pay attention to
how the ideas are linked together.

9 Read the summary below and decide what type of information is missing.
Look at the highlighted words to help you do this. What do the words But
this tiny tell you about the type of answer needed in Question 10? Make a
note of the type of word you predict for each answer.

Few people have ever heard of Yonaguni, in Japan's Okinawa island chain.
But this tiny (10) has recently attracted international attention after
the discovery of (11) Locals believe they are the remnants of a vast
civilisation lost many years ago. The site is now a popular destination for
(12) who like an underwater challenge.

How should I write my answers?

You should only use words from the passage, and you must use no more
words than you are told to use. They should be writte9,,exactly as they are iri
the reading passage (numbers too) and they have to be spelt correctly. Do not
include any unnecessary words, or repeat words that are already provided.

,a•
ACTION PLAN

Read the instructions carefully to see how many words you can write, and
whether you are told which paragraph (s) the summary comes from.
Read the summary heading (if there is one) to help you find the right place in
the passage.
Read through the summary to get an idea of what it is about and how much
of the passage it covers.
Decide what kind of word is needed to complete the first gap, e.g. a noun, a
name, an adjective.
Note any grammatical clues, e.g. articles or prepositions, which may help
you find the answer.
Underline or highlight the key words around the gap.
Read the passage quickly and decide where the answer to the first question
comes from.
Decide exactly which words or numbers you should write as your answer.
Read above and below this part to find the rest of the answers.

52
 Section 3

NOW TRY THE TASK

Complete the summary below with words taken from the reading passage.
Choose ONE OR TWO WORDS AND/OR A NUMBER for each answer.

Gold bugs
Medieval alchemists found, in the end, that they could not create gold. Modern geochemists have a similar
problem. They find it hard to understand how natural gold deposits form. There is much handwaving about
gold-rich fluids from deep in the earth, and chemical precipitation, but the physics does not add up. The
answer may be that what is happening is not geochemical at all, but biochemical. And a casual experiment
conducted by a bacteriologist may hold the key.
Derek Lovley, of the University of Massachusetts, has been studying 'metal-eating' bacteria for two decades.
These bacteria make their living by converting the dissolved ions of metallic egments from one electrical
state to another. This reduction releases energy, which the bacteria extract for their own purposes.
Unsurprisingly, such bacteria tend to prefer common metals such as iron and manganese for lunch, though
some species are able to subsist on such exotica as uranium. Dr Lovley decided to put some of his bacteria
into a solution of gold chloride. He was fully prepared for nothing to happen, as gold compounds are
generally toxic to bacteria. Instead, the test tube Containing the solution turned a beautiful shade of purple,
the colour of metallic gold when it is dispersed very finely in water.

Cffeaticyf g,
Even today, scientists are unable to work out how gold is made. Recently, however, they have
considered that the process may be (13) An experiment was carried out using bacteria
that create their own (14) using metal. The types of metal these organisms usually, feed
on are either (15) or However, when the bacteria were added to a test tube of
(16) solution, it changed (17) , indicating the presence of gold compounds.

18 Find words or phrases in the reading passage about gold bugs that have
been replaced by the following words in the summary.

a are unable to work out

b gold is made
c the process

d carried out
e organisms

f usually feed on

g changed

53
Academic Reading

IIIIIIIIIIIIIIII1W

I
SUMMARY COMPLETION WITH A BOX
You complete the gaps in the summary by choosing the correct answer from
a box ofoptions. The options are usually single words but they may be short
phrases. There will be some extra words in the box that you do not need to
use. The summary may cover the ideas in the whole passage or may be based
on a section ofthe passage only. You may be told which part it relates to.

How is this different from summary completion without a box?

You should follow the Action Plan on page 52, but you also need to match the
ideas in the passage to the correct words in the box. This means that you will
need to recognise synonyms or words that paraphrase ideas in the passage.

19 Look at the words in italics in B and underline or highlight the words in A

that they have replaced.

Coral bleaching occurs when the If es_sentifiJdrgpjsrps are 12Afrom

important algae that live in corals a coral reef, a process called coral
become stressed and are expelle d. bleaching can take plp9e, which
This turns corals white, leaving renders corals white and unhealthy.
them in an unhealthy state.

20 What does this, in A, refer to?

21 What does which, in B, refer to?

How should I write my answers?

You only need to write the letters A, B, C, etc. Do not waste time copying out the
words as well.

NOW TRY THE TASK

Key considerations
Research shows that, when choosing a Read the passage on the left.
home, most people are keen to find Complete the summary using the list of words, A—I, below.
somewhere that is in the right place: that
is close to work or study or has easy access
Studies indicate that people generally focus on the (22) of housing,
to public transport. Property consultants
agree that, cost aside, aspects such as the
rather than on the physical (23) or the (24)
(11 f
number or size of the rooms, or the This general (25); also applies to medical treatment. Patients note the
furniture (if the property is furnished),
quality of care, rather than focusing on the level of (26) at the
play a secondary role.
hospital.
In the same way, the medical. care in
hospitals and the hospital record on this
are far more importantto patients than
things like whether the latest drugs are A way F location
being used or whether the number of B features G principle
nurses and doctors is considered
C contents H prices
exemplary.
D staffing I pieces
E movement

27 Which words in the passage helped you choose the correct words from
the box?

54
 Section 3

IIIIIIIIIIIIIIIIIIII I CLASSIFICATION
You decide which category some statements or features belong to. The
categories are usually A, B, C, etc. The ,statements are usually numbered
1, 2, 3, etc The answers,...are not in passage order

What is classification?
In both classification and matching tasks, you have to match things together.
However, in classification you may have both/all and neither/nor options.

Imagine you are choosing between two jobs —Job A and Job B — and there are
certain conditions that you are lookingfor. You could write down the conditions as
statements and then match them to the jobs on offer.

1 pays more than $100 per day

2 offers more than 30 days annual leave
3 operates a flexitime system

Job A Job B
Earn $150 plus a day, five days a Fed up with working late and
week, in this fast-paced \ getting no time off? Join Pelly's
advertising company. If you're and Co. and get 40 days holiday
prepared to do long hours for a a year plus an income in excess
good salary, call now. of $120 a day.

Condition 1 is true of both jobs, condition 2 is true of Job B and condition 3 is

true of neither job. This is a way of classifying the conditions.

How should I write my answers?

You only need to write the correct letter (A, B, C, etc.).

ACTION PLAN

k Underline or highlight the categories in the passage. These are often names,
dates or nouns. Sometimes they are close together in the passage;
sometimes they are found across the whole passage.
Underline or highlight the key words in the statements.
Read around each category in the passage and re-read the statements.
Check whether any (or none) of the language in the passage relates to the
ideas in the statements. Then decide which category is correct for each
statement.
P If you have both and/or neither categories, you need to check the information
in the passage for these, too.

55
Academic Reading

NOW TRY THE TASK

Cassify the following features as being true of

A Relief
B Calm
C Both Relief and Calm
D Neither Relief nor Calm
28 is suitable for children
29 causes sleepiness
30 is easy to swallow
31 works quickly

What's the difference?

Two products, Relief and Calm, both claim to get rid of a
headache in a short period of time, but while Relief is a
homeopathic form of medication that has been developed
using natural substances, Calm is a more conventional product
that contains a range of chemicals, some of which may be
harmful if taken in large quantities. Doctors also advise that
these chemicals may interfere with certain activities, such as
driving, and should be avoided if the patient needs to stay
awake. Relief, it seems, causes no such problems.
It is no wonder that parents are keen to find alternatives for their
children to drugs containing chemicals, but are products like
Relief the answer? Surprisingly not, according to the product
label, which, like that , of its more conventional counterpart,
warns against giving the medicine to anyone under the age of
fourteen. Both medicines come in tablet form -- making them
less easy to digest than soluble products. However, the years of
research seem to have paid off for Calm, which is now little
bigger than a pinhead, while the bullet-sized Relief might prove a
bit more troublesome.

32 Check your answers to questions 28-31 by putting a ,/or X in the boxes

below under each type of medicine and write the letter A, B, C or D as the
answer.

Features Relief Calm Answer

28 is suitable for children X X

29 causes sleepiness

30 is easy to swallow

31 works quickly

56
 Section 3

►►►►►►►►►►►►►►►►►►►► PICK FROM A LIST

You pick the correct answers from a list of options. There are usually
two or three answers to pick from about six options, but there may be
more. The options are labelled A, B, C, etc. The answers may not be in
passage order.

How is this question different from multiple choke?

In multiple choice you only pick one correct answer, and the answers to each
question are in one small area of the passage. In pick from a list you pick a
number of answers (usually two or three) from a list of five or six options and
you may need to read a larger area of the passage.

How should I write my answers?

You only need to write the correct letter (A, B, C, etc.). You can write these in
any order. Sometimes a question is worth one mark (for finding all the
answers) and sometimes the question is worth one mark for each correct
answer, so be careful how you fill out your answer sheet.

ACTION PLAN

Read the question carefully and note how many options you must pick and
how many marks they are worth.
Underline or highlight the key words in the question and options.
Reid the passage and find words or expressions that match the options.
Check that the options you choose mean the same as in the passage.

NOW TRY THE TASK

Questions 33 and 34
Choose TWO letters A—F.
Which TWO facts about chewing gum are mentioned by the writer?
A how it is produced
B the variety of tastes it produces
C where it is most commonly manufactured
D how the consumer market has changed
E the fact that it can protect teeth
F when it is best to chew it

Chewing gum is not considered a sophisticated pursuit. Munching on mastic-tree sap was one of the
less admirable habits of the ancient Greeks. The sight of people masticating open-mouthed on today's
synthetic latex gum, together with sticky encounters under seats, explains why such enlightened places
as Singapore banned the anti-social stuff. Yet chewing gum has, quietly, come of age. No longer just for
kids to blow bubbles with, it is becoming popular among adults: tolight caytties, cure ear infections
and soothe an ulcer, And the evolution of chewing gum from a sticky-sweet vice into a 'nutraceuticar -
the fashionable term for foods with medicinal properties - is driving sales.

35 Which phrases in the passage match the two answers?

&-r ANSWERS PAGE llo

PRACTICE TEST PAGE ioi

57
 The Academic Writing Test
A 60-minute test of your ability to write in English

How many parts does the writing test have?

There are two tasks but Task 2 is worth more marks than Task 1, so it is
important to try to keep to the recommended timing for each part.

Task 1 (about 20 minutes)

You write a 150-word summary of the information provided in a graph, chart,
table or diagram, or a combination of these.

Task 2 (about 40 minutes)

You write a discursive essay of 250 words in response to a question or
argument on a general topic.

What is the writing test like?

fl ON THE DAY You will receive a question paper with two writing tasks on it and an answer
sheet. The tasks are not related in any way and require quite different answers.
• The writing test is the third part of the You must write your answers to both tasks within the hour.
IELTS test. It takes place after the
reading test on the same day.

• You receive a question paper and an

answer sheet that has enough space
to write your answer for both tasks.

• You can write in pencil or pen.

• You cannot use rough paper but you

can write on the question paper.

• If you make any notes on the answer

sheet, cross them out before you
hand it in.

• You can ask the administrator for an

extra answer sheet if you need it.

• Make sure you write the answer to

each task in the correct section of
the booklet.

• You will get time checks after 20

minutes and just before the end of
the whole test. Is there any choice of tasks?
• You must stop writing after one hour No. You have to do the two tasks you are given.
or you may be disqualified.
Why are there two tasks in the writing test?
• You cannot leave the room until the
It is important that the examiner can see how good you are at different types
test is over.
of writing. You have to show how well you can summarise factual information.
You also have to demonstrate your ability to write a clear, well-structured
argument.

How is the writing test marked?

The writing test is marked using a 9-band scale, like all other parts of the test.
The examiner will be looking at four features of your written language:
content, organisation, vocabulary and grammar.

58
 Introduction

Content Is the content of your answer accurate, relevant Vocabulary Is your choice of vocabulary appropriate and
and appropriate? have you used words accurately?

Task 1 Is there a general overview of the information? Have you used a range of appropriate words
Have you selected key features to describe? and expressions?
Have you used the information to illustrate the Have you used some idiomatic or less
points? common expressions?
Have you avoided repeating the same words?
Task 2 Have you made your position clear? Have you used words in their correct form?
Are the main ideas clear? Is your spelling accurate?
Are the ideas well supported?
Is there a relevant conclusion?

Organisation Is the organisation of your answer clear and Grammar Is your choice of sentences and structures
logical? varied and is your grammar accurate?

Is the development of the whole answer Have you used complex and simple sentences?
logical? Have you used a range of accurate structures?
Have you used paragraphs appropriately? Can the examiner understand what you mean?
Are the sentences well linked to each other? Is your punctuation accurate?
Are the links between ideas clear?

What if I don't understand the tasks?

You cannot ask the administrator any questions about the tasks. If you do not
understand, you should at least write something based on the task and topic.
By doing this, you will lose fewer marks, because answers that are on a
different topic, or that are memorised; lose a lot of marks.

What general approach should I take to the writing test?

As there are two tasks in the writing test, timing is very important. You must
make sure you leave enough time to complete Task 2 because it is worth more
marks than Task 1.

You must answer the questions you are asked. For Task 1, don't give opinions
on the diagram, just summarise the information following the guidelines
given. For Task 2, read the question carefully and then write your answer on
the topic, making sure you support all your points. Leave time at the end of
the test to read through your answers and check for mistakes.

Can I write in note form?

No. You should write complete sentences for both tasks and organise your
answers into clear paragraphs. Answers that are written as notes lose marks
and you cannot get a high mark for organisation if you do not use paragraphs.

Can I write in capital letters?

You should avoid writing in capital letters because the examiner needs to
know whether you can punctuate your work and use capital letters correctly.

What if I write under or over the word limits?

You should try to keep to the word limits. If you write too few words, you will
lose marks. There are no extra marks for writing more, so if you have time to
spare, use this to check through what you have written, rather than writing
extra.

How can I improve my score in the writing test?

You can help to improve your score by making sure that you know what types
of writing you will be expected to do and what the examiner will be looking for.
The following pages, divided into Task 1 and Task 2, cover these points
thoroughly and provide you with an Action Plan for each task.

59
 Academic Writing Task
Task 1 150 words 20 minutes Summary information
Task 2 250 words 40 minutes Discursive essay

What do I have to do in Task i?

You have to describe in 150 words the information provided in a graph, chart,
table or diagram. There may be more than one of these in the task.

What if I have difficulty reading graphs and charts?

You will need to practise this skill to be able to do this task. Graphs and charts
communicate information visually. Knowing how they work will help you to
summarise the data.

What sort of graphs or diagrams could I get?

You could get any of the following, or a variation on these formats.

I i USA 80 -
I United Kingdom 60 -
40-
40 -
MI Hong Kong
20 -
- Japan
Cl
l'•4
l 0
MO Others Jan Feb Mar Apr
Pie chart Line graph

North
100
East
80 Year Name Description
60 Mi West
1
40
2
20
0 3
Bar graph Table

Combustion chamber

Diagram of how something works Diagram of a process

6o
 Task 1

Look at the chart, the graphs and the table on the previous page and then
complete the summary below using words from the box.

Pie charts are used to show parts of a whole and to represent these at a set
point in time. They do not show variations in the data over time. However,
each of the parts may be shown as a (1)

Line graphs can be used to show how something (2) over time. They
have an x-axis (horizontal) and a y-axis ((3) ). Usually the x-axis has
numbers for the (4) period and the y-axis has numbers for what is
being measured. Line graphs can be used when you are plotting (5)
line axes percentage that have peaks (ups) and (6) (downs). In other words, they can
columns vertical trends show (7)
time troughs data
compare years changes Bar graphs are similar to (8) graphs in that they have two (9)
and are useful when you want to show how something has changed over
the (10) (or days or weeks), especially where there are really big
changes. They are also very useful if you want to (11) things by
showing their differences or similarities.

Tables contain words, numbers or signs, or a combination of these,

Iesplayed in (12) or boxes to illustrate a set offacts and the
relationship between them.

I
WWWWWW
CONTENT
You must summarise the information in your own words, highlighting the
key features and supporting these with the figures or information given.
You should also make comparisons where appropriate, and provide an
overview. Your answer should be in the correct format, i.e. a continuous
piece of writing. You should not explain or give an opinion on the
information,

What should I do first?

You should analyse the task carefully before you start to write. Read the
heading(s) and note any labels or words. For bar and line graphs, look at the x-
and y-axes to understand what they mean. For diagrams, note the process or
sequence of events and any other information that is supplied. Try to form an
overview in your mind of the information that is provided.
Academic Writing

How should I begin my answer?

Write an introduction in your own words, describing the information. You can
use individual words from the question paper, but if you copy long phrases or
whole sentences, these words will be deducted from the total word count of
your answer.

Look at this bar graph and complete the introduction below.

Sports played by children between 5 & 14 years old

Graph 1 in Australia in 2003

, 20 - Highest individual
ca
al 15 - value shown, but
Bar values a) 10 - these are people who
o
do not total 100% 45 5 do not play a sport.
because some
.
0 -7- I Li-WI
children will play
cc O' <)
. `iPk op,
"`• . 6-e' e ...\(§_N\,.5,q
more than one sport. co ,is, \-, x-axis shows
A• \,i)-A
(e" \,.\\`b - c. Other= sports
not specifically
identified by name.

The bar graph shows the (1) sports that are enjoyed by young
children in Australia in 2003, and compares their popularity by showing the
(2) of children involved in each sport.

What are key features?

Key features are the most noticeable, significant facts contained in the graph.
You should select at least three key features, which will form the basis ofyour
answer. Do not try to mention everything.

Look at the graph again and complete this list of key features.
• Most popular sports: swimming and (3) mention %
• 'Non-playing' category significant: mention %
• Least popular sport: (4)

How do I support the key features with data?

You cannot include all the data in your answer, so you need to select the most
interesting data related to the key features to illustrate your summary.

Complete the paragraph below with features and data taken from the graph.

According to the graph, the most popular sport among 5-14-year-olds is

(5) , closely followed by (6) In fact, (7) of children go
swimming and a slightly smaller percentage play soccer. The largest
(8) involves 18% of children, who do not play any sports at all. The
least popular activity is (9) , which is played by only (10) • of
children.
 Task 1

What is an overview?
An overview is usually one or two sentences summarising the general trends
or information given in the graph, chart or diagram. The overview can come at
the beginning, in the middle or at the end of your summary. It often forms a
useful conclusion.

Complete the overview below for the information in Graph 1 on the previous page.

Some of the sports played by Australian children are more (11) than
others and, while not all young children are involved in sport, the (12)
of them are.
11111111111•11111ft.

What WI get a diagram?

You may get a diagram showing how something works or illustrating a
process or sequence of events. You should follow the same procedure as you
would for a graph or chart.

Look at the diagram below. Write an introduction (one sentence) in your own
words and then complete the first part of the answer below, which provides an
overview, selects some key features and supports these with data.

Glass making
Sand, soda ash, limestone and recycled glass

a
Fireclay blocks

Blobs of glass

Chute
Moulds

,Molten glass
in furnace
Thermometer Cooling process Packing
1500°C Air

Your introduction here

(13)

The process involves a number of stages, during which the glass

undergoes various forms of treatment, before the final product is
manufactured.

The raw materials that go into making glass include sand, soda ash and
limestone. First, these are sent down a chute into a furnace, along with
(14) The furnace is made of fireclay blocks and (15) the raw
materials to a temperature of 1500 degrees centigrade until (16) is
formed.

63
Academic Writing

How do I compare data?

Some graphs or charts contain more than one set of data. For example,
Graph 2 below compares the participation of boys and girls in different sports.

Use the words in the box to complete these sentences, which compare some of
the data.

17 boys than girls play soccer.

most popular
18 The sport among girls is netball.
while
19 swimming is popular among boys and girls, boys participate in
fewer
this sport.
hardly
20 any girls play cricket.
more
21 Now describe the graph in at least two paragraphs. Write an introductory
sentence about the purpose of this graph. Select three key features to
include in your description and decide which data to use to illustrate them.
Make some comparisons and provide a general overview.

Sports played in Australia in 2003

30 ME Boys
Graph 2 Girls
25 -
a) 20 -
15 -
2
10 -
5-
0 s„
•co ''`.
' co
I I
' 1/4co.
j)' c`
v,ctr
gr*1/4 _.,\Z;1/4. Or
c e'cicj k° •e"
CO t...,',Z,'
"7>.
‘.

What if I get more than one graph?

It is quite common for Task 1 to involve more than once piece of information
relating to the topic. In this case, you will have to describe and compare the
information.

22 In the table below, list the similarities and differences between the graph
above and the graph on page 62. Decide what three key features you would
choose to include in a comparison of the two sets of data. They may not be
what you chose first when you had only one chart to deal with.

Similarities Differences Key features

Both deal with children's sport in Australia

64
 Task

Complete the introduction and first paragraph below of an answer based on a

comparison of the two graphs.

The first graph shows which sports are most popular among Australian
children, and the second graph compares boys' and girls' (23) in
these activities.

The first graph shows that (24) is the most popular sport among
Australian children, with 15% of children participating. However, from the
second graph we can see that there are almost twice as many (25)
involved in this sport as (26) By contrast, while 12% of all children
play soccer, the (27) of boys playing this sport is far greater than that
for girls, with only 5% of girls playing soccer compared to almost 25% of
boys.

28 Complete the answer by adding another paragraph and providing an

overview of the information.

WWWWWW
ORGANISATION
You must present the information and ideas in a clear, logical manner,
using linking words and paragraphs appropriately.

How many paragraphs do I write?

There is no rule about how many paragraphs there should be in a Task 1
answer, but each paragraph should introduce a new main idea. For example,
you could write an introductory paragraph and two or three others, and
conclude with an overview.

Look at Graph 3 below. Using the box to help you, decide what to include in your
answer.

Average Nutrient Intake 41P,

Graph 3
— Male Female
Average daily energy intake in kilojou les

14000-

Introduction
how much people eat 12000 -

Key features
10000-
1

2
8000
3
Concluding paragraph with overview
6000-
2 5 10 15 20 25 30 35 40 45 50 55 60 65
Age in years

65
Academic Writing

Decide how many paragraphs you will need for the key features, and what
information to include in each. Complete these ideas in your own words.

The graph shows how many kilojoules people consume, on average,

between the (4) and compares the figures for men and women.

The overall trend fbr males and females is (5) . . However, males
consume (6) kv.).V.c.-rthiptlhout their lives, and at the age 9115, they eat a
grand total of (7N1.1.':,-the intake of females is also (8) L . at this age,
although their (9)l'.C1:31of consumption is much lower, being just under

How can I link my ideas?

You can link your ideas by using words or phrases such as similarly and
however. It is also sometimes useful to connect the new paragraph to the
previous one using a structure such as As far as ... is/are concerned.

Complete this paragraph which continues the description of the graph on page 65.
Choose appropriate linkers from the box.

in the case of (11) , most people eat between six and seven thousand
if kilojoules in their early years, and this figure rises quite steeply
(12) they move into th?ir teens. (13) , food
as
intake tends to decline, (14) ' (1 • both age groups eating less as
also they get older. The differce in the amounts eaten in later years
with (15) narrows to around three thousand kilojoules. Thus it is
(16) -,.. clear that we need more food when we are young and
furthermore
less when we are old.
generally

after this Another way to link your ideas within a paragraph is to use a reference word
that incorporates the meaning of the original word, such as the, this, these,
as far as are concerned
neither, both, one, it, who, whom, etc.

Find a word or phrase to complete the gaps. There may be more than one
possibility.
17 Though food intake increases as young women get older, falls after
the age of 15.
18 At the age oftwo, young boys eat about 7000 kilojoules per day.
increases significantly up to the age of 15.
19 Men and women eat a lot when they are under 20, but eat less after
age.
20 While men eat more than women, groups follow a similar pattern
of food intake.
21 Food consumption varies between men and women, with
difference occurring at the age of 15.
22 By the age of 50, females only consume 7000 kilojoules, is
considerably less than men.

66
 Task 1

►►►►►►►►►►►►►►►►►►►► VOCABULARY
You need to show that you have a range of vocabulary suitable for the task,
and that you can use these words appropriately and accurately in your
answer.

How can I make sure my vocabulary is appropriate?

You need to be precise in your choice of words.

Look at the words in italics in the paragraph below. Replace them with more
suitable words to improve the paragraph.

Graph 4 Recycling in Sydney

91 kilograms per person per year
2%

I. Aluminium

NE Steel
Plastic

Glass

Paper

The pie chart shows the amount of (1) stuff which is recycled in
Australia by each person (2) each year. It is (3) known from the (4) table
that the most (5) usually recycled material is paper, (6) and the following
is glass. Aluminium makes up only 1% ofthe (7) whole.

What else can I do to improve my vocabulary score?

You also need to know which words collocate or go together well.

8 Match the adjectives in box A with the nouns in box B to make

collocations. There may be more than one possibility.
A

vast serious small trend number majority minority

downward considerable reasonable consideration proportion amount

67
Academic Writing

How can I show a range ofvocabulary?

You should find different ways of expressing similar ideas. Try to avoid
repeating the same words or using vague words.

Match words and phrases 9-16 to the words and phrases with a similar
meaning a—h.
9 few a the majority of
10 less than b a marked increase
11 a steep rise c the most significant
12 fell dramatically d a small number of
13 compares e provides a comparison of
14 most f overall
15 generally speaking g under
16 the biggest h dropped considerably

How important is accuracy?

You need to pay attention to how you choose, form and spell words. You will
lose marks if you make mistakes in these areas.

17 Correct the errors in spelling and word choice in this short paragraph.

These days, every Sydney resident)/ recycles an average of 91 kilograms of waste each:year. This
includes *hole range of different ixiaterials, from paper to steel and alumirrum. _
. .
H
'` waste is paper. In fact, the papeOgure is higher than that of all
Overall, 68 per cent ofihe recyclirig
the other producers put together. The next highest figure is thatforilass — 24 per cent of glass is
normalliecycled, while only verysmall quantiti*f plastic and other types of waste are recycled,

WW GRAMMAR
You need to show that you can use a range of structures and that you can
use grammar accurately. You also need to punctuate your writing well.

How can I show a range of structures?

You should show that you can handle different tenses and verb phrases.

Here is a description of a diagram of a waterfall. Put the verbs in the correct form.

The diagram shows how water (1) can / pump from a pond to create an!
ornamental waterfall.

For this to work, the pond (2) need/situate near a wall. Above the pond is a
Cable to basin, about 25 centimetres deep, which (3) act as a reservoir for the
transformer waterfall. This (4) sink into the rock or wall, approximately three metres
above the pond. Water (5) pump up to the basin from the pond.

When the basin is full, it (6) overflow, creating a stream of water. To

maintain this constant flow, a 32-volt pump (7) usel carry the water up. The
pump (8) submerge in the pond and (9) connect to a transformer by .a cable.
A narrow pipe (10)- attach to the pump and (11) carry the water up to the
basin. The pipe (1i) conceal in the wall so that it (13) appear as if the water
32-volt pump (14,9low naturally rather tha n (15) recycle from the pond. Thus, a simple
Pond maintains waterfall
up to 3m high system using a pump and a small pool results in a continuous fall of water.

68
 Task 1

How important is grammatical accuracy?

You will lose marks if you make grammatical errors in your writing, particularly
when errors are frequent and affect meaning.

Look at the table below. Read the first two paragraphs of the sample answer and
make the changes suggested in the box to improve them. Then complete the
answer by finishing the third and fourth paragraphs.

Chocolate consumption — kilos per head in 2002

Country Kilos per head (female) Kilos per head (male) Total kilos per head

Brazil 0.5 0.4 0.9

Japan 0.8 1.0 1.8

Australia 2.2 2.2 4.4

Belgium 4.0 2.8 6.8

UK 4.0 4.4 8.4

Austria 6.0, 3.8 9.8

Switzerland 5.0 5.3 10.3

16 Use a different verb in a - The table provides information on how much chdcolate (11e) fift4t;ine
passive form. in a range of different countries around the world. It (17) showtthe
17 Correct the verb form. number of kilos per head (18) was eaten in 2002 and provides a
18 Correct the verb form or breakdown of these figures for men and women.
change the sentence structure.
Total chocolate consumption ranges from 0.9 to 10.3 kilos per head.
19 Use the cor.ect superlative
The country with the (19) higher consumption 9(chocolate is
form.
Switzerland, where an average of 10.3 kilos (20' consumed per person.
20 Correct the verb form.
In Austria we see (21) the very similar consumption pattern. By
21 Correct the article.
contrast, Brazilians (22) would eat the least amount of chocolate.
22 Correct the tense.
As far as consumption for men and women is concerned,

Overall it seems that

ACTION PLAN

Read the task and decide what type of graph, chart, table or diagram it is.
Read the heading and note any labels or words.
Decide what the important information is and note down some data.
Write an opening sentence or paragraph.
Write two or three more paragraphs based on the key information.
Illustrate this with some supporting material.
Try to use a range of relevant vocabulary and sentence types.
Make sure you have included an overview.
Finish your answer with an appropriate concluding sentence.
Leave time to check your answer for errors. Look at spelling, grammar
and punctuation.
Count the number of words you have used.

ANSWERS PAGE iii

PRACTICE TEST PAGE 104

69
 Academic Writing Task 2
Task 1. 150 words 20 minutes Summary of information

!4.11sk 2 250 words 40 minutes Discursive essay

What do I have to do in Task 2?

Task 2 is a topic on which you have to write a discursive essay. The topic may
be in the form of a statement or a question. Sometimes different or opposing
views are expressed; sometimes there is one view to discuss.

11111111111111111111 CONTENT
You must answer all parts of the task. You need to make your own position
clear and provide main ideas and supporting arguments to illustrate this.
You should write a clear introduction and conclusion.

How can I make sure I answer all parts of the task?

You should analyse the task carefully so that you know exactly what you have
to write about.

Look at the notes on task A and the summary of these in the table below.

A such as tells me
that these are
These are opposing views. I examples — I can
• Some people think that teenagers' use of the internet
discuss other
should be limited. Others feel that the internet is an
things if I want to.
• academic resource that they should have free access
to, in order to do things such as homework and
I must discuss both views — so projects.
it would help to think about who
—*Discuss both these views and give your opinign. must say 111!1 at
would have these different views
I think.
and why.

Task Are opposing What are the key words? How many parts must I
views expressed? write about?

A Yes teenagers / internet / Two — limiting or not

limited / academic resource limiting internet use

70
 Task 2

1 Read these tasks and then complete the table on page 70.

B C

Some parents believe that extra private Traffic congestion seems to be increasing.
lessons outside school hours, where What do you think are the causes of traffic
students work alone with a teacher, can congestion and what, if anything, can be
help them do better at school. Others done to reduce the problems?
disagree.
What are the advantages and
disadvantages of private tuition?

What is my 'position'?
Your position is your view on the topic. Make sure that you say what your
position is, and that it stays the same, i.e. you don't contradict yourself.

Look at task B abovf. What is your position?

i Private tuition has more advantages than disadvantages.
ii Private tuition has more disadvantages than advantages.
iii The advantages and disadvantages of private tuition are fairly equal.

2 How is task C different from B? What is your position likely to be?

How do I make my position clear?

You should state your position clearly, perhaps as part of your introduction,
support it throughout your answer and re-state it (in a different way) in the
conclusion.

3 Underline or highlight the writer's position in this introduction to task B.

Is it position i, ii or iii?

In many countries students have to compete to get into colleges

and universities when they leave school..Oror this reason, some
parents decide to pay for extra lessons to help their children be
more successful. On the whole, I feel that this is a good idea,
despite some of the drawbacks of private tuition:

4 Change the last sentence so that the paragraph expresses position ii.
5 You need to re-state your position in the conclusion, by pulling together
your main ideas and showing how they support your argument. Underline
or highlight the writer's position in this conclusion.

Evidently private tuition is something that has to be considered

carefully. However, there is no doubt that it can be enormously
helpful in preparing students for important examinations by
giving them the extra help they need. Overall, these benefits
outweigh the disadvantages.

6 Write your own introduction to task B.

71
Academic Writing

What is a main idea?

A main idea is a key point or argument that relates directly to the question and
to your position. You only need a few main ideas, but remember that you may
need main ideas on both sides of an argument.

7 Complete these notes, which give some main ideas for task B on page 71.

ADVANTAGES DISADVANTAGES

Lessons go. .at student's Cost

of learning Students are already
Student can ask very
more Time needed to travel
More attention to
one

What if I don't have any ideas?

If you cannot think of your own ideas, think about what you have read on the
topic in books or magazines, or seen on television.

How do I make my main ideas clear? •

Your main ideas should come between the introduction and conclusion, and
form the body of your answer. Eh main idea should be in a separate
paragraph.

What are supporting arguments?

Supporting arguments add extra information to your main ideas. You should
link the main idea to the topic and then support it.

8 Underline or highlight the sentence which contains the supporting

argument in this paragraph from task B on page 71.

One of the reasons• why private tuition leads to better

exam results is the fact that the tutor can teach at the
student's own pace. This is not possible in a classroom
with a lot of students because there, the teacher has to
go at an average pace to suit everyone.

9 Note some main ideas for task Con page 71, using these headings.

Causes of congestion How to reduce problems

72
 Task 2

10 Look again at task Con page 71. Write an introductory paragraph, and
another that includes a main idea and supporting arguments.

►►►►►►►►►►►►►►►►►►►►
ORGANISATION
Your answer needs to develop logically from your introduction through
several paragraphs to your conclusion. Within the paragraphs, your ideas
should be linked together well.

How do I decide how many paragraphs to write?

Write between five and seven paragraphs: your introductory paragraph, three
to five paragraphs for the main,body of your answer, and your concluding
paragraph. Aim to have one main idea in each paragraph.

1 This long paragraph would be better if it was broken into two paragraphs;
Where could you start the second paragraph? To help you, underline or
highlight the two sentences which contain the main ideas.

Private tuition can result in more successful learning for a number of

reasons. The most significant of these is the fact that a -13ii'
sariT
a
-tutor is able to teach individual students at their own pace. A class
teacher, sM1 the other hand, has to keep everyone involved in the %
lesson. This Means Khoosing a pace that suits the 'average student
but may not suit many individual students. Students can get more
personal attention when they are taught on their own„ They do not
have to worry about understanding something straight away, as it
can be repeated as many times as necessary and they can ask lots of
questions. This is often not practical in a classroom situation
because other students may get bored and, as a result, become
disruptive.

How can I develop my answer logically?

You need to start each new paragraph_with a word or phrase that shows that
you are making a new or related point, e.g. While this is a popular view; Not
everyone takes such an approach; Another possible cause; As far as Xis concerned.
You should do this to make your ideas clear.

2 Which of the following expressions could you use to begin your second
paragraph above, so that it links well to the first paragraph?
i Nevertheless, some people feel that
ii It is also the case that
iii Initially
iv However

3 Why are the other three expressions not appropriate?

73
Academic Writing

4 Complete the paragraph openers below for the task on traffic congestion
(task Con page 71). Avoid using the words first, second or third.

There are a number of ways, that we can help solve the problems of traffic congestion.
Paragraph 1 would be to make sure that every family only has one car.
Paragraph 2 would be to increase the cost of petrol.
Paragraph 3 A solution would be to charge people for road use.

How can I link my ideas within paragraphs?

You can link your ideas by using linking words and phrases, e.g. however, yet,
unfortunately, indeed, then or generally speaking. Note that they don't always
have to be at the start of a sentence.

5 Here are some supporting points for the three paragraphs about traffic'
congestion. Add each point to the right paragraph by using the words given
to link up the ideas.

If more expensive / Generally speaking,

Although seems difficult, people will drive less / approach successful /
can share / use public walk/take a bus / as a particularly very busy
transport result less traffic roads

6 Read task D, then look at the introductory paragraph in which the reference
words have been highlighted. Complete the table showing what they refer to.
D

Water is an increasingly valuable resource, but people continue to waste a

lot of it. Some governments want to impose permanent water restrictions
on domestic and agricultural use. Others feel we should put more effort
into recycling water.
To what extent do you agree with these two solutions?

Water is definitely an invaluable resource. Without it, we cannot survive. Today many
governments recognise that they need to limit the water that their citizens use. Some
also attempt to recycle water. Both approaches to water conservation are necessary
and should be promoted, though I feel the first is generally more successful.

it water some

they both approaches

their the first

74
 Task 2

7 Complete the gaps in the two paragraphs below with a correct reference
word from the box. Some of the words will be used more than once.

which
In countries (a), c water seems to be readily available, people may, at first, be
their reluctant to reduce i:'......... water consumption. So initially, governments need to
these make (c) citizens aware of the consequences of using too much of (d)
they valuable resource. Once people realise that water supplies are limited and that
this (e) • 'have a responsibility for conserving water, (f) ' task will be easier.

the It must be remembered that people use water for many different purposes, (g)/'
where range from running domestic appliances such as washing machines to large-scale
agricultural projects that need large quantities of water for irrigation. In (h) .
efforts to reduce water use, governments need to target all (i) ... . different
types of water consymption. (j) will often involve creating special laws.

8 Underline or highlight the other linking words in these two paragraphs.

9 Write a third paragraph about recycling water. Include one main idea and
some supporting arguments, and link your ideas together well.

WWWWWW II
VOCABULARY
You need to show that you have a range of vocabulary related to the topic
and that you can use these words appropriately and accurately in your
answer.

How can I improve my vocabulary range?

You have to know enough words to be accurate and avoid repetition. You can
improve your vocabulary related to different topics by reading newspaper and
magazine articles and noting some of the topic vocabulary.

1 Read the extract below, in which the vocabulary related to task C on page 71
has been highlighted. What sort of publication do you think it comes from?

CLUNK, CLICK, VROOM — AND AWAY WE GO. Every our car-dependent lifestyles are becoming
day, millions of us climb into our cars and set off increasingly serious. The lengthening traffic jams,
on journeys to work, to the shops or just to enjoy demands for new roads, increasing air pollution
ourselves. And once inside our cars, few of us are and threat of climate change are all issues we
inclined to spare a thought for the environmental must tackle sooner rather than later.
impact of driving in heavy traffic. Advertising Emissions from different forms of transport
consistently portrays cars as symbols of personal . are the fastest-growing source of greenhouse-gas
status and freedom, and sources of comfort and pollution — mainly in the form of CO2 arising
convenience. from the combustion of diesel and petrol.
But behind the shiny commercials, the costs of

75
Academic Writing

2 Complete these paragraphs for task C, using the highlighted words or

phrases in the extract on page 75.

Most people would agree that traffic problems are dual carriageways were unknown. If their (e) were ,
increasing worldwide. In many large cities, it is hard to relatively short, people often chose to walk, rather than
drive freely because traffic jams are so common. As a drive. At this time, governments responded to complaints
result, (a) 7 is now :a serious problem in cities about (f) congestion by building (g) unaware
because !,.o much (b) is being used, and the issue of of the (h) this might have on the environment.
.
(c) has been directly linked to the human need for
fait methods of (d) Why has this happened? Nowadays, cars have become (i) - everyone wants
one and it's hard to stop this because of their (j)
Initially, cars were a practical way of getting from A and , Unfortunately, we have become used to our
to B. They were not built to travel at high speeds and (k) and we are reluctant to change.

How can I improve my accuracy?

You need to pay attention to how you choose, form and spell words. You will
lose marks if you make mistakes in these areas.

3 Complete the gaps in these paragraphs with the correct form of the words
in the box.
•
crowd Beijing is a very crowded city and traffic jams are common,
special (a) at peak travel times. Between six and seven in
drive the evening, (b) know that the traffic will be bad
delay and that they will have to expect (0 on their
journeys. Everyone has got used to this, although no-one likes
waste (d) time stuck in traffic.

few In the past, there were far (e) cars in Beijing

because they were too expensive to buy, but nowadays an
increase (f) number of citizens can afford one because the
manufacture car (g) industry in China is booming. In addition to
expense this, petrol is relatively (h) compared to the prices
charge (i) in many other countries.

11111111111111111111 I
GRAMMAR
You need to show that you can write a range of sentence types and that
you can use grammar accurately. You also need to punctuate your
writing well.

How can I show a range of sentence types?

You should include both simple and complex sentences in your essay.
(Complex sentences contain more than one clause.)

76
 Task 2

Look at this paragraph from a student's essay. The sentences are all simple, so the
examiner cannot give a high mark for grammar, even though the meaning is clear.

Nearly all countries have traffic problems. They can be hard to solve. Local people can reduce some of the
problems. They can choose to walk rather than drive. But this is often not a popular option. So the number of
vehicles on the roads rises. However, sometimes there are poor road or traffic conditions. There is not much the
public can do aboutthis. Governments musttake steps to reduce congestion. This means imposing laws.

Here is the same paragraph, re-written with a wider range of sentence types. This
will get a better mark.

Nearly all countries have traffic problems, which can be hard to solve. Local people can reduce some of the
problems by choosing to walluather than drive, but this is often not a popular option. So the number of vehicles
on the roads rises. If there a-r.k goor roads or traffic conditions, however, there is not much the public can do.
Either way, governments clearly need to take steps to reduce congestion and this may mean imposing laws.

How can I improve my accuracy?

As well as checking for grammar mistakes, you should also make sure your
punctuation is accurate.

1 Find the punctuation errors in this paragraph (there is one on each line).

commas needed round unlike bicycles It is a well-known fact that cars and buses unlike bicycles use
a lots of petrol and create a great deal of pollution, surely
b something can be done aboutthis. If we cannot get people to
c walk or, share vehicles we should put more pressure
d on scientist's to build solar powered engines. Although it may
e take sometime to achieve this, it would be worth it? There are
f other alternatives, too. For example: if we all started driving
g electric cars, the world would be a much cleaner place

ACTION PLAN

Analyse the task to see how many parts you have to write about.
Decide on your position and your main ideas.
Introduce your answer by re-phrasing the question and stating your position.
Write three to five paragraphs on your main ideas, with supporting arguments.
Link your ideas together so that your answer is logical and clearly developed.
Try to use a range of relevant vocabulary and sentence types.
Conclude by re-stating your position and summing up your arguments.
Check your answer for errors and count the number of words you have used.

ANSWERS PAGE 112

PRACTICE TEST PAGE 105

77
 The Speaking Test
An 11-14-minute test of your ability to speak English

How many parts does the speaking test have?

The speaking test has three parts as follows:

Part 1 (4-5 minutes)

You answer short questions from the examiner about yourself and everyday ••.1/4
situations.

Part2 (3-4 minutes)

You give a one- to two-minute talk, based on your own experience, on a simple
topic provided by the examiner.

Part 3 (4-5 minutes)

You discuss some general but more abstract topics with the examiner that are
related to the Part 2 talk.

Why are there different parts to the speaking test?

The test aims to find out whether you can express yourself in English on a
variety of personal, general and abstract topics, using informal and formal
language. •

What is the speaking test like?

The test takes place at the authorised test centre where you enrolled, usually
D ON THE DAY on the day of the written test.

There is only one examiner and

• The speaking test usually takes place
one candidate in each IELTS
after the other parts of the test.
spea king test.
• Check your speaking test time and
room with the administrator on
the day. The examiner will record the
test. Don't worry about this.
• Take your passport (or photo
The recording is used for
identification as appropriate) with
administrative purposes.
you so that you can show it to the
examiner when he or she asks you.
Take reading glasses, if you wear
them. You do not need anything else. All examiners are trained and
regularly checked to ensure
• Arrive for the test early. You may be
that they conduct the test
shown into a waiting room.
reliably. You should not know
the examiner.

What general approach should I take to the speaking test?

Follow the examiner's instructions and listen carefully. Make sure you speak
clearly and answer only the questions that you are asked. The examiner will
know if you have memorised answers and you will lose marks for this.

78
 Introduction

How is the speaking test marked?

The speaking test is marked using a 9-band scale, like all other parts of the
test. The examiner will be listening to four features of your language: fluency
and coherence, vocabulary, grammar and accuracy, and pronunciation.

Fluency and coherence Grammar and accuracy

Can you keep talking? Is your speech accurate?
Can you speak clearly and smoothly without Can you use different types of structure?
a lot of hesitation? Can the examiner understand you even if
Can you link your ideas using a range of you make mistakes?
words and expressions?

Vocabulary Pronunciation
Do you know enough appropriate words? Do you pronounce words correctly?
Can you talk about yourself and about less Can the examiner understand everything
familiar topics? you say?
Do you know how to vary your words and Do you use intonation and stress
expressions to fit the topic? appropriately?

Is each part ofthe test marked separately?

No. The examiner conducts the test and marks you according to your
performance across all three parts of the test.

What if I don't understand the examiner?

You can ask him or her to repeat the question or explain a word, e.g.

Sorry, could you repeat the Could you explain what

OR
• question, lease? ... means?

If you still don't understand, let the examiner go on to the next question. You
may get more confused if you ask for another repetition.

What if I'm not sure about the answer?

Remember that the speaking
test is a language test NOT a I'm not sure what I think about ...
test of your views or general Let me think ...
knowledge. You can use I really don't know / can't remember.
expressions that give you some It depends on ...
time to think about how you I tend to think that ...
will answer a question. On the whole, it seems that ...

When do I get my result?

The examiner is not allowed to tell you anything about your performance. You
will get your result when you receive your Test Report Form. This is usually two
weeks after you have taken the test.

The Test Report Form will show your scores for all four parts of the test
(Listening, Reading, Writing and Speaking) and your overall Band Score.

79
 Speaking Part
—•
Part 1 Four to five minutes General questions about everyday situation

Part 2 Three to four minutes Short talk about a simple topic

Part 3 Four to five minutes Discussion of abstract topics

What is the purpose of Part 1?

The examiner wants to hear you answer questions on a few simple topics to
find out if you can talk about yourself and everyday situations. Talking about
personal topics is usually easier than talking about more abstract topics.

1 Look at these two questions. Tick the one you think is a Part 1 question.
a What do you like about travelling by train?
bTo what extent has air travel replaced train travel?

How will the test begin? •

The examiner will begin with some introductory questions. You should answer
these questions briefly and clearly.

❑ ON THE DAY The examiner will ask you to say

your name and ask you where
• Wait to be called into the exam room. you come from.
He or she will then ask to see
• When you go into the exam room, your passport or photo
the examiner will tell you where to sit. identification.
• The examiner will introduce you on The examiner does not need a
the recording. He or she will say your long reply to the introductory
name, candidate number and the questions.
centre name.

What will happen next?

The examiner will introduce the first Part 1 topic, which is always about your
home town or your studies/work.

2 Answer these questions about your home town.

-'''s----"--
a What's your home town called?
b Where is it?
c How long have you lived there?
d Do you like living there? Why?
_..e Is there anything you dislike about your home town?
...„)

3 Think of some other questions you could be asked about your studies/work
using the words in bold above to help you.

8o
 Part 1

What other topics will the examiner cover in Part 1?

Ale You may get questions on any general, everyday topic, so you need to have ar.•
some ideas. Normally the examiner will ask a few questions on three topics in
total and will introduce each new topic clearly. So once you have answered a
few questions on one topic, be prepared for a change of topic.

4 Complete the topic boxes below by thinking ofthree more ideas for each box.
C ..\
\ Types of building C \
( Forms oftransport skyscraper Weather
C
car thunderstorm
Reading material \
newspaper \ .1

7 C Types of scenery
t• \ Types of entertainment mountains
Types of celebration
Hobbies / interests video game
Chinese New Year
music \
\ i

How can I improve my range of topic vocabulary?

You can make topic banks like this:
Mountains
Trains peaceful / range / tall /
fast / track / station / convenient snow-covered / climb / steep
driver/ speed / run

and list phrases related to a topic like this:

Birthdays
an enjoyable celebration / giving presents Languages
a useful skill / learning Chinese

5 Make some lists of words and phrases for the topic boxes in question 4
above.

6 Try to improve the way you describe things. Use one of these adjectives
below in sentences a—i.

impressive depressing enjoyable complicated relaxing

informative scary sociable tiring

a Some plane journeys are too long and

b The mountains near my home are high and very to look at.
c I learn from reading the newspaper because it's more than
TV news.
d I find wet weather rather dull and
e Last year's Autumn Festival was a very occasion.
f The first time I went bungee jumping, it was pretty
g My uncle has lots of friends because he's a person.
h I prefer a holiday to an adventure holiday.
i I'm not very good at computer subjects because they seem so

81
Speaking •

7 Remember that words change their form depending on their use. An)wer
these questions using the correct form of the word in bold:

_.., a.' Are you prepared for the test? a Yes, I've done lots of preparation.
b How long does it take to fly to Mumbai'? b It's a seven-hour
c Is pollution a problem in Bangkok? c Yes, it's a very city.
d Did the notes help you with the essay? d Yes, they were extremely
e Were you free to do as you liked at school? e No, we had very little
f Do you dress for comfort? f Yes, I like wearing clothes.
g Do you play golf? g Yes, but I'm not a very good
h Are there crowds of people on the trains? Yes, they're very

What sort of questions will the examiner ask?

The questions will be quite easy and will ask you to describe your likes and
dislikes, your everyday life, your plans etc. You may have to talk about the past,
present or future and you may have to give simple opinions.

8 Look at the questions below on the topic of holidays. Which question

a asks about your likes/dislikes?
b asks you about your personal preferences?
c requires a past tense answer?
d invites you to suggest reasons?
e asks you how regularly you do something?
f asks you to give a general view on the topic?
g asks you to give an account?

How often do you go How do you prefer to travel

What do you enjoy doing
on holiday? when you go on holiday?
when you're on holiday'?

Why do you think people Tell me about your

need to go on holiday? last holiday.

How long should my answers be?

In Part 1, your answers should not be very long, but try to give a full answer.
You need to show that you can keep talking, without too much hesitation, and
that you can link your ideas together. The examiner cannot give you high
marks if your responses are always very short. Here is an example of a short
answer and a good answer.

I usually go on holiday twice a

Twice a year, year but sometimes I can only go once
usually. during the year because we are so busy at
work. So it depends, really.

9 Go back to question 8 and try to answer the questions there by giving a full
response.

82
 •

Part

What if I can't think of anything to say?

Remember that Part 1 is about you. Draw on your own experience, and don't
be afraid to say how you feel about something.

How can I improve my accuracy?

Listen carefully to the question, which will help you decide what tenses to use
and how to form your answer. Here is an example of a past tense question and
answer.

How old were you I was only 15 when I left

when you left school? my high school but I went back to
college two years later.
dIP

10 Answer these questions using the correct tense and, where appropriate, try
to give a full answer.

i aWhat's your favourite subject?

b Where did you first learn English?
c Do you prefer being taught in a small or a big class?
d Are you planning to do any exams in the near future?
e Have you ever been in a school play?
Has your government made any recent changes in schools?

11 Find the errors in these answers and correct them.

a Where do you come from? a I came from Tokyo.

b How do you spend your leisure time? b I will play basketball.
c Are you interested in fashion? c Yes. I'm like fashion very much.
d Do you live with your family or with friends? d I'm living with my family since I'm born.
e What do you find difficult about learning English? e I am not easy to pronounce English words.
f What do you enjoy about your course? f I enjoy discussing abbut economics.
g What are your plans for next year? g I'm thinking to go to America.
./....
h When do people in your country take holidays? h Most of people go away in the summer.
i Do you like fruit? don't eat many fruit.

ACTION PLAN

Respond briefly to the introductory questions.

Make sure you can talk about your home town and your studies or work.
Build some lists of phrases and topic banks.
Listen to the question forms and the words that the examiner uses. These
will help you form your answer.
Try to give a full answer. The examiner wants to listen to you speak, so
remember: it is important to talk.
Don't memorise long answers. You will lose marks for this.
Answer each question directly. Don't talk about something unrelated to the
examiner's question.

EI—r ANSWERS PAGE 113

PRACTICE TEST PAGE 106

83
 Speaking Part 2
Part 1 Four to five minutes General questions about everyday situations

Part 2 Three to four minutes Sort talk about a simple topic

Part 3 Four to five minutes Discussion of abstract topics •

What is the purpose of Part 2?

The examiner wants to hear you give a short talk about a simple topic based
on your own experience, to see whether you can speak for one to two minutes
on your own.

When does Part 2 begin?

When you have answered the last question in Part 1, the examiner will
introduce Part 2.

D ON THE DAY
The examiner will introduce
Part 2 by saying: Now, I'm going
• Listen carefully to all the
to give you a topic and I'd like you
instructions. Ask the examiner to
to talk about it for one to two
repeat them if you don't understand.
minutes.
• You do not need to take your own
paper or pen or pencil to the
speaking test. These will be provided
by the examiner.
Then the examiner will give you
• The examiner will choose the topic
a piece of paper and a pen or
and you cannot change it. You
pencil to make notes, and your
should find your topic familiar and
topic. You will have one minute
easy to talk about.
to prepare your talk.

Do I need to time myself in the test?

No. The examiner will time all the parts of the test. When you do the Part 2
talk, he or she will stop you when you have talked for a maximum of two
minutes. However, you do need to have an idea of how long two minutes is, so
that you can plan your talk.

What does the Part 2 topic look like?

Describe a scientific development The text will clearly state the topic that you need to talk about and will give
that has benefited mankind. some points to guide your talk.
You should say:
The box on the left is an example of a topic.
what type of development it is
why it was needed 1 Underline the topic, and the points that you need to cover in your talk.
how it has been used
What if I don't understand some of the words in the topic?
and explain why this scientific
development was so beneficial. You can ask the examiner to explain any words you don't understand.

How long will I have to make notes?

The examiner will give you one minute to make some notes. During this time,
he or she will not talk to you. The notes are not marked and will be thrown
away after the test. You cannot take them out of the room.

84
 Part 2

What if I haven't got any experience ofthe topic?

Use your imagination and invent some ideas. Remember that the examiner is
testing your ability to speak English, not your views or general knowledge.

2 Here are six possible topics. Take two minutes to read through topics A—F
and write down two ideas from your own experience for each one.
A An activity that you enjoy.
B An exciting experience from your childhood.
C A person that you would like to meet.
Describe a plan you have made for D A celebration that took place in your home town.
your future that is not related to
E A job that you have done.
your studies.
F A play or concert that you have been in.
You should say:
what the plan is How can I make sure I choose a good idea to talk about?
when you think you will do it The three points often begin with How or Wh- question words such as why,
how it could change your life who, when, whether, what or which. These points are given to help you.
and explain why you have made
3 Read the topic in the box on the left and the start ofthe student's talk. What
this plan.
mistake has he made?

I think I'll talk about getting I'm going to talk about

married — that'll be easy. my plan to get married. Er, I want
to get married before I'm 3o... Er, it'll
change my life, obviously, er, because I
won't be single any more... Er,
I can't think...

4 Think of two plans you could talk about. Take about one minute to make an
idea map, like the one below, for each plan.

What the plan is

• mine's ten years old
Buying a new guitar it's my favourite pastime
• there's a model I really like

When you think you will do it

• I'll have more time and money next year
Next year • I need to concentrate on my studies now
• I'll be 21 next year — a special birthday

How it could change your life

• join a band
More opportunities • play better on a new instrument
• impress my girlfriend

5 Which of your plans do you think will be easier to talk about? Why?

A
Speaking

Should I talk about the points in order? •

You can cover the points in any order. You may have more to say about some
points than others. This doesn't matter.

What tense should I speak in?

This will depend on the instructions. The tense may change through your talk
depending on the points you are given.

6 Underline or highlight all the different verb tenses in the talk below on 'an
activity that you enjoy'.

I enjoy doing Taekwondo because I've always been '...

interested in martial arts. Even when I was a little kid I used
to watch films and dream of getting my black belt. So I had
myfirst class at the age of seven. Most of the other students
were older than me. Nowadays, I have less time but I still try
to go to classes at least once a month.
....

7 What points do you think the student was given to talk about?

How should I start my talk?

When the minute's preparation time is over, the examiner will tell you to
begin. Your opening words should tell the examiner what you have chosen to
talk about.

8 Fill in the gaps in the talks below using an appropriate verb in an

appropriate tense. You can use more than one word for each space and
choose your own verbs. Then read the talks aloud.

I'm going to talk about myfirstjob.

I in a small village in the countryside, but soon after that,
my family moved to Bangkok and I there until I my studies.
I got used to the big city so after that I abroad to work for a
multinational company. This job

The person I'd like to meet is the president of our

country because he a very important person. He's by the
people and in office forfive years. I think it an honour to
meet him and I very proud.

I'd like to talk about the royal wedding that

took place in Copenhagen in 2004. The Prince of Denmark
married-to a young woman from Australia, and I lucky enough to be
in Copenhagen at the time of the wedding. Thousands of people out
onto the streets to watch the couple go past in an open carriage. Even
though I believe in fairy tales, this
a real fairy-tale wedding.

86
 Part 2

How can I show a range of topic vocabulary?

Make a mind map of some ofthe vocabulary and ideas you can use. The
examiner will be listening to see whether you know a range of words related to
the topic. Use as many as you can and don't worry too much about 'making
mistakes. Imagine this is your topic.

Describe an adventure from your I think I'll talk about when I

childhood.
was rescued by a helicopter...
You should say: hiking with friends... broke my
where you were
ankle... yes... good idea!
who you were with
what happened
and explain why you think it was an
adventure.

takes hours hiking

schoolfriends mountain
dangerous

view from the top steep

pilot deafening noise

hospital
mobile phone

stretcher
land accident painful

(I'm going to talk about when I

went (a) with some of my
(b) in the French Alps. Er,
it was a school holiday and so we 9 Use some ofthe words in the mind map to complete the first part ofthe
decided to climb a famous student's talk on the left.
(c) called La Tournette. It's
not difficult but it (d) to get ACTION PLAN
up to the top and there are a Read the whole topic carefully first.
couple of places where it's rather Choose an idea that you can talk about for up to two minutes.
(e) But it's worth it Think about the tenses you will use.
because the (f) is Prepare some ideas for the whole talk, not just the opening.
incredible. Even in warm weather, Don't talk about something unrelated to the topic.
..ou
/ can find snow there, too. Introduce your topic clearly at the start of your talk.

&—ir ANSWERS PAGE

PRACTICE TEST PAGE io6

87
 Speaking Part 3
Part 1 Four to five minutes General questions about everyday situations

Part 2 Three to four minutes Short talk about a simple topic

Dart 3 Four_to five minutes Discussion of abstract topics

What is the purpose of Part 3?

The examiner wants to hear you discuss some general but more abstract
topics that are related to the Part 2 talk.

When does Part 3 begin?

At the end of your two-minute talk, the examiner will lead you into Part 3 by
asking you about a more general aspect of the topic.

ON THE DAY The examiner may ask a quick

question on your Part 2 talk, e.g.
Have you always wanted to visit
• The examiner will ask you to give this place? You need only give a
back the task when you have finished short Yes or No answer. He or
your talk. she will then introduce the Part 3
• The examiner will always make the discussion by referring back to
link between Parts 2 and 3, so you your Part 2 talk, e.g. We've been
don't need to worry about this. talking about a place you'd like to
visit and I'd like to discuss with you
• Listen carefully to the first Part 3 one or two more general questions
question. related to this.
• Ifyou do not understand a Part 3
question, the examiner can re-phrase
it for you. What is an abstract topic?
How much time you spend watching television is about you and is a Part 1 topic.
Whether television has a negative effect on people is more general and abstract
and is a Part 3 topic.
1 Which of the following topics are Part 3 topics?
a the impact of technology on work
b your favourite newspaper
c the effects of modern farming methods
d teenage attitudes to parents
e how you keep fit
f whether competition is a positive thing
g how your family celebrates Chinese New Year
h why some children's stories are popular

What sort ofquestions will the examiner ask?

The examiner will ask a range of questions based on the topic from Part 2. The
first question often asks you to describe or outline your views on a general
aspect of this topic.

88
 Part 3

The examiner may begin with a question like this.

The personal topic of

a place I'd like to visit' has become a
In your view, what more general topic about travel. This is
are some of the benefits of ' the sort of change I should
travelling to new places? expect in Part 3.

2 What are the key words in the question?

3 What could the student do to improve this response?

------- Fora
. start, it can be very exciting, and
it can also be personally rewarding.

If you give a short reply, the examiner will ask more questions to help you
develop your answer. He or she may stress some words to help you.

What would you find particularly In what way is it

C exciting about going to a new country personally rewarding?

What strategy can I use to produce a good answer?

You/need to focus on the key words in the question, and produce two or three
ideas which you can support.

4 Look at this exchange between an examiner and a student, who has not
provided enough language for the examiner to make a judgement about
their level.
Do older people learn as much from Yes, of course they do. I
travelling as younger people? think it's the same.

Here are some useful strategies for developing ideas.0 se the words provided
to help you build a better answer to the question above.

Think about what other Even though some people I think

people might believe.

Make a direct contrast Itend to think that while young people,

or comparison. older people
Use personal experience. It's hard to say, but in my experience and so I think
Refer back in time. Ithink in the past it was true that but nowadays
Refer to the media. Newspapers and other media suggest that young people don't but I'm
not sure they're right
Analyse the question. Ithink it depends on the type of person. Ifthe young person is , then
but ifthey are , then
Agree or disagree. Generally I would say that they do, but there are young people who

89
Speaking

5 Here is a response to the question Who else benefits from the fact that people
like to travel? Which key idea does the student develop?

I think there can be lots of benefits for

everyone... benefits for the person travelling
and also for the people who live there,
because many countries rely on tourism and
so it's good when lots of visitors come. It
provides work for the local people.

How does Part 3 progress?

The questions will become more difficult. You can improve your answers in
Part 3 if you understand how the topic is being developed and what abstract
ideas might be related to it. Here is an example of a model chain of questions,
which an examiner might ask about a topic.

Part 2 topic Part 3 ideas

An activity that you enjoy. Leisure centres / the role of sport in

society / global sporting events

How important is it for people to have a hobby?

_..../(--Do you think that there is too much

emphasis on sport in our society today?

j-- Do global sporting events, such as

the Olympic Games, have a role in
the 21st century?

6 Try to think of possible Part 3 ideas for these two topics.

Part 2 topic Part 3 ideas

A job that you have done.

A play or concert that you have been in.

7 Write down a few questions that the examiner could ask you on these two
topics. Try to make them progressively more difficult.

How long should my answers be?

The examiner can only assess what you say, so it's important to give a full and
relevant answer, linking your ideas smoothly. This skill is known as fluency.

90
 Part 3

How can I improve my fluency?

When you give an opinion, try to back it up by giving a reason for it or by
offering a second point of view. Here are some useful expressions for
doing this.

For me is very important because

I think but I can understand that

I don't really think much of On the other hand

It all depends Personally I believe

Some people feel But I actually think

8 Complete the following answers to the examiner's three questions on

page 90.

For me, having a hobby is

\----____ because )

Some people feel that sport is a waste of---

time because
But I actually think
\-... ---2

f re l don't really think the Olympic Games

On the other hand, the FIFA World
Cup is always fantastic. I really
--)

How can I improve my pronunciation score?

You should speak loudly enough for the examiner to hear you, and try to
pronounce your words clearly. Pay attention to the way you emphasise words
and syllables within words, and try not to speak in a monotonous voice.

How can I identify my pronunciation weaknesses?

You can record your answers to any of the speaking exercises in this book and
ask a teacher or a native speaker of English to help you identify your problem
areas.

ACTION PLAN
Give a full answer to each question and take the initiative.
Think about how topics can be developed so that you are ready to explore
the questions you are asked.
Answer each question directly. Don't talk about something unrelated to the
examiner's question.
Try to link your ideas, so that your speech flows well.

9^1. ANSWERS PAGE 11 4

PRACTICE TEST PAGE 107

91

A
Practice Test
LISTENING

SECTION 1 Questions 1-10

Questions 1-3
Choose THREE letters B—H.
Which THREE other activities does the customer want to do?
Example visit family
B save money
C study geography
D study English
E do some winter sports
F go sailing
G join a walking tour
H meet young people

Questions 4-7
Complete the form below
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

CUSTOMER'S DETAILS
Name Su Ming Lee
Address 4 Kew
Mobile 5 0402
Day and date
of departure 6
Length of course 7
Method of payment credit card

Questions 8-10 Prince's -1— Queen's

Label the map opposite. Wharf — Wharf
Write the correct letter A—G next to questions 8-10.

8 The language school is at

9 The hotel is at

10 The bookshop is at

11,-T ANSWERS PAGE 115

RECORDING SCRIPTS PAGE 118

92
 Listening

SECTION 2 Questions 11-20

Questions 11-13
Complete the sentences below.
Write NO MORE THAN THREE WORDS for each answer
11 are often known by their famous bridges.
12 The speaker compares a bridge to a cathedral or
13 Sydney Harbour Bridge is nicknamed

Questions 14-18
Complete the table below.
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

Date Event
1916 14 agreed to finance bridge
15 Contract signed with engineering firm
1926 Construction involved:
• knocking down 16
• creation of many jobs
1932 Bridge completed at a cost of
17£
March 1932 Opening ceremony
Ribbon cut by a man riding a 18

Questions 19-20
Answer the questions below.
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer
19 How long is the tunnel? '

20 Name ONE thing the tunnel can withstand.

0--T ANSWERS PAGE 115

RECORDING SCRIPTS PAGE 119

93
Practice Test

SECTION 3 Questions 21-30

Question 21
Choose the correct letter A, B or C.
Horses
21 Which graph shows the
distribution of animals painted
on the caves? Bulls

Stags

A B C III Other
Questions 22-25
How does the woman describe each type of drawing?
Choose your answers from the box and write the letters A-H next to questions 22-25.
22 bulls
23 humans A uncommon E consisting of dots
B realistic F complex
24 signs C two-dimensional G important
25 fish D childish H huge

Questions 26-27
Label the diagram below.
Write NO MORE THAN THREE WORDS for each answer.
27

Chambe f Felines

26

Charlvk r of
Questions 28-30 Engr
Choose the correct letter A, B or C.
aterat•-
28 The cave was closed in 1963 beca-use e
A the tourists had drawn pictures on the walls.
B the air was harming the rock art.
C so few people were visiting the site.
Great Hall of
29 How does David feel about the closure of the cave? the Bulls
A He agrees with the decision.
B He thinks it was a bad idea.
C He has no views on the matter.
30 How can people enjoy the drawings today?
A The government has re-opened the cave.
B The drawings have been photographed.
C A replica of the cave has been built.

8-r ANSWERS PAGE 115

RECORDING SCRIPTS PAGE 120

94
 Listening

SECTION 4 Questions 31-40

Questions 31-32
Complete the notes below.
Write NO MORE THAN THREE WORDS for each answer.

What is marketing?
31 and represent only two aspects of marketing.
Marketing involves
• finding customers
• ensuring customer satisfaction
• 32

Questions 33-34
Complete the flow chart below.
Write NO MORE THAN TWO WORDS for each answer.

Human needs

Physical needs Social needs 34 needs

e.g. food, 33 and e.g. belonging e.g. knowledge
L..

Human wants Human demands

J
Questions 35-38
Which market research method is used by each of these businesses?
Write the correct letter A—C next to questions 35-38.

A customer observation 35 supermarkets

B free offers 36 department stores
37 fast-food companies
C in-store surveys 38 theme parks

Questions 39-40
Complete the notes below.
Write NO MORE THAN THREE WORDS for each answer.

Customer satisfaction
Product performance Customers are
• unhappy
• 39
• delighted

@--r ANSWERS PAGE 115

RECORDING SCRIPTS PAGE 121
95
Practice Test

ACADEMIC READING

READING PASSAGE 1
You should spend about 20 minutes on questions 1-13, which are based on Reading
Passage 1 below.

Ei p a0
'D
The people of ancient Egypt emerged as one of
the first Western civilisations. Sustained by the
River Nile and protected by vast deserts, the
Egyptians lived in comparative security, prosperity
and peace for thousands of years. When such
conditions exist, the civilisation and its arts .,.
usually flourish. To this day, many of the Egyptian
artistic creations display the wealth, splendour - anntot„...
and talent of this great civilisation.
Ancient Egypt has been called a land of temples and tombs, and for centuries
people have been filled with wonder at the ingenuity of the Egyptians, whose
impressive works have withstood the ravages of time so well. Had it not been for
rj the long-lasting nature of their monuments and carved inscriptions in the form of rj
hieroglyphicsl, much evidence of their activities would have vanished from all
historical records. In about 3000-BC, Upper and Lower Egypt were united under
the first pharaoh2, and generally from that time until the invasion by Alexander
the Great in 332 BC, Egypt prospered as, a nation of skilful craftsmen and
artists.
The Egyptians were an industrious, highly civilised and deeply religious people,
who obediently accepted the supreme authority of their pharaohs. The people
rj were content to serve and work for the state in return for a secure livelihood. rj
They considered this earthly life to be a segment in a great cycle, at the end of
which everything would be returned to its original form. The richer and more
important the person, the more careful and elaborate would be his or her burial, 1
and the stronger and safer the tomb in which they would be buried.
The burial of the dead in the ground was not considered sufficiently safe for
kings, queens and court officials, so sunken, sealed tombs were ingeniously
rj constructed to protect personal treasures, food and instructions for the safe rj
conduct of the soul after death. The design of these tombs developed into the
stepped pyramid, and finally into the square pyramid that we know today.
There are about 80 ancient pyramids in Egypt. The Great Pyramid at Gizeh,
which King Cheops built as his tomb 5000 years ago, holds most interest. It tj
stands with two other pyramids on a slight rise overlooking the River Nile. At the
centre of the pyramid is the King's Chamber and leading down from there is a Cj 1 hieroglyphics =
long narrow area known as the Grand Gallery. The pyramid covers 13 acres and pictorial writing
contains 2,300,000 blocks of limestone, each weighing an average of 1.5 tons. system used by
Its pyramidal form has a perfectly square base with sides of 756 feet ind a. the ander*
Egyptian •
height of 481 feet. Situated directly below the King's Chamber is the Queen's Cj
5 C,
2 pharaoh = king

96
 Academic Reading

'D 'D
Chamber and there are two air channels leading upwards from the centre of the
pyramid to the outside.
Originally the exterior was covered in highly polished limestone slabs, all of
which have been stolen over the years. It is estimated that a total of 100,000
men laboured for 20 years to build this gigantic structure, and although
architecturally unimportant in design, it has aroused the curiosity of millions of
rj people because of the uncanny accuracy of its measurements and proportions.
It reveals the remarkable ingenuity and the great organising ability of the ancient
Egyptians.
- Near these pyramids stands the Great Sphinx, the origin and purpose of which
constitute one of the world's most famous puzzles. Shaped from an outcrop of
stone in the form of a human-headed lion, the face is possibly a portrait of King
rj Khafra, the son of Cheops, who was buried in the second largest pyramid. The
J
J Sphinx'is one of the biggest statues ever made.
The Egyptian people showed reverence towards natural objects such as the
lotus flower, the scarab beetle, the falcon, the lion, the sun and the River Nile. All
these subjects and many more were used symbolically and conventionally as
rj motifs in low-relief carving and painting. It was the custom of the Egyptians to rj
depict the various parts of the human figure, usually in the most characteristic
positions. The head was shown in profile except for the eye, which was
represented from the front, the shoulders and a portion of the arms were
portrayed from the front, while the hips and legs were side views. Wall
decoration showed little or no attempt to indicate depth or perspective, except by
placing distant objects above near things. It was essentially two-dimensional, and
relative size indicated the status of the person, so the pharaoh was the largest
figure in the composition:
Egyptian art is characterised by a passion for permanence, a desire to impress
Ej by size, and a-determination to make each item serve its function without much rj
regard for the whole. It is obvious that art among these people reached a very
rj high level and the strong influence of Egyptian art can be seen in the work of Cj
nearby civilisations.
The fortunate discovery and subsequent deciphering in 1822 of the Rosetta
Stone, which showed the same laws inscribed both in Egyptian hieroglyphics
and the Egyptian demotic, or popular version of their language, as well as the
,Greek language, eventually gave the, key to the meaning of Egyptian inscriptions,
and therefore the significance of much Egyptian art.
C, C,
op Li a

Questions 1-3
Complete the sentences below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
Write your answers in boxes 1-3 on your answer sheet.
1 Security and peace are two that are necessary for a civilisation to be successful.
2 Ancient Egyptians worked as both
3 Ordinary Egyptians expected to recsive for their hard work.

97
Practice Test

Questions 4-7
Label the diagram below.
Choose NO MORE THAN THREE WORDS AND/OR NUMBERS from the passage for each answer.
Write your answers in boxes 4-7 on your answer sheet.

756 feet
6

Questions 8-12
Do the following statements agree with the information given in Reading Passage 1?
In boxes 8-12 on your answer sheet 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
8 The surface of the Great Pyramid is covered in polished limestone slabs.
9 King Khafra died before King Cheops.
10 Egyptian carvings were often based on things found in nature.
11 Important characters in Egyptian carvings were bigger than less important characlers.
12 Egyptian art was greatly influenced by the art of neighbouring cultures.

Question 13
Choose the correct letter A, B, C or D.
Write the correct letter in box 13 on your answer sheet.
'The writer's aim in this passage is to
A describe the construction methods of the pyramids.
B explain the beliefs of the ancient Egyptians.
C offer an interpretation of Egyptian art and sculpture.
D provide an overview of early Egyptian society.

98
 Academic Reading

READING PASSAGE 2
You should spend about 20 minutes on questions 14-26, which are based on Reading Passage 2
below.

Sticking power
Want to walk on the ceiling?
All it takes is a bit of fancy footwork
A If Kellar Autumn, an kapert in biomechanics at Clark College in Portland, Oregon, has his
way, the first footprints on Mars won't be human. They'll belong to a gecko. Gecko toes have
legendary sticking power — and the Clark College scientist would_like to see the next
generation of Martian robotwalking aboxit on gecko-style feet A gecko can whiz up the
smoothest wall and hang froth the ilingby one foot, with no fear of falling.
B AUtumn is one of a long lieof researchers who have puzzled over the gecko's gravity-defyitlg
footwork. Earlier this year, he and his colleagues discovered that the gecko's toes don't just
stick, they bond to the surface beneath them. Engineers are already trying to copy the gecko's
technique — but reptilian feet are not the only ones they are interested in.
C Some of the most persistent 'hanging' creatures are insects. They can defy not just gravity, but
gusts of wind, raindrops and a predator's attempt to prize them loose. Recent discoveries
about how they achieve this could lead to the development of quick-release adhesives and
miniature grippers, ideal for manipulating microscopic components or holding tiny bits of
tissue together during surgery. 'There are lots of ways to make two surfaces stick together, but
there are very few which provide precise and reversible attachment,' says Stas Gorb, a
biologist in Tubingen, Germany, working on the problem.
D Geckos and insects have both AVipcted ways of doing this, and engineers and scientists would
dearly love to know how. Friction certainly plays a part in assisting horizontal movement, but
when the animal is running up a slope, climbing vertically or travelling upside down, it needs
a more powerful adhesive. Just what that adhesive is has been hotly debated for years. Some
people suggested that insects had micro-suckers. Some'reckoned they relied on electrostatic
forces. Others thought that intermolecular forces between pad and leaf might provide a firm
foothold.
E Most of the evidence suggests that insects rely on 'wet adhesion', hanging on with the help of
a thin film of fluid on the bottom of tfivad. Insects often leave tiny trails of oily footprints.
Some clearly secrete a fluid onto the 'soles' of their feet. And they tend to lose their footing
when they have their feet cleaned or dried.
F This year, Waj_tAL.Fe l de, an entomologist at the University of Wiirzburg, showed
experimentally that an insect's sticking power depends on a thin film of liquid under its feet.
He placed arrant on a polished turntable inside the rotor of a centrifuge, and switched it on.
At slow speeds, the ant carried on walking unperturbed. But as the scientist slowly-increased
the speed, the pulling forces grew stronger and the ant stopped dead, legs spread out and all
six feet planted firmly on the ground. ANtigher speeds still, the ant's feet began to slide. 'This
,Can only be explained by the presence of a liquid,' says Federle. 'If the ant relied on some form
of dry adhesion, its feet would pop abruptly off the surface once the pull got too strong.'

99
Practice Test

G But the liquid isn't the whole story. What engineers really find exciting about insect feet is the
way they make almost perfect contact with the surface beneath. 'Sticking to a perfectly
smooth surface is no big deal,' says Gorb. But in nature, even the smoothest-looking surfaces
have microscopic lumps and bumps. For a footpad to make good contact, it must follow the
contours of the landscape beneath it. Flies, beetles and earwigs have solved the problem with
hairy footpads, with hairs that bend like the bristles of a toothbrush to accommodate the
troughs below. -*•
H QQE12 has tested dozens of species with this sort of-pad to see which had the best stick. Flies
resist a pull of three or four times their boy weight
, — perfectly adequate for crossing the
ceiling. But beetles can do better and the champion is a small, blue beetle with oversized
yellow feet, found in the south-eastern parts of the US.
I Tsnthiapsy, a chemical ecologist at Cornell University in New York, has been fascinated by
this beetle for years. Almost 30 years ago, he suggested that the beetle clung on tight to avold
being picked off by predators — ants in particular. When Eisner measured the beetle's sticking
power earlier this year, he found, that it can withstand pulling forces of arouitd 80 times its
own weight for about two minutes and an astonishing 200 times its own weight for shorter
periods. 'The ants give up because the beetle holds on longer than they can be bothered to
attack it,' he says.
J Whatever liquid insects rely on, the gecko see,--zs able to manage without it. No one knows
quite why the gecko needs so much sticking power. 'It seems overbuilt for the job,' says
Autumn. But whatever the gecko's needs are, its skills are in demand by humans. Autumn and
his colleagues in Oregon have already helped to create a robot that walks like a gecko. Mecho-
Gecko, a robot built by iRobot of Massachusetts, walks like a lizard — rolling its toes down
and peeling them up again. At the moment, though, it has to make do with balls of glue to
give it stick. The next step is to try to reproduce the hairs on a gecko's toes and create a robot
with the full set of gecko skills. Then we could build robots with feet that stick without glue,
clean themselves and work just as well underwater as in the vacuum of space, or crawling over
the dusty landscape of Mars.

Questions 14-18
Look at the following statements (Questions 14-18) and the list of scientists below.
Match each statement with the correct scientist A, B, C or D.
Write the correct letter A, B, C or D in boxes 14-18 on your answer sheet.
14 Some insects use their ability to stick to surfacQs...zs a way of defending
themselves.
r List of Scientists
15 What makes sticky insect feet special is the fact that they can also detach A Kellar Autumn
themselves easily from a surface. B Stas Gorb
16 Gecko feet seem to be stickier than they need to be. C Walter Federle
17 A robot with gecko-style feet would be ideal for exploring other planets. D Tom Eisner
18 /Evidence shows that in order to stick, insect feet have to be wet.
 Academic Reading

Questions 19-22
Reading Passage 2 has ten paragraphs A—J.
Which parayiaph contains the following information?
Write the correct letter A—J in boxes 19-22 on your answer sheet.
19 some of the practical things a gecko-style adhesive could be used for
20 a description of a test involving an insect in motion
21 three different theories scientists have had about hoW insect feet stick
22 examples of remarkable gecko movements

Questions 23-26
Complete each sentence with the correct ending A—G below.
Write the correct letter A—G in boxes 23-26 on your answer sheet.
23 Insect feet lose their sticking power when they
24 If you put ants on a rapidly rotating object, their feet
25 Beetles can sticklo uneven surfaces because they
26 The toes on robots like Mecho-Gecko

A stick to surfaces in and out of water.

B curl up and down.
C are washed and dried.
D resist a pull of three tirnt•*theirbody weight.
-E start to slip across the surface.
F leave yellow footprints.
. G have hairy footpads.

READING PASSAGE 3
You should spend about 20 minutes on questions 27-40, which are based on Reading Passage 3
on the next page.

. Questions 27-32
Reading Passage 3 has seven paragraphs A—G.
Choose the correct heading for paragraphs B—G from the list of headings below.
Write the correct number i—x in boxes 27-32 on your answer sheet.

List of Headings
)1 Why some early social science methods lost popularity
ii The cost implications of research
iii Looking ahead to an unbiased assessment of research
iv A range of social issues that have been usefully studied
v An example of a poor decision that was made too quickly
vi What happens when the figures are wrong
vii One area of research that is rigorously carried out
viii The changing nature of medical trials
ix An investigative study that may lead to a new system
x Why some scientists' theories are considered second-rate

101
Practice Test

Example Paragraph A Answer x

27 Paragraph B 30 Paragraph E
28 Paragraph C 31 Paragraph F
29 Paragraph D 32 Paragraph G

TAY IT AND SEE

In the social sciences, it is often supposed that there can be no such
thing as a controlled experiment. Think again.
A In the scientific pecking order, social scientists are usually looked down on by their peers in the natural sciences. Natural
scientists do experiments to test their theories or, if they cannot, they try to look for natural phenomena that can act in lieu
of experiments. Social scientists, it is widely thought, do not subject their own hypotheses to any such rigorous treatment.
Worse, they rddle4heir untested hylAnhesesylgovernments and try to get them turned into policies.
B Governments require sellers of new medicines to demonstrate their safety and effectiveness. The accepted gold standard of
evidence is a randomised control trial, in which a new drug is compared with the best existing therapy (or with a_pkcebo
if no treatment is available). Patients are assigned to one arm or the other of such 'a stay at random, ensuring that the
only difference between the two groups is the new treatment. The best studies also ensure that neither patient nor
physician knows which patient is allocated to which therapy. Drug trials must also include enough patients to make it
unlikely that chance alone may determine the result.
C But few education programmes or social initiatives are evaluated in carefully conducted studies prior to their
introduction. A case in point is the 'whole-lang4k2ge' approach to reading, which swept much of the English-speaking
world in the 1970s and 1980s. The whole-language theory holds that children learn to read best by absorbing contextual
clues from texts, not by breaking individual words into their component parts and reassembling them (a method known
as phonics). Unfortunately, the educational theorists who pushed the whole-language notion so successfully did not wait
for evidence from controlled randomised trials before advancing their claims. Had they done so, they might have
concluded, as did an analysis of 52 randomised studies carried out by the US National Reading Panel in 2000, that effective
reading instruction requires phonics.
p To avoid the widespread adoption of misguided ideas, the sensible thing is to experiment first and make policy later. This
is the idea behind a trial of restorative justice which is taking place in the English courts. The experiment will include
criminals who plead guilty to robbery. Those who agree to participate will be assigned randomly either to sentencing as
normal or to participation in a conference in which the offender comes face-to-face with his victim and discusses how he
may make emotional and material restitution. The purpose of the trial is to assess whether such restorative justice limits
re-offending. If it does, it might be adopted more widely.
E The idea of experimental evidence is not quite as new to the social sciences as sneering natural scientists might believe. In
fact, randomised trials and systematic reviews of evidence were introduced into the social sciences long before they
became common in medicine. An apparent example of random allocation is a study carried out in 1927 of how to
persuade people to vote in elections. And randomised trials in social work were begun in the 1930s and 1940s. But
enthusiasm later waned. This loss of interest can be attributed, at least in part, to the fact that early experiments produced
little evidence of positive outcomes. Others suggest that much of the opposition to experimental evaluation stems from a
common philosophical malaise among social scientists, who doubt the validity of the- natural sciences, and therefore reject
the potential of knowledge derived from controlled experiments. A more_ptaplagi'sfactor limiting the growth of
evidence-based education and social services may be limitations on the funds available for research.

102
 Academic Reading

F Nevertheless, some 11,000 experimental studies are known in the social sciences (compared with over 250,000 in the
medical literature). Randomised trials have been used to evaluate the effectiveness of driver-education programmes, job-
traininz schemes, classroom size, psychological counselling for post-traumatic stress disorder and increased investment in
public housing. And where they are carried out, they seem to have a healthy dampeftimeffect on otherwise rosy
interpretations of the observations.
G The p?oblem for policymakers is often not too few data, but what to make of multiple and conflicting studies. This is
where a body called the Campbell Collaboration comes into its own. This independent non-profit organisation is
designed to evaluate existing studies, in a process known as a systematic review. This means attempting to identify every
relevant trial of a given question (including studies that have never been published), choosing the best ones using clearly
defined criteria for quality, and combining the results in a statistically valid way. An equivalent body, the Cochrane
Collaboration, has produced more than 1,000 such reviews in medical fields. The hope is that rigorous review standards
will allow Campbell, like Cochrane, to become a trusted and authoritative source of information.

Questions 33-36
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 33-36 on your answer sheet.

Fighting Crime
Some criminals in En nd are agreeing to take part in a trial designed to help reduce their chances
of 33 . The idea is that while one group of randomly selected criminals undergoes the usual
34 , the other group will discuss the possibility of making some repayment for the crime by
meeting the 35 . It is yet to be seen whether this system, known as 36 , will work.

Questions 37-40
Classify the following characteristics as relating to
A Social Science
B Medical Science
C Both Social Science and Medical Science
-D Neither Social Science nor Medical Science
F ite the correct letter A, B, C or D in boxes 37-40 on your answer sheet.
37 a tendency for negative results in early trials
38 the desire to submit results for independent assessment
39 the prioritisation of research areas to meet government needs
40 the widespread use of studies that investigate the quality of new products

@--ir ANSWERS PAGE 115

103
Practice Test

ACADEMIC WRITING
WRITING TASK 1
You should spend about 20 minutes on this task.
The diagram below shows how a central heating system in a house works.
Summarise the information byselecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.

Water tank to fill

storage tank
Cold water
into house

Overflow pipe

Storage tank

Hot water
;•'•°•"
'-11 to taps

Small Boiler (gas or oil)

tubes Pump
old water Hot water radiators

13—* Read the sample answer on page 115 and go through the checklist.
✓ Comments
Is there an introduction to the diagram?
Is there an overview?

Can you underline the key features?

Can you underline the supporting information?

Are the paragraph breaks in the right place?

Can you identify the linkers and reference words?

Can you identify the topic vocabulary?

Is the answer the right length?

104
 Academic Writing

WRITING TASK 2
• You should spend about 40 minutes on this task.
rite about the following topic:
The number of overweight children in developed countries is increasing. Some people think
this is due to problems such as the growing number of fast food outlets. Others believe that
parents are to blame for not looking after their children's health.
To what extent do you agree with these views?
Give reasons for your answer and include any relevant examples from your own knowledge or experience.
Write at least 250 words.

8--* Read the sample answer on page 116 and go through the checklist.

✓ Comments

Can yoga identify the writer's position?

Can you underline the main ideas in each paragraph?

Can you identify the linkers and reference words?

Can you identify the topic vocabulary?

Can you find a range of sentence types?

105
 I
Practice Test

SPEAKING

PART 1

Now, in this first part, I'd like to ask you I'd like to move on now to talk about fashion.
some questiois about yourself Let's talk about Tell me about the popular clothes and fashions in your
your work. Where do you work? country.
Do you enjoy your work? Why / Why not? What sort of fashion shops do you have in your country?
What kinds of tasks do you have to do at work? Have fashions changed very much since you were younger?
Have you ever been late for work? Is it important for you to be in fashion? Why / Why not?
Why / Why not?

Let's move on to the topic of the internet.

If you have someone to study with, take it in turns to How often do you use the internet?
ask and answer the questions. Does everyone in your family use the internet?
WM Listen to the sample on the recording and What do you use the internet for?
complete the checklist. (CD Track 16) When did you last use the internet?

Comments
Did the student directly answer the questions?
Did he use a range of words?
Did he link his ideas together well?
Did he say enough?
Were the answers easy to understand?

PART 2

Now, I'm going to give you a topic, and I'd like you-...-
Describe a place that you would like to visit. to talk about it for one to two minutes.
You should say: Before you talk, you'll have one minute to think about
where it is what you're going to say.
when you would like to go there You can make some notes if you wish. Do you understand?
who you would like to go with Here's some paper and a pencil, for making notes,
and explain why you would like to visit this place. and here's your topic.

If you have someone to study with, take it in turns to do the talk in one to two minutes.
O. Listen to the sample on the recording and complete the checklist. (CD Track 17)

✓ Comments All right?

Did the student talk for two minutes? Remember you have one
Did he stick to the topic? to two minutes for this,
so don't worry if I stop
Did he cover the three main points? you. I'll tell you when the
Did the talk flow well? time is up. Can you start
speaking now, please?)
Did he use a range of words?

/-9)—r ANSWERS PAGE 116

106
PART 3

We've been talking about a place you'd like

to visit and I'd like to discuss with you one or
two more general questions related to this.

So, let's consider first of all the idea, as a

student, of having a gap year. How important do you think it is for young
people to visit different places before they go
to university or college? What sort of
challenges do you think you'd have, going on a
gap year as a student? Do you think it's useful
to work, for other reasons as well, besides
money? What sort of jobs do you think would
OK. Let's move on to the topic of travelling be the best sort of jobs to do? What sort of
to less familiar places. What sort of advantages are preparation should a student make before they
there to reading about a country before you visit it? go on a gap year, do you think?
Do you think there are any disadvantages?
Some people choose to have a guide, when they go
to a very unfamiliar place. Do you think that
,,....
improves the quality of a travel experience?
Do you think you learn more from visiting
I important sites or from meeting local people?

if you have someone to study with, take it in turns to ask and answer the questions.
(01. Listen to the sample recording and complete the checklist. (CD Track 18)

✓ Comments
Did the student respond to the key ideas?
Did the student support his answers well?
Did he use a range of words?
Did he speak fluently, using a range of linkers?

ti—r ANSWERS PAGE 116

107
Ptinswer Key

B koala park / zoo

Answer Key koalas popular / loveable appearance but long claws /
be careful

Listening Section Sentence/summary completion

2 a a noun (form of transport)
1 a, c, f, h b a noun (animal or plant)
c a number (date/period)
Pick from a list
d a noun (material)
2 identification / passport
e an adjective (positive)
study English / learn a language
f an adjective (negative)
fly / go by plane
3 200 years / two hundred years
building / house
painting / picture 4 (white) stone
headgear / helmet 5 under (the) waves/water / underwater
vehicle / car 6 summer months / summer
meal / lunch 7 It is OKto use words or figures here.
bag / suitcase
Table completion
thunderstorm / wet weather
8 comparing 3 hotels: key words are rate / rate includes /
winter sports / skiing
facilities
3 and 4 C, E (in any order)
9 A a service B$ amount and a service C a facility
Form filling 10 11.15 am (must have am or morning)
5 NB Answers provide examples of how these times and 11 The Long Journey
dates are said, not written.
12 (classic) action (film)
Seven fifty / Ten to eight (in the morning)
Six forty-five / A quarter to seven (in the morning) Short answer questions
Ten fifteen / A quarter past ten (in the morning) 13 a When / restaurant Time or date
One am / One o'clock (in the morning) b Where / paintings Place: building or city
Thirteen hundred hours / One pm / One o'clock (in the c How many / concert Number
afternoon) d Why / telephone Reason
6 The twenty-first of November / November the twenty-first e What / man's bag Item/thing = noun
The twenty-fourth of March / March the twenty-fourth f Who / party Person or name
The twenty-second of December / December the twenty- g What / old lady Event or incident
second h How / hurt Explanation
The eighteenth of August / August the eighteenth 14 ground floor
7 a a name b a date with a year c a family name 15 photography / photographs
d a condition / an illness 16 films / lectures / concerts
8 CAR 0 LINE Black 17 Q16 must have two pieces of information to get one mark.
9 22 November 1984 / 22nd November 1984 / November
22nd 1984 / November 22 1984
10 129 807 Listening Section 3
11 Ford station wagon
1 BAC
Labelling a map or plan 2 CBAD
12 Queen Victoria Building 3 Set 1 - Speaker C; Set 2 - Speaker B
13 Bottom right-hand corner 4 Set 1 - Speaker B; Set 2 - Speakers B and D
14 Market Street, Martin Place, Hunter Street, Bridge Street 5 A iii B i
15 The Opera House 6 A no B yes C no
16 Queen Victoria Building / QVB
Multiple choice
17 department store
7C
18 hotel
8 Possible re-phrasing of the three options.
19 library A To protect them from illness.
B To provide them with extra food.
C So that they stay pink in colour.
Listening Section 2 9 Option A: flamingo health is not mentioned on the
1 A Pavilion / built 1784 / re-built 1815-1820 / Indian and recording, so option A is not correct. Option B: food and
Chinese styles diet are mentioned on the recording, but the speaker says
not getting enough food was not the problem, so option B
is not correct.

1o8
 Answer Key

Matching
10 B played in many countries / popular all over the world
Academic Reading Section
C could be harmful / could hurt yourself Sentence completion
D lots of people play this 1 date/number
, E the things you need to play cost a lot of money 2 plural/uncountable noun
F not difficult to learn 3 comparative adjective
G fun to look at / good spectator sport 4 singular noun wind tunnel
11 E 5 number and distance 50 kilometres
12 B 6 uncountable noun (mechanical) energy/power
13 F 7 plural noun (flying) machines
14 C 8 a not enough / article unnecessary
15 if it included some more examples / usually pretty good / b spelling error / too many words, per hour unnecessary
groundbreaking / very high standard / hasn't been c not the aim / not uncountable
assessed yet d not plural / these make humans fail
Labelling a diagram Notes / table / flow chart completion
16 C 9 A is a full sentence and the answer must be a power
17 D station or power stations.
18E B is notes and the article can be omitted from power
station.
10 the world / global
/ Listening Section 4 11 and 12 construction workers, farmers (in any order)
11f 2c 3a 4b 5d 6e 7g 8h 9j 10i 13 and 14 orchestral musicians, airline pilots (in any order)
2 A In fact / Surprisingly enough (2/4) 15 loud bangs
B On the other hand (10) 16 examples = such as
C One way (1) good hearing = hear well
D lastly (6) most dangerous = do the most damage
E generally speaking (8)
Short answer questions
F surprisingly enough / in fact / generally speaking
17 (in) permanent settlements
(4/2/8)
18 (central) oases
Note completion 19 (artesian) wells
3 The topic is science/DNA. 20 (date) palms
What does a string of DNA look like? 21 one per cent
What two things does DNA have something in common
22 what water sources + developed / what land constructions
with?
+ irrigation / which crop / how much of the water + homes
4 an object / something biological
5 ball of string Labelling a diagram
6 23 (row of) beds
other animals / plants
24 television (TV is wrong because it isn't in the article)
7 Australia
25 (two / large) storage bins (you can add two or large but not
marketing strategies
both as this would make four words)
9 TV programme
26 sugar cane
Flow chart completion 27 situated high, leading off, along, in the middle of, from
10 by hand which, in the centre of, in the corner, surrounding, beyond,
11 mills on the outer edge
12 labelled
True / False / Not Given
13 at home / abroad 29 in the early 1950s / the media;
14 the first step is to / after this initial process / incidentally / at the turn of the twentieth century / by 1952 / the press;
then / finally man had reached his athletic limits / room for
Classification improvement was minimal:True
15 waste disposal methods 30.in 1980 / Vladimir Salnikov;
Vladimir Salnikov, who in 1980;
16 ways of disposing of different materials
became the first man to break 15 minutes for 1500 metres:
17 0 18 C 19A 20A 21 B
True

109
 Answer Key
5ec
31 John Landy and Roger Bannister
athletes such as Bannister and Landy / for both men;
Academic Reading Section 3
the amateur environment in which they competed / they Paragraph headings
received no monetary reward: False 1 iii
32 Bannister's record; 2 global matches world's; times ahead matches the future.
Bannister's record; 3 There are many present continuous verb forms with future
has since been reduced: Not Given meaning.
Global multiple choice 4 i The reference is to population figures in the whole
34 B world, not just in China.
35 A Improvements are mentioned but only in running and ii The reference to farmland in the paragraph is
swimming. worldwide, not just in China.
C Young people are not the focus, although the article is 5 iv
obviously encouraging. 6v
D A comparison is made as a supporting point, not as the 7 ii
main theme of the text. 8 i This is mentioned briefly but is not a key idea.
iii Found books are mentioned, but not lost books.

Academic Reading Section 2 Summary completion

9 It will be a noun (countable or singular).
Matching 10 Noun / singular - could be a place
1 B 2A 3D 4C 5A
11 Noun / plural - something valuable from the past ,
6 unfortunate = complained; focus of advertising =
12 Noun / plural - people, perhaps swimmers or divers
advertising used to be about; changed = used to be + now
13 biochemical
Finding information in paragraphs 14 energy
7B 15 iron and manganese (not uranium)
8 B originally located 16 gold chloride
9 C mollusc scavenger 17 colour
10 A much like we do today 18 a find it hard to understand
11 C transported them to the cave b natural gold deposits form
Sentence completion with a box what is happening
13 B d conducted
14 A is grammatically incorrect because waste is e bacteria
uncountable. C is incorrect because it is illogical. f tend to prefer... for lunch
15 D 16 F 17 A 18 G g turned
Yes / No / Not Given Summary completion with a box
19 Most of it is the writer's claims. The information about the 19 important algae / expelled / occurs / turns
pin-tumbler lock is mainly fact. 20 important algae being expelled
20 N 21 Y 22 NG 23 Y 24 NG 25 Y 26 N 21 coral bleaching
w 27 it is perhaps not surprising that most people pay little 22 F (in the right place)
23Y attention to where their energy comes from or what
23 B (number or size of the rooms)
impact using it is having on the environment.
24 C (furniture)
24NG greener and cleaner energy sources
25 G (in the same way)
25Y Some two billion people are still without electricity, the 26 D (number of nurses and doctors)
majority of whom live in poor countries
Classification
26N emerging energy sources could mean the foundation of
new high-tech industries that employ hundreds of Features Relief Calm Answer
thousands of people. 29 causes sleepiness X ✓ B
30 is easy to swallow X ✓ B
Multiple choice
28 A 3lworks quickly ✓ ✓ C
29 B For more than 60 years sounds like a long time but the
Pick from a list
writer does not say anything negative about this.
33 and 34 D, E (in any order)
C The writer does not say it was well planned.
35 D no longer just for kids / it is becoming popular among
D Although birds are mentioned, they are mostly located
adults
away from the factory and town.
E to fight cavities

110
 Answer Key

Academic Writing Task 22 Suggested answer:

1 percentage Similarities: both use percentages / both cover the same
sports
2 changes
Differences: Graph 1 is about 5-14-year-olds and Graph 2
3 vertical
is more general / Graph 1 shows only the
4 time percentage of sports played / Graph 2 shows
5 data the breakdown of boys' and girls' sport /
6 troughs Graph 2 does not include a non-playing
7 trends category
8 line Key features: swimming is most popular generally but girls'
9 axes figure is higher / boys' preferred sport is
10 years soccer (also mention cricket), while girls
prefer netball / large non-playing category in
11 compare
Graph1
12 columns
23 participation / involvement
Content
24 swimming
1 different
25 girls
2 percentage
26 boys
3 soccer
27 percentage
4 cricket
28 Suggested answer:
5 swimming
Netball, on the other hand, is played almost exclusively by
6 soccer 25 per cent of girls, while cricket is mostly a boys' sport.
7 15 per cent / 150/0 Tennis and basketball are slightly more popular than
8 category martial arts and athletics, all of which are played by under
9 cricket 10 per cent of children. Finally, it should be mentioned that
10 four per cent / 40/0 about 17 per cent of children do not play any sport at all.
11 popular Overall, the graphs show that while boys and girls enjoy a
12 majority range of sports, their preferences are quite different.
13 Suggested answer: Organisation
The diagram shows how recycled glass is used to make 1 trends similar but men eat more at all ages
new glass bottles. 2 15-25 age group eats the most
14 recycled glass 3 food consumption levels out as people get older
15 heats 4 ages of 2 and 65
16 molten glass 5 similar
17 More 6 more
18 most popular 7 13000 kilojoules
19 While / fewer 8 greatest / high(est)
20 Hardly 9 peak
11 The bar graph provides information about the most 10 9000 kilojoules
common sports played in Australia in 2003. It gives figures
11 As far as consumption rates are concerned
for both boys and girls and clearly shows that their
12 as
participation in sports is fairly equal. However, their
sporting preferences tend to be different. 13 After this
According to the graph, the most popular sport among 14 with
girls is netball, with participation rates reaching 25 per 15 also
cent. A similar percentage of boys prefer soccer, which is 16 generally
clearly their favourite sport. Ten per cent of boys also enjoy 17 it
playing cricket but hardly any girls take part in this game. 18 This figure
While swimming is popular among both boys and girls, 19 they / this
fewer boys participate in this sport - about 13 per cent
20 both
compared to approximately 22 per cent of girls.
21 the greatest
Other sports such as tennis, basketball and martial arts
22 which
have lower levels of popularity, and a significant
percentage of boys and girls say they enjoy sports not Vocabulary
referred to on the chart. 1 material
2 annually

111
 Answer Key

3 clear / apparent As far as consumption for men and women is concerned,

4 chart / graph there is generally little difference between the two. In most
5 frequently cases, women eat roughly the same amount of chocolate as
6 and the second / and the next men. The only countries where this is not the case are
Belgium and Austria, where women eat almost twice as much
7 total
as men.
8 vast majority / vast number Overall it seems that very different quantities of chocolate are
serious consideration eaten around the world but, generally speaking, this product
small minority / small amount / small proportion / small is more popular in Europe than elsewhere.
majority
downward trend
considerable amount / considerable proportion / Academic Writing Task 2
considerable number
reasonable proportion / reasonable number Content
9d 1
B Yes extra private lessons I Two - advantages
10 g
do better at school and disadvantages
11 b
C No traffic congestion I increasing I Two - causes
12 h causes I reduce problems and how to reduce
13 e problems
14 a 2 There are two questions to address in task C, so your
15f position will relate both to the causes and whether you
16 c think the problems can be reduced.
17 residents - resident 3 The writer's position is the final sentence. It represents
hole - whole position i.
alticarlum - aluminium 4 Suggested answer:
recycling - recycled In my view, this is a bad idea for a number of reasons.
producers - products 5 The writer's position is re-stated from there is no doubt...
normal - normally onwards.
quantitys - quantities 6 Suggested answer:
As a child, I received a lot of private tuition. My parents
Grammar believed they were helping me to get better grades in my
1 can be pumped exams - and perhaps they did. However, I can only
2 needs to be situated remember being very tired all through my school life, and
3 acts my view now is that private lessons put too much pressure
4 is sunk on children.
5 is pumped 7 Suggested answer:
student's pace of learning / can ask more questions /
6 overflows
attention on individual; cost of lessons / already very busy
7 is used to carry
or tired / travel to tutor's home
' 8 is submerged
8 The second sentence contains the supporting argument.
9 (is) connected
9 Suggested answer:
10 is attached roadworks and poor roads / increase in vehicles on roads /
11 carries ineffective public transport; avoid rush hour / higher petrol
12 is concealed prices / more alternative options
13 appears 10 Suggested answer:
14 is flowing Wherever people live, it seems that the volume of traffic is
15 being recycled increasing. Roads that were once easy to drive along have
16 was consumed become congested, and it takes longer to get where you
want to go.
17 shows
1° One of the main causes of traffic congestion is the
n / eaten
affordability of cars. People of my grandparents'
generation did not have enough money to buy'a car, so
they were happy living without one. Now some families
have more than one car and young people learn to drive as
soon as they can. This means that car ownership is
constantly increasing.

110
 Answer Key

Organisation f traffic
1 The main ideas are the second and fifth sentences. The 9 new roads
second paragraph could start with Students can. h impact
2 ii The fifth sentence should be linked back to number of symbols of personal status
reasons. comfort, convenience
k car-dependent lifestyles
3 i and iv signal a contrasting point and iii isn't logical.
3a (e)specially
4 a One way
drivers
b Another way of reducing traffic congestion
delays
c more controversial
wasting
5 Suggested answer:
fewer
There are a number of ways that we can help solve the
increasing
problems of traffic congestion. One way would be to make
b manufacturing
e
9
d
sure that every family only has one car. Although this may
h inexpensive
seem difficult at first, families often find that they can
charged
organise their lives so that they can share a car, or make
better use of public transport. Grammar
Another way of reducing traffic congestion would be to 1 a full stop after pollution and start new sentence
increase the cost of petrol. If fuel was more expensive, b question mark after this
people would soon decide to drive less and walk more or c comma after vehicles not or
take a bus and, as a result, there would be less traffic. d scientists
e full stop not question mark
A more controversial solution would be to charge people
f comma after example not colon
for road use. Generally speaking, this approach has been
g full stop at end
successful, particularly when the toll is on very busy roads.
6 it water some governments
they governments both limiting and Speaking Part
approaches recycling water 1a
their governments' the first limiting 'water use
2 Suggested answer:
7a where a Canterbury.
b their b Canterbury's in the south-east corner of England. It's
their quite near the coast.
d this c I've lived there for 18 years.
e they d Yes, it's OK. It's quite a big city so there are plenty of
f the / this / their things for young people to do, lots of shops and some
g which parks. And it's a historical place so there are some very
h their interesting tourist sites there.
these/the e Not really. I suppose I'd quite like it if it was a bit bigger.
This But I think, on the whole, it's a good place to live.
8 So initially / Once / and / such as 3 Suggested answer:
What kind of work or studies do you do?
9 Suggested answer:
Where do you work or study?
Some countries do not have an unlimited supply of water
How long have you had this job / been studying?
and others may have periods of drought when water use
Do you like your area of work or study?
has to be reduced. In addition to encouraging their citizens
Is there anything you dislike about it?
to use less water, it seems a lot more effort could be put
into developing recycling schemes. Water that has been 4 Suggested answer:
used for baths and showers, for example, could be used Reading material: magazine/book/comic
for flushing toilets, rather than being left to simply run Forms of transport: bus/motorbike/tram
down the drain. Types of building: museum/factory/school
Weather: sunshine/mist/snow
Vocabulary Types of celebration: wedding/festival/party
1 It comes from a newspaper article. Hobbies/interests: dancing/swimming/languages
2 a air pollution Types of entertainment: film/tenpin bowling/karaoke
b diesel / petrol Types of scenery: moorland/desert/coastline
c climate change 5 Your own answer.
d transport 6 a tiring
e journeys b impressive

113
Answer Key

informative
ddepressing
Speaking Part 2
eenjoyable / relaxing / sociable I scientific development / benakted / what type / why
fscary / impressive needed / how used / why beneficial
9sociable 2 Suggested answer:
hrelaxing A winter sports / cross-country skiing
complicated / depressing B school trip / visit from relatives
7b flight C singer / sportsperson
polluted D carnival / festival
d helpful E weekend job / job for parents
e freedom F school pantomime / music festival
f comfortable 3 Although getting married seemed an easy topic, it wasn't.
9 golfer The student decided on it before he had thought about
h crowded whether he had enough things to say.
8aC bB cE dD eA fD gE 4 Your own answer.
9 Suggested answer: 5 The plan that you have more to say about produces more
B I prefer to travel by car because I like to look at the ideas in your notes.
scenery. Although planes can get you there a lot 6 enjoy / 've always been / was / used to watch / dream /
quicker, I think I find air travel a bit stressful. had / were / have / try
C When I'm on holiday, I like to visit interesting places in 7 Points: why you like it; when you started doing it; how
the area. I'm an active person, so beach holidays and often you do it now.
that kind of thing don't really interest me. I need to do 8 A was born / lived / finished or had finished / went / was
things. B is / elected / stays / is or would be / would feel
D I think people have to have a break from their everyday C got / was / came / don't / was
routine so that they can feel refreshed. Also, these days, 9 a hiking
life has become extremely hectic. Everyone's always in b schoolfriends
a rush, so we need to slow things down from time to c mountain
time. d takes hours
E For my last holiday, I went camping in the countryside e steep
with some friends. It was much better than I'd expected. f view from the top
The weather was really warm and we did lots of hill
walking and got very fit. I didn't enjoy the food very
much, though! Speaking Part 3
10 Suggested answer:
1 a, c, d, f, h
a My favourite subject's English because it's very useful
2 benefits / travelling / new places
and...
b At school. I started learning English when I was only 3 The student could illustrate the key ideas (see below). By
five, so I've been doing it a long time! giving a full answer the student may also be able to
c I much prefer a small class. Big classes are far too influence the direction of the discussion.
impersonal and it's never possible for the teacher to Sample answer:
give their attention to everyone. I think there are quite a number of benefits. For a start, it
d Yes, I'm going to take IELTS because... can be very exciting to visit a different country, because
e A school play! I can't really remember... maybe I was in you see and experience things that are quite new and
one when I was very young. unfamiliar to you, and it can also be personally rewarding
f Yes, they've introduced several changes. One is... too. For example, you might change your plans for the
another is... future as a result of your trip.
11 a I come from Tokyo. 4 Your own answer.
b I play basketball. 5 countries rely on tourism
c Ye's. I like fashion very much. 6 Job / work / career / choosing a career / value of work /
d I have lived with my family since I was born. employer's responsibilities
e I find it hard to pronounce English words. / It isn't easy Fun in preparing for the performance / benefits of taking
for me to pronounce English words. part / using drama in school education / value of the
f I enjoy discussing economics. theatre and cinema in society
g I'm thinking of going to America. 7 How would you advise people to choose a career?
h Most people go away in the summer. How important is work in a person's life?
i I don't eat much fruit. Is it right that a nurse gets less money than a doctor?
What might you learn from taking part in a performance?

114
 Answer Key

Should children have the chance to perform at school? Listening Section 4

What role do the arts play in society today? 31 selling / advertising (must have both words)
8 Suggested answer: 32 making money / a profit
For me having a hobby is terribly important because I get 33 warmth / safety (must have both words)
very stressed in my job, so I have to do something that 34 individual
relaxes me. If I didn't have any hobbies, I think I would just
35 C 36 A 37 B 38 A
work and that would be very bad for my health.
39 satisfied
Some people feel that sport is a waste of time because
40 better than expected
there are so many other things to do in life. Perhaps if
they're really busy, they have a point. But I actually think Academic Reading Section 1
you learn a lot of social skills through sport, like working as 1 conditions
part of a team and negotiating tactics. 2 craftsmen and artists / artists and craftsmen
I don't really think the Olympic Games are a very good way 3 a secure livelihood
# of building international relations. I think people get too 4 (the) Grand Gallery
serious about their own country winning. On the other 5 481 feet
hand, the FIFA World Cup is always fantastic. I really think it 6 (the) Queen's Chamber
----unites everyone who enjoys it - we're all watching it at the 7 (two) air channel(s)
same time and we get involved in games even if our own 8F
country isn't playing. 9 NG
10 T
11 T
Practice Test 12 F
13 D
Listening Section 1
1 to 3 D, E, H (in any order) Academic Reading Section 2
4 29 LOCH Street 14 D
5 558 992 15 B
16 A
6 Saturday 1 May / 1st May / May 1st
17 A
7 8 weeks / 2 months
18 C
8A 19 C
9E 20 F
10 D 21 D
22 A
Listening Section 2
23 C
11 cities
24 E
12 (a) palace
25 G
13 (the) coat hanger 26 B
14 government / state / state government
Academic Reading Section 3
15 1924
27 vii
16 800 houses
28 v
17 9.5 million 29 ix
18 horse 30 i
19 2.3 kms / 2.3 kilometres 31 iv
20 (a) ship / (an) earthquake 32 iii
33 re-offending
Listening Section 3
34 sentencing
21 A
35 victim
22 H 36 restorative justice
23 D 37 A
24 E 38 C
25 A 39 D
26 (the) Painted Gallery 40 B
27 (the) Main Gallery , Academic Writing Task 1
28 B Suggested answer:
29 A This diagram provides an overview of a dome
30 C heating system. It shows how the tank, boile

115
 , Answer Key

ensure a constant flow of hot water to both the radiators than nourishing food, or are always allowed to choose what
and the taps. they eat, they will go for the sweet and salty foods every
The cold water enters the house and is stored in a water time, and this will carry on throughout their lives.
storage tank in the roof. From there it flows down to the There is a third factor, however, which contributes to the
boiler, located on the ground floor of the house. situation. Children these days take very little exercise. They
The boiler, which is fuelled by gas or oil, heats up the water do not walk to school. When they get home, they sit in front
as it passes through it. The hot water is then pumped round of the television or their computers and play video games.
the house through a system of pipes and flows into the Not only is this an unhealthy pastime, it also gives them
radiators, located in different rooms. The water circulates time to eat more junk food. What they need is to go outside
through the radiators, which have small tubes inside them and play active games or sport.
to help distribute the heat, and this warms each of the The two views discussed play an equal role in contributing
rooms. Some of the water is directed to the taps to provide to the problem, but I think we have to encourage young
hot water for the house. people to be more active, as well as steering them away
Once the water has been through the pipes and radiators, it from fast food outlets and bad eating habits. We need to
is returned to the boiler to be re-heated and circulated have a balanced approach.
round the house again.
Position: Writer refers to a number of reasons in the
Introduction: First sentence. introduction, and to the need for a balanced view in the
conclusion.
Overview: Second sentence.
Main ideas: First sentence of the second paragraph; first
Key features: Entry of cold water into boiler; circulation of
and second sentences of the third paragraph; second
hot water to radiators and taps; return of water to boiler.
sentence of the fourth paragraph.
Supporting information: direction of flow; types of boiler;
Linkers: and, according to, some people, such as, if, then,
location of radiators; radiator tubes
there is another argument, because, or, there is a third
Paragraph breaks: The paragraph breaks mark stages in factor, however, not only, also, the two views discussed, but,
the process. as well as
Linkers: and, from there, then, once, again Reference words: the, this, who, themselves, these, this
Reference words: it, both, there, which, this view, they, their, them
Topic vocabulary: enters, stored, roof, flows, ground floor, Topic vocabulary: medical experts, shops, unhealthy, fatty
located, passes, pumped, system, circulates, heat, directed, foods, chips, cooked, take-away food, chocolate, sweet and
returned, re-heated salty, exercise, walk, television, computers, video games,
Less common vocabulary: ensure, fuelled by, heats up, unhealthy pastime, junk food, active games, sport, fast food
distribute the heat, warms outlets

Structures: An appropriate mix of active and passive Sentence types: A wide range of complex structures and
structures and a range of sentence types are used. sentences is used.
4.-
Length: 172 words Length: 286 words

Speaking Part 1
Academic Writing Task 2
The student gave relevant answers to all the questions, using
Suggested answer:
a range of appropriate vocabulary and linkers. The answers
There is plenty of evidence to suggest that children are were clear and sufficiently long for Part 1.
overweight and the situation is getting worse, according to
the medical experts. I feel there are a number of reasons Speaking Part 2
for this. The student was able to speak for two minutes and kept to the
topic. He covered all the points in the task and used a range of
Some people blame the fact that we are surrounded by
vocabulary and linkers. He allowed himself time to think, when
shops selling unhealthy, fatty foods such as chips and fried
necessary.
chicken, at low prices. This has created a whole generation
of adults who have never cooked a meal for themselves. If Speaking Part 3
there were fewer of these restaurants, then children would The student responded well to the main ideas in the questions
not be tempted to buy take-away food. and gave full answers, with plenty of support. He discussed
There is another argument that blames the parents for the topics with ease, using a good range of words and
allowing their children to become overweight. I tend to expressions. As the student was a native speaker, he made no
agree with this view, because good eating habits begin grammatical errors, pronounced words clearly and used
early in life, long before children start to visit fast food rhythm, stress and intonation well.
outlets. If children are given chips and chocolate rather
 Recording Scripts

Man Walk along Pitt Street until you come to Martin

Recording Scripts Place. The old post office building is on your left -
except that it's not the post office any more, it's now
a big hotel; the post office has gone.
Listening Section Woman Oh that's a shame. I bet it's an expensive hotel!
Man Probably. I've never stayed there myself! Go across
Extract 1(CD Track 1)
Martin Place, and then just continue walking along
Man Good morning. Motor Registry. Pitt Street and you'll come to Hunter Street. Turn
Woman Oh, good morning. I'd like to arrange a day to take right and then walk straight ahead for a couple of
my driving test. blocks until you come to a main road. The library is
Man) OK. Have you done the Knowledge Test yet? on the other side of the road, but you can't miss it.
Woan Yes, I've passed that. I got 99%. Woman Thank you so much.
Man Right. What's your name and I'll just check that on
the computer. Oh, no! The computers aren't working
right now. You'll have to give me your details and I'll Listening Section 2
call you back. What's your name?
Extract 1 (CD Track 3)
Woman Caroline Black, that's CAROLINE Black.
On today's programme about great buildings of the world, I'm
Man OK and your date of birth? going to talk about the Bell Rock lighthouse - perhaps one of
Woman 22nd of November, 1984. the greatest engineering feats of the 19th century, and I'm
Man November the 22nd, that's today. Happy birthday! sure you'll agree that this is a fascinating story. It's nearly 200
Nineteen eighty-four. And can you give me a contact years since the lighthouse was first built, and when you look at
number so I can call you back? where it's situated, you'll see why this was such a remarkable
Woman I'll give you my mobile - it's 0412 129 807. achievement.
Man 0412 129... Did you say 811? The Bell Rock lighthouse, also known as Stevenson's
WQman No... 807. lighthouse after the engineer who built it, is 11 miles off the
Man Right. Got it. And can you tell me what make and east coast of Scotland in the North Sea. It consists of a white
model of car you'll be using for the test? stone tower over 100 feet high, that's over 30 metres high, and
Woman Yes, it's a Ford - a Ford station wagon. It's my dad's it rises out of the sea, apparently without any support. It is a
car. truly amazing sight! But, in fact, despite what it looks like, the
Man OK. Ford station wagon. Well, when the computers tower is actually built on a sandstone reef which lies just
are working again, I'll call you back with a date for the under the waves.
,test. Because the Bell Rock is underwater for so much of the time,
Woman Oh. All right. Thanks... it has always presented a great danger to shipping and many
ships were lost over the centuries. And, it has also presented a
huge engineering challenge, for it's no easy business to build
Extract 2 (CD Track 2)
a lighthouse under such conditions. In the first year of
Woman Excuse me. Can you tell me how to get to the library? construction, work could only take place in the summer
I seem to have got rather lost. months when the tide was low. And it is a credit to Stevenson
Man Sure! Well you're a little off course. It's about a ten- and his colleagues that this incredible structure has not
minute walk from here. Have you got a map? required a single repair to its stonework since the day it was
-.Woman Yes. Here it is. completed in 1811...
Man Now, let me see. You're here at the moment. I'll put a
Extract 2 (CD Track 4)
cross on the map to show you where you are.
Thank you for calling the Rialto Family Cinemas. The following
Woman Thanks. information is for Saturday 3rd February. Please collect
Man OK. So you walk along George Street, past the reserved tickets 15 minutes before the commencement of the
Queen Victoria Building on your left. We call that the film. In Cinema One, we are showing Shrek 2, the sequel to the
QVB. smash hit Shrek. One performance only this morning at a
Woman Oh, I see. quarter past eleven. This is an animated fairytale - suitable for
Man Go past the QVB and turn right into Market Street. all the family.
There's a bank on the opposite corner. And a
In Cinema Two, we have the award-winning documentary The
department store on the other corner.
Long Journey commencing at 6.15 pm. Don't miss this
Woman So I turn right. extraordinary first-hand account.
Man Yes, you turn right and walk past a lovely old theatre
on your right, that's opposite the department store. In Cinema Three, by popular demand, the Jackie Chan
That's called the State Theatre. favourite Armour of God. Commencing at 5.30 pm with a
Woman OK. Past the theatre and... repeat performance at 9.15. This is Jackie Chan at his best in a
classic action film.
Man Then you need to turn left into Pitt Street. That's a
pedestrian street, with no cars and lots of shops. Extract 3 (CD Track 5)
There are shops along both sides of the street. Welcome to the City Art Gallery and to our gallery audio tour.
Woman Oh, yes, I think I've been there before. The Gallery was first established in 1875 and is now one of the

117
 Recording Scripts

city's most popular attractions. The building has undergone a

number of changes over the years, the most recent addition
Listening Section 4
being the extension on the ground floor, which was opened in Extract 1 (CD Track 8)
1988. Did you know that within the nucleus of each of your cells is a
The Gallery houses some of the finest works of art in Australia set of instructions for building you from scratch? Amazingly, if
includi g Aboriginal, European and Asian paintings. There is a you could stretch it out, this string of acid, or DNA as it is
compr hensive Australian collection, which includes works known, would be about three feet long: but in fact, it's tangled
from the early colonial period to the present day. In addition to up like a ball of string. Various parts of the string incorporate
/he paintings on display, we have an excellent collection of between 50,000 and 100,000 separate genes. A human
photography, with photographs dating from the 19th century. individual's complete set of genetic material is known as the
human genome. And interestingly, the human genome is not
As well as the permanent collection which you will see the biggest one around. Surprisingly enough, your genome
throughout the building, the Art Gallery has a varied and has a lot in common with other animals and plants.
exciting exhibition programme with approximately 30 Nonetheless, your DNA sequence is uniquely yours.
changing exhibitions each year. Many of these exhibitions are
accompanied by films and lectures or occasionally by
concerts. Extract 2 (CD Track 9)
Lonely Planet is one of a number of highly successful
Now let's begin our tour in the 19th century Australian room... publishers of travel books. The company is based in Australia
but also has offices in a number of other countries. The travel
guide business is a highly competitive market, and so to
Listening Section 3 compete, they have adopted a range of marketing strategies.
One thing they excel at is tracking individual customers, which
Extract 1 (CD Track 6)
in turn allows them to measure how well their marketing is
Man So flamingos in zoos need to eat algae, do they? working. They've also licensed the name, Lonely Planet, to a
Why's that? TV programme of the same name, as part of their overall
Woman Well, for a long while, flamingos living in captivity, for strategy.
e3(ample in zoos, kept losing their delicate pink
colour and fading to white. Then the zookeepers Extract 3 (CD Track 10)
realised the problem was due to the birds' diet. The production of olive oil is an expensive business. The best
Man Weren't they getting enough food? • oil comes from olives that have been hand picked, as
machines tend to damage the fruit, so the first step is to pick
Woman No, that wasn't the problem. It was that, in the wild
the olives by hand. After this initial process, the fruit is
flamingos feed on a certain kind of algae containing
transported to the mills, where it is carefully crushed.
chemicals called carotenoids, which give the birds
Incidentally the very best oil, known as extra virgin oil, comes
their distinctive colour.
from the first crush. The paste which results from the crushing
Extract 2 (CD Track 7) process is mixed until oil droplets form and the precious
Man I believe researchers are exploring the idea of a 'liquid gold' is then bottled in beautiful containers and labelled
padded car to reduce injuries in accidents. Can you to show its origin. The oil finally finds its way into shops and
tell us something about what it will be like? supermarkets both at home and abroad.
Woman Yes. Well, the car will be covered in plastic cells filled Extract 4 (CD Track 11)
1 with air, moulded round a conventional metal frame. Some people believe that when you're learning a language,
Man I see. So the plastic cells will allow cars to bounce off the best way to improve your speaking is in the language
each other. laboratory, but I firmly believe that it's better to work in small
Woman Exactly. And you'd also be able to see what's just groups because then you can also improve your listening at
behind you on the road because there's a camera the same time. After all, speaking and listening go together,
mounted on the back. don't they? And somehow it seems more natural to work in
Man Any other innovations? groups. The language lab is a good enough place to practise
Woman The doors will open upwards and out, giving the your pronunciation and you can also improve your grammar
appearance of a wing when open, and the wheels by doing practice drills in the lab, even if it's a bit boring. As far
will go in all directions to assist in heavy traffic. And as reading is concerned, nothing beats working on your own
to guide motorists away from traffic jams and help and reading as much as possible whenever you have the
them find a parking spot, the car will be fitted with a chance.
computer near the steering wheel.
Man Where the driver can see it, of course.
Woman Yes. There's also a hook to allow novel parking
Practice Test Recording Scripts
techniques. Section 1 (CD Track 12)
Man It sounds amazing! Agent Good morning. Can I help you?
Customer Yes, I'd like to get some information about trips to
New Zealand.
Agent Certainly. Take a seat and I'll be right with you.
Customer Thanks.

118
 Recording Scripts

Agent Now, where would you like to go in New Zealand? Agent Yes. Let's say departing from Melbourne on the
Customer Well, I was hoping to do a bit of travelling around, first of May - that's a Saturday - and then you
actually. There are a few things I'd like to see and could begin your course on Monday the third.
do before I go back home. Customer That sounds great!
Agent Right. Agent And how long would you like to study for? A month,
Customer One thing I really want to do is go to Christchurch. I two, three? What do you think?
have relatives living there that I can stay with - my Customer Well, I'll probably need more than a month. What
mother's cousin - and I've heard it's a nice place. about eight weeks... until the end of June.
Agent Yes, it's a lovely city. And staying with relatives will Agent Fine. I'll see what I can do. Oh, and how would you
help with the budget, of course. like to pay for this?
Customer The budget? Customer On my Visa card if that's possible.
Agent It will save you some money.
Pause
Customer Oh right! Well, I'm not too worried about that. I've
saved quite a bit of money working in Australia. Agent Hello Sue. It's Angelo from Kosmos Travel here. I've
Agent Oh, that's nice. Good foryou! Well, you know that booked your flight and I've found you an English
New Zealand consists of two main islands, the college called The Harbour Language Centre.
North Island and the South Island, and Customer Great! Where exactly is that?
Christchurch is on the South Island. Agent Well, have you got that little map I gave you
Customer Is it? I was never very good at geography at yesterday?
school! Do you have a map I could look at? Customer Yes.
Agent Sure! Here we are. Agent You see where the harbour is, with the three
Customer Right. I see. And... well... then I'd also like to spend wharves and the water?
some time in Auckland. And maybe I could do an Customer Yes, got that.
English language course there. Can you organise Agent OK, there are two parallel streets - Quay Street,
that sort of thing for me? that's Q U AY and Customs Street. The building
Agent Certainly. We'd be happy to arrange that. But bear where the college is located is on Quay Street
in mind that Auckland is in the North Island. opposite Princes Wharf.
Customer OK. And I'd also like to do some skiing or maybe Customer Right, got it. And what about accommodation?
even some snowboardinq. I hear New Zealand is a Agent Well, I've booked you into a hotel for the first three
great place for that. nights and then the accommodation officer will
Agent Yes, absolutely. But you should go to Auckland first find you a family to live with.
for your studies, and then you can get the ferry Customer Good. And where's the hotel?
across to the South Island and take the bus down Agent It's a short walk from the college, on the corner of
to the snow. Queen Street and City Road.
Customer Oh, I don't like boats very much. I'm not much of a Customer Which corner exactly?
sailor. I think I'd prefer to fly.
Agent On the left-hand side as we are looking at the map.
Agent Right. What about joining a walking tour?That
Customer OK. Near the little park.
could be really fun.
Agent Yes, that's right.
Customer Not sure about walking, but joining a tour might be
a good way to travel, because then I might make Customer And what about a good bookshop? I'm going to
some friends my own age. need to buy a dictionary and some English books.
Agent Yes. Well, I believe there's a really good language
Pause bookshop on the corner of Customs Street and
Agent Now, let's get some details. Can I have your name, Queen Street. It's near the college so that's pretty
please. convenient.
Customer Yes, it's Su Ming Lee, but you can call me Sue. Customer Thank you so much. You've been really helpful.
Agent OK, Sue. And what's your address here in Section 2 (CD Track 13)
Melbourne? Announcer
Customer I'm living with my aunt in the suburb of Kew. It's 29 The Sydney Harbour Bridge is nearly three-quarters of a
Loch Street. That's L 0 C H not L 0 C K. century old and, to help celebrate this important occasion,
Agent Do you have a phone number that I can get you our reporter Sarah Chambers has compiled this brief history
on? of her favourite bridge.
Customer The best thing would be if I give you my mobile. I Sarah
always have it on me. It's 0 4 0 2 double 5 8 double A bridge is more than just a crossing over a river or a waterway
9 2. - it is a landmark in its own right; a landmark which allows us
Agent OK. And when do you want to travel? Because to identify one city from another. Think, for instance, of the
you'll need to be down south in July or August. Bridge of Sighs in Venice, or the magnificent Charles Bridge in
Customer Oh, yes. Of course. That's winter, isn't it? So I'd Prague. Each of these cities can be recognised by their
better go to Auckland in May... famous bridges. The Golden Gate Bridge in San Francisco is
another example of a city known by its bridge. But in addition

119
Recording Scripts

to this, a bridge is a kind of ornament for a city, similar, if you The tunnel has been a welcome solution to Sydney's traffic
like, to a cathedral or a palace. problems, but, of course, a tunnel could never compete with a
bridge as a landmark for any city. So let's wish the bridge a
Here in Sydney we may not have our own palace, but we do very happy birthday!
have our famous and much loved bridge -The Sydney
Harbour Bridge, which is sometimes affectionately known as Section 3 (CD Track 14)
'the coat hanger' because of its arched shape. It was built Mia Hello, David.
,back in the 1930s, and so the bridge is coming up for a David Oh hi, Mia. Sorry I'm a bit late.
significant birthday. Let's have a little look at its history. Oh. No problem! Thanks for agreeing to help me with
Mia
Pause my assignment today. I really needed to go over it
with someone.
Although the idea of building a crossing over Sydney harbour
David Sure. You were going to talk about European rock
had been discussed many years earlier, it wasn't until the year
art, weren't you?
1916 that the state government agreed to allocate some
money for the construction of a bridge. Mia Yes, the rock drawings in the caves of Lascaux in
western France.
The chief engineer for the bridge was a man called Dr John David Oh, fantastic, over 13,000 years old, I believe. What
Bradfield, a brilliant engineer who supervised the entire sort of drawings are they?
project from beginning to end. First they had to decide on a They're drawings of animals on the whole, but you
Mia
design, so he organised an international competition to can also find some human representations, as well
choose a design, and ultimately got the one he wanted. The as some signs. There are roughly 600 drawings at
job went to a British engineering firm and the contract was
Lascaux.
signed in 1924. The design he chose was the single-arch
David Really? Were they mostly pictures of bulls?
bridge that you see today, made of steel, with a tower at
either end. Mia Well, no, actually, the animal most depicted was the
horse. Have a look at this graph. It shows the
In 1926, construction finally began. The first thing they had to distribution of the different animals. You see... first
do was demolish 800 houses around the site where the the horse, and then after that a sort of prehistoric
towers were to be built. The poor families, however, never bull...
received any compensation for this! But the project created David Oh, OK. That's interesting, isn't it?
thousands of jobs - much needed in those difficult times. Of ...and the third most commonly drawn creature was
Mia
course, like all projects of this size, it took much longer to build the stag. There were some other animals but these
than originally planned - it was supposed to have been
are the main ones.
finished by 1930 - but actually it wasn't completed for
David What are the drawings like? I mean, what sort of
another two years. It also cost twice as much as the original
quote, coming in at £9.5 million instead of the agreed style?
contract price of £4.2 million! But what's new? Mia Well, the bulls are depicted very figuratively - they're
not very realistic. They are very biq by comparison to
The opening ceremony took place on 19 March 1932, and a the other drawings, of people and signs. They appear
large crowd gathered for the occasion. The Premier of the to be almost three-dimensional in some cases,
State was just about to cut the ribbon when suddenly a man following the contours of the cave walls, but of
rode through the crowd mounted on a horse and slashed the course they're not.
ribbon with his sword. He wanted to be the first to cut the David Amazing. Perhaps they felt these animals were the
ribbon. Anyway, they tied the ribbon back together and the most impressive and needed to be represented like
ceremony continued. The man on the horse was fined £5 for that.
his offensive behaviour! Yeah, maybe. The drawings of humans by contrast
Mia
Since then, millions of cars have crossed the bridge, each consist of just simple lines. Like the stick figures my
paying a toll to do so. By the early 1980s the government had little sister draws. Perhaps humans were seen as less
paid off the loan for the money they'd borrowed all those important.
years before, but motorists continued to pay to cross from David Mmm, perhaps. What about the signs. How did they
north to south. This money was subsequently used to build a draw them?
tunnel under the harbour to reduce the amount of traffic on Mia There doesn't appear to be much evidence of signs,
the bridge. and those that have been found are usually made up
Pause of little points.
David Rather like Aboriginal art from Australia.
The tunnel was opened in 1992 and cost $544 million. It is 2.3 Yes. Something like that, but not as complex, of
Mia
kilometres long and is equipped with all the latest technology,
course.
including closed circuit television to monitor any problems.
David So apart from the bulls and horses and stags, were
And it has most definitely reduced the load on the bridge, as it
there any other creatures depicted?
carries around 75,000 vehicles each day which would
otherwise have to use the bridge. And it's apparently strong Mia In one or two chambers, you do find pictures of fish
enough to withstand the impact of a ship or even the impact but they're quite rare.
of an earthquake. Pause

120
 Recording Scripts

David What sort of size is the cave? It must be quite large In fact, marketing, more than any other business function,
to have that many pictures. deals with customers. So perhaps the simplest definition is
Mia Well, it's actually a number of inter-linking chambers, this one: marketing is the delivery of customer value and
really. Here's a map showing where the different satisfaction at a profit. In other words, finding customers,
drawings can be found. keeping those customers happy and making money out of the
David Oh, good. Let's have a look at that. process!
Mia The first 20 metres inside the cave slope down very The most basic concept underlying marketing is the concept
steeply to the first hall in the network. That's called of human needs. These include basic physical needs for
the Great Hall of the Bulls. things like food, as well as warmth and safety. And marketers
David Here. OK. don't invent these needs; they're a basic part of our human
Mia Then off to the left we have the Painted Gallery, make-up. So besides physical needs, there are also social
which is about 30 metres long, and is basically a needs — for instance, the need to belong and to be wanted.
continuation of this first hall. And in addition to social needs, we have the need for
David But further into the cave. knowledge and self-expression, often referred to as individual
Mia Exactly. Then we find a second, lower gallery called needs.
the Lateral Passage. This opens off the aisle to the As societies evolve, members of that society start to see
right of the Great Hall of the Bulls. It connects the things not so much in terms of what they need, but in terms of
next chamber with an area known as the Main what they want, and when people have enough money these
Gallery. At the end of the Main Gallery is the wants become demands.
Chamber of Felines. There are one or two other
connecting chambers but there's no evidence of Now, it's important for the managers in a company to
man having been in these rooms. understand what their customers want if they are going to
create effective marketing strategies, so there are various
Pause ways of doing this. One way at supermarkets, for instance, is
David Is the cave open to the public today? to interview customers while they're doing their shopping.
They can be asked about their buying preferences and then
Mia Well, no. Because after the initial discovery in 1940, it
the results of the survey can be analysed. This provides
was opened and literally millions of people came
reliable feedback on which to base future marketing
through to see the drawings. Then in the fifties the
strategies. It's also quite normal for top executives from
experts started to worry about the damage being
department stores to spend a day or two each month visiting
done to the drawings, and the government finally
stores and mixing freely with the public, as if they were
closed the Lascaux cave in 1963.
ordinary customers, to get an idea of customer behaviour.
David Is that so!
Mia It wasn't really the tourists that were doing the harm, Another way to get information from customers is to give
but the fact that after thousands of years, the cave them something. For instance, some fast-food outlets give
was suddenly open to the atmosphere and so away vouchers in magazines or on the street that entitle
bacteria and fungi started to destroy the pictures. customers to get part of their meal for nothing. As well as
You need a special permit to enter the cave now and being a good way of attracting customers into the restaurants
very few people can get that unless they're scientists to spend their money, it also allows the managers to get a feel
or have some official status. for where to advertise and which age-groups to target.
David It's a shame, but I can see that they had to do Another strategy employed at some well-known theme parks
something to protect the cave. So that means you such as Disneyland is for top managers to spend at least one
can no longer see this rock art. day in their career, touring the park dressed as Mickey Mouse
Mia Well, not exactly. What they've done is re-create the or some other cartoon character. This provides them with the
drawings in a man-made cave, which you can visit. perfect opportunity to survey the scene and watch the
David Oh brilliant! customers without being noticed.
Mia Yeah, the authorities decided to reproduce the two OK, well we mentioned customer satisfaction at the beginning
best sections of the site so they've created a life-size of this lecture, and I'd like to return briefly to that, as it relates
copy of the Hall of the Bulls and of the Painted to what we've just been talking about. If the performance of a
Gallery. It's just a cement shell, which corresponds in product falls short of the customer's expectations, the buyer
shape to the interior of the original. is going to be dissatisfied. In other words, if the product you
David So now you can visit the caves without actually buy isn't as good as you'd expected, then the chances are
harming any of the 13,000-year-old paintings. you'll be unhappy about it. If, on the other hand, performance
matches expectations, and the product you buy is as good as
Section 4 (CD Track 15)
you expected, then generally speaking the buyer is satisfied.
Last week we looked at some general principles associated
But smart companies should aim one step higher. They should
with marketing and today I'd like to look at some of those
points in a little more detail. aim to delight customers by promising only what they can be
sure of delivering, and then delivering much more than they
So what is marketing? Or put another way, what does the term promised. So then, if as sometimes happens, performance is
'marketing' mean? Many people think of it simply as the better than expected, the buyer is delighted and is twice as
process of selling and advertising. And this is hardly surprising likely to come back to the store.
when every day we are bombarded with television adverts,
Now let's move on to look at the role of advertising...
mail shots, and telephone sales. But selling and advertising
are only two functions of marketing.

121
Acknowledgements
The authors and publishers would like to thank the teachers who commented on
the material:

Australia: Garry Adams, Peter Gray; Brunei: Caroline Brandt; China: Gang He, Tao Sun,
Chenggang Zhou; Japan: Alex Case; New Zealand: Belinda Hayes; Singapore: Jackie
Williams; Spain: Chris Turner; Taiwan: Daniel Sansoni; UK: Frances Hughes, Diane Reeves,
Karen Saxby, Roger Scott, Clare West, Norman Whitby.

The authors and publishers are grateful to the following for permission to use copyright
material in Action Plan for IELTS. While every effort has been made, it has not been possible
to identify the sources of all the material used and in such cases the publishers would
welcome information from the copyright owners:

p. 24: illustration 'Prototype for a plastic car' and for the adapted text for the listening
extract 2 (CD track 7) by Daniel Dasey and Colin Hamilton. Copyright © The Sun-Herald,
August 2004; p.35: extract 'Power-packed fliers' by Paul Marks, New Scientist June 2000
and pp. 99-100: extract 'Sticking power', New Scientist December 2000; p. 37: extract
'Sahara' from Into Harmony with the Planet by Michael Allaby (Copyright © Michael Allaby
1990), by permission of PFD (www.pfd.co.uk ) on behalf of Professor Michael Allaby; p. 38:
illustration 'Zinacantan' from Living World Geography by Parker & Parker © 1994. By
permission of Macmillan Education, Australia; pp. 39 and 4o: extract 'The four-minute
mile' from Greatest Event in World Sport by Simon Hollingsworth, published in The
Australian May 2004. Reproduced by permission of Simon Hollingsworth; p.43: extract
'Effective advertising' from The Advertising Handbook, znd edition by Sean Brierley © 2002
Routledge; p. 44: extract 'Dawn of Modern Man' from Focus Magazine July 2004 and p.51:
extract 'The old library of Alexandria' by Sally Palmer from Focus Magazine May 2002; p. 46:
extract 'Waste disposal' from The Economist August 2004, p. 53: extract 'Gold bugs' from
The Economist July tool; p. 57: extract 'Business Bubbles' from The Economist October
2002; pp. 102-103: extract 'Try it and see' from The Economist March 2002 © The
Economist Newspaper Limited; p.48: extract 'Blowing in the wind' from '21st Century
Power' supplement, BBC Wildlife Magazine September 2002 and p. 75: extract 'On the
move' from '21st Century Power' supplement, BBC Wildlife Magazine September 2002 ©
BBC Wildlife Magazine. Reproduced by permission of Origin Publishing; p. 62: diagram
from Oxford Children's Encyclopedia © Oxford University Press 2004 and p. 1o4: adapted
diagram from The Oxford Children's A-Z of Technology by Robin Kerrod © Oxford University
Press 1996. Reprinted by permission of Oxford University Press; p 65: chart 'Average
nutrient intake' taken from the website www.abs.gov.au. ABS data used with permission of
the Australian Bureau of Statistics; p. 68: diagram 'Garden waterfall' from Reader's Digest
Practical Guide to Home Landscaping. Copyright © Reader's Digest 1990. Reproduced by
permission of Reader's Digest (Australia) Pty Limited; pp. 96-97: extract 'Egyptian
Architecture' and p. 98: diagram 'Section through pyramid' from Handbook ofArt by
Graham Hopwood. Copyright © Science Press 2003. Reproduced by permission of
Science Press.

The publishers are grateful to the following for permission to reproduce copyright
photographs and material:

p. 6 (top): Andrew Bannister Gallo Images/CORBIS; pp. 6 (bottom), 3o, 58, 78, 8o, 84, 88:
Paul Mulcahy; p. 16: www.fotoflite.com

Photo research by Val Mulcahy.

The recordings which accompany this book were made at Studio AVP-, London.