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0521608724 - Objective IELTS Teacher’s Book

Michael Black and Wendy Sharp
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5 Discovering the past

unsure of. Tell them not to use a dictionary or ask about
Unit topic History vocabulary at this stage. The text is about 700 words, and
students should take about three minutes to read it.
5.1
Test skills Reading (AC/GT): Answers
True/False/Not given 1 In the Pacific Ocean between Chile and Tahiti.
Multiple choice 2 They were built by the Rapa Nui people for religious
Note completion reasons.
Speaking Part 3
Vocabulary Types of building 3 Ask students to work in pairs to match the words with
Collocations related to research their meanings. These words are all nouns and are quite
5.2 specialised. If students find this exercise difficult, then
Test skills Listening: labelling allow them to use a dictionary.
Writing extra (AC):
Task 1: A description of a place Answers
a 5 b 3 c 4 d 1 e 2
Grammar Review of past tenses
Workbook contents When students know what the words mean, they should
1, 2, 3, 4 Vocabulary try to find where they go in the text.
5, 6 Grammar: past tenses and
sequencing Answers
1 e extinct 2 c remains 3 d field 4 b sites 5 a clan

5.1 SB pages 34–35 4 Ask the class to refer to the Test spot. Explain that, up to
now, students have had reading passages with only one
1 It would be useful to take a map of the world into the
task type. The article in this unit has three different types
classroom so that students can point to where the places
of task and, as a result, is similar to one of the readings
are. The exercise can be done as a whole-class activity or
they will meet in the actual test. Students should work
in pairs or small groups.
through the questions. They should try to avoid using a
Answers dictionary, as one will not be allowed in the test.
1 B The Great Wall, China a system of defence
2 A The Moai, Easter Island sculptures Answers
3 D The Parthenon, Greece a temple 1 TRUE He co-ordinated a team of experts
4 C The Pyramids, Egypt tombs or burial chambers (line 16)
2 FALSE Scientists once believed … in the 5th
century. (lines 21–25)
Background information 3 NOT GIVEN We know that the number and size of
● The Pyramids: 4th-dynasty stone monuments on the the Moai varied from clan to clan, but
Giza plateau on the south-west outskirts of modern not the burial chambers themselves.
Cairo. The Great Pyramid of Cheops (c. 2589–2566 BC) 4 NOT GIVEN There is no mention of how long the
is 146m high and 230m square and is made up of Moai took to build.
2.5 million limestone blocks. 5 TRUE The building of Moai … until the 16th
● The Great Wall of China stretches 4,100km across century. (lines 53–54)
northern China from the Yellow Sea to the Central Asian 6 FALSE they weren’t spending … were hunted to
desert. It was begun in 221 BC. It is 7.6m high and 3.7m extinction (lines 59–60)
wide, made of earth and stone, with a facing of bricks. 7 A (line 25) and E (line 67)
● The Parthenon is made of marble. It was built between 8 (Rano Rarku) volcano (lines 44–45)
447 and 433 BC on the Athenian Acropolis. 9 33m (tall) (line 45)
10 rollers (line 61)

2 The article gives background information on the Moai.

Ask students to scan the text to find the answers to the 5 The collocations in this exercise are all common in
two questions. It is important that students do not worry Academic English. Explain that collocations are words
about the five missing words or any words they are which are often found together. There are many
collocations, and being aware of which words go together

32 unit 5

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0521608724 - Objective IELTS Teacher’s Book
Michael Black and Wendy Sharp
Excerpt
More information

will enable students to demonstrate to the examiner a Note that each example 1–4 contains various past tenses
wide range of vocabulary and thus gain higher marks. In (see verbs in italics).
this exercise, students need to decide which verb can’t be
used with the specified noun. Answers
PS – c – 1 (invited), 2 (believed), 4 (found)
Answers PC – a – 3 (were building, weren’t spending), 4 (were carrying
1 to get 2 to find 3 to do 4 to make out)
PPS – b – 2 (had come), 4 (had occurred)

6 The aim of this exercise is to make students aware that they

have to expand their answers during the Speaking Module. 2 Students should work through the exercises in pairs
orally in class, and then write the answers for homework.
Answers
a Too short and doesn’t show the examiner what the Answers
candidate knows 1 When did the Berlin Wall fall? It fell in 1989.
b A good answer, relevant and showing a range of language 2 When did the Pharaohs build the Pyramids? They built
c An expanded answer, but fails to answer the question the pyramids around 2600 BC.
and includes irrelevancy 3 When did cavemen do the wall paintings at Lascaux?
They did the wall paintings at Lascaux approximately
15,000 years ago.
Students should then work through the three questions 4 When did Mao Zedong govern China? He governed
orally, trying to use some of the language in the Useful China from 1949 to 1976.
language box. 5 When did the USA become independent? It became
independent in the late 1700s.
Possible answers
1 Personally, I think that it is a subject that really needs a
3 It might be useful to draw a timeline on the board so that
teacher who is imaginative and has a real interest in
history. Let me give you an example of how not to teach
students can see how this tense is often used to show an
history: if a teacher just reads out a list of dates, then it interrupted action.
can become very boring and the class will be totally
unmotivated. Answers
2 For one thing, a teacher could take you to places of 1 was digging; saw 2 was giving; went off
historical interest and really make you understand what 3 were looking; heard 4 dropped; was putting
was happening at the time. For another, he or she could
show you films of famous people or battles to make the
subject more alive. 4 Write on the board the prompt Before Europeans arrived
3 Yes, there are so many periods of history that are on Easter Island … This will help to focus students’
interesting – for example, the Egyptian civilisation or the minds on why the past perfect is used.
Romans; the Ming dynasty in China or the history of the
Ottoman Empire. I think I would choose to study more Answers
modern history – American Independence, for example. 1 The people had built large sculptures called Moai.
2 They had used volcanic rock to build them.
3 They had carved pictures on some of the Moai.
4 They had cut down the forest.
Extension activity 5 They had stopped fishing.
Divide the class into groups and ask each group to do a
homework project on a particular aspect of history that interests 5 Sometimes it is not necessary to use the past perfect
them – possibly the history of their school, their town/country,
etc. or the history of another country or famous person. They
unless the fact that an event actually happened before
should give a presentation to the rest of the class about their another event needs to be emphasised. If this isn’t the
subject and also prepare a poster to display in the classroom. case and the narrative is simply about something that
happened in the past, the past simple is used.

5.2 SB pages 36–37 Answers

1 was working 2 discovered 3 contained 4 had spent
1 Ask students to give an example of a sentence using each 5 hadn’t/had not had 6 was 7 began / had begun
of the past tenses reviewed here, to ensure that everyone 8 were digging 9 found / had found 10 led / had led
understands the terminology and how each tense is 11 had broken into 12 were
formed, and write them on the board. Allow students to
work through the exercise. If they are still unsure, refer
them to the Grammar folder (SB page 139).

d i s c ove r i n g t h e past 33

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0521608724 - Objective IELTS Teacher’s Book
Michael Black and Wendy Sharp
Excerpt
More information

6 Refer students to the Test spot and Test folder 10 if they The pictures are of an Egyptian sarcophagus, the
require more information about this task. Tell students philosopher Epicurus and an Aboriginal boomerang.
about a museum you have visited and encourage them to
ask you questions about it. Then ask them to describe to
their partner a museum they have been to. Encourage Extension activity
students to use the language from the Useful language Orally, students should take it in turns to give exact
box. instructions to their partner as to how to reach various places
in the college. For example: how to get to the Principal’s office;
7 Ask students to look at the task for this exercise. They are how to get to the library.
going to listen to a guide describing where things are in a
museum. Check they understand right and left, middle,
back, opposite, etc. by asking questions about the 8 This exercise is to give practice in the use of prepositions
classroom. Check also that students understand that they of location, which is useful for possible questions in
should write the letter(s) next to 1–5. Students should try Task 1 of both AC and GT Writing.
to get used to hearing the recording only once, as in the
examination. Sample answer
My first school was in the middle of the village where I
lived. It was built in the 1960s and had large, airy
Answers (see underlined text in script)
classrooms and, next to it, some excellent playing fields.
1 AA 2 L 3 B 4 ER 5 GS
When you went into the building, there was a large hall on
the left where we had our daily gym class, morning
assembly and our lunch.
Recording script
On the right was where the Headteacher had her own
Good morning, ladies and gentlemen. Now, before I tell you a little room at the front of the school, next to the Reception. The
bit about the history of the museum, let’s make sure you can find classrooms were off two long corridors, and there were
your way around. There are three floors to the museum, and we also toilets on each corridor. The building was only one
have a lot of very interesting things for you to see. You are now storey and had a flat roof.
standing in the hall after entering through the Main Entrance.
Each classroom was identical. The teacher sat behind a
I know you are all particularly interested in Australian art, and large desk at the front of the class. Behind her was the
you’ll find examples of this if you go up the steps in front of you blackboard. Opposite her were six or seven rows of desks,
and go through the door immediately on your left. There are also which is where we sat. No changes were made to the
other displays of Australian and Native American objects on the building when I was there.
second floor – you’ll find the lift in the corner of the room off the (153 words)
Australian art gallery.
You may find it useful to go into the bookshop before you begin
the tour of the museum. It’s here, as you can see, straight ahead of
you, up the main steps. The cloakroom and toilets are both in the
basement – you can take the stairs next to the main entrance or use
the lift.
If you’d like to become a member of the museum, you can apply at
the museum office. Membership is £30 a year, and this entitles you
to free entry. The museum office is on this floor, up the steps and to
your right. And opposite the museum office, also on your right, is
the Egyptian room. There, you’ll find a selection of mummies and
wall paintings – some over 3,000 years old.
At present, I’m sorry to tell you there are two galleries which are
closed. The first one – to your right between the main steps and the
steps to the basement – is our Greek sculpture gallery. The other
one, the African paintings gallery, is on the first floor and is
undergoing decoration. Both will be re-opening in March. Now, if
you’d like to follow me up the main ...

34 unit 5

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0521608724 - Objective IELTS Teacher’s Book
Michael Black and Wendy Sharp
Excerpt
More information

Test folder 3
SB pages 38–39 By the middle of the 15th century, however, the city was in decline.
Trade had moved further north. Local resources had apparently been
Sentence and note completion overused, and salt was scarce. Possibly for these reasons, although we
Make sure students fully understand the notes and advice. may never know for certain, Great Zimbabwe was abandoned by
about 1600. At the height of its prosperity, the city was probably home
1 Ask students to read the rubric and sentences, and think to 18,000 people, perhaps more, but now it simply consists of ruins.
about what might fit each space, considering both meaning
2 Ask students to read the words in the box. Point out that
and grammar. Point out that they’ll hear the example
words in boxes usually paraphrase words or phrases in
before question 1. Stress the importance of writing no
listening and reading passages. Ask for synonyms of the
more than three words for each answer. Play the recording.
following:
aim objective, goal, end
Answers (see underlined text in script)
1 capital 2 houses of rock 3 12th/twelfth 4 royal
catalogue list
5 Agriculture 6 Gold 7 trading centre/center district area, region
8 salt 9 1600 questions queries
record file
society club, group
Recording script
Make sure students understand these terms:
You will hear part of a lecture about the ancient African city of ● cross-reference: a note in a book or other document
Great Zimbabwe.
that tells you to look somewhere else in the same
First, you have some time to look at questions 1 to 9. (pause) document for more information;
Now listen carefully and answer questions 1 to 9. ● source document: a book, letter or other written text
One of the most impressive structures of southern Africa is Great that information has been taken from.
Zimbabwe, a ruined city surrounded by a massive stone wall
reaching a height of ten metres. This wall and the stone buildings Answers (see underlined text in script)
within the city have survived, but unfortunately not the houses of 1 books 2 aim 3 record 4 questions
the majority of people, which were of mud. Great Zimbabwe was 5 source documents [NB: three sections are underlined]
part of a state which covered much of the interior of south-east 6 daily life 7 software 8 cross-references 9 society
Africa, and may well have been the capital. There’s disagreement
over the precise meaning of the name ‘Zimbabwe’: one Recording script
interpretation is ‘houses of rock’, as this material was used for the
most important buildings. Because of the historical significance of You will hear two friends discussing how to carry out research into
the Great Zimbabwe site, the name was adopted by the present family history.
country on independence in 1980. First, you have some time to look at questions 1 to 9. (pause)
Not very much is known about the people who constructed Great Now listen carefully and answer questions 1 to 9.
Zimbabwe, as they had no written language, and their oral
Martin: Jo, you’re doing research into your family history, aren’t
traditions haven’t survived. They were probably Shona-speaking
you? Can you give me some advice?
people who moved into the area around the sixth century, and
Jo: I’d be glad to. Are you thinking of doing the same?
began building the stone walls – using granite quarried from
Martin: Yes, I might. My grandfather’s just given me a box of old
nearby hills – in the twelfth. The walls were followed by the stone
family photos, and I’d like to find out about the people in them.
structures within them. One of these, the Great Enclosure, is likely
But I need to know more about how to set about it, before I
to have been a royal residence, and it’s the largest ancient structure
make up my mind.
south of the Sahara.
Jo: Well, the first thing is find out more about the different things
It’s unclear why that particular site was chosen for Great Zimbabwe. you could do. It’s worth going to the library and reading one or
Although the grasslands of the area were ideal for cattle grazing, the two introductions to the subject. It’ll give you an idea of what the
soil may not have supported agriculture to the extent required to feed possibilities are and what’s involved.
so many people. Grain and other staples may have had to be brought Martin: Right.
in from elsewhere. It used to be thought that the site was chosen for Jo: Then you should work out what you’re trying to get out of it.
the city because of the gold found in the district, but it now seems I mean, do you just want to discover the direct line of your
that this wasn’t exploited until a century after Great Zimbabwe was ancestors, or all your relations, for instance? You can’t really carry
founded. At least for part of the time that the city existed, its wealth out the research efficiently unless you’ve decided that.
seems to have come from its role as a trading centre. Ivory and, later, Martin: Uh-huh.
gold were traded through East African ports for cloth and other
goods from Arabia and further east. This was probably the main
source of Great Zimbabwe’s power and wealth.

t e st f o l d e r 3 35

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0521608724 - Objective IELTS Teacher’s Book
Michael Black and Wendy Sharp
Excerpt
More information

Jo: Then you should sit down at your computer and get down all 3 This is a difficult passage and task, so students should be
the information you already have. Start with yourself, then your given a great deal of help. It may be best to do the
parents, then work through all the members of your family that exercise as a class activity. Remind students that
you’re interested in. Anything you can think of concerning sentences 1–5 follow the order of the passage.
names, dates, where they lived, and so on. And you need a system
to keep track of anything you’re not sure of, so you can try and
Answers
find out later.
1 G the history of a nation (or other group) is a story that
Martin: Right.
gives meaning to the members of that nation living
Jo: Once you’ve got that far, you should think about all your living today. (paragraph 1)
relations, and maybe close friends of theirs, and arrange to talk to 2 C Historians try to combine an understanding of social,
them. It’s a good idea to put down a list of things you want to ask economic, political and cultural activity into a general
them first, but don’t limit yourself to those. Encourage your story, explaining how these have affected each other
relatives to talk about the family in a more unstructured way, too. to shape the general course of human events.
You never know what might come up. (paragraph 2)
Martin: What about things like, um, birth certificates, photographs 3 E the historian must develop a theory … the more
and so on? How useful are they? evidence it can satisfactorily account for, the better the
Jo: Oh, they’re essential. They’re the primary evidence that you need. theory. (paragraph 3)
Ask your relations if they’ve got anything that would be useful. 4 A historians largely rely on developing new methods of
There might be some real treasures tucked away somewhere. analysis … that show the relevance of evidence that
Martin: At the back of a drawer, maybe. was previously ignored. (paragraph 4)
Jo: Right. They can give you a real opening into history, particularly 5 F No historical theory can be proved beyond all doubt,
if there are any old letters or diaries. Just a casual mention of because there is room for interpretation in any human
visiting Auntie Mary, for example, can tell you about people you activity. (paragraph 5)
hadn’t heard of, or where someone lived. I think that what you’ll
enjoy most is finding out as much as possible about your
ancestors – where they lived and worked, how much money they
had, how they spent their free time – all that sort of thing. That’s
much more interesting than simply knowing a person’s name
and when they were born and died.
Martin: Yeah, I agree. How should I organise all the material, do
you think?
Jo: Well, there are special computer programs available for doing
family history. It’s easiest if you use one of those. I can give you
details of what I used – it was very good.
Martin: Oh, thanks.
Jo: One way it helps is by making it easy to group information
together in various ways. For instance, if you’ve got a file about a
person, you need to be able to see that some of the information
there also relates to a different file, say about a particular year.
Martin: It must have been hard to keep track of everything in the
days before computers.
Jo: Yes. I think I’d have given up pretty soon! And it’s worth
becoming a member of a family history organisation – I got so
many good ideas from the other members, and it was very
helpful to be able to talk about what I was doing with people
doing the same thing.
Martin: Mm, good idea. OK, well, thanks, Jo. That’s given me a lot
to think about.
Jo: Let me know how it goes.
Martin: Oh, don’t worry – I’ll be on the phone asking you for help!

36 test folder 3

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