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UNIT 1: RELATIONSHIPS
A. GRAMMAR AND VOCABULARY
Exercise 1. Choose the correct answers to complete the sentences. There
is often more than one possible answer.
1. Your uncle is your …
□ aunt’s husband.
□ mother or father’s brother.
□ sister’s husband.
2. Your cousin is your …
□ brother’s father.
□ father’s nephew or niece.
□ uncle or aunt’s child.
3. Your niece is your …
□ brother or sister’s daughter.
□ mother or father’s cousin.
□ son or daughter’s cousin.
4. Your brother-in-law is your …
□ brother’s wife.
□ husband or wife’s brother.
□ sister’s husband.
5. Your aunt is your …
□ cousin’s wife.
□ mother or father’s sister.
□ uncle’s wife.
6. Your daughter-in-law is your …
□ brother’s wife.
□ daughter’s husband.
□ son’s wife.
7. Your nephew is your …
□ brother or sister’s daughter.
□ brother or sister’s son.
□ niece’s brother.
Exercise 2. Complete the text. Use the words in the box.
Anniversary celebrate congratulated engaged have
invited married occasions together wish
I come from a very large family, but we all live in different places,
so we don’t get ______________ very often. We usually meet for special

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_______________ like weddings. Last year, we all met for my

grandparents’ 50th wedding _________________ .
It was my birthday a few weeks ago, but I didn’t
_______________ a big party. I prefer to ______________ my birthday
with my family and a few close friends. My cousin, who lives in
Australia, phoned to _________________ me a happy birthday. She got
____________________ last month and is going to get
__________________ next year. I ________________ her on the great
news. She’s __________________ me to her wedding next year. I'm so
excited because I've never been to Australia before.
Exercise 3. Choose two correct words to complete the sentences.
1. Age: She’s …
□ middle-aged.
□ slim.
□ young.
2. Type of person: He’s a/an …
□ baby.
□ child.
□ scar.
3. Size/Height: He’s …
□ long.
□ short.
□ tall.
4. Weight: He’s …
□ plain.
□ slim.
□ thin.
5. Looks: She’s …
□ good-looking.
□ plain.
□ wavy.
6. Hair: He’s got … hair.
□ Bald
□ Dark
□ fair
7. Features: He’s got a/an …
□ adult.
□ beard.

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□ moustache.
8. Features: She wears …
□ big earrings.
□ glasses.
□ long hair.
Exercise 4. Complete the sentences. Use the words in the box.
Boss classmate colleague enemy neighbor
partner relative stranger
1. A/An ____________ is a member of your family, such as a cousin,
a parent or one of your children.
2. A/An ____________ is a person who hates another person and
tries to hurt them or stop them from doing something.
3. Your ______________ is someone who lives very close to you,
sometimes in the next house or flat.
4. If you don’t know somebody, they are a/an ________________ .
5. Your ______________ is the person who tells you what to do at
work.
6. A/An ____________ is someone who is in the same class as you
at school or university.
7. A/An ____________ is one of a group of people who work
together.
8. Your ______________ is a person you work closely with, for
example in pairwork.
Exercise 5. Complete the sentences. Use the phrases in the box.
always does a lot of work doesn’t like meeting new people
doesn’t want to work or do anything that needs effort
is happy to give other people money, help or their time
is happy to help other people is happy to meet new people
thinks only of themselves, and doesn’t care about other people
will do what they say they will do

1. A hard-working
person
2. A lazy person
3. A shy person
4. A friendly person
5. A reliable person

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6. A selfish person
7. A helpful person
8. A generous person
Exercise 6. Read the information. Then change the underlined words
to the negative form. Use contractions (e.g. don’t, aren’t) where possible.
You will get 1 point per mistake (1 point for making each change
correctly).
To make a sentence negative, we use do + not + the infinitive without to.
Positive sentence:
I see my cousin very often because she lives in the same town.
Negative sentence:
I don’t see my cousin very often because she doesn’t live in the same
town.
1. I can remember people’s names because I’ve got a good memory.
2. My uncle looks old because he’s got grey hair.
3. My grandmother gives us lots of presents because she’s a rich
person.
4. We have a lot of family get-togethers*, so I know my cousins very
well.
5. You can buy toys for your nieces and nephews because they’re
little children.
* get-together = a social occasion/event, usually organised for a
particular reason
Exercise 7. Complete the questions in the conversations.
1. A : How ________________ do you see your cousins?
B: Not very often. I only see them about once a year.
2. A : ___________________ wear a lot of make-up?
B: My boss? Yes, she wears a lot of make-up.
3. A : ___________________ your nephews and nieces?
B: My nephew is eight years old and my nieces are five and
two years old.
4. A : ___________________ your colleagues lazy or hard-working?
B: They’re quite lazy.
5. A: How ___________________ got?
B: I’ve got six cousins.
6. A: What _________________ your brother’s hair?
B: It’s dark brown.
7. A: ___________________ your cousin’s wedding?

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B: No, I can’t. I was only three years old at the time, so I can’t
remember it at all.
8. A: ___________________ usually celebrate your birthday?
B: I usually have a party with my relatives and close friends.
Exercise 8. Choose the sentence that is closest in meaning to the first
sentence. Use the words and phrases in bold to help you.
1. Whenever it’s my aunt’s birthday, she organises a family get-
together.
o My aunt always organises a family get-together for her
birthday.
o My aunt occasionally organises a family get-together for her
birthday.
o My aunt rarely organises a family get-together for her
birthday.
2. When it’s my aunt’s birthday, she usually organises a family get-
together.
o My aunt almost never organises a family get-together for
her birthday.
o My aunt always organises a family get-together for her
birthday.
o My aunt organises a family get-together most years for her
birthday.
3. My aunt often organises family get-togethers.
o My aunt always organises family get-togethers.
o My aunt occasionally organises family get-togethers.
o My aunt organises a lot of family get-togethers.
4. My aunt organises family get-togethers from time to time.
o My aunt almost never organises family get-togethers.
o My aunt always organises family get-togethers.
o My aunt occasionally organises family get-togethers.
5. My aunt organises a family get-together three times a year.
o My aunt organises a family get-together every four months.
o My aunt organises a family get-together every month.
o My aunt organises a family get-together every three months.
6. My aunt organises a family get-together every other month.
o My aunt organises a family get-together every four months.
o My aunt organises a family get-together six times a year.
o My aunt organises a family get-together twice a year.
7. My aunt doesn’t often organise family get-togethers.

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o My aunt organises a lot of family get-togethers.

o My aunt organises family get-togethers from time to time.
o My aunt rarely organises family get-togethers.
8. My aunt hardly ever organises family get-togethers.
o My aunt almost never organises family get-togethers.
o My aunt always organises family get-togethers.
o My aunt occasionally organises family get-togethers.
Exercise 9. Read the active sentences. Then complete the present simple
passive sentences underneath. Leave out the underlined words from the
passive sentences. The first one has been done for you.
1. We treat elderly people with respect in my country.
Elderly people are treated with respect in my country.
2. We define teenagers as young people aged between 13 and 19 years
old.
___________________________________ as young people aged
between 13 and 19 years old.
3. The police describe the thief as tall with a scar on his face.
___________________________________ as tall with a scar on his
face.
4. The police advise members of the public not to speak to the thief.
___________________________________ not to speak to the thief.
5. How do people usually celebrate birthdays in your country?
How ______________________________ in your country?
6. We don’t expect you to give us an exact number of guests.
___________________________________ to give us an exact
number of guests.
7. They don’t allow us to wear make-up at school.
__________________________________ at school.
8. What kind of presents do people normally give at weddings in your
country?
What kind of presents _____________________________________
at weddings in your country?
Exercise 10. Complete the sentences with the correct present simple form
of the verbs in brackets. Some answers need to be in the present simple
passive.
1. In my country, a wedding usually __________________ (take)
months, or even years, to prepare.
2. The best places for a wedding reception __________________
(book) years in advance.
3. So you __________________ (need) to make a booking as soon as
possible.

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4. This ________________ (mean) that you need to quickly

decide how many people you want to invite.
5. A wedding often ________________ (cost) a lot of money, so you
need to find out how many people you can afford to invite.
6. The guests ___________________ (invite) as soon as possible to
give them time to make the necessary arrangements.
7. The whole event ___________________ (plan) very carefully, as
there are a lot of things to organise in time for the wedding.
8. Finally, the wedding day _________________ (arrive).
9. Usually, everything goes well, everyone has a nice time and the
stress of the last months _________________ (forget).
B. READING
Exercise 1. In this unit, you will answer IELTS Reading short answer
questions and read a text called ‘How our sweet tooth is hurting us’.
Before you read the text, look at the statements. Do you think that they
are True or False? Choose your answers.
1. The expression to have a sweet tooth means to like eating sweet
foods, especially sweets and chocolate.
o True
o False
2. In 18th-century Europe, more poor people than rich people lost
their teeth because of sugar.
o True
o False
3. If you drink a typical can of soda, you’ll consume about 10 sugar
cubes.
o True
o False
4. In general, children in the USA consume a lot more sugar than
their parents.
o True
o False
5. It is now possible to order chocolate-covered insects online.
o True
o False
Exercise 2. Before you try to answer IELTS Reading short answer
questions, it is a good idea to quickly read the text so that you understand
what it is about. Quickly read the text. Then answer the questions .
How our sweet tooth is hurting us

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Over the last three centuries, the amount of sugar in the Western diet has
continued to rise. Back at the start of the 18th century, a typical English
family consumed less than 2 kg of sugar per year. By the end of that
century, that amount had risen 400%. Compare that to the 40 kg that
people now consume annually in the USA. In Germany, the second-most
sugar-loving nation in the world, people eat roughly 103 grams on
average per day. In the Netherlands, the country with the third-biggest
sweet tooth, people eat 102.5 grams. Of course, there are some countries
in the world where sweet food is less popular: in India, people eat only
about 5 grams per day on average; in Indonesia, it’s 14.5 grams; and in
China, it’s just under 16 grams. If you’re not sure what 40 kg looks like,
it means that the average person in the USA now eats approximately 22
teaspoons of sugar a day. The recommended limit, suggested by
researchers from the World Health Organisation, is no more than 8 if you
want to stay healthy, but just one can of soda contains around 10.
It is common knowledge that many drinks, in bottles or canned, contain a
lot of sugar. Although advertisements say that they are ‘energy-giving’,
professional athletes and sportsmen and women usually stay away from
them. It is teenagers that are their greatest consumers. And – although
advertisers promise that these drinks will make people feel energetic and
active – because of the type of chemicals they have, once a person has
drunk all the soda, they simply feel hungry instead. However, sugar is
also in products that many shoppers find surprising, for example, cereal,
which actually has a lot. Because they believe it is a healthy kind of food,
parents buy it for their children’s breakfast.
A large part of the problem, according to nutritionists, is that people find
it hard to understand the labels on the back of food products. Nutritionists
think this should be a lot easier for them. But at the moment,
manufacturers don’t have to write ‘sugar’ on them, but can use words like
‘corn syrup’ or ‘dextran’, which can result in confusion for consumers.
But why should we be worried about our sugar consumption? Firstly, it is
harmful to young children because it causes tooth decay; the pain from
this can mean that children don’t get the amount of sleep they need. As a
result, they can’t concentrate when they are in class. In this case, schools
and governments have a duty to educate them about good and bad food
choices. For adults, the problems increase. Eating too much sugar makes
people quickly gain weight, it affects the heart and liver, and can lead to
diabetes.
Which of the ideas in sentences 1–5 are mentioned in the text on page 1?
Choose Yes or No. Read the text on page 1 again if you need to.
1. The increase in the amount of sugar we eat.

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o Yes
o No
2. The places in the supermarket where you can find sugary products.
o Yes
o No
3. The way that advertising sugary products has changed.
o Yes
o No
4. The health problems that sugar causes in children.
o Yes
o No
5. The health problems that sugar causes in adults.
o Yes
o No
Exercise 3. In many IELTS Reading texts, you often see information or
opinions given by different people.
Match the people with the definitions.
Advertiser consumer manufacturer nutritionist
researcher

1. a person or company that makes a product:

2. a person who buys or uses a product:
3. a person who studies a subject carefully:
4. a person who gives advice about healthy
eating:
5. a person who makes commercials to sell a
product:

Exercise 4. Who do you think might say the following things? Match the
people with the statements.
In IELTS Reading texts, you need to identify and understand opinions
and ideas. To help you do this, think about who is giving their opinion or
idea.

Advertiser consumer manufacturer nutritionist

researcher

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1. ‘My report studies the effects of sugar on the health of

people aged 15–24 in the USA.’
2. ‘Feeling tired? New Choco-nut breakfast cereal will give
you all the energy you need!’
3. ‘There are ten sugar cubes in every can of soda so you
shouldn’t drink soda every day.’
4. ‘Our factory sells 50% more sugar today than 50 years
ago.’
5. ‘I know sugar is bad for me, but I usually eat two bars of
chocolate every day.’
Exercise 5. Read the information. Then match the words in bold with the
phrases that have a similar meaning. Use the phrases in the box.
In any IELTS Reading task, it is important that you can recognise
examples of synonyms and paraphrasing.
Example:
If the phrase ‘too much sugar made him ill’ is in a question or option, you
should look for phrases or words with a similar meaning in the text, e.g.
‘he became unwell as a result of the sugar’ or ‘he felt sick because of the
sugar’ (ill, sick and unwell all have a similar meaning).

Recommend that you stay away from not clear consume

harmful to was unexpected

1. Sugar can be very bad for children.

2. My doctor said I was eating the wrong foods,
which surprised me .
3. We should buy and eat healthier food that
doesn’t have a lot of sugar.
4. I try to avoid chocolate when I’m hungry
because it’s not very healthy.
5.I think you should go on a diet.
6. A lot of information about good sugar and bad
sugar is hard to understand.
Exercise 6. Read the information. Then look at the questions. Select the
key words that show you the type of information you need to look for. The
numbers in brackets at the end of each question show you how many
selections you need to make.

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Before you begin to look for the exact answers in the IELTS Reading
text, it’s important to think about the type of information you need to look
for and quickly find paragraphs which contain that information. For
example, if the key word in the question is ‘country’ you need to quickly
read through the text to find a paragraph that contains places and
countries.
1. Which country consumes the least sugar per person? (3 selections)
2. What is the maximum recommended number of teaspoons of sugar
that a person should consume a day? (4 selections)
3. Which group of people drink more sugary drinks than anyone else? (3
selections)
4. How do people really feel after finishing sugary drinks? (3 selections)
5. Which food product has an unexpected amount of sugar? (3 selections)
6. What do nutritionists want to be clearer for consumers? (3 selections)
7. What may decrease as a result of tooth decay in children? (3 selections)
Exercise 7. Read the information. Then read the questions. Use the words
and phrases in bold to help you work out the correct answers.
Note that the answers do not relate to the reading text. Focus on the
language, not the content.
In short answer questions, it’s also important to understand whether you
need to write a noun or an adjective, and whether the noun should be
plural or singular. For example:
How do advertisers say you feel after finishing sugary drinks?
×energise ×energu  energetic
Energetic is the correct answer because it is an adjective, describing how
people feel. Energise is a verb and energy is a noun and so these words
cannot be the ones you need.
1. What is the maximum recommended number of teaspoons of
sugar that a person should consume a day? 9/a few/a lot of
2. Which group of people drink more sugary drinks than anyone else?
Students/studies/student
3. How do people really feel after finishing sugary drinks?
Happiness/exciting/excited
4. Which food product has an unexpected amount of sugar?
Cheese/dinner/emonade
5. What do nutritionists want to be clearer for consumers?
Information/instructions/notice
6. What may decrease as a result of tooth decay in children?
Concentration/daily/clean

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Exercise 8. Read the information. Then match the paraphrases and

synonyms in the box with the phrases. The first one has been done for you.
Remember that the wording in the IELTS Reading short answer questions
will be different from the words used in the text.
Looking for paraphrases or synonyms can help you to find the answers
more easily.
The phrases on the left are taken from the short answer questions. The
paraphrases in the box are taken from the reading text.

this can mean that greatest consumers recommended limit

which actually has a lot
think this should be a lot easier for them soda

1. the least sugar sweet food is less popular

2. maximum recommended number
3. group of people drink more
4. sugary drink(s)
5. unexpected amount of sugar
6. want to be clearer for consumers
7. as a result of
Exercise 9. Answer the questions. Choose ONE WORD OR A NUMBER
from the passage for each answer.
How our sweet tooth is hurting us
Over the last three centuries, the amount of sugar in the Western diet has
continued to rise. Back at the start of the 18th century, a typical English
family consumed less than 2 kg of sugar per year. By the end of that
century, that amount had risen 400%. Compare that to the 40 kg that
people now consume annually in the USA. In Germany, the second-most
sugar-loving nation in the world, people eat roughly 103 grams on
average per day. In the Netherlands, the country with the third-biggest
sweet tooth, people eat 102.5 grams. Of course, there are some countries
in the world where sweet food is less popular: in India, people eat only
about 5 grams per day on average; in Indonesia, it’s 14.5 grams; and in
China, it’s just under 16 grams. If you’re not sure what 40 kg looks like,
it means that the average person in the USA now eats approximately 22
teaspoons of sugar a day. The recommended limit, suggested by
researchers from the World Health Organisation, is no more than 8 if you
want to stay healthy, but just one can of soda contains around 10.

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It is common knowledge that many drinks, in bottles or canned, contain a

lot of sugar. Although advertisements say that they are ‘energy-giving’,
professional athletes and sportsmen and women usually stay away from
them. It is teenagers that are their greatest consumers. And – although
advertisers promise that these drinks will make people feel energetic and
active – because of the type of chemicals they have, once a person has
drunk all the soda, they simply feel hungry instead. However, sugar is
also in products that many shoppers find surprising, for example, cereal,
which actually has a lot. Because they believe it is a healthy kind of food,
parents buy it for their children’s breakfast.
A large part of the problem, according to nutritionists, is that people find
it hard to understand the labels on the back of food products. Nutritionists
think this should be a lot easier for them. But at the moment,
manufacturers don’t have to write ‘sugar’ on them, but can use words like
‘corn syrup’ or ‘dextran’, which can result in confusion for consumers.
But why should we be worried about our sugar consumption? Firstly, it is
harmful to young children because it causes tooth decay; the pain from
this can mean that children don’t get the amount of sleep they need. As a
result, they can’t concentrate when they are in class. In this case, schools
and governments have a duty to educate them about good and bad food
choices. For adults, the problems increase. Eating too much sugar makes
people quickly gain weight, it affects the heart and liver, and can lead to
diabetes.
1. Which country consumes the least sugar per person?
__________________
2. What is the maximum recommended number of teaspoons of sugar
that a person should consume a day? ________________
3. Which group of people drink more sugary drinks than anyone else?
________________
4. How do people really feel after finishing sugary drinks?
________________
5. Which food product has an unexpected amount of sugar?
________________
6. What do nutritionists want to be clearer for consumers?
___________________
7. What may decrease as a result of tooth decay in children?
__________________
Exercise 10. Think about what you’ve learnt in this unit.Complete the
advice. Use the words in the box.
different occupations is not the same one word or one number
question words

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the same order

1. When the instruction says ‘choose ONE WORD OR A NUMBER
ONLY’ from the passage, you must only write
__________________________ that you can find in the text.
2. The answers for the short answer questions task follow
___________________ as the questions.
3. The language before, around or after the answers in the text
_________________________ as the language in the questions.
4. It can be useful to learn the names for
______________________________ .
5. It is a good idea to predict what kind of information might follow
____________________________ like ‘which’, ‘where’ and
‘who’.
C. WRITING
Exercise 1. Choose the correct answers to the questions.
1. How many minutes should you take to complete IELTS Writing
Task 1?
o 10
o 20
o 30
o 40
2. How many words should you write for IELTS Writing Task 1?
o 75
o 100
o 150
o 250
3. In Academic IELTS Writing Task 1 you might have to write:
o a report
o an essay
o a story
o a letter
4. In Academic IELTS Writing Task 1 you might describe:
o a chart
o a line graph
o a table
o all of them
5. The diagram might describe:
o a process
o an object

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o an event
o all of them
Exercise 2. Look at the pictures. They are from a diagram that shows the
process of producing tea for selling in a supermarket. Label the pictures
(1–7) to put the stages of the process in order.
1 2 3 4 5 6 7

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Exercise 3. The diagram shows the process of producing tea for selling in
a supermarket. Complete the information about each stage of the process.
Use the words in the box.

260 degrees 3 years by hand in boxes indoors

supermarket tea

1. Grown for _____________

2. Picked ______________
3. Left to rest (outdoors or ______________ )
4. Dried at ______________ for two hours
5. Teabags packed ______________
6. Delivered to ________________
7. Customer buys ______________
Exercise 4. When you write a report of a process in IELTS Writing Task 1,
you should only use important information from the diagram. Do not give
your own opinion or use information that is not important.
Look at a student's notes on the IELTS Writing Task 1. Choose whether
the information is important or not important.

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1. Sun shining a lot. Important / Not important

2. Tea grows for three years. Important / Not important
3. Person picking tea is female. Important / Not important
4. Tea picked by hand. Important / Not important
5. Tea left to rest outdoors or indoors. Important / Not important
6. Round machine has open lid. Important / Not important
7. Tea in drying machine for two hours. Important / Not important
8. Tea is dried at 260°C. Important / Not important
9. Put in box at packaging stage. Important / Not important
10.Delivered to supermarket. Important / Not important
11.Tea is finally bought by customers. Important / Not important
Exercise 5. Read the report on the diagram and answer the questions.

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The diagram explains how tea is produced before it is sold in

supermarkets. Supermarkets in my country sell a lot of tea.It shows
several stages of production from the growing and picking stages to when
lorries deliver the tea to supermarkets and when customers buy it while
they are shopping. There are seven main stages between the tea being
planted and being bought.
First of all, the tea is grown for three years when it is picked by hand.
After that, the tea is left to rest either outdoors or indoors. After this
comes the packaging stage. The dried tea is made into teabags and the
teabags are put into boxes. The boxes are then packed into lorries. The
lorries are very big. The lorries deliver the tea to the supermarkets. Tea is
a healthy drink.
1. Has the student used all of the important information?
o Yes
o No
2. Has the student given his or her own opinion or used any
information that is not important?
o Yes
o No
3. Is the report long enough?
o Yes
o No

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Exercise 6. Look at the diagram again. Then put the paragraphs in the
correct order to complete the report.

The diagram explains how tea is produced before it is sold in

supermarkets.
First of all, the tea is grown for three years when it is picked by hand.
After that, the tea is left to rest either outdoors or indoors. Next, it is put
in a drying machine where it is dried for two hours. The temperature
during this stage of the process should be just over 260°C.
It shows several stages of production from the growing and picking
stages to when lorries deliver the tea to supermarkets and when customers
buy it while they are shopping. There are seven main stages between the
tea being planted and being bought.
It shows several stages of production from the growing and picking
stages to when lorries deliver the tea to supermarkets and when customers
buy it while they are shopping. There are seven main stages between the
tea being planted and being bought.

1.

2.

3.

4.

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Exercise 7. Match the correct pictures with the sentences describing the
process of producing tea.

1. First of all, the tea is grown for three years.

2. Then it is picked by hand.
3.After that, the tea is left to rest either outdoors or
indoors.
4. Next, it is put in a drying machine where it is dried
for two hours. The temperature during this stage of
the process should be just over 260°C.
5. After this comes the packaging stage. The dried tea
is made into teabags and the teabags are put into
boxes.
6. The boxes are then packed into lorries. The lorries
deliver the tea to the supermarkets.
7. Finally, customers buy the tea when they are
shopping.
Exercise 8. Read the information below. Then complete the sentences in
the present simple passive.
To make a present simple passive sentence, you take the object of the
verb in the active sentence (e.g. the tea) + am/is/are + past participle
(e.g. grown).
Example:
Workers grow the tea for three years.
This sentence is active.
The tea is grown for three years.
This sentence is passive.
1. Workers pick the tea by hand.
The tea ______________ by hand.
2. Workers keep the good oranges.
The good oranges ___________________.
3. Workers ship the coffee in fridges.
The coffee ________________ in fridges.

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4. Workers pack the apples into lorries.

The apples __________________ into lorries.
5. The lorries deliver the rice to the supermarket.
The rice ________________ to the supermarket.
6. Customers buy the chocolate in the supermarket.
The chocolate _______________ n the supermarket.
Exercise 9. Look at the diagram. Then label each stage of the process.
Use the labels in the box.
Buying Stage Checking Stage Delivery Stage
Growing Stage
Picking Stage Resting Stage Shipping Stage

Exercise 10
WRITING TASK 1
You should spend about 20 minutes on this task.
The diagram shows the process of growing bananas for selling in
supermarkets.
Summarise the information by selecting and reporting the main features
and make comparisons where relevant.

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Write at least 150 words.

Please add text into the Student post.

Student post:

D. LISTENING

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Exercise 1. In this unit, you will learn about IELTS Listening Section 3
and practise the skills you need to answer three-option multiple choice
questions. The conversation in this unit is about the natural world.
Complete the definitions. Use the words in the box.
In IELTS Listening Section 3, you will hear a conversation between at
least two people. The conversation will always involve people in
education or training.

Behavior coast dangerous marine rare

sociable wild

1. Animals that live in forests, the jungle and mountains, and do not
live at home as pets are _____________ animals. (adj.)
2. We say that an animal is ________________ when there are only
a few still alive in the world. (adj.)
3. A _______________ animal lives only in the sea, for example, a
dolphin or a shark. (adj.)
4. A _______________ person or animal likes being with others,
rather than being alone. (adj.)
5. Lions, tigers or sharks can harm you, so these animals are
______________ , not safe. (adj.)
6. The __________________ is the area of land next to the sea.
(noun)
7. When scientists study the _________________ of animals, they
find out what they eat, when they sleep and how they communicate.
(noun)
Exercise 2. Complete the sentences with vocabulary related to the natural
world. Use the words in the box.
Behavior coast dangerous marine rare
sociable wild
1. I really want to go on safari so I can see some _____________
animals.
2. My dog is incredibly ______________ – she has to say ‘hello’ to
every dog we meet on our walk!
3. In summer, dolphins arrive here and swim all along the west
________________ .
4. Because of the rubbish polluting our seas, ___________ animals
are dying in large numbers.
5. In the past, there were lots of bears in our country but now sadly,
they are very ________________ .

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6. The ___________ of my last cat was quite strange. She only

wanted to sleep on my computer.
7. Some of the most ________________ snakes in the world live in
Australia.
Exercise 3. Listen to a conversation about a project someone is working
on. Choose the correct answers.
In the IELTS Listening test, you will only hear each recording once. For
three-option multiple choice questions, you may see:
 a question with three possible answers, or
 the beginning of a sentence with three possible endings.
To answer this type of question, you may need to choose:
 the correct reason for something
 an opinion a speaker expresses
 a specific number, quantity or measurement
 a specific place or location
 a name
 the correct description of someone or something
 whether the speakers agree or disagree about something.

1. How many speakers are there?

o Two
o Three
o Four
2. What is the relationship between the two people?
o They are a student and her teacher.
o They are both teachers.
o They are both students.
3. Which animals does the woman decide to do her project on?
o Pandas
o Sharks
o dolphins
4. What does the woman have to do for her project?
o write a report on an animal
o give a presentation about New Zealand
o take some photographs of wild animals
Exercise 4. Read the information. Then read the IELTS Listening three-
option multiple choice questions. Match the questions with the types of
information you would expect to need in the answer.
By reading the questions before you listen, you can get an idea of what

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information to listen for. For example:

Why has Anne asked Tom to help her? (Why tells you to listen for a
reason, possibly starting with the word because.)
In this exercise, the key words which give you this information are shown
in bold.

adjective of character and behavior number and measurement of

distance
number and measurement of length number showing quantity
place or location
1. How long is an adult male Maui dolphin?
_________________________________
2. Where are Maui dolphins found in New Zealand?
_________________________________
3. The population of Maui dolphins is now likely to be…
_________________________________
4. What do Anne and Tom agree is typical behaviour for Maui
dolphins? _________________________________
5. How far along the coastline do Maui dolphins swim?
_________________________________
Exercise 5. In IELTS Listening multiple choice activities, it is often
important to recognise different forms of the same word, which are used
in paraphrasing. Match the adjectives on the left with the nouns on the
right.
When we paraphrase something, we use different words to express the
same or a similar meaning. Sometimes a paraphrase will include a
different form of the same word. For example, you hear a noun (e.g.
danger) but the question or answer needs an adjective (e.g. dangerous):
You read: When is a tiger most dangerous?
You hear: ‘If you see a tiger trying to catch fish in a river, you may be in
great danger.’
Other times, we use an adjective that relates to a noun but is a completely
different word, for example large (adjective) and size (noun).

Height width length distance weight speed

Far
Wide

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Long
Heavy
High
fast
Exercise 6. Complete the questions. Use the words in the box.
Fast heavy high length speed width
1. How __________ can a dolphin swim?
2. How __________ do you think that dolphin is?
3. What __________ can a dolphin travel at?
4. What is the ___________ of time that young dolphins stay with
their mother?
5. How __________ can an adult dolphin jump?
6. What is the ____________ of the pool that the dolphin lives in?
Exercise 7. Look at the five questions from different IELTS Listening tests
with the extracts from the conversations that answer them. Listen to the
recording. Choose the correct answers.
It is also possible to paraphrase the meaning of parts of a conversation.
You read: Which animals are the most difficult to photograph?
A bears ×
B lions ×
C tigers  
You hear: ‘Taking pictures of wild animals is never easy – bears are
really dangerous, for instance, and so are lions of course! But the
hardest? I’d say tigers. They aren’t very sociable so they can be hard to
find!’
In the example above, the most difficult matches the hardest and the verb
photograph matches Taking pictures. The correct option is therefore C
tigers.
Notice that the speaker mentions all three options – bears, lions and
tigers. This is common in multiple choice questions so listen carefully
and do not choose an option just because you hear the word in the
conversation.

1. How does the man describe female elephants?

o Rare
o Dangerous
o sociable
2. People should not keep wolves as pets because they are

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o wild animals.
o dangerous.
o very expensive to feed.
3. How fast does a great white shark usually swim?
o 56 kph
o 2.5 kph
o 74 kph
4. In what unexpected place do sea lions sometimes sleep?
o on the beach
o along the coast
o in the sea
5. How long is a giraffe's neck?
o 3.5 m
o 1.45 m
o 1.8 m
Exercise 8. Listen to two students talking about an ecology project on
Maui dolphins. Decide which two of the five topics they talked about.
Choose the correct answers.
Remember that in the real IELTS Listening test you will only hear the
conversation once.
1. the appearance of the dolphins
o Yes, they discuss this.
o No, they don’t discuss this.
2. the size of the dolphins
o Yes, they discuss this.
o No, they don’t discuss this.
3. how dolphins hunt for their food
o Yes, they discuss this.
o No, they don’t discuss this.
4. how many dolphins are still alive
o Yes, they discuss this.
o No, they don’t discuss this.
5. how the government is trying to
help the dolphins
o Yes, they discuss this.
o No, they don’t discuss this.
Exercise 9. Listen to the recording. Choose the correct answers.
1. Anne has asked Tom to help her with her dolphin project because

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o he is in the same class as Anne.

o he is an expert on dolphins.
o he once did a similar project to Anne.
2. How long is an adult male Maui dolphin?
o 1.5 metres
o 1 metre
o 1.7 metres
3. Where are Maui dolphins found in New Zealand?
o around most of the coast of the North Island
o around the west coast of the North Island
o around the whole coast of the South Island
4. The population of Maui dolphins is now likely to be
o around 100
o well over 500
o less than 50
5. What do Anne and Tom agree is typical behaviour for Maui
dolphins?
o They prefer to live with many other Maui dolphins.
o They often choose to follow boats to catch fish more easily.
o They are friendly towards people who swim near them.
6. How far along the coastline do Maui dolphins swim?
o 40 kilometres
o 50 kilometres
o 30 kilometres
Exercise 10. Think about what you’ve learnt from doing this unit. Choose
the correct answers.
1. Use the time before the recording starts to read the questions
carefully and
o think about the type of information you might hear.
o use your own knowledge to answer some of the questions.
2. When you listen to the recording, you may hear the speakers
mention
o some details or information from all of the A, B, C options.
o only the details and information from the correct option.
3. You can find the answer to a three-option multiple choice question
by
o matching an option to exactly the same sentence in the
recording.

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o listening for paraphrases of the A, B, C options.

4. It’s best to choose a number or measurement from a set of options
o only after the speakers have mentioned and discussed all of
them.
o which the speakers mention first or more than once in their
discussion.
D. SPEAKING
Exercise 1. Look at the pictures. Then complete the descriptions of the
people in the pictures. Use the sentences in the box.
He doesn’t worry much about the future.
He looks after his younger brother each afternoon.
He only watches TV and he never does his homework.
Last year he won the science prize at school.
She likes to do exciting sports like water-skiing and rock-climbing.

1.
1. Abdullah is quite clever.

2.
2. Liang is very kind.

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3.
3. Masako is really brave.

4.
4. Simon is so lazy.

5.
5. Mikhael is always
relaxed.
Exercise 2. In IELTS Speaking Part 2 you will be given a task card on a
particular topic. Watch the video. Then choose the correct options to
complete the sentences.
1. The examiner says that he will give the candidate a topic/booklet .
2. The examiner says that the candidate should talk for one minute
/one to two minutes

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3. The candidate has one minute/one to two minutes to make some

notes.
4. The examiner gives the candidate some paper/a booklet for
making notes.
The candidate should /shouldn’t write anything in the booklet.
Exercise 3. In IELTS Speaking Part 2 you have one minute to make some
notes. Read the task card. Then match the points on the task card with the
student’s notes. Use the notes in the box.
Describe a person who you really like.
You should say:
who the person is
when and where you first met that person
what type of personality he / she has
and explain why you really like that person.
after he saw me on TV he’s like a member of my family lovely
message on Facebook, then met up my boyfriend, Danny

1. Who the person is:

2. When I met him:
3. Where I met him:
4. What type of personality
he has:
5. Why I like him:
Exercise 4. In IELTS Speaking Part 2 you should use your notes to help
you make full sentences when you speak. Read the task card and the notes
the student made. Watch the video. Then complete the student’s answers
using three words in each gap.
 Who the person is: my boyfriend, Danny
 When I met him: after he saw me on TV
 Where I met him: on Facebook, then met up
 What type of personality he has: lovely
 Why I like him: he’s like a member of my family

1. ... The person who I’ll describe is my boyfriend. ____________

Danny.
2. ... a television station ... asked me if I wanted to do an interview, and
____________ me on the television.
3. He wrote _____________ on Facebook, ... and then we met.

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4. He ________________ lovely person.

5. ... we’ve been together for three years, and he’s ______________
family ...
Exercise 5. Watch the video of the student giving examples. Then
complete the text with the words she uses.
In IELTS Speaking Part 2, try to explain your answers by giving
examples.

He’s a very lovely person. He’s not _______________ my boyfriend,

he’s my _____________ friend. And when, for ______________ , when
I’m very _____________ , he’s there for me. He ______________ about
me.
Exercise 6. Read the task card. Match the student’s notes with the points
on the task card. Then watch the video and check your answers.
Describe a person who you really like.
You should say:
who the person is
when and where you first met that person
what type of personality he / she has
and explain why you really like that person.

Supportive My friend, Ahmed. He is like my brother.

We were aged 5 and 6. At school

1. Who the person is:

2. When I met him:
3. Where I met him:
4. What type of personality he has:
5. Why I like him:
Exercise 7. Read the task card and the student’s notes. Put the words in
the correct order to complete the sentences. Then watch the video and
check your answers.
Describe a person who you really like.
You should say:
who the person is: my friend, Ahmed
when and where you first met that person: aged 5 & 6, at school
what type of personality he / she has: supportive

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and explain why you really like that person: he is like my brother

My friend is really I that The like

person
1. __________ __________ __________ __________
__________ __________ __________ __________ __________
Met school were we years old We at when
five and six
2. __________ __________ __________ __________
__________ __________ __________ __________ __________
Up We together grew
3. __________ __________ __________ __________
A speak I I problem, to have
When him
4. __________ __________ __________ __________
__________ __________ __________ __________ __________
Part family a is my of He like
5. __________ __________ __________ __________
__________ __________ __________ __________
Exercise 8. Read the task card. Then put the words and phrases in the
correct columns.
Describe a person who you really like.
You should say:
who the person is
when and where you first met that person
what type of personality he / she has
and explain why you really like that person.
he / she is lovely on holiday he / she is kind three years
ago
my boyfriend my best friend at school I was 15 years old

Who When we met

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Where we met Why I like this person

Exercise 9. Decide whether the statements are True or False.

1. In IELTS Speaking Part 2 you have 2 minutes to prepare your talk.
o True
o False
2. While you are preparing IELTS Speaking Part 2, you should make
a list of key words and write as many ideas next to the key words
as you can.
o True
o False
3. In IELTS Speaking Part 2 you should speak for 3–4 minutes.
o True
o False
4. In IELTS Speaking Part 2 you should remember to talk about each
part of the task card.
o True
o False
5. In IELTS Speaking Part 2 you should check the task card and your
notes during your talk.
o True
o False
Exercise 10. You are going to do IELTS Speaking Part 2. You will need
some paper and a pencil. Listen to the examiner. Record your answer.
Play to hear your answer
Describe a person who you really like.
You should say:
who the person is
when and where you first met that person
what type of personality he / she has
and explain why you really like that person.

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UNIT 2: PLACES AND BUILDING

A. GRAMMAR AND VOCABULARY
Exercise 1. Complete the sentences. Use the words in the box.
Crowded fashionable historic leafy modern
noisy quiet remote
1. A ____________ part of town is full of people.
2. A ____________ village is a long way from any towns or cities.
3. A ____________ part of town is pleasant and has a lot of trees.
4. A ____________ part of town is popular.
5. A ____________ part of town doesn’t have many people or cars.
6. A ____________ street is very loud, so it might be difficult to
sleep if you live there.
7. A ____________ part of town is very new.
8. A ____________ area of town is old and has important buildings in
it.
Exercise 2. Complete the sentences. Use the words in the box.
a village the city centre the coast the countryside
the outskirts of
the seaside the south of the suburbs
1. I come from a tourist town by ______________ . Every summer
the beach is full of visitors.
2. My house is in ___________________ , so it’s part of the city but
away from the city centre. Many of the people who work in the city
live here.
3. We live on __________________ the city – it takes just five
minutes to walk from our house to the countryside.
4. I’d love to live in ______________________ , away from all the
noise and traffic of the city.
5. Our house is in _____________________ in the mountains. There
are only about 30 houses and two shops.
6. he city where I was born is on _______________________ .
There are always a lot of ships from around the world in the port.
7. I live in _____________________ , which is great. It means that I
can walk to restaurants, cinemas and museums. But it does get very
noisy here sometimes.
8. My town is in _____________________ my country, not far from
the mountains.
Exercise 3. Choose the correct verbs to complete the text.

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When I was a teenager, I didn’t like living with my parents, so I

left/moved/lived home when I was 20 years old.
At first, I rented/ bought/ borrowed a room in a flat – it wasn’t my flat, so
I had to pay money every month to live there. I didn’t live there alone – I
paid/lent/ shared the flat with three other people. It was horrible. The
other people never cleaned the flat, and we had a lot of arguments. So I
moved alone/out/in after a couple of weeks and caught/ stayed/gave with
some friends for about a week. Then I moved in/on/across with my
brother and his family. They help/owned/owed a big house in the suburbs.
I lived with them for about six months, but then they left/moved/chose
house and went to live in a different city. So I had to find a new place to
live. In the end, I moved about/back/ between in with my parents. It’s
much nicer now than when I first lived here. But now I’m saving money
to buy/become/earn a flat – hopefully I’ll have enough money in a few
years.
Exercise 4. Put the words in the correct categories.
leisure centre library tower block shopping centre
retail park cinema
museum historic castle theatre department store
residential area
housing estate

places to live places to buy things

places to learn about your city’s

places to relax and have fun
past

Exercise 5. Choose the correct option to complete the sentences.

1. A cottage is a modern house in a city/a small house, usually in the
countryside .
2. A neighbourhood is a part of a town or city where people
live/work .

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3. A stream is a very small river/wide river.

4. A pond is an extremely small forest/lake .
5. A path is a narrow road for cars to drive along/people to walk
along .
6. A town is bigger than a city/bigger than a village, but not as big as
a city.
7. A hill is higher/lower than a mountain and easier to climb.
8. A wood is a group of trees/large lake .
Exercise 6. Read the information. Then complete the sentences with the
past simple of the verbs in brackets.
Be careful with the spelling of the past simple form of regular verbs.
 Verb ends in ‘e’ (e.g. hope→hoped)
 Verb ends in vowel + ‘y’ (e.g. play →played)
 Verb ends in consonant + ‘y’ (e.g. try →tried)
 One-syllable verb ends in one vowel + one consonant (e.g. rob →
robbed)
 Longer verb ends in one vowel + one consonant, stressed final
syllable (e.g. regret →regretted)
 Longer verb ends in one vowel + one consonant, unstressed final
syllable (e.g. happen → happened)
 It was a beautiful evening, so we ______________ (walk) along
the beach.
 I was born in Spain, but my parents _______________ (move) to
Switzerland when I was a baby.
 Last week, we _________________ (visit) the History Museum. It
was really interesting.
 We ________________ (plan) to spend our holiday in the
countryside, but we spent almost all the time on the beach.
 There isn’t a university in my town, so I ______________ (study)
in a big city.
 I _______________ enjoy) my trip to London, but there were a lot
of tourists everywhere.
 When we lived in the city centre, we went to the theatre every
week, but we ______________ (stop) going after we moved to the
suburbs.
 I ______________ (try) to contact you, but we were in a very
remote house and our phones didn’t work.

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 We ______________ (stay) in a lovely guest house by the seaside

– it was smaller than a hotel, but it had everything we needed.
We moved to the countryside when I was a teenager. My parents
loved it, but I _______________ (prefer) living in the city.
Exercise 7. Correct the sentences. Change the irregular verbs from the
present simple to the past simple. The number of changes you need to
make is in brackets.
You will get a maximum of 2 points per mistake (1 point for finding the
correct part to change, 1 point for making the change correctly).
1. My parents buy their house 20 years ago. (1)
2. It is quite expensive, but the bank lends them half the money so
they can afford to buy it. (3)
3. It is a small house, but it feels OK when my brother and I are
children. (3)
4. But as we grow older, the house becomes too small. (2)
5. After about ten years, my parents build a new room at the back of
the house. (1)
6. But then my brother leaves home and the house is too big again! (2)
7. House prices then rise very quickly. (1)
8. So when my parents sell their house last year, they make a lot of
money. (2)
Exercise 8. Complete the sentences with the past simple negative form of
the verbs in brackets. Use contractions (e.g. wasn’t) where possible. The
first one has been done for you.
1. We couldn’t (can) find their house for hours. It was in the middle
of nowhere.
2. I _____________ (like) living in the city centre – it was too
crowded.
3. Our old flat ______________ (have) a balcony, but our new flat’s
got one.
4. There _____________ (be) many other children in the part of
town where I grew up.
5. I _____________ (see) my grandparents often when I was young
because they lived a long way away.
6. We _______________ (need) a car when we lived in the city, but
now we’re in the suburbs, we have two!
7. It ________________ (be) a very fashionable neighbourhood, but
I liked living there.
Exercise 9. Put the words in the correct order to complete the questions.
Were a child? Did you you Where young

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live when
1. _________ __________ _________ _________ _________
_________ _________ _________ _________ _________
What your was like? House
2. _________ __________ _________ _________ _________
Living enjoy you Did there?
3. _________ __________ _________ _________ _________
You didn’t it? What about like
4. _________ __________ _________ _________ _________
_________
Could from your you walk house? to school
5. _________ __________ _________ _________ _________
_________ _________ _________
To up? Place grow it Was a good
6. _________ __________ _________ _________ _________
_________ _________ _________
Home? You How you old left were when
7. _________ __________ _________ _________ _________
_________ _________ _________
You Why did leave home?
8. _________ __________ _________ _________ _________
Exercise 10. Match the answers with the questions.
I left home because I went to study at university. I lived in a small
mountain village.
I was 18. No, I couldn’t. It was too far away.
There weren’t many other children, so sometimes I felt quite lonely.
Yes, I did. It was a lovely place to live. Yes, it was. It was very safe.
1. Where did you live when you were a child?
______________________________________________________
2. Did you enjoy living there?
______________________________________________________
3. What didn’t you like about it?
______________________________________________________
4. Could you walk to school from your house?
______________________________________________________

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5. Was it a good place to grow up?

______________________________________________________
6. How old were you when you left home?
______________________________________________________
7. Why did you leave home?
______________________________________________________
B. READING
Exercise 1. In this unit, you will answer IELTS Reading sentence
completion questions and read a text about mammoths. What do you
already know about mammoths? Choose the correct answers.
Before you read any IELTS Reading text, you should quickly think about
the things you already know about the topic. You won’t be able to guess
any answers like this, but this will help you understand the general idea
of the text.
1. Mammoths had ... .
o no fur and long tusks
o orange-brown fur and long tusks
o orange-brown fur and short tusks
2. The last mammoths were alive about ... .
o 4,000 years ago
o 7,000 years ago
o 10,000 years ago
3. People have found many bodies of mammoths ... .
o at the bottom of lakes in Europe
o in the desert in Australia
o in the ice in Siberia
Exercise 2. The title of the text about mammoths is called ‘Bringing the
mammoth back to life’. What do you think the text might be about?
Choose the best option.
o a scientific study of the way mammoths used to behave
o methods for transporting mammoth skeletons to museums in
different countries
o the idea that mammoths might be created again in the future
Exercise 3 Read the information. Then read the first paragraph of the text.
Try to focus only on the main words. Choose the correct answer.
In any IELTS Reading task, it is a good idea to read the text quickly to
understand the main idea of each paragraph. Try to read only the main
nouns, verbs and adjectives (shown in bold in the paragraph below).

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Bringing the mammoth back to life

Mammoths once lived in large numbers across Asia, Africa, North
America and Europe. However, over time, their numbers fell until the
mammoth became extinct. Scientists think this happened for two
reasons. Firstly, the mammoths’ natural habitat decreased in size
because of climate change. Secondly, many mammoths were killed by
people who hunted them. The last population of mammoths lived on
Wrangel Island, off north-east Siberia in the Chukchi Sea. These were
woolly mammoths that could survive in very cold conditions, but they
also died out around 4,000 years ago.
What is the main idea of this paragraph?
o to explain where mammoths lived before they became extinct
o to explain when mammoths became extinct
o to explain why mammoths became extinct
Exercise 4. In the text about mammoths, there is a range of vocabulary
about the natural world and the conservation of animals. Match the
words with the definitions.
a population a skeleton an ecosystem to become extinct
to decrease
to hunt to preserve

1. This happens when a type of bird, animal or plant

doesn’t exist any more:
2. to become smaller in size or number:
3. to follow and kill an animal for food or for sport:
4. to put something (e.g. food) in ice, salt, sugar or
chemicals, so it can stay in good condition:
5. all the people or animals that live in one place or area:
6. all the living things in an area and the way they affect
each other and the environment:
7. the frame of bones supporting a human or animal body:
Exercise 5. Complete the sentences about the natural world. Use the
words in the box.
Decrease ecosystem extinct hunt population
preserve skeleton
1. Pollution harms all the plants, fish and animals in the
________________ .

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2. The tutor showed the ________________ to the medical

students and asked which small bones were missing.
3. We expect the number of people living in the countryside will
________________ as families move to the cities.
4. There are so few polar bears left that it is possible they will soon
become _________________ .
5. The ________________ of my city has risen to 8 million people.
6. Lions often ________________ other animals at night.
7. Nowadays, most people use fridges to _______________ their
food.
Exercise 6. Read the information. Then read the sentences and look at the
gaps. What type of information do you need to complete the gaps? Use
the words in the box for your predictions.
In the IELTS Reading sentence completion task, it can be useful to first
predict the type of information you should be looking for in the text. To
do this, look carefully at the words before and after the gap.
 If the gap is before a verb + -s (e.g. hunts, falls), then the word in
the gap must be a singular noun (e.g. This animal hunts at night)
or an uncountable noun (Snow falls all year round.).
 If the gap is before a verb without -s (e.g. hunt, fall), the word in
the gap must be a plural noun (e.g. The men hunt the lions at
night.) or a countable noun (e.g. Leaves fall from the trees.).
 If the gap is after very but before a noun, the word in the gap must
be an adjective (e.g. This is a very dangerous animal for the men
to hunt.).

a plural countable noun a plural countable noun or an uncountable

noun an adjective a singular noun
1. The number of mammoths started to fall when their ________ got
smaller.
This word is probably____________________________________ ,
e.g. forests or land.
2. Mammoths had smaller ________ than modern elephants.
This word is
probably____________________________________ , e.g. feet or
eyes.
3. Mammoths were very ________ animals.

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This word is probably

_____________________________________ , e.g. large or
intelligent.
4. The ________ of a baby mammoth was found recently in the
Arctic.
This word is probably
______________________________________ , e.g. body or
skeleton.
Exercise 7. In the IELTS Reading test, you will need to be able to
recognise words and phrases with a similar meaning (i.e. synonyms and
paraphrases). Match the words and phrases with the correct synonyms
and paraphrases.
get smaller make a possibility both some lower (than)
the contents of

1. build or create
2. inside of or within
3. a pair of
4. not as high as
5. a little or an
amount of
6. decrease or fall
7. might or may
Exercise 8. Complete the sentences below. Write ONE WORD ONLY
from the passage for each answer.
Bringing the mammoth back to life
Mammoths once lived in large numbers across Asia, Africa, North
America and Europe. However, over time, their numbers fell until the
mammoth became extinct. Scientists think this happened for two reasons.
Firstly, the mammoths’ natural habitat decreased in size because of
climate change. Secondly, many mammoths were killed by people who
hunted them. The last population of mammoths lived on Wrangel Island,
off north-east Siberia in the Chukchi Sea. These were woolly mammoths
that could survive in very cold conditions, but they also died out around
4,000 years ago.
Prehistoric cave paintings show us that people ate the woolly mammoths
they killed, but also used their bones and tusks. They used these to make
simple animal and human figures, an early kind of art, and also to create

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some basic tools. We also know a lot about the woolly mammoth because
the freezing conditions in Alaska and Siberia have preserved them.
Researchers have studied their skeletons, their teeth and even the grass
and plants that were still inside their stomachs. We know that their fur
was an orange-brown colour, they had a thick layer of fat, and they had
long, curved tusks. Their ears were short compared to an African or Asian
elephant’s we might see today, so they would not lose so much heat or
get frostbite.
In recent years, some researchers have suggested that we could bring
woolly mammoths back to life. Interestingly, not all scientists believe that
bringing the mammoth back to life would be a good thing. They think it
would be unfair to create a ‘new’ mammoth and then keep it in a small
space. They think the right thing to do would be to give it a certain
amount of freedom, perhaps in a wildlife park. But where would this be?
And the mammoth would also be alone, and like elephants, mammoths
were probably social in the way they behaved. This does seem to be a
strong reason against bringing the mammoth back to life. Perhaps the
‘new’ mammoth might also develop an ‘old’ disease – and this might
have an effect on the ecosystem that scientists cannot predict. Although
the idea of bringing the mammoth back seems like an exciting one at first,
there are many issues that we need to consider
1. The number of mammoths started to fall when their
__________________ got smaller.
2. Humans used mammoths for food, and to make art and
____________________ .
3. Scientists have examined the contents of mammoths’
__________________ .
4. Mammoths had smaller _____________________ than modern
elephants.
5. Some scientists think that a ‘new’ mammoth should have some
____________________ .
6. Both elephants and mammoths are ___________________
animals.
7. There is a possibility that a ‘new’ mammoth could get a
____________________ .
Exercise 9. Read the information. Then complete the table. Use the nouns
in the box.
In an IELTS Reading sentence completion task, there are often a variety
of words used to describe people and experts.
These kinds of words are very common and it is important to recognise

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them.

Society scholars the public academics researchers

individuals

People Experts

Exercise 10. Think about what you’ve learnt in this unit. Complete the
advice. Use the words in the box.
IELTS Reading text kind of paraphrasing main point
spelling correctly
synonyms of words topic type of information
1. Look at the title of the article to help you predict the
__________________ of the whole article.
2. Quickly read the whole text first to get a general idea of the
___________________ of each paragraph.
3. Read the questions and use your general knowledge to predict the
____________________ you need to look for.
4. Look for key information in the questions and think what
__________________ you might see in the text.
5. Look out for ___________________ for people and different
kinds of expert.
6. Only use words from the ____________________ in your answers.
7. When you write your answers, make sure you copy the
_________________ , and don’t forget to use the correct form if
the word is plural.
C. WRITING
Exercise 1. Look at the six famous locations in London. Match the
pictures with the correct places.

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1. Westminster Underground
Station (an underground station)
2. Big Ben (a famous clock tower)
3. the Sea Life London Aquarium (a
place where you can see fish)
4. 10 Downing Street (the Prime
Minister’s Office)
5. the London Eye (a big wheel
which takes passengers)
6. the River Thames (the river that
flows through London)
Exercise 2. Look at the numbers (1–8) on the map. Then put the letters in
the correct order to complete the place names and the directions.

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o t t a S i n
1. Westminster Underground ____ ____ ____ ____ ____
____ ____
s W e t
2. ____ ____ ____ ____
t N o h r
3. ____ ____ ____ ____ ____
t a E s
4. ____ ____ ____ ____
e r i v R
5. The ____ ____ ____ ____ ____ Thames
i g e r B d
6. Jubilee ____ ____ ____ ____ ____ ____
i a m r q u A
u
7. the sea Life London ____ ____ ____ ____ ____ ____
____ ____
o h u t S
8. the ____ ____ ____ ____ ____ Bank
Exercise 3. Match the prepositions with the correct pictures. Use the
prepositions in the box.

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Between east of near next to north of on

opposite south of west of

1.

2.

3.

4.

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5.

6.

7.

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8.

9.

Exercise 4. Look at the map. Then choose the correct options to complete
the sentences.

1. The London Eye is near the park./ west of the Sea Life London
Aquarium./ opposite Big Ben.
2. Big Ben is on the South Bank./ opposite Westminster Underground
Station./ next to Westminster Bridge.

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3. The park is near 10 Downing Street and nearby offices./ north of

Westminster Underground Station./ east of the Sea Life London
Aquarium.
4. The Sea Life London Aquarium is next to Jubilee Bridge./ near
Westminster Underground Station./ on the South Bank.
5. 10 Downing Street and nearby offices are west of Big Ben./ south
of the London Eye./ on the North Bank.
Exercise 5. Look at the map. A company wants to open a sandwich shop
in this area. It is choosing between two possible positions: Location 1
and Location 2. Complete the descriptions of the two locations. Use the
words in the box.

Between east near of on opposite to

1. Location 1:
is next _____________ 10 Downing Street and nearby offices.
is east _____________ Big Ben.
Is _____________ the London Eye.
Is _____________ Westminster Underground Station.
Is _____________ the North Bank.
2. Location 2:
Is _____________ the Sea Life London Aquarium and the London
Eye.
Is _____________ of the Sea Life London Aquarium.
isn’t _______________ 10 Downing Street and nearby offices.
is west _______________ the park.

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Is _____________ the South Bank.

Exercise 6. Look at the map. Read the first part of a report comparing the
advantages of Location 1 with Location 2 for the sandwich shop. There
are five mistakes. Find and correct them.
You will get a maximum of 2 points per mistake (1 point for finding the
correct part to change,1 point for making the change correctly).

Location 1 is to the North Bank, between Westminster Underground

Station and Big Ben. This location is west of Big Ben, the same distance
from Westminster Bridge and Jubilee Bridge. It is opposite the Sea Life
London Aquarium, which is on the North Bank.
Exercise 7. Look at the map and read the report comparing the
advantages of Location 1 and Location 2 for the sandwich shop. Then
match the descriptions in the box with the correct parts of the report.

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Advantages of Location 1 Advantages of Location 2 Where

Location 2 is
Introduction sentence that describes the map Where Location 1 is
1. ____________________________ The map shows two possible
locations for a new sandwich shop in central London.
2. ____________________________ This location is on the North
Bank, between Westminster Underground Station and 10 Downing
Street with nearby offices. This location is east of Big Ben, the
same distance from Westminster Bridge and Jubilee Bridge, and
opposite the London Eye, which is on the South Bank.
3. ____________________________ This place would be good for
the 2,000 workers who work at 10 Downing Street and nearby
offices to buy sandwiches at lunchtime .
4. _____________________________ This location is on the South
Bank of the River Thames between the Sea Life London Aquarium
and the London Eye. This place is near Westminster Bridge and
west of a park.
5. ______________________________ The benefits of opening the
sandwich shop here are that the locations on the South Bank have
over 13,000 visitors each day. These visitors could buy a sandwich
and walk along the river to the park to eat their lunch.

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Exercise 8. Look at the map. Then match the two halves to complete the
sentences.

it is close to the park. it is near the 2,000 people who work in 10

Downing Street and nearby offices. using the underground station
might buy a sandwich.
stop to buy a sandwich in Location 2. visitors to the Sea Life
London Aquarium and the London Eye.
1. An advantage of Location 1 is that
____________________________________________
2. One benefit of Location 1 is that people
____________________________________________
3. Location 2 would be good for
_____________________________________________
4. One advantage of Location 2 is that
_____________________________________________
5. The visitors to the Sea Life London Aquarium could
____________________________________________
Exercise 9. Look at the pictures of places in Paris. Then put the letters in
the correct order to complete the names of the locations.

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r a n t t o o S M I
e t
1. Bir-Hakeim _____ _____ _____ _____ _____ _____ _____
_____ _____ _____ _____ _____ (two words)

r i w E I e T e o f
f
2. The _____ _____ _____ _____ _____ _____ _____ _____
_____ _____ _____ (two words)

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u u a A r m q i
3. the Paris _____ _____ _____ _____ _____ _____ _____
_____

e m s m u u
4. the Quai Branly _____ _____ _____ _____ _____ _____

e B i g d r
5. Bir-Hakeim _____ _____ _____ _____ _____ _____

v e R v r n e i E s

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6. The _____ _____ _____ _____ _____ _____ _____ _____

_____ _____ (two words)
Exercise 10
WRITING TASK 1
You should spend about 20 minutes on this task.
The map shows the centre of Paris. A company wants to open a new
restaurant in the area. The map shows two possible locations for the
restaurant.
Summarise the information by selecting and reporting the main features
and make comparisons where relevant.
Write at least 150 words.

Please add text into the Student post.

Student post:

D. LISTENING
Exercise 1. In this unit, you will practise the skills you need to answer
short-answer questions in the IELTS Listening test. The conversation in
this unit is about food and drink. This is a common topic in IELTS, so it is
a good idea to think about some vocabulary you might hear. Match the
words in the box with the definitions.

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Diet eat in eat out habit prepare ready-made meal

takeaway unhealthy

1. the food and drink usually eaten or drunk by a person or group:

_________________
2. to have a meal at home rather than in a restaurant:
________________
3. food that has already been prepared and can be eaten after it has
been heated in an oven or microwave: ________________
4. a meal cooked and bought at a shop or restaurant but eaten
somewhere else, often at home: ________________
5. a type of food or drink that isn’t good for you: ________________
6. to have a meal in a restaurant rather than at
home: ________________
7. to get something ready, for example to cut vegetables, before you
cook: ________________
8. something that you do often and regularly: ________________
Exercise 2. Read the information. Then listen to part of a conversation
about how the diet and eating habits of people in the UK have changed
over time. Choose the correct decades for the food eating habits.

In the IELTS Listening test, you may hear speakers talking about how
things have changed over a period of time. It is important to listen for
past and present time signals, which will help you to understand what
time period the speakers are referring to.
Examples of past time signals:
at that time …, in the past …, by the 1990s …, previously …
Examples of present time signals:
these days …, at the present time …, nowadays …, now …

1. Watching cooking on TV and rarely cooking at home

o 1960s
o 1970s
o 1990s
o NOW
2. Staying at home and eating the same food every week
o 1960s
o 1970s
o 1990s
o NOW

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3. Buying more frozen foods such as fish and vegetables

o 1960s
o 1970s
o 1990s
o NOW
4. Eating out in restaurants
o 1960s
o 1970s
o 1990s
o NOW
5. Sitting at home and eating takeaway food
o 1960s
o 1970s
o 1990s
o NOW
Exercise 3. Read the information. Then choose the one word in each list
that does not have the same meaning as the others.
Talking about trends, such as changes in diet and eating habits, is an
important skill in IELTS. It is also important to recognise words or
phrases that don’t fit a particular group or set of words and phrases.
Example
takeaway
fast-food
ready-made meal
unhealthy
In the list above, takeaway, fast-food and ready-made meal are all types
of meals. Therefore, the word that doesn’t fit the group is unhealthy.

1.
o Fall
o Go down
o Decrease
o rise
2.
o Increase
o Drop
o Grow
o Go up
3.

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o Sugar
o Water
o Fizzy drink
o Fruit juice
4.
o Nowadays
o At the present time
o These days
o previously
5.
o Development
o Introduction
o Change
o trend
Exercise 4. Choose the correct words to complete the sentences.
1. The number of customers decreased/ dropped/ increased
from 45 people a day in 2011 to 105 in 2016.
2. Fizzy drinks are unhealthy because of the very large
amount/data/ figure of sugar in every bottle.
3. Nowadays/ Previously/ These days you could only buy
British food at this café, but now the food is more international.
4. There was a big change/ introduction/trend in the way people
shopped for food in the 1980s.
5. Although the number of burgers we sold last year dropped/
went up/ will decrease , sales of sandwiches rose.
6. Eating sushi became popular in Britain in the 1990s and this
figure/trend/rise continues today.
Exercise 5. Listen to eight speakers spelling out names and numbers.
Listen carefully and decide which names and numbers have been written
down correctly. Choose the correct answers.
IELTS short-answer questions test your ability to listen for facts. The
facts you hear may be words or numbers such as:
 the name of a person, a place or a thing
 the title of a book or film
 an address
 a price
 a telephone number.
Often, you have to listen to someone spelling a word or reading a number
so you can write it down.

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1. HEBBURN
o Correct
o Incorrect
2. EASTWOOD
o Correct
o Incorrect
3. BRAMPTON
o Correct
o Incorrect
4. WORROW
o Correct
o Incorrect
5. MIDDLEDOM
o Correct
o Incorrect
6. KIMBERLEY
o Correct
o Incorrect
7. 0141 768112
o Correct
o Incorrect
8. £948.75
o Correct
o Incorrect

Exercise 6. In IELTS Listening short-answer questions, you must spell

words correctly, so it is important to know how the letters of the alphabet
are pronounced. Listen to each recording. Write the words you hear.

1. --- --- --- --- ---

2. --- --- --- --- --- --- --- --- ---
3. --- --- --- ---
4. --- --- --- --- ---
5. --- --- --- --- --- --- --- --- --- ---
6. --- --- --- --- ---
7. --- --- --- --- --- --- --- ---

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8. --- --- --- --- --- --- --- --- --- ---
9. --- --- --- --- ---
10. --- --- --- --- --- --- ---
Exercise 7. Listen to the recording. Choose the correct answers to
complete the sentences.
1. The problem is that many people ... have an unhealthy diet.
o Nowadays
o these days
2. The trend for buying Indian takeaways has risen by … since 2016.
o 16%
o 6%
3. Doctors are worried about the increase in heart disease among …
and over.
o men aged 35
o men aged 45
4. Good-quality food can be found in many of the city’s ...
o fine hotel restaurants.
o five hotel restaurants.
5. Sales of our … pies have fallen over the last three months.
o ready-made fish
o ready-made fish
Exercise 8. Read the information. Then think about the type of
information you will need to listen for to answer these questions. Match
the types of information with the short-answer questions.
Remember, before you listen, quickly read through the short-answer
questions to predict what kind of information you need to write (e.g. a
name, a number, a price, etc.).
Also, think about the grammar of the word. For example, if the word you
need is a noun, do you need a singular noun (e.g. a sugar cube), a plural
noun (sugar cubes) or an uncountable noun (e.g. sugar)?

a kind of drink a person’s name a place a street name

a type of food
a type of medical problem a word and/or number(s)
1. What is the surname of the writer that Sarah likes?
____________________

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2. What is the password for the university library website?

____________________
3. Which drink does Joe say people should stop drinking?
____________________
4. Where are many families getting their meals from?
____________________
5. What problem does Sarah say is increasing because of unhealthy
eating? ____________________
6. Which kind of fast food is most popular with other university
students? ____________________
7. In which street is the sushi café? ____________________
Exercise 9. Questions 1–7. Answer the questions. Write NO MORE THAN
TWO WORDS for each answer.
1. What is the surname of the writer that Sarah likes?
________________
2. What is the password for the university library website?
________________
3. Which drink does Joe say people should stop drinking?
________________
4. Where are many families getting their meals from?
________________
5. What problem does Sarah say is increasing because of unhealthy
eating? ________________
6. Which kind of fast food is most popular with other university
students? ________________
7. In which street is the sushi café? ________________
Exercise 10. Think about what you’ve learnt from doing this
unit. Complete the summary. Use the words in the box.
Facts hyphen instructions numbers predict
pronunciation
1. For IELTS short-answer questions, you need to listen carefully for
_______________ such as the name of a person, a place, a date or
a phone number.
2. Always read the _______________ carefully to find out exactly
how many _________________ you have to write and if you need
to write any _________________ such as prices or amounts as
well.
3. Remember that words with a _________________ , such as ready-
made, count as one word only.

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4. To prepare for the text, it is a good idea to revise the

_________________ of the alphabet in English. Practise listening
to how the vowels a, e, i, o and u are pronounced, and any
consonants that may sound similar to you (e.g. t and d).
5. Before you hear the recording, read the questions and try to
_______________ what kind of information you will need to write
your answers.
E. SPEAKING
Exercise 1. In IELTS Speaking Part 2 it is a good idea to avoid repetition.
Read the task card, paying attention to the words in bold. Then match the
words from the task card with words and phrases that have a similar
meaning.
Describe a place where you had a holiday that you enjoyed.
You should say:
where the place was
when you went there and how long you stayed
what you did while you were there
and explain why you enjoyed having a holiday at that place.
length of time the reason why vacation liked
during
location visited explain

1. holiday
2. enjoyed
3. say
4. place
5. how long
6. stayed
7. while
8. explain why
Exercise 2. Read the task card. Then complete the student’s notes. Use
the words in the box.
Describe a place where you had a holiday that you enjoyed.
You should say:
where the place was
when you went there and how long you stayed
what you did while you were there
and explain why you enjoyed having a holiday at that place.

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Bought had ran stayed was went were

Notes
 where the place was
We ___________ a holiday in Pingyao, China = historical small town
 when you went there and how long you stayed
It _____________ this year (June) / we ______________ for 2 or 3 days
 what you did while you were there
We ____________ shopping and ______________ some local things
 explain why you enjoyed having a holiday at that place
The people who _______________ the hotel _______________ very
friendly
Exercise 3. Read the task card again. It asks you to describe a holiday
that you enjoyed, so you should use the past simple tense in your answer.
Complete the table with the past simple forms of the verbs.
Describe a place where you had a holiday that you enjoyed.
You should say:
where the place was
when you went there and how long you stayed
what you did while you were there
and explain why you enjoyed having a holiday at that place.

Bought did enjoyed had ran stayed

went were

verb past simple form

Enjoy ------------------
Have ------------------
Be Was/ ------------------
Go ------------------
Stay ------------------
Do ------------------
Buy ------------------
Run ------------------
Exercise 4. Read the task card. Then watch the video of a student doing
IELTS Speaking Part 2. The student makes some mistakes and uses the

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wrong tense in her answers. Correct the ten mistakes using the past
simple form of the verbs.
You will get a maximum of 2 points per mistake (1 point for finding the
correct part to change, 1 point for making the change correctly).
Describe a place where you had a holiday that you enjoyed.
You should say:
where the place was
when you went there and how long you stayed
what you did while you were there
and explain why you enjoyed having a holiday at that place.
Exercise 5. Read the information. Then complete the sentences using the
1. I really want to go there.
2. We stay there for two or three days.
3. We travelling there and go around there and … buy some local
things. (3 mistakes)
4. We have two days in a hotel.
5. It’s quite a small hotel.
6. I really enjoy this holiday.
7. After that, we go around another city nearby ...
And then we go back to Beijing.
past simple forms of the verbs in brackets.
The past simple:
Positive form
subject + past simple verb + object
Example: You enjoyed the holiday.
Negative form
subject + did not + past simple verb + object
Example: You did not (didn't) enjoy the holiday.
Question form
Did + subject + past simple verb + object
Example: Did you enjoy the holiday?
1. Positive: In Greece, we ______________ in the sea every day.
(swim)
2. Negative: When I was in Los Angeles I _______________ any
hamburgers. (eat)
3. Positive: My friend _______________ Portuguese when we were
in Brazil. (speak)
4. Question: _____________ the Colosseum when you were in
Rome? (visit)

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5. Question: _____________ your bags at the hotel? (leave)

6. Positive: I ______________ to visit the Fabergé Museum when I
was in St. Petersburg. (forget)
7. Question: _____________ your camera in my suitcase? (put)
8. Negative: In Tokyo I _________________ a lot of green tea.
(drink)
9. Negative: We ________________ at all when we were in Cuba.
(dance)
10.Question: _____________ the trip to the zoo? (enjoy)
Exercise 6. Read the information. Then watch the videos and complete
the students’ answers. Use the words from the information box.
You can use words like and, or, but, so and because to give more
information in your answers.

1. I’m happy they could choose this period of time to spend with me and
my sister, ______________ I have good memories of this trip.
2. The place where I had a holiday that I enjoyed was in the Maldives,
_____________ it’s now two years ago.
3. It’s a historical place. It’s a very small town, ______________ a lot of
history has happened there.
4. So first we were relaxing __________________ the Maldives, ... is a
place where you can really relax.
5. We stayed there for two days ________________ three days.
Exercise 7. Match the two halves to complete the sentences.
and another thing was the wildlife. so I took a lot of photos on the
holiday.
so I saw the pyramids. or Arabic, which meant that we had to speak
English.
but I hated the weather. because the people were so friendly.
so I had to cancel my credit card. because they could not speak
English.

1. When I was in New York I lost

my wallet,
2. I loved the food in Germany,
3. We didn't speak Chinese
4. Sometimes people in Warsaw

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spoke to me in Polish,
5. I visited Egypt,
6. One thing I liked about Alaska
was the scenery,
7. My father gave me a camera for
my birthday,
8. I didn't feel lonely in India
Exercise 8. Watch the video and read the information. Then match the
descriptions with the sentences. The sentences include words and phrases
that you can use in the IELTS Speaking test to sound more natural.
You can use words or phrases like basically, for a start, I mean,
now and actually to sound more natural.
Did you notice how the student in the video uses actually to talk about a
surprising fact?
Example:
... and it was actually the first holiday that we were together.

adds or clarifies information gives an example introduces a

new topic
shows surprise about a fact simplifies or summarises information
1. It's a good place to visit. I mean, for a holiday.
____________________________
2. We spent the whole holiday on the beach. Every day, basically.
____________________________
3. There is a lot to see in this city. For a start, there are so many
museums. ____________________________
4. Now, let me tell you about the
hotel …____________________________
5. I thought it would be hot but actually it was cold.
____________________________
Exercise 9. Choose the correct answers to complete the sentences.
1. I expected the weather in Jamaica to be lovely but
actually/basically/for a start/I mean/now it was really bad.
2. The weather was really bad. Actually/Basically/For a start/I
mean/Now , it rained every day!
3. Swedish winters are much worse than British winters.
Actually/Basically/For a start/I mean/Now , it always snows in
Sweden, plus it’s a lot colder …

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4. We loved the food in Italy. Actually/Basically/For a start/I

mean/Now , I have to tell you about the ice cream …
5. It’s an expensive city. Actually/Basically/For a start/I mean/Now ,
it isn’t as expensive as some other cities, but it’s not cheap.
Exercise 10. You are going to do IELTS Speaking Part 2. You will need
some paper and a pencil. Listen to the examiner. Record your answer.
Play to hear your answer
Describe a place where you had a holiday that you enjoyed.
You should say:
where the place was
when you went there and how long you stayed
what you did while you were there
and explain why you enjoyed having a holiday at that place.

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UNIT 3: EDUCATION AND EMPLOYMENT

A. GRAMMAR AND VOCABULARY
Exercise 1. Complete the sentences. Use the words in the box.
a chef a doctor a lawyer a manager a programmer
a soldier
a teacher a vet an accountant an engineer
This person …
1. looks after people who are ill or hurt: ______________
2. designs or builds machines, equipment or roads, etc.:
______________
3. cooks food in a restaurant: ______________
4. protects his or her country: ______________
5. keeps information about money that a company or person receives,
pays or owes: ______________
6. gives people and businesses advice about the law:
______________
7. works in a school or college: ______________
8. produces computer programs: ______________
9. looks after sick animals: ______________
10.is responsible for a team of people or a project: ______________
Exercise 2. Complete the sentences. Use the words in the box.
Annoyed boring disappointed disgusting excited
exhausted
Interested surprised terrifying worrying
1. I never did anything interesting in my old job. It was really
______________ .
2. I was very _________________ to hear about Maria’s new job. It
sounds fascinating.
3. My sister’s really _______________ about her new project at work.
She can’t wait to start!
4. It’s quite _______________ that so many young people are looking
for jobs after they leave university.
5. I was _______________ when they didn't invite me for a job
interview, but I'm sure I'll find a new job soon.
6. James works as an engineer building very tall buildings. His work
looks absolutely _____________ !
7. I was really ______________ when he cancelled the meeting and he
didn’t even tell me.
8. They treat their workers really badly. I think it’s ________________ .

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9. I was _________________ when they offered me the job. I didn't

think that I'd done very well in the interview.
10.I had to work late today and now I’m absolutely
_________________ .
Exercise 3. Choose the correct prepositions to complete the text.
After I left school, I decided to go at/on/to university. I studied at/by/on
university for three years. I did a degree for/in/of marketing. It was very
interesting. I learnt all about/on/over sales and marketing. When I
graduated for/from/on university, I needed to get a job. I wanted to work
as/by/for a large international company. I applied for/on/with lots of jobs,
but it was difficult because I didn’t have any experience. In the end, I got
a job as/at/for a marketing assistant. It was a bit boring, but I was very
good at/from/to my job. After a few years, I was offered a job as a
marketing manager and was given an increase as/in/of salary.
Exercise 4. Match the explanations with the statements.
I think it’s good – you’ve done a great job. I want to thank you for
it.
I was worried, but now I’m not. I'm confident. I think it'll be great.
I'm frightened of him/her. It makes me unhappy.
I’m angry about them because they make my life difficult. I’m
extremely angry with her.
I’m happy about them. I’m worried about it.
1. I’m grateful for your help.
___________________________________
2. I’m nervous about my exam.
___________________________________
3. I’m pleased with my results.
___________________________________
4. I’m furious with my sister.
___________________________________
5. I’m relieved that everything’s OK.
___________________________________
6. I’m impressed by your work.
___________________________________
7. I’m annoyed about the changes.
___________________________________
8. I’m upset about what you said.
___________________________________
9. I’m positive about the future.
___________________________________

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10.I’m scared of my boss. ___________________________________

Exercise 5. Complete the text. Use the words in the box.
College evening classes nursery school postgraduate course
primary school
private lessons secondary school training courses
university work placement
In my country, many very young children go to _________________ ,
but they don’t have to go. The first school you must go to is
__________________ . This is for children aged five to eleven years
old. Older children go to __________________ , where they have lots of
homework and exams. Here, they study subjects like Geography, History
and IT. Some children have _________________ , for example they
might have extra English classes, which their parents pay for. Some
people stop their education after secondary school, but many continue
their education by going to __________________ . In my country, they
usually study just a few subjects at college.
You can study for a degree at __________________ . You need to do
this if you want to become a teacher, a lawyer or an engineer, for
example. Many university courses include a __________________ ,
where students spend a few months in a place of work and learn some
practical skills. After graduating from university, some students stay at a
university to do a ____________________ . Education doesn’t stop
when you leave school or university. Many people go to
_________________ which they attend after a full day at work. You can
also learn a lot at work by going on _______________ . For
example, you might learn how to use new computer software or how to
communicate with customers.
Exercise 6. Match the present results (present simple) with the past events
(present perfect).
They don’t go to work any more. I have a degree.
He can’t go to school this week. Do you think I should accept it?
He now works for a bank. I can’t find it anywhere.
Now she needs to find a job. I can relax tonight.

1. I’ve finished university.

2. Andy’s found a new job.
3. I’ve lost my school bag.
4. They’ve offered me a better job.
5. I’ve done all my homework.

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6. My grandparents have retired.

7. Daniel’s broken his arm.
8. Helena’s left school.
Exercise 7. Complete the sentences. Use the past participle of the
irregular verbs in brackets.
1. He wasn’t very good when he started, but he’s _____________
(become) a very good teacher in the last few years.
2. Have you _______________ (chose) a career yet? Do you know
what you want to do when you leave school?
3. I studied History for five years at school, but now I’ve
________________ (forget) almost everything.
4. It’s been a very useful course and you’re a great teacher – you’ve
__________________ (teach) me a lot.
5. I’ve __________________ (send) emails to lots of companies
asking for a job, but nobody’s offered me one yet.
6. Have you ________________ (be) on any training courses this
year?
7. I need to write a 10,000-word essay by the end of my course, but
I’ve only _________________ (write) 2,500 words so far.
8. I studied Business at university, but I’ve _______________ (learn)
more in my first month at work than in three years at university.
9. Sorry I haven’t finished the presentation yet. I haven’t
________________ (have) time.
10.OK, so now that I’ve _______________ (show) you what to do,
it’s your turn.
Exercise 8. Read the following box. Circle the correct word to complete
the following sentences.
The words already, yet and just have slightly different meanings.
 already = before now, or before a particular time in the past
Example:
I’ve already done it.
= I did it in the past so I don’t need/plan to do it again.
 yet = before now or before that time
Example:
I haven’t done it yet.
= I didn’t do it in the past so I still need/plan to do it in the future.
 just = a very short time ago
Example:
I’ve just done it.

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= I did it very recently (e.g. in the last few minutes).

A: Hey, I’ve already/just/yet remembered. We need to hand in our essays
tomorrow. Have you started writing yours just/yet ?
B: Actually, I’ve just/yet started. I started planning it half an hour ago.
But I haven’t written anything already/just/yet . I’m still thinking about
what to write. What about you?
A: I started working on it at the weekend. I’ve already/just/yet written
about half of it, but there’s still a lot of work to do.
B: Oh, that’s not so bad. And have you planned everything just/yet ?
A: No, I haven’t planned the end already/just/yet . I mean, the first half’s
good, but I don’t know what to write for the ending. What about you?
B: I’ve just/yet told you! I started half an hour ago!
A: Oh, yes, sorry. And what about David? Has he started just/yet ?
B: Started? He’s already/just/yet finished! He wrote the whole essay last
weekend!
Exercise 9. Complete the sentences. Use the words in brackets with the
present perfect. Use contractions where possible (e.g. haven’t). The first
one has been done for you.
1. My sister’s just started university – it’s her first week this week.
(my sister / just / start)
2. I’m really pleased. _____________________ all my exams. (I /
pass)
3. We finished our project over a month ago, but our teacher
_____________________ . (not / check / it / yet)
4. _________________________ to go to evening classes to learn
how to write computer programs. (I / already / decide)
5. Don’t worry. __________________________ anybody your
exam results. (I / not / tell)
6. I think the job interview went well, but
____________________________ , so I don’t know if I’ve got the
job or not. (they / not / contact / me / yet)
7. Why are we doing this training course again?
___________________________________ it three times! (we /
already / do)
8. I’m really worried. I think
______________________________________ my end-of-course
test. (I / fail)
Exercise 10. Correct the questions. Use the present prefect.
Use contractions where possible (e.g. hasn’t).
1. You take all your exams yet? I’ve already finished mine.

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2. Where Lisa go? She was here a second ago.

3. Anybody see my bag? I can’t find it.
4. Why you not finish your report? I asked you to hand it in today.
5. You hear the news? They’ve offered me a promotion!
6. What you do to your hair? It looks terrible!
B. READING
Exercise 1. In this unit, you will read a text called ‘Cities of the future’. In
the text, there are some opinions given about problems our societies may
face. Match the topics with the correct pictures.
Population building materials traffic jam pollution new
technology

1.
2.

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3.

4.

5.
Exercise 2. Quickly read the first paragraph of the text ‘Cities of the
future’. How many people talked about each of these topics in the
questionnaire? Choose the correct answers for the topics.
Paragraph A
Researchers recently gave 1,000 people a questionnaire about ‘Cities of
The Future’. To answer the questions, the people had to imagine and
describe what they thought our cities might look like in the year 2050.

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Interestingly, a large number of people were anxious that they would

become ‘dark, dangerous places’, which had endless traffic jams and very
few green spaces. This group also predicted an increase in the level of
pollution and thought people would always need to wear facemasks in
order to breathe. They also believed that it would be less safe to walk on
the street as there would be ‘more stealing’ and other criminal behaviour.
A smaller number thought cities might become a lot cleaner, and might
be built from more interesting materials. They were also looking forward
to new technology such as flying cars and moving pavements. In general,
they believed that the cities of the future would offer a much more
convenient way of living. A few people were uncertain; for example, they
thought the size of apartments might reduce as the population of the city
grew, but they also thought that public transport would become bett
1. building materials some people/most people/not many people .
2. criminal behavior some people/most people/not many people .
3. new technology some people/most people/not many people .
4. pollution some people/most people/not many people .
5. population some people/most people/not many people .
6. traffic jams some people/most people/not many people .
Exercise 3. In IELTS Reading multiple choice questions, you may be
asked questions about either the whole text or a paragraph. Read the
paragraph again and then answer the question .
When you answer questions about a paragraph or paragraphs, you must
read very carefully (and sometimes more than once). Try to think about
how the information in the paragraph is organised. This will help you to
quickly find the information you need to answer multiple choice
questions.
Paragraph A
Researchers recently gave 1,000 people a questionnaire about ‘Cities of
The Future’. To answer the questions, the people had to imagine and
describe what they thought our cities might look like in the year 2050.
Interestingly, a large number of people were anxious that they would
become ‘dark, dangerous places’, which had endless traffic jams and very
few green spaces. This group also predicted an increase in the level of
pollution and thought people would always need to wear facemasks in
order to breathe. They also believed that it would be less safe to walk on
the street as there would be ‘more stealing’ and other criminal behaviour.
A smaller number thought cities might become a lot cleaner, and might
be built from more interesting materials. They were also looking forward
to new technology such as flying cars and moving pavements. In general,

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they believed that the cities of the future would offer a much more
convenient way of living. A few people were uncertain; for example, they
thought the size of apartments might reduce as the population of the city
grew, but they also thought that public transport would become better.
Read the question and choose the best answer. Read the text on page 1
again if you need to.
How is the information in the paragraph organised?
o By describing all the negative things about future cities (e.g. crime)
and then all the positive things (e.g. better public transport).
o By the most popular answers to the questionnaire (i.e. which
questions had the most answers).
o By the topics in the questionnaire (e.g. transport problems,
pollution, crime, etc.).
Exercise 4. Read the paragraph again carefully. Choose the correct
answer to the question.
Paragraph A
Researchers recently gave 1,000 people a questionnaire about ‘Cities of
The Future’. To answer the questions, the people had to imagine and
describe what they thought our cities might look like in the year 2050.
Interestingly, a large number of people were anxious that they would
become ‘dark, dangerous places’, which had endless traffic jams and very
few green spaces. This group also predicted an increase in the level of
pollution and thought people would always need to wear facemasks in
order to breathe. They also believed that it would be less safe to walk on
the street as there would be ‘more stealing’ and other criminal behaviour.
A smaller number thought cities might become a lot cleaner, and might
be built from more interesting materials. They were also looking forward
to new technology such as flying cars and moving pavements. In general,
they believed that the cities of the future would offer a much more
convenient way of living. A few people were uncertain; for example, they
thought the size of apartments might reduce as the population of the city
grew, but they also thought that public transport would become better.
1. What do the results of the questionnaire show?
o A Most people feel worried rather than pleased about the
way that cities will develop.
o B People imagined that no one would use their own vehicles
any more.
o C People think that crime will be the worst problem that
future cities will have.

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o D Some people believe that there will not be enough houses

in the city for everyone.
Exercise 5. Read the information. Then read the paragraph again. Which
of the numbered parts in bold (1–4) in the text do the options A–D relate
to? Match the options and the numbered parts.
When you answer an IELTS Reading four-option multiple choice
question, you should remember that:
 each option (A, B, C, D) is usually connected to a piece of
information in the same paragraph
 only one option says exactly the same thing as a piece of
information in the text
 three options say something slightly different to the pieces of
information in the text
 the options do NOT always come in the same order as the pieces of
information in the text.
Paragraph A
Researchers recently gave 1,000 people a questionnaire about ‘Cities of
The Future’. To answer the questions, the people had to imagine and
describe what they thought our cities might look like in the year 2050. (1)
Interestingly, a large number of people were anxious that they would
become ‘dark, dangerous places’, which had endless traffic jams and
very few green spaces. This group also predicted an increase in the level
of pollution and thought people would always need to wear facemasks in
order to breathe. (2) They also believed that it would be less safe to
walk on the street as there would be ‘more stealing’ and other
criminal behaviour. A smaller number thought cities might become a lot
cleaner, and might be built from more interesting materials. They were
also looking forward to new technology such as flying cars and moving
pavements. In general, they believed that the cities of the future would
offer a much more convenient way of living. A few people were
uncertain; for example, (3) they thought the size of apartments might
reduce as the population of the city grew, but (4) they also thought that
public transport would become better.
1. A Some people believe that there will not be enough houses in
the city for everyone.
o 1
o 2
o 3
o 4

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2. B People think that crime will be the worst problem that future
cities will have.
o 1
o 2
o 3
o 4
3. C Most people feel worried rather than pleased about the way that
cities will develop.
o 1
o 2
o 3
o 4
4. D People imagined that no one would use their own vehicle any
more.
o 1
o 2
o 3
o 4
Exercise 6. Read the paragraph again. Which of the options A–D is
correct? Choose the correct answers.
Paragraph A
Researchers recently gave 1,000 people a questionnaire about ‘Cities of
The Future’. To answer the questions, the people had to imagine and
describe what they thought our cities might look like in the year 2050. (1)
Interestingly, a large number of people were anxious that they would
become ‘dark, dangerous places’, which had endless traffic jams and
very few green spaces. This group also predicted an increase in the level
of pollution and thought people would always need to wear facemasks in
order to breathe. (2) They also believed that it would be less safe to
walk on the street as there would be ‘more stealing’ and other
criminal behaviour. A smaller number thought cities might become a lot
cleaner, and might be built from more interesting materials. They were
also looking forward to new technology such as flying cars and moving
pavements. In general, they believed that the cities of the future would
offer a much more convenient way of living. A few people were
uncertain; for example, (3) they thought the size of apartments might
reduce as the population of the city grew, but (4) they also thought that
public transport would become better.
1. A Some people believe that there will not be enough houses in the
city for everyone.

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o Correct
o Incorrect
2. B People think that crime will be the worst problem that future
cities will have.
o Correct
o Incorrect
3. C Most people feel worried rather than pleased about the way that
cities will develop.
o Correct
o Incorrect
4. D People imagined that no one would use their own vehicle any
more.
o Correct
o Incorrect
Exercise 7. Read the information. Then read Paragraphs B–E as quickly
as possible. Answer the question.
In an IELTS Reading test, it is a good idea to very quickly skim through a
text to get a general idea of the overall topic, and also the particular topics
of each paragraph.
Paragraph B
What do the results from this questionnaire tell us? In a way, we
shouldn’t be amazed by the descriptions of the largest group. So many
Hollywood films show cities of the future as frightening places. Online
newspapers are also responsible for spreading this same belief. Headlines
such as ‘Global population rises – cities become crowded’ are becoming
more frequent. Journalists rarely discuss how future cities might be a
good place to live.
Paragraph C
The facts are these: 50% of people now live in cities, even though cities
only occupy 2% of the world’s land. By 2050, it is predicted that the
number of people living there will rise to 70%. Some people are worried
that villages in the countryside will become empty as everyone leaves for
the city, and so traditional ways of life will be lost. This may be true, but
we have to accept changes like this as part of human development. Rather
than being negative, we should be hopeful that we can improve people’s
lives as they move to cities. The way to do this is through intelligent
planning.
Paragraph D
Architects have a big role to play in our future cities. In the past, the
architects who were responsible for planning our cities often designed

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buildings that they were interested in; but now it is time for them to listen
carefully to what people living in cities are asking for. In many countries
around the world, people are choosing to have smaller families or to wait
longer before they start a family. For this reason, not everyone needs a
large house. Smaller and cheaper houses are what they need. But ‘small’
doesn’t have to be the same as ‘ugly’ or ‘boring’. Western architects
could perhaps look at some of the architecture in Japanese cities, where
very stylish houses are built on small pieces of unused land.
Paragraph E
And what might cities of the future be made from? Engineering
companies have produced some interesting new products, for example,
wood-like material made from recycled newspapers or old drink cartons.
One engineering team are even working on a project that uses mushrooms
to create a hard building material. These new materials may seem strange,
but we should remember that plastic was only invented in 1907 – at the
time people thought that this was an unusual product, but now it is
something we cannot manage without. Building a city of the future
requires imagination and an open mind.
Look at the paragraphs on page 1 again. In which paragraphs are the
topics below mentioned? Choose the correct answers.
1. the duties and responsibilities of the people who design our cities
Paragraph B/Paragraph c/Paragraph D/Paragraph E
2. the influence of cinema and the media on people’s view of the
future Paragraph B/Paragraph c/Paragraph D/Paragraph E
3. the types of material that future buildings might be made from
Paragraph B/Paragraph c/Paragraph D/Paragraph E
4. some information and opinions about people living in cities and
living in the countryside Paragraph B/Paragraph c/Paragraph
D/Paragraph E
Exercise 8. Read Paragraphs B–E again, then answer the questions.
Paragraph B
What do the results from this questionnaire tell us? In a way, we
shouldn’t be amazed by the descriptions of the largest group. So many
Hollywood films show cities of the future as frightening places. Online
newspapers are also responsible for spreading this same belief. Headlines
such as ‘Global population rises – cities become crowded’ are becoming
more frequent. Journalists rarely discuss how future cities might be a
good place to live.
Paragraph C
The facts are these: 50% of people now live in cities, even though cities
only occupy 2% of the world’s land. By 2050, it is predicted that the

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number of people living there will rise to 70%. Some people are worried
that villages in the countryside will become empty as everyone leaves for
the city, and so traditional ways of life will be lost. This may be true, but
we have to accept changes like this as part of human development. Rather
than being negative, we should be hopeful that we can improve people’s
lives as they move to cities. The way to do this is through intelligent
planning.
Paragraph D
Architects have a big role to play in our future cities. In the past, the
architects who were responsible for planning our cities often designed
buildings that they were interested in; but now it is time for them to listen
carefully to what people living in cities are asking for. In many countries
around the world, people are choosing to have smaller families or to wait
longer before they start a family. For this reason, not everyone needs a
large house. Smaller and cheaper houses are what they need. But ‘small’
doesn’t have to be the same as ‘ugly’ or ‘boring’. Western architects
could perhaps look at some of the architecture in Japanese cities, where
very stylish houses are built on small pieces of unused land.
Paragraph E
And what might cities of the future be made from? Engineering
companies have produced some interesting new products, for example,
wood-like material made from recycled newspapers or old drink cartons.
One engineering team are even working on a project that uses mushrooms
to create a hard building material. These new materials may seem strange,
but we should remember that plastic was only invented in 1907 – at the
time people thought that this was an unusual product, but now it is
something we cannot manage without. Building a city of the future
requires imagination and an open mind.
Read the questions and the options carefully. Choose the correct answers.
1. What is the writer doing in Paragraph B?
o Explaining why many people will probably prefer to live in
cities in the future.
o Giving a reason why many people feel negative about cities
of the future.
o Suggesting that newspapers show a more realistic view of
future cities than films.
2. What point does the writer make in Paragraph C?
o It is important to encourage some people to stay in their
villages.
o It is possible to maintain traditional village customs after
moving to cities.

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o It is necessary to think in a creative way about city design.

3. Paragraph D: In the writer’s opinion, architects who are
responsible for planning cities
o often make houses that are unattractive.
o must make buildings based on people’s needs.
o should get experience by working in foreign cities.
4. Paragraph E: The writer refers to the invention of plastic to make
the point that
o we can expect building materials to be very different in the
future.
o we must accept that good-quality materials take a long time
to create.
o we should use a variety of building materials to make our
cities interesting.
Exercise 9. In an IELTS Reading text about the future, you are likely to
see words and phrases that are used to make predictions. Match the
meanings with the underlined words and phrases. Use the words in the
box.
Certain impossible possible probable uncertain

1. We could see more robots in people's homes by 2050.

2. There is a very good chance that there will be no more oil
by 2050.
3. Driverless cars will be very popular – but not with taxi
drivers!
4. There is no possibility of people living on Mars by 2050.
5. It is not clear whether in the future people would consider
going back to the countryside from cities.
Exercise 10. Think about what you’ve learnt in this unit. Complete the
advice. Use the words in the box.
appear in the same order find information quickly the same
information
topic of each paragraph
1. For an IELTS Reading multiple choice task, first read the
whole text quickly to get an idea of the
_____________________________ .
2. Thinking about how a paragraph is organised can help you
________________________________.

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3. Make sure the option you choose as correct provides exactly

________________________________ as the text.
4. Remember that the options do not always
________________________________ as the pieces of information
in the text.
C. WRITING
Exercise 1. In IELTS Writing Task 1 you might be asked to write a report
about a chart or graph. Match the descriptions with the charts and
graphs.
This is a pie chart. This is a bar chart. This is a line graph.

1.

2.
3.

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Exercise 2. The bar chart compares the amount of money (in millions of
dollars) that people in four different age groups from Seoul, South Korea,
spent on going to the cinema, restaurants and music concerts in 2014.
Fill the gaps in the chart below with the correct words.
Axis data different age groups money spent

Exercise 3. The bar chart compares the amount of money (in millions of
dollars) that people in four different age groups from Seoul, South Korea,
spent on going to the cinema, restaurants and music concerts in 2014.
Choose the correct answers to complete the statements.

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1. The 26– 39 age group spent less than the 40– 55 age group on
going to the cinema./ restaurants./ music concerts.
2. The 18– 25 age group spent less than the 26– 39 age
group/about $14 million/the same as the 56– 80 age group on
going to music concerts.
3. The 56– 80 age group spent the least of their money on going
to the cinema./ restaurants./ music concerts.
4. The 26– 39 age group spent about the same on going to the
cinema and restaurants./ the cinema and music concerts./
restaurants and music concerts.
5. The 40– 55 age group spent about $10 million/ over $20 million/
under $5 million on going to the cinema.
Exercise 4. The bar chart compares the amount of money (in millions of
dollars) that people in four different age groups from Seoul, South Korea,
spent on going to the cinema, restaurants and music concerts in 2014.
Read the information. Then read the sentences about the chart and match
them with the correct main features. Use the words in the box.
When you write a report on a graph or chart for IELTS Writing Task 1,
you should try to describe the main features. This means writing about
the most important pieces of information on the graph or chart. The main
features could be the highest/lowest numbers, the biggest differences, and
any similarities.

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a similarity a main difference important numbers

1. The 26–39 age group spent the most money on going to the cinema
while the 56–80s spent the least money.
__________________________
2. The 40–55 and 56–80 age groups spent almost the same amount of
money on music concerts, at about $7 million.
_____________________________
3. Overall, the most amount of money was spent on going to
restaurants (about $67 million), compared with going to the cinema
(about $40 million) and music concerts (also about $40 million).
_____________________________
Exercise 5. The bar chart compares the amount of money (in millions of
dollars) that people in four different age groups from Seoul, South Korea,
spent on going to the cinema, restaurants and music concerts in 2014.
Choose the correct words to complete the student’s report. Use the words
in the box.

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18-25 40-55 amount category compared

highest money
Spent total
The bar chart shows how much South Koreans of different age groups
spent on seeing movies, eating out and going to concerts in 2014.
Overall, the _______________ amount of money was spent on going to
restaurants (about $67 million), _______________ with going to the
cinema (about $40 million) and music concerts (also about $40 million).
The _______________ age group spent the most on going to restaurants
at about $22 million, while the _______________ age group spent the
least with only $13 million. With a total _______________ of
approximately $12 million, the 26−39 category had the highest spending
on going to the cinema while the 56−80s spent the least
_______________ , at around $8 million.
Exercise 6. The pie charts compare what male and female teenagers from
Peru prefer to do in their free time. Look at the two charts. Choose the
correct option to complete each statement.

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1. The most popular activities are using the internet for boys and
meeting friends/playing sport/reading/using the internet/watching
TV for girls.
2. The least popular activities are meeting friends/playing
sport/reading/using the internet/watching TV for boys and playing
sport for girls.
3. Girls and boys in Peru liked meeting friends/playing
sport/reading/using the internet/watching TV about the same with
20% for girls and 5% less for boys.
4. The biggest difference was playing sport: 20% fewer/ 35% fewer
girls preferred playing sport than boys.
5. Girls liked meeting friends/playing sport/reading/using the
internet/watching TV 15% more than boys.
Exercise 7. Some words or phrases can help you compare or add
information in IELTS Writing Task 1. Look at the charts. Then read the
student’s report and look at the words in bold. Complete the statements.

It is clear that the most popular activity for boys was using the internet
while for girls it was meeting friends. By contrast, the least favourite

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activity for boys was reading with only 10%. Similarly, the least
favourite activity for girls was playing sport, also with a low percentage
of 5%.
Using the internet was the favourite hobby for just under a third of boys
whereas meeting friends was the favourite for more than a third of girls.
Reading was not very popular with either boys or girls. 10% of the boys
preferred to read and only 5% more of the girls.
Girls and boys in Peru liked watching TV about the same. 20% of girls
preferred watching TV and, in the same way, 15% of boys. The biggest
difference was playing sport. 20% fewer girls than boys preferred it.
1. Words and phrases used for comparing information:
... while ... ... ___________ ... By
___________ , ... ... but ... However, ...
2. Words or phrases used for adding information:
___________ , ... ... also ... ... in the ____________
way, ... ... and ...
Exercise 8. Complete the sentences with the words in the box.
By contrast, Heart of Darkness is very short. By contrast, my sister
always eats in restaurants. In the same way, about 65% of singers
can read it.
Similarly, my grandfather also skis every year. whereas all the
adults cried.
whereas the worst thing is that it’s expensive. while 65% voted
against.
while my least favourite are romantic comedies.
1. 45% of yoga teachers voted in support
___________________________________
2. My brother loves cooking.
___________________________________
3. The best thing about horse riding is that it’s fun
___________________________________
4. My mother loves skiing.
___________________________________
5. Two thirds of guitar players can read music.
___________________________________
6. My favourite movies are action films
___________________________________
7. All the children laughed
___________________________________

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8. War and Peace is a very long book.

___________________________________
Exercise 9. Put the words in the correct order to complete the sentences.
25% voted against 65% of voted in support while
music teachers
1. ___________ ___________ ___________ ___________
___________
My mother loves swimming. my father hates it By
contrast,
2. ___________ ___________ ___________ ___________
is that it's cold about skiing The best thing the worst
thing
is that it's exciting whereas
3. ___________ ___________ ___________ ___________
___________ ___________
a good cook My sister loves cooking. Similarly, is also
my grandmother
4. ___________ ___________ ___________ ___________
___________
In the same way, of cat owners don’t like dogs One third of
dog
5. ___________ ___________ ___________ ___________
___________ ___________
Exercise 10
WRITING TASK 1
You should spend about 20 minutes on this task.
The chart shows the average number of hours each day that Chinese,
American, Turkish and Brazilian tourists spent doing leisure activities
while on holiday in Greece in August 2015.
Summarise the chart by selecting and reporting the main features and
make comparisons where relevant.
Write at least 150 words.

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Please add text into the Student post.

Student post:

D. LISTENING
Exercise 1. In this unit, you will learn about Section 4 of the IELTS
Listening test and practise the skills you need to answer sentence
completion questions. The exam task in this unit is about money. This is a
common topic in IELTS, so it is a good idea to think about some
vocabulary you might hear. Match the words in the box with the
definitions.
Cash trade coin financial valuable exchange
payment worth

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1. to give something to someone and receive something else from that

person: __________
2. a small, round piece of metal that is used as money: _________
3. relating to money or how money is managed: ___________
4. having a particular value, especially in money: __________
5. an amount of money you give to someone, often for a product or
service: __________
6. the activity of buying and selling products or services between
people or countries: ____________
7. to be worth a lot of money: _____________
8. money in the form of notes and coins, rather than a credit card:
_____________
Exercise 2. Complete the sentences. Use the words in the box.
Cash coin exchange financial payments trade
valuable worth
1. Historians believe that the first ___________ was invented over
2,800 years ago and was made of bronze.
2. The Mona Lisa painting is believed to be _______________ over
$780 million.
3. Fewer people carry ________________ nowadays as more
payments are being made electronically.
4. Before money, many people used to ________________ food, like
fruits and vegetables, for tools.
5. A lot of antiques, like paintings and furniture, are extremely
________________ nowadays.
6. Many students receive ______________ support from their
families while studying at university.
7. The number of people making ________________ online is
increasing every year.
8. In the past, as groups of people began to explore new areas,
________________ between different cultures became more
common.
Exercise 3. In this example of an IELTS Listening sentence completion
task, you will listen to two students talking about the topic of finance in
preparation for a lecture. Write one word to complete each sentence.
The instructions for the IELTS Listening sentence completion task and
short-answer questions are similar.
Read the instructions carefully to find out exactly how many words you
have to write and make sure that you spell each word correctly.

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1. Greg and Penny agree to do some background reading on the

history of ___________ .
2. Greg says that before money, _____________ was very common.
3. Greg says that in the past, bronze was probably used to make
____________ .
4. The book Greg and Penny should read is called ‘The
____________ World’.
Exercise 4. Read the information. Then read the six extracts. Decide if
each word in bold is an adjective, a verb, or a noun. Highlight the
adjectives in green, the verbs in yellow, and the nouns in blue.
In IELTS sentence completion tasks, it’s important to consider the form
of the word you are expected to write. Before you listen, read the
sentences carefully and try to identify the type of word. Often, it will be a
noun, an adjective or a verb. Identifying the correct type of word will
ensure that you write it in the correct form.
1. So starting from prehistoric times and ancient cultures – all the
way up to the 21st century.
2. So we should start by looking at what people used before money
was invented.
3. OK, so before money I think it was all about trade. So, like, in
prehistoric times, people probably exchanged all kinds of things –
things that might have no value today.
4. And I’m sure they gave each other useful things as well, you know,
like tools.
5. But they were very valuable then, so people really wanted them.
6. Maybe people used bronze to make their coins.
Exercise 5. Read the information. Then match the words and phrases in
the box with the correct synonyms.
In the IELTS Listening test, you might hear speakers use different words
to those used in the sentences or questions. For example, a speaker might
use a synonym (a word or phrase that has the same or similar meaning as
another word or phrase). Understanding synonyms will help you to better
follow a monologue and complete sentences with the correct word or
phrase.

began to use circle were made for mostly had the

idea produce very small images
Introduced ___________
Mainly ___________

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Make ___________
Pictures ___________
Round ___________
Thought ___________
Tiny ___________
Were designed for ___________
Exercise 6. Read the sentences. Choose the correct synonym for the
words and phrases in bold.
1. The UK introduced the two-pound coin in 1998.
o began to use
o created
o made
2. Before money, it was common for people to use food, such as rice,
in exchange for tools.
o Easy
o Difficult
o normal
3. The line graph shows the number of people who worked in finance
in the years between 1990 and 2015.
o Displays
o Explains
o includes
4. According to recent figures, the company was valued at £25
million in 2015.
o sold for
o offered
o worth
5. Many countries in Europe started to produce paper money in the
17th century.
o began to make
o changed to
o decided to use
6. The five-yen coin, used in Japan, is round with a very small hole
in the middle.
o Square
o Tiny
o Very big

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Exercise 7. Read the information. Then read the extracts from a lecture
on the history of money and choose the five phrases that signal the
introduction of a new topic.
Cues help you find the part of the recording you need to answer the
questions and complete sentences, but you also need to follow the ideas
the speakers talk about.
You can do this by listening for signalling phrases. These are phrases that
a speaker can use to:
 introduce a new point or topic (e.g. We’ll start by …, But that
wasn’t the only…)
 make a point about the current topic (e.g. It should be noted
that …)
 give a definition or an explanation (e.g. In other words, …).

 Well, we’ll start by thinking about the situation in prehistoric times.

 It was in western Turkey, however, that the system of producing
coins became more organised.
 The only problem with these little tools is that they looked just like
the real ones.
 Now, about 3,000 years ago, there was an interesting development,
and this happened in China.
 This is a metal which is quite easy to use and to make large tools
from.
 It’s something that’s so easy to buy in the supermarket nowadays.
 But that wasn’t the only big development in China.
 What else was used instead of money in the distant past?
Exercise 8. Listen to a lecture on the history of money. Put the signalling
phrases for introducing new topics in the order you hear them.
But that wasn’t the only big development in China .
It was in western Turkey, however, that the system of producing coins
became more organised.
Now, about 3,000 years ago, there was an interesting development, and
this happened in China.
Well, we’ll start by thinking about the situation in prehistoric times.
What else was used instead of money in the distant past?

1.

2.

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3.

4.

5.

Exercise 9. Complete the sentences. Write ONE WORD ONLY in each

gap.
1. People often exchanged vegetables for ______________ in
prehistoric times
2. In Ancient European cultures, tools that were used for
______________ were most important.
3. Around 3,000 years ago, the Chinese began to make tiny
_______________ of tools from bronze.
4. China introduced coins that were round with a _______________
hole in the middle 2,800 years ago.
5. Coins were made mostly from ______________ in western
Turkey.
6. King Alyattes had the idea of putting pictures of birds and
_______________ on coins.
Exercise 10. Think about what you’ve learnt from doing this unit. Listen
to the advice and complete the sentences with one word or a number.
1. In Section _____________ of the IELTS Listening paper, you will
hear one speaker talking about an academic subject.
2. Read the sentence completion questions carefully to help you find
words and phrases that might be cues and paraphrases
____________ you listen.
3. Words and phrases that you read in the question and also hear in
the recording are _______________ .
4. These words and phrases are often for ________________ or for
times, dates and places.
5. Words and phrases that express the ________________ ideas with
different words are paraphrases.
When the recording begins, listen for signalling phrases to help you
understand when the speaker is starting to talk about a new
______________ in the lecture.
E. SPEAKING
Exercise 1. Match each job with the correct picture.
Mechanic architect pilot chef scientist
manager

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Professor journalist

1.

2.

3.

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4.

5.

6.

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7.

8.
Exercise 2. Read the task card and watch the video of the student doing
IELTS Speaking Part 2. She makes some mistakes with verb forms. Find
and correct the mistakes.
In the IELTS Speaking exam, 25% of your mark is based on grammatical
range and accuracy. Grammatical range means using a variety of tenses
and types of sentence. Accuracy means not making mistakes.
One way to improve your accuracy is to use correct verb forms.
Describe a job you would like to have.
You should say:
what the job is
what you know about that job
what study or training you would need to do so you can get that
job
and explain why you would like to have that job.

1. I would like introduce a job which I would like to do in the future.

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2. My dream job is be a teacher.

3. I really like get on with children.
4. A lot of my classmates be teachers now.
I wanted to do this job since I started university.
Exercise 3. Complete the sentences with the correct form of the verbs in
brackets.
1. When I finish university I ______________ to be a scientist. (want)
2. The exam yesterday _______________ really difficult. (be)
3. I am ________________ to walk to work today. (go)
4. I _______________ been a mechanic since 2014. (have)
5. I’m ______________ on an interesting project at the moment.
(work)
6. The information that my manager ______________ me last week
was useful. (give)
7. The workers ______________ to be careful with the new machine.
It’s quite difficult to use. (need)
8. This work that we’re ______________ is so interesting! (do)
Exercise 4. Read the information. Then watch the videos of students
doing IELTS Speaking tests. Sometimes they make mistakes. Choose the
correct answers to complete the sentences.
Another way to improve your accuracy in the IELTS Speaking test is to
use correct articles (a, an, the).

1. Some people say this is not the/a very well-paid job, but it’s -/a very
stable job.
2. To be the/a professor I need the/a doctor’s degree.
3. If I have the/a opportunity, I will train myself in the/a skills of
teaching.
4. My mother is a/an elementary school teacher.
Exercise 5. Complete the sentences using a, an or the.
1. I paid _______ money I was given as a present into my bank
account.
2. It would be a good idea to find ________ architect to plan the new
head office building.
3. _______ pilot landed the plane early because the weather was so
bad.
4. _______ celebrity’s life is never easy.
5. My aunt works as ________ hairdresser.

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6. _______ best thing about being a scientist is that you can follow
your interests.
7. My favourite professor does not teach at ______ weekend.
8. Do you know _______ mechanic who could fix my car?
9. I never planned to be _______ chef. It just happened.
10.My friend is a journalist and has just published _______ article.
Exercise 6. Grammatical range means using a variety of tenses and types
of sentences. You can improve your grammatical range by using a variety
of phrases. Read the task card. Then watch the video of a student doing
IELTS Speaking Part 2 and look at the sentences she uses. Match the
phrases in the box with the underlined words which have a similar
meaning.
Describe a job you would like to have.

You should say:

what the job is
what you know about that job
what study or training you would need to do so you can get that
job
and explain why you would like to have that job.

I have always thought ... It is said that ... I’d like to talk about ...
it is necessary to to become

1. I would like to introduce a job which I would like to do in the

future. _____________________________________
2. My dream job is to be a teacher.
_____________________________________
3. To be a teacher, you need to train.
_____________________________________
4. Some people say this is not a well-paid job.
_____________________________________
5. I think this job would suit me.
_____________________________________
Exercise 7. Grammatical range means using a variety of tenses and types
of sentences. You can improve your grammatical range by using a variety
of phrases. Read the task card. Then watch the video of a student doing
IELTS Speaking Part 2 and look at the sentences he uses. Add a phrase
from the box to each sentence. This will help improve the grammatical
range.

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Describe a job you would like to have.

You should say:
what the job is
what you know about that job
what study or training you would need to do so you can get that
job
and explain why you would like to have that job.

Following that, I have always thought that It is said that

Most importantly, What’s more,
1. ____________________________ the job I would like to have is
professor.
2. ____________________________ professors can usually study
something that they want, ... and also study alone.
3. I would also like to teach ... because my parents are teachers. ...
____________________________ I used to teach my friends.
4. ____________________________ to be a professor I need a
doctorate.
5. ____________________________ I’d go to another country, like
England, to get a post-doctoral job.
Exercise 8. Put the words in the correct order to complete the sentences.
dream job. like to talk about my
1. I would ___________ ___________ ___________ ___________
___________
Job would that this thought suit me.
2. I have always ___________ ___________ ___________
___________ ___________ ___________
Well-paid 's 's more, job. it a
3. What ___________ ___________ ___________ ___________
___________ ___________
A teacher. You can become before necessary study
's to
4. It ___________ ___________ ___________ ___________
___________ ___________ ___________
Importantly, have work abroad. To 'll I the
opportunity

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5. Most ___________ ___________ ___________ ___________

___________ ___________ ___________
That, can countries. I live and work many in
6. Follwing ___________ ___________ ___________
___________ ___________ ___________ ___________
Best in the world. Job the people that it's say
7. Some ___________ ___________ ___________ ___________
___________ ___________ ___________
Dream to become is job teacher. a
8. My ___________ ___________ ___________ ___________
___________ ___________ ___________
Exercise 9. What have you learnt about grammatical range and accuracy
in the IELTS Speaking test in this unit? Choose the correct answers.
1. How much of the IELTS Speaking score is based on grammatical
range and accuracy?
o 25%
o 50%
2. Grammatical range means:
o using a good variety of tenses, phrases and types of
sentences.
o using correct grammar.
3. Grammatical accuracy means:
o using a range of grammar.
o not making mistakes.
4. You can improve your grammatical range by:
o using correct verb forms.
o using a variety of phrases.
5. You can improve your grammatical accuracy by:
o using a variety of tenses.
o correctly using articles and verbs.
Exercise 10. You are going to do IELTS Speaking Part 2. You will need
some paper and a pencil. Listen to the examiner. Record your answer.
Play to hear your answer
Describe a job you would like to have.
You should say:
what the job is
what you know about that job
what study or training you would need to do so you can get that
job
and explain why you would like to have that job.

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UNIT 4: FOOD AND DRINK

A. GRAMMAR AND VOCABULARY
Exercise 1. Put the words in the correct categories to complete the table.
Lemonade chicken yoghurt juice bread milkshake
chilli salad
Cheese basil cabbage rice lamb salt and pepper
onion beef
Butter carrot

herbs and spices

dairy products
(= food that gives
(= foods made from meat
strong flavours to other
milk)
food)

side dishes
(= food that you eat
soft drinks vegetables
along with the main
course)

Exercise 2. Complete the definitions. Use the sentence endings in the box.
you cook it at a temperature below boiling. you cook it for too long
and it goes black.
you cook it in an oven. you cook it in hot oil or fat. you cook it
under a very hot place.
you cook them in an oven, using a little oil or fat. you cut it into
long, thin pieces.
you cook them in water that is boiling (= very hot). you cut them into
pieces with a knife.
you put it on plates so that people can eat it.
1. When you chop vegetables,
__________________________________

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2. When you boil potatoes, __________________________________

3. When you fry meat, __________________________________
4. When you simmer soup,
__________________________________
5. When you burn toast, __________________________________
6. When you slice cheese, __________________________________
7. When you bake a cake, __________________________________
8. When you roast potatoes,
__________________________________
9. When you serve a meal,
__________________________________
10. When you serve a meal,
__________________________________
Exercise 3. Complete the descriptions. Use the words in the box.
Crockery cutlery frying pan kettle napkin
saucepan scales
serving dish tin opener utensils
1. A _____________ is a wide pan that you use to fry food in.
2. The general name for knives, forks and spoons is
______________ .
3. A ______________ is a small piece of cloth or paper used
while you’re eating to protect your clothes or clean your mouth or
fingers.
4. The general name for cups, plates, bowls, etc. is
_________________ .
5. A _____________ is something that you use to open tins of food.
6. A _____________ is a deep pan that you use for cooking
vegetables or pasta in water.
7. You can use _______________ to weigh ingredients.
8. A _____________ is a bowl where you keep food before you put it
onto plates.
9. The general name for wooden spoons, kitchen knives and other
things that help you cook is kitchen _________________ .
10.You can use a _________________ You can use a
Exercise 4. Complete the sentences. Use the adjectives in the box.
Bland delicious disgusting hot mild raw
salty savoury
Spicy sweet

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1. I love ______________ food. It’s hot and has lots of strong

flavours.
2. I prefer _______________ food. It still tastes good, but it’s not hot
and the flavours aren’t very strong.
3. _______________ pies, like apple pie, are popular in many
countries.
4. _______________ pies, like meat pie, are also popular in some
countries.
5. I don’t like ________________ chilli. It’s too strong for me.
6. This meal is _______________ . It tastes really nice.
7. I don’t like mashed potato. It’s so _______________ and doesn’t
really taste of anything.
8. These carrots are very _______________ . There’s too much salt
on them.
9. This meat is still _______________ ! Please cook it a bit longer.
10.The meal was ________________ . It tasted horrible!
Exercise 5. Choose the best words to complete the conversation.
A: Come in! Dinner’s nearly cooking/made/ready .
B: Oh, great. It feels/smells/tastes lovely. What is it?
A: It’s Jollof rice. It’s a traditional dish/meal/plate from West Africa.
B: Oh, right. So what’s it made of/on/to ?
A: Well, the main course/ingredient/recipe is rice.
B: OK. What else is from/in/with it?
A: Well, it also contains/ holds/involves fried onions and tomatoes. Plus
lots of spices like chilli and pepper to give it a strong
appetite/colour/flavour . Would you like to fry/test/try it?
B: Yes, please. Oh, that is nice. It looks/tastes/seems delicious.
Exercise 6. Read the information. Then read the sentences and choose the
correct answers.
Countable nouns:
Things that you can count, e.g. one book, two books; one person, two
people.
Uncountable nouns:
Things that we don’t normally count, e.g. water, fun.
1. I went to the shop and bought two ice creams, one for me and one
for you.
o In this sentence, ‘ice cream’ is
o Countable
o Uncountable

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2. For dessert, we’ve got ice cream.

o In this sentence, ‘ice cream’ is
o Countable
o uncountable
3. In my family, we often have pizza for dinner. It’s our favourite
meal.
o In this sentence, ‘pizza is
o Countable
o uncountable
4. I ordered a takeaway pizza, but when it arrived, it was really small.
o In this sentence, ‘pizza is
o Countable
o uncountable
5. Would you like a chocolate?
o In this sentence, ‘chocolate’ is
o Countable
o uncountable
6. I never eat chocolate. It’s too sweet for me.
o In this sentence, ‘chocolate’ is
o Countable
o uncountable
7. Could we have three coffees, please?
o In this sentence, ‘coffee’ is
o Countable
o uncountable
8. Do you like coffee?
o In this sentence, ‘coffee’ is
o Countable
o uncountable
Exercise 7. Read the information. Then choose the correct words to
complete the sentences.
We use much with singular uncountable nouns and many with plural
nouns
1. How many/much meals do you eat every day?
2. We haven’t got many/much bread. Can you buy some?
3. There wasn’t many/much food at the party, so I’m still hungry!
4. You eat too many/much sweets. They’re bad for your teeth.
5. Do you eat many/much fruit?

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6. How many/much rice do you want? A lot or just a little?

7. You didn’t cook many/much peas. Are you sure there are enough
for all of us?
8. I don’t want too many/much spaghetti. I’m not really hungry.
9. There’s too many/much butter on that toast! It’s not healthy.
10.I don’t eat many/much eggs. I don’t really like them.
Exercise 8. Choose the correct words to complete the text.
For breakfast, I usually have a/any/some toast and jam. I don’t put
a/any/some butter on my toast. I usually just drink a/any/some cup of tea
with my breakfast. I don’t put a/any/some sugar in my tea – I don’t like
sweet drinks. At the weekend, I often have a/any/some egg for
breakfast. Then, at about 11 o’clock, I usually have a/any/some coffee
break. I eat a/any/some biscuits – just two or three. Then for lunch, I
usually have a/any/some sandwich. I also eat a/any/some fruit, like an
apple or an orange. I never eat a/any/some crisps – they’re really
unhealthy.
Exercise 9. Complete the description of how to make scrambled eggs. Use
a, the, some or any.
1. You will need __________ butter, two or three eggs and
___________ large frying pan.
2. First of all, break ___________ eggs into ___________ bowl.
3. Make sure there aren’t ____________ pieces of eggshell in
_____________ bowl.
4. Mix ____________ eggs with ____________ fork .
5. Now melt ____________ butter in ____________ frying pan.
6. When ____________ butter has melted, pour ______________
eggs into the frying pan.
7. Use ____________ wooden spoon to stir the eggs in ___________
pan .
8. When it’s nearly ready, add ____________ salt and pepper to
______________ eggs.
9. Keep mixing _____________ eggs with ___________ wooden
spoon.
10.When it’s ready, serve ___________ scrambled eggs with
______________ toast.
Exercise 10. Choose the correct answers to complete the sentences.
1. I eat a few/ a little/ a lot of cheese – too much, really, but I love it.
2. I made a few/ a little/ a lot of sandwiches, but our visitors still ate
every single one!

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3. When I was younger, I ate a lot of chocolate, but I eat fewer/less/

more chocolate now – I'm trying to be healthier.
4. We prepared enough food for ten people, but there were a lot
fewer/less/ more people than that at the party. It was really
crowded!
5. The extra-large pizza is perfect for four or more people. For
fewer/less/ more people, we recommend a normal pizza.
6. It’s better to cook your own food than to buy fast food. Cooking
usually takes fewer/less/ more time, but it’s much healthier.
7. A: So who did you invite for dinner?
B: Just a few/ a little/ a lot of people – only three.
8. A: Do you want some milk or sugar in your coffee?
B: Just a few/ a little/ a lot of milk, please. Not too much.
9. A: How much time do you spend cooking every day?
B: a few/ a little/ a lot of ! At least three hours every day.
B. READING
Exercise 1. In this unit, you will answer IELTS Reading matching
information questions and read a text called ‘How technology has
changed the way we communicate’. What do you know about the
development of the telephone? Match the decades with the correct photos.
1980s 1970s 2000s 2010s 1920s

1.

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2.

3.

4.
5.

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Exercise 2. What words and phrases do you already know for describing
communication? Match the words and phrases with the definitions.
Formal interaction online forum relationship social
media social network to get in touch to keep in touch
to respond
7. to begin communicating with someone, for example, by email or
telephone: ___________________________
8. to continue communicating with someone, for example, by email
or telephone:________________________
9. new information on a particular topic:
________________________
10.the different groups of people that you know:
____________________________
11.websites and computer programs that allow people to communicate
on the internet:______________________
12.a time when two or more people communicate with or react to each
other: _______________________
13. to say or do something in reply to something that has been said or
done earlier: ____________________
14.describes language, clothes and behaviour which is used in
important and serious events, for example a job interview:
_______________________
15.a place on the internet where people can leave messages or discuss
particular topics: __________________________
16.the way in which two or more people feel and behave towards each
other: ________________________
Exercise 3. Read the information. Then match the phrases describing
types of information with the words in bold in the statements.
In an IELTS Reading matching information task, you will read a text and

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some statements about it.

It is important to understand what types of information the statements
need you to find. The types of information might be:
 an example of / some examples of …
 a comparison between …
 a description of …
 a reference to …
 a prediction about …

a comparison between a description of a prediction about a

reference to an example of
1. Young students use Instagram far more than they use SnapChat.
_____________
2. Digital devices will probably replace books in all UK schools by
2030. ____________________
3. The new phone has a great camera and a clever feature which
makes apps easy to use. _______________________
4. The first email message was sent in 1971.
______________________
5. There are many reasons why I stopped using social media, such as
the huge amount of time it took up. ______________________
Exercise 4. Read this paragraph from the text. What information does it
contain? Choose the correct answer.
How technology has changed the way we communicate
Paragraph A
It’s often impossible for teenagers to imagine that in the past we all had to
make our social arrangements either face-to-face or using a telephone
landline. Just 20 years ago, trying to organise a visit to the cinema meant
that you had to call your friends at least a day in advance and hope they’d
be home when you rang. If someone didn’t turn up, you could try to call
them from a public telephone box. If their parents were home, you could
leave a message, but your plans for the evening would probably be ruined.
The information in Paragraph A is:
o a comparison between the advantages of old and new technology.
o a description of the difficulties people used to have before they had
mobile phones.
o a reference to the way technology can make relationships better or
worse.
Exercise 5. Read the information. Then match the types of information
with the sentences.

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When reading an IELTS Reading text, it is important to think about what

type of information it covers. Other types of information could be:
 a reason for ...
 details of ...
 a description of ...
 a suggestion ..

a description of a reason for a suggestion details of

1. Perhaps we should focus more on face-to-face communication than
digital communication? _____________________
2. Fewer people are sending letters by post because stamps are very
expensive nowadays. ________________________
3. Mervyn's YouTube channel had a huge number of followers. His
videos were about his daily life in New York and where people
could go to find the best R’n’B music in Manhattan.
________________________
4. 75% of teens in the 12–17 age group own mobile phones. Every
month, girls send out approximately 3,952 messages, and boys
send about 2,815. _______________________
Exercise 6. Read the next paragraph. Then match the information
statements (A–D) with the numbered parts of the paragraph (1–3). There
is one information statement that you do not need.
Paragraph B
Nowadays, getting in touch is a lot easier. Almost every aspect of human
communication has changed: we have email, text, Skype, Facebook and
Instagram, and we are certainly busy using them to build and maintain
our relationships. According to recent reports, the top social networks
now each have more than a billion monthly active users. And keeping in
touch isn’t just something we do in class or at work any more: we
continue to communicate with friends, strangers, family and colleagues (1)
while we’re on the train, in the living room and at the dinner table,
for instance. One recent British study indicated that (2) 79% of teens
even put their phone under their pillow so they can keep up-to-date
with whatever is happening on social media day and night, and not
miss out on updates. As for adults, a recent survey showed that (3) they
now spend 20 to 28 hours a week on social media and have on
average 275 personal connections. However, in contrast, only 11% of
these same people actually meet their social connections in an actual
physical environment on a regular basis.
A a comparison between the time spent online with friends and time spent

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in real places
B some examples of typical locations in which digital technology may be
found
C the reason why some young people feel the need to keep a digital
device with them at all times
D the suggestion that adults could learn about digital communication
from their children

1.
2.
3.
Exercise 7. Read the next paragraph. Then complete the matching
information statements for the numbered parts of the paragraph. Use the
words in the box.
Paragraph C
Email is now one of the most common means of communication. At the
moment, over 100 billion emails are sent and received per day for
business purposes. (1) This trend is expected to continue, and business
email will account for over 132 billion emails sent and received per
day two years from now. The number of letters which are sent through
the post, however, has decreased dramatically. (2) A consequence of this
is that many town and village post offices have closed. These were
once places where a great deal of social interaction used to take place
between local people. Now it is no longer possible for neighbours or
workers in the area to meet up with each other like this, and older
people in particular are often unhappy about this development. But
certainly the advantages of email cannot be ignored: in the past, the post
would only be delivered once or twice a day. If a letter was sent to an
overseas destination, it could take months. Without doubt, email has
made it easier to do business.
a description a prediction community form of
communication
1. ______________________ of how a particular
_____________________
2. ______________________ of how the loss of a public service
has affected the ______________________
Exercise 8. Quickly skim read the next paragraphs. Then do the exercise.
Paragraph D

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However, there are several downsides to this form of technology. Firstly,

no one would disagree that email puts pressure on people to respond
immediately as soon as they find a new message in their inbox. A recent
French report says that anxiety and general tiredness has risen
dramatically amongst office workers, largely because they carry their
digital devices with them, feeling obliged to constantly check for new
mail from clients. A further problem is how to write an email, especially
when communicating with people we don’t know well. In the past,
everyone knew that it was ‘correct’ to begin a letter ‘Dear
Sir/Madam’ and end with ‘Yours faithfully’. Nowadays, these phrases
often feel too formal. No one wants to give the wrong impression when
writing an email, but without ‘rules’, this can easily happen.
Paragraph E
Another significant impact technology has had on methods of
communication is in the field of education. Traditionally, if someone
wanted to take a higher education course, they would have to travel to
attend lessons on a university campus. Nowadays, it is possible to take a
range of courses through distance learning, and the number of these is
likely to rise in the next few years. What is the appeal of studying this
way? Many online courses encourage students to take part in online
forums and post comments about their learning experiences, reading
assignments and projects. They must also comment on their classmates’
posts. In one way, this approach certainly appears to encourage
communication.
Paragraph F
However, some surveys have found the opposite to be true. Because
online students are physically separated, and indeed may never have met,
they do not have the opportunity to build a good relationship. Students
who come to campus regularly have the chance to get to know and
support each other, and feel part of a community, so when they are asked
to comment on the other person’s work, they can do this in ways they
know the other person will appreciate. For example, some students prefer
their peers to be direct in their criticism, whereas others might prefer a
more sensitive approach. But when students are asked to comment on the
work or opinions of people they have never met, they are often reluctant
to do so. Interestingly, one of the main reasons why people give up
studying on their online courses is that they miss the face-to-face
interaction with others. Certainly technology has made our lives more
‘convenient’ but perhaps also more complicated. There are many
questions still to be answered about how we can and should use our
modern digital tools to enable effective communication, an evolutionary
skill that has been centuries in development.

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Match the paragraphs with the general topics. Look at the text on page 1
again if you need to.
5. the advantages of studying online
o D
o E
o F
6. problems that occur at work and in formal situations because of
digital communication
o D
o E
o F
7. the disadvantages of studying online
o D
o E
o F
Exercise 9. Read the paragraphs again, this time carefully. Then do the
exercise.
Paragraph D
However, there are several downsides to this form of technology. Firstly,
no one would disagree that email puts pressure on people to respond
immediately as soon as they find a new message in their inbox. A recent
French report says that anxiety and general tiredness has risen
dramatically amongst office workers, largely because they carry their
digital devices with them, feeling obliged to constantly check for new
mail from clients. A further problem is how to write an email, especially
when communicating with people we don’t know well. In the past,
everyone knew that it was ‘correct’ to begin a letter ‘Dear
Sir/Madam’ and end with ‘Yours faithfully’. Nowadays, these phrases
often feel too formal. No one wants to give the wrong impression when
writing an email, but without ‘rules’, this can easily happen.
Paragraph E
Another significant impact technology has had on methods of
communication is in the field of education. Traditionally, if someone
wanted to take a higher education course, they would have to travel to
attend lessons on a university campus. Nowadays, it is possible to take a
range of courses through distance learning, and the number of these is
likely to rise in the next few years. What is the appeal of studying this
way? Many online courses encourage students to take part in online
forums and post comments about their learning experiences, reading
assignments and projects. They must also comment on their classmates’

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posts. In one way, this approach certainly appears to encourage

communication.
Paragraph F
However, some surveys have found the opposite to be true. Because
online students are physically separated, and indeed may never have met,
they do not have the opportunity to build a good relationship. Students
who come to campus regularly have the chance to get to know and
support each other, and feel part of a community, so when they are asked
to comment on the other person’s work, they can do this in ways they
know the other person will appreciate. For example, some students prefer
their peers to be direct in their criticism, whereas others might prefer a
more sensitive approach. But when students are asked to comment on the
work or opinions of people they have never met, they are often reluctant
to do so. Interestingly, one of the main reasons why people give up
studying on their online courses is that they miss the face-to-face
interaction with others. Certainly technology has made our lives more
‘convenient’ but perhaps also more complicated. There are many
questions still to be answered about how we can and should use our
modern digital tools to enable effective communication, an evolutionary
skill that has been centuries in development.
Which paragraph contains the following information? You may use any
letter more than once. Read the text on page 1 again if you need to.
1. a reason why some learners do not complete an academic
programme
o D
o E
o F
2. a reason for an increase in levels of stress in employees
o D
o E
o F
3. a prediction about the way that an academic service might
develop in the future
o D
o E
o F
4. an example of a traditional practice in writing that people used to
use more often
o D
o E

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o F
5. a comparison between the ways that different people like to be
given feedback on their work
o D
o E
o F
Exercise 10. Think about what you’ve learnt in this unit. Complete the
advice. Use the words in the box.
a description of, a comparison more than one statement skim
read the text
references to, reasons or examples of underline key words and
phrases
what type of information
8. Before you look at the task, it is a good idea to
____________________________ to understand the main idea of
each paragraph.
9. Before you complete the task, _____________________________
in the matching information statements.
10.The key words in matching information statements tell you
_________________________________ you need.
11.Some examples of key words in matching information statements
are ___________________________________ .
12.Look carefully to see if any key words are plural, for example
__________________________________ .
13.Remember that sometimes a paragraph may match
___________________________________ .
C. WRITING
Exercise 1. When a graph or chart appears in IELTS Writing Task 1, it
will either compare data at the same point in time or show trends over a
period of time. A trend is a general development or a change in a
situation. Look at the graphs and charts. Then choose the correct
descriptions.

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1.
o This chart compares the
number of visitors to
five different holiday
destinations in Mexico
at the same point in
time.
o This chart shows the
number of visitors to
five different holiday
destinations in Mexico
over a period of time.
2.
o This graph compares the
populations of five
different cities in the
world at the same time.
o This graph compares the
populations of five
different cities in the
world over a period of
time.
3.
o This chart shows the
numbers of different
types of animal in the
Maasai Mara National
Reserve in Kenya at the
same point in time.
o This chart shows the
numbers of different
types of animal in the
Maasai Mara National
Reserve in Kenya over a
period of time.

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4.
o This chart compares the
ages of the population
of Ireland at the same
point in time.
o This chart compares the
ages of the population
of Ireland over a period
of time.

Exercise 2. Look at the graph. Then choose the correct answers to

complete the statements.

1. The population of Lagos increased by just under 4 million between

1970 and 1980. /decreased by just over 8 million between 1970
and 1980. /stayed about the same between 1970 and 1980.
2. The population of New York City increased by just over 2 million
between 1970 and 1980. /decreased by about 1 million between
1970 and 1980./ stayed about the same between 1970 and 1980.
3. The population of Moscow increased by about 2 million between
1990 and 2000. /decreased by about 2 million between 1990 and
2000. /stayed about the same between 1990 and 2000.

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4. The population of New York City increased by about 6 million

between 1990 and 2010./ decreased by about 2 million between
1990 and 2010. /stayed about the same between 1990 and 2010.
5. The population of Tehran has increased by about 5 million between
1970 and now./ has decreased by about 2 million between 1970
and now. /has stayed about the same between 1970 and now.
Exercise 3. Look at the graph. Choose the correct verb forms to complete
the sentences.

1. The population of Moscow increased/has increased by about 2

million between 1990 and 2000.
2. The population of Tehran increased/has increased by
approximately 5 million between 1970 and the present time.
3. Between 1975 and 1980 the number of people living in Lagos
rose/has risen by nearly 3 million.
4. The population of Beijing at the present time is/has been about 22
million.
Exercise 4. Put the words in the correct columns to complete the table.
Decrease drop remain rise grown increase
stay the same fall

go up go down no change

Exercise 5. Complete the table below with the correct verb forms.

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Verb Past simple Present perfect

Fall ____________ Has/have fallen
drop dropped Has/have
____________
____________ decreased Has/have decreased
Go down ___________ down Has gone down
Rise rose Has/have
____________
grow ____________ Has/have grown
____________ increased Has/have increased
Exercise 6. Look at the graph and read the student’s report. Then
complete the report with the correct form of the verbs in brackets.

The line graph compares the number of people living in five cities in the
world between 1970 and the present.
On the whole, the population of these cities ______________ (grow) a
lot since 1970. The number of residents in Lagos and Beijing
_____________ (rise) the most, while the number in Moscow and Tehran
______________ (increase) too.
In Lagos, the number of residents ______________ (rise) from about 1
million in 1970 to 2 million in 1975, but since then the population
_______________ (grow) quickly from 2 million in 1975 to 18 million at
the present time. Similarly, the number of people living in Beijing also
______________ (increase) from 8 million in 1970 to just under 20
million in 2010.
By contrast, the population of New York City ______________ (stay)
the same since 1970. During the 1970s it ______________ (fall) from 8
million to about 6.5 million. The number of residents then
______________ (remain) at about 7.5 million between 2000 and 2010,

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and since then it _______________ (grow) slowly to around 8 million

people at the present time.
Exercise 7. Choose the correct prepositions to complete the student’s
report.

The bar chart compares the different ages of people living in Ireland
between 1980 and 2010.
All in all, the size of the 25–54 age group increased the most about/over
the period while the size of the two younger age groups decreased a little
bit. The number of people in/to the two older age groups stayed about the
same.
The 25–54 age group grew from/over approximately a third of the
population in 1980 to nearly half of the population in 2010. By contrast,
the 0–14 age group fell from/in just over 25% in 1980 from/to just under
20% in 2010. Similarly, the 15–24 age group dropped from just over 20%
of the population in 1980 to just over/under 10% of the population in
2010.
The older two age groups did not increase or decrease much. The size of
the 65 and over age group remained at/in about 12%, whereas the size of
the 55–64 age group only fell from/under about 12% at/to about 10% of
the population.
Exercise 8. Read the information. Then look at the graph. Put the
paragraphs in the correct order to complete the report.
The report should have:
 an introduction that includes 2 or 3 main features of the chart.
 two paragraphs that provide details of the main features
mentioned in the introduction. (The main features are the most

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important pieces of information on the chart.)

The older two age groups did not increase or decrease much. The size of
the 65 and over age group remained at about 12%, whereas the size of the
55 -64 age group only fell from about 12% to about 10% of the
population.
The bar chart compares the different ages of people living in Ireland
between 1980 and 2010.
All in all, the size of the 25-54 age group increased the most over the
period while the size of the two younger age groups decreased a little bit.
The number of people in the two older age groups stayed about the same.
By contrast, the 0-14 age group fell from just over 25% in 1980 to just
under 20% in 2010. Similarly, the 15-24 age group dropped from just
over 20% of the population in 1980 to just under 10% of the population in
2010.
The 25-54 age group grew from approximately a third of the population
in 1980 to nearly half of the population in 2010.

1.
2.
3.
4.
5.
Exercise 9. Look at the line graph. Then complete the statements with the
phrases in the box.

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between 1980 and 1985. each had more than 9 million visitors in
2015.
from just over 4 million in 1980 to around 2 million in 2015.
from just under 4 million in 1980 to just over 3 million in 2000.
from just under 5 million in 1980 to around 9 million in 2015.
over the thirty-five year period.
with between approximately 8 and 9 million visitors each year.
with no more than 4 million visitors each year.
1. The Egyptian Museum was the most popular,
______________________________________________
2. The number of visitors to the Hermitage stayed about the same
______________________________________________
3. The Egyptian Museum and the Tokyo National Museum
______________________________________________
4. The number of visitors to the Hermitage fell
______________________________________________
5. The number of visitors to the National Museum of Anthropology
stayed the same
______________________________________________
6. The number of visitors to the Tokyo National Museum increased
______________________________________________
7. The least popular were the Hermitage and the National Museum of
Anthropology,
______________________________________________
8. The visitors to the National Museum of Anthropology decreased
slowly

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______________________________________________
Exercise 10
WRITING TASK 1
You should spend about 20 minutes on this task.
The graph shows the number of visitors to four international museums
between 1980 and 2015.
Summarise the graph by selecting and reporting the main features and
make comparisons where relevant.
Write at least 150 words.

Please add text into the Student post.

Student post:

D. LISTENING

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Exercise 1. In this unit, you will practise the skills you need to answer an
IELTS Listening matching task and a map labelling task. The topic of this
unit is visiting museums. Listen to two students talking about a trip to the
Museum of Transport. Choose the correct answer.
What activity do the students need to complete at this location at the
Museum of Transport?
Location
The Information Centre
Activity
o collect their timetable
o get a map of the museum
o meet their tour guide

Exercise 2. Labelling maps is an important skill in the IELTS Listening

test. It’s a good idea to familiarise yourself with key vocabulary that you
might hear when labelling maps. Read and listen to the extract of John
and Denise’s conversation. Choose the correct words and phrases you
hear to complete the extract.
Denise: Great. That’ll be interesting, I expect. Now, what activity did our
tutor say we had to complete when we arrived at the Information Centre/
Welcome Hall/ Gift Shop at the museum?
John: Well, we’ve already got our timetables/map/ brochure for the
whole visit, so we don’t need to pick those up.
Denise: Oh, I remember – we’re supposed to introduce ourselves to
someone from the museum – the person who’s going to show us around
the museum later on and talk to us about some of the displays/ paintings/
exhibits.
John: You’re right. That’s it. OK, well, we’d better do that first.
Exercise 3. Read the information. Then listen to the next part of the
conversation between John and Denise and answer the question.
In the IELTS Listening matching task, you have to listen carefully to
understand the details of a conversation between two people.
As in other parts of the IELTS test, it is important to recognise synonyms
(words that have similar meanings, e.g. art show and exhibition),
paraphrases (different ways of expressing the same or a similar idea) and
summaries (short words or phrases that describe something longer and
more complex, e.g. Why don't we go to the museum tomorrow?, which
can be summarised as a suggestion).

1. The Space Travel building

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o A do an interview
o B watch a short film
o C do a quiz
o D listen to a recording
o E learn to use some equipment
Exercise 4. Listen to the rest of the conversation. Which activity (A–E) do
the students need to complete at the Trains and Travel room, Central
Hall and ‘Going Second Class’ room at the Museum of Transport? Write
the correct letter (A, B, D or E) next to the locations (2–4).
A do an interview
B watch a short film
C do a quiz
D listen to a recording
E learn to use some equipment
2. Trains and Travel room _______
3. Central Hall _______
4. ‘Going Second Class’ room ________
Exercise 5. Read the information. Then read the extracts from the
conversation and look at the underlined phrases, the correct answers and
the distractors. Decide if the underlined phrases are essential information
(that leads to the correct answer) or distracting information (that links to
the distractors). Highlight the essential information in blue and the
distracting information in red.
In the IELTS Listening test, you will often hear words or phrases that
distract you from the correct option.
Example: John says:
Do you think we’ll be allowed to film them? The engineers, I mean? I
could record them on my phone and we could listen to it later.
A do an interview
B watch a short film
C do a quiz
D listen to a recording
E learn to use some equipment
The underlined phrases seem to match with option B watch a short film
(be allowed to film them) or D listen to a recording (I could record
them… we could listen to it later). However, in the next line of the
conversation, Denise says:
That’s a good idea, but I don’t know if we can do that.
Therefore, B watch a short film and D listen to a recording are
incorrect answers or distractors.

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It’s important to listen to the whole conversation to identify words or

phrases that lead you to the correct answer (essential information) or to an
incorrect answer (distracting information).

Correct answer A do an interview

1 Distractors B watch a short film
D listen to the recording
Denise: Well, I think that on a Tuesday – that’s the day we’re going –
some people who used to work as engineers for the railway line come and
spend a few hours at the museum talking to people. So I think the idea is
that we prepare a list of questions for them and talk to them and find out
about their lives and the job they used to do.
John: That’s great. Do you think we'll be allowed to film them? The
engineers I mean? I could record them on my phone and we could listen
to it later – maybe even play it back to the class!
Denise: That's a good idea, but I don’t know if we can do that. I'll email
the museum later and try to find out.
Correct answer C do a quiz
2 Distractors B watch a short film

Denise: OK, so what other activities do we have to complete?

John: Well, we have to visit the Space Travel building, right?
Denise: Yes, I’m looking forward to seeing some of the engine designs. I
saw a great documentary on TV recently about how engine design has
really progressed over the last 30 years and it really got me interested.
John: OK, that sounds cool. Anyway, I think that what we have to do is
pick up a worksheet
from the tour guide and answer a lot of questions about the different
engines and the space missions they were used for.
Correct answer A meet their tour guide
2 Distractors C collect their timetable

Denise: Great. That’ll be interesting, I expect. Now, what activity did our
tutor say we had to complete when we arrived at the Information Centre
at the museum?
John: Well, we’ve already got our timetables for the whole visit, so we
don’t need to pick
those up.
Denise: Oh, I remember – we’re supposed to introduce ourselves to
someone from the

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museum – the person who’s going to show us around the museum later
on and talk to us about some of the exhibits.
John: You’re right. That’s it. OK, well, we’d better do that first.
Exercise 6. Read the information below. Then look at the map of the
Museum of Transport and listen to three different speakers giving
directions to the Space Travel building. What is the starting point for
each speaker? Are they talking about a present or a future visit? Write
the starting point and either Present or Future for each speaker.
In IELTS Listening Section 2, you will hear just one speaker giving
information on a topic connected to everyday life. For example, you may
hear some instructions on how to use a machine safely, or some
information about different parts of a building and what activities you can
do in those places.
When you have a map, the first thing to do is orientate yourself. This
means you have to listen carefully to understand which part of the map
the speaker is talking about at the beginning of the recording. The speaker
may be giving information to people who are already in the location on
the map, or they may be talking to people who are going to visit the
location in the future.

Speaker 1
1. Starting point? ______________
2. Time of visit? ______________
Speaker 2
3. Starting point? ______________
4. Time of visit? ______________

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Speaker 3
5. Starting point? ______________
6. Time of visit? ______________
Exercise 7. Look at the map. Then listen to the tour guide at the Museum
of Transport. Choose the correct answers.

1. The tour guide always mentions the name of a room or building

before she gives directions for them.
o True
o False
2. The tour guide starts from a different place on the map when she
gives directions for the Space Travel building and for Trains and
Travel.
o True
o False
3. You can see some names of buildings and rooms on the map that
you can also hear in the recording.
o True
o False

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4. The tour guide also talks about size and shape when she gives
directions.
o True
o False
Exercise 8. For the IELTS map labelling task, it is a good idea to learn
words and phrases for giving directions and instructions. Read and
listen to the tour guide giving directions to three locations. Complete the
directions with the correct word or phrase you hear.
OK, I’m going to tell you where some of the important rooms in the
museum are. We’ll start with the ‘Car Collection’ room. So we’re here in
the Welcome Hall, _________________ the Central Hall. You need to
go through the door over there on the right. That’ll take you to the room
that ________________ to the café, but don’t go that way – take the other
door instead. Go across the corridor and then you’ll enter a long,
_________________ room. Walk all the way through this room, through
the corridor and into the next one. That’s where you’ll find our collection
of cars.
Alright, you’ll also be visiting the exhibition called ‘Going Second
Class’. Let me explain how to find it. From here, the Welcome Hall, go
_____________ into the Central Hall, and then head for the door on the
left on the _______________ side of the hall. Go through the door that
leads outside – and then you’ll see a row of three buildings. When you’re
facing the buildings, the middle building will be directly
________________ you, and you want the one on the left of it.
Alright, what about the ‘Fashion and Travel’ room? There are a couple of
ways to get there, but I suggest you leave here, the Welcome Hall, and go
into the Central Hall. _________________ left, but don’t go all the way
to the end. You want the door on your right, as you’re facing the western
exit. That’ll _________________ the ‘Fashion and Travel’ room.
Exercise 9. Listen to the tour guide. Choose the correct letters (A–L) from
the map for each of the three rooms.

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1. Crossing New Horizons building

o A
o B
o C
o D
o E
o F
o G
o H
o I
o J
o K
o L
2. Map room
o A
o B
o C

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o D
o E
o F
o G
o H
o I
o J
o K
o L
3. Explorers room
o A
o B
o C
o D
o E
o F
o G
o H
o I
o J
o K
o L
Exercise 10. Think about what you’ve learnt from doing this unit.
Complete the advice. Use the words in the box.
an everyday difference only one speaker orientate
shapes and sizes synonyms
Matching listening tasks
1. Remember that there will be a _____________________ between
the language in the recording and the language in the options.
2. It’s a good idea to think about _____________________ , for
example quiz and questionnaire.
Plan/map/diagram labelling tasks
3. For maps, remember to ______________________ yourself to
the starting point, as all directions will be given from this place.
4. It’s a good idea to learn words that are used for directions and
words for describing _____________________ .
Section 2 of the IELTS Listening test
5. You will hear _______________________ giving a talk.

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6. The topic of the talk will be _________________________

situation.
E. SPEAKING
Exercise 1. 25% of your score in the IELTS Speaking test is for lexical
resource. Lexical resource means using a good range of vocabulary. You
can improve your lexical resource by building your vocabulary on IELTS
topics. Use the words in the box to complete the student’s notes. Then
watch the video and check your answers.
Describe what you like to have for breakfast in the morning.
You should say:
what you like to eat and drink for breakfast
how you prepare these things
whether you think this is a healthy breakfast
and explain why you like to eat and drink these things.

Breakfast eat eggs energy juice lives recipe

Sausage vitamin
what you like to eat and drink for breakfast
orange or apple _____________
scrambled ____________
beans and ____________
how you prepare these things
I will cook English ___________ with my parents.
I will find a ____________ to learn how to cook it.
whether you think this is a healthy breakfast
Orange juice gives us _____________ C .
It gives me a lot of ______________ .
explain why you like to eat and drink these things
This kind of breakfast is important in our ______________ .
I like to ______________ this breakfast because I enjoy it.
Exercise 2. In IELTS Speaking Part 2 you will speak about your personal
experience of a topic. Then, in Part 3, the examiner will ask you about
your general opinions on the same topic. Look at a student’s answers and
decide if each one describes a personal experience (for Part 2) or a
general opinion (for Part 3).
1. We should eat healthier food because we need healthy bodies to
work and study. This is personal experience for Part 2./ This is a
general opinion for Part 3.

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2. In my country, we eat noodles and rice for breakfast. This is

personal experience for Part 2./ This is a general opinion for Part 3.
3. I think that buying fast food is often easier than cooking for
yourself. This is personal experience for Part 2./ This is a general
opinion for Part 3.
4. I think governments should give people more advice about healthy
food. This is personal experience for Part 2./ This is a general
opinion for Part 3.
5. I think I have a recipe to show me how to cook it. This is personal
experience for Part 2./ This is a general opinion for Part 3.
6. No, I don’t think so, because it is now more expensive to import
food from foreign countries. This is personal experience for Part 2./
This is a general opinion for Part 3.
7. I think we’re healthier than in the past because nowadays we
concentrate on the ingredients in meals. This is personal experience
for Part 2./ This is a general opinion for Part 3.
8. I don’t like milk. I just drink it because it’s healthy. This is
personal experience for Part 2./ This is a general opinion for Part 3.
9. Yes, I think so, because nowadays we are unhealthy because of fast
food. This is personal experience for Part 2./ This is a general
opinion for Part 3.
10.In the morning, I like to have eggs, juice and toast. This is personal
experience for Part 2./ This is a general opinion for Part 3.
Exercise 3. Read the information. Then put the letters in the correct order
to complete the food collocations.
One way to build your vocabulary is to learn different collocations.
Collocations are pairs or groups of words that are commonly used
together.
Example:
homemade + food = homemade food
(food that is made at home and not bought from a shop.)

t u r f i
1. Fresh _____ _____ _____ _____ _____
r t e a w
2. Mineral _____ _____ _____ _____ _____
s a k a t b e f r

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3. English _____ _____ _____ _____ _____ _____ _____ _____

_____
o o f d
4. Fast _____ _____ _____ _____
j u i c e
5. Fruit _____ _____ _____ _____ _____
e t a
6. Green _____ _____ _____
g s e g
7. Scrambled _____ _____ _____ _____
r t u o h y g
8. strawberry_____ _____ _____ _____ _____ _____ _____
n h c e k c i
9. Roast _____ _____ _____ _____ _____ _____ _____
z p a z i
10.Italian _____ _____ _____ _____ _____
Exercise 4. Watch the videos of the students doing the IELTS Speaking
test. Write one word in each gap to complete the different food
collocations the students use.
1. ____________ food
2. ____________ food
3. ____________ food
4. ____________ food
5. ____________ food
6. ____________ food
Exercise 5. Read the IELTS Speaking Part 3 questions and answers.
Highlight the words that the student uses to paraphrase the examiner’s
words in bold.
Another way that you can improve your lexical resource in the IELTS
Speaking test is by paraphrasing so that you do not repeat the exact
words that the examiner has used. Paraphrasing means saying the same
thing but in a different way.
Highligh
1. Examiner: Do you think it’s easy to buy many types of food in your
country?

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Student: Yes, there is definitely a wide variety of things to eat where I

am from.
2. Examiner: Some people say it’s better to eat mostly local food rather
than food imported from other countries. Do you agree?
Student: Yes, I think it is important to buy food that was grown near
where you live.
3. Examiner: Do you think that your country’s traditional food might
disappear in the future?
Student: No, it simply isn’t possible that people would stop eating what
we have always eaten where I am from.4
4. Examiner: Do you think that the food people eat in your country now
is better than the food that they ate in the past?
Student: No, I don’t. I think what people used to eat was healthier.
5. Examiner: What are the reasons why unhealthy food is so popular in
many countries these days?
Student: I think there are several reasons why people like eating things
that are bad for them.
Exercise 6. Read the information. Then watch the videos of students
doing the IELTS Speaking test. Replace ‘I think’ with an alternative
phrase using the verbs in brackets.
In IELTS Speaking Part 3 you should find different ways of saying
phrases like I think instead of repeating yourself. You could say I
suppose, I believe, It seems to me or As far as I can see.

1. I think it’s because unhealthy food is faster than local food. (believe)
2. I think it’s better than the past because nowadays we concentrate on the
ingredients in the meals. (suppose)
3. I think, we should … governments should have more advisers for
healthy food. (see)
4. I think it’s easy to buy it because Hong Kong is an international city.
(seem)
Exercise 7. In IELTS Speaking Part 3 you can use and, but, so, and
because to help explain your opinions. Read the information, then
complete the sentences. Use the words in the box.
Use and to join two ideas that are similar. (e.g. I like coffee and tea.)
Use but to join one idea that is different from another idea. (e.g. I like
apple juice but not orange juice.)
Use so to join one idea that is the result of another idea. (e.g. I want to be
healthier, so I’m eating more fruit.)

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Use because to join one idea with the reason for another idea. (e.g. I am
going to a restaurant on Saturday because it’s my friend’s birthday.)

And because because but so

1. Sugar causes a lot of health problems, ___________ people should
eat fewer things that contain sugar.
2. In my country, it’s easy to have a healthy diet _____________ we
grow a lot of fruit and vegetables.
3. Fast food is unhealthy ____________ it’s tasty and cheap.
4. One reason I like fruit is that it tastes nice ___________ another
reason is because it’s healthy.
5. People drink a lot of water in the summer _____________ it’s
very hot.
Exercise 8. Watch the video of a student doing IELTS Speaking Part 3.
Listen and complete the examiner’s questions.
1. Examiner: OK, we’ve been talking about food and drink and I’d like
to discuss with you one or two more general questions related to this. So
let’s consider, first of all, local and ______________ food. Do you think
it’s easy to buy many types of food in your country?
2. Examiner: Some people say it’s better though to eat mostly
_____________ food rather than food imported from other countries. Do
you agree?
3. Examiner: Do you think it’s _____________ ? Why?
4. Examiner: Do you think though that your country’s _____________
food might disappear in the future?
5. Examiner: OK, let’s think about food ____________ and healthy
food. Do you think that the food people eat in your country now is better
than the food that they ate in the past?
6. Examiner: What are the reasons why ______________ food is so
popular in many countries these days?
7. Examiner: Do you think that governments should make laws which
encourage people to eat healthy ________________ and avoid unhealthy
food?
8. Examiner: Do you think people would obey the rules, the government
rules, about ______________ food?

Exercise 9. There is one mistake in each of the student’s answers. Find

the mistakes and correct them.

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1. Examiner: Do you think it’s easy to buy many types of food in your
country?
Student: Yes, I think is easy to buy international food in Hong Kong.
2. Examiner: Do you like international food?
Student: I prefer eat local food from my country
3. Examiner: Do you think though that your country’s traditional food
might disappear in the future?
Student: As far I as can see, it’s possible, but unlikely.
4. Examiner: Why is unhealthy food so popular in many countries these
days?
Student: Unhealthy food is usually faster food, which is often cheap and
easy to buy.
5. Examiner: Do you think that the food people eat in your country now
is better than the food that they ate in the past?
Student: Personally, I thinking that it’s better nowadays.
Exercise 10. You are going to do IELTS Speaking Part 2. You will need
some paper and a pencil.
Listen to the examiner. Record your answer. Play to hear your answer
Describe what you like to have for breakfast in the morning.
You should say:
what you like to eat and drink for breakfast
how you prepare these things
whether you think this is a healthy breakfast
and explain why you like to eat and drink these things.

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UNIT 5: CONSUMERISM
A. GRAMMAR AND VOCABULARY
Exercise 1: Look at the words in the table. Which words can you add to
them to make new words? Use the words in the box.
Bag foot manager online department convenience
keeper trolley assistant mens basket sports

Shop…. Shopping…

-wear …store

Exercise 2: Complete the descriptions. Use the words in the box.

DIY store bakery bookshop butcher's chemist's
greengrocer's
Newsagent's travel agency
1. You can buy meat in a _____________
2. You can buy bread and cakes in a _____________
3. You buy books in a _____________
4. You buy newspapers and magazines in a _____________
5. You book a holiday in a _____________
6. You buy fruit and vegetables in a _____________
7. You buy things to help you build and fix things around the house in a
_____________
8. You get medicines in a _____________
Exercise 3: Choose the correct words to complete the story.
The department store in my town was having a discount /sale/sell last
week – everything was 25% cheaper than usual. So I went to find some
bargains/discount/sell . I love buying things that are cheaper than they
should be.
In the footwear and bags department, I found a lovely bag, with a 40%
discount/off/sale . It had a two-year fitting room/guarantee/receipt , so
I could get my money back if it broke. Then I went to the womenswear

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department and found some nice trousers on discounts/refund/special

offer . They were 50% of the normal price. I wanted to go to the fitting
room/queue/till to try them on, but there was a long bargain/queue/sale –
there were about ten other people waiting – and I didn’t want to wait. So I
went to the cash machine/fitting room/till and paid for everything.
When I got home, I tried the trousers on. They were the right size, but
they didn’t fit/pass/suit me at all – they looked terrible on me. So I
decided to take them back and ask for a receipt/refund/return . But I
couldn’t find my footwear/receipt/shopping bag , so the shop assistant
said he couldn’t give me my money back. Next time, I’ll be more careful
when I shop at the sales.
Exercise 4: Complete the phrases. Use the words in the box.
Book Eat Go Meet Spend Take Try
Watch
1. _____________ up with friends.
2. _____________ bowling.
3. _____________ out some money from a cash machine.
4. _____________ a film.
5. _____________ fast food.
6. _____________ on some clothes to see if they fit you.
7. _____________ a holiday.
8. _____________ money.
Exercise 5: Read the conversations. Then choose the correct reason for
Speaker B using will + infinitive or going to + infinitive each time. The
first one has been done for you.
1. A: Hmm, it’s a lovely jumper, but I can’t buy it today. I haven’t
got enough money.
B: That’s OK. I’ll lend you the money. How much do you need?
o We often use will to make a decision while we’re speaking, or to
ask another person for a decision.
o We often use will to make a prediction (= a guess about the future)
based on our own opinions.
o We often use will to make a promise to another person.
o We often use will to offer help to another person, or to ask for help.
2. A: These trainers are quite expensive. Are you sure you need them?
B: Yes, Mum. Don’t worry – I’ll wear them every day. Trust me!
o We often use will to make a decision while we’re speaking, or to
ask another person for a decision.

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o We often use will to make a prediction (= a guess about the future)

based on our own opinions.
o We often use will to make a promise to another person.
o We often use will to offer help to another person, or to ask for help.
3. A: I’m sorry, but we don’t accept credit cards at this till.
B: Really? OK, I’ll pay by cash.
o We often use will to make a decision while we’re speaking, or to
ask another person for a decision.
o We often use will to make a prediction (= a guess about the future)
based on our own opinions.
o We often use will to make a promise to another person.
o We often use will to offer help to another person, or to ask for help.
4. A: This phone looks great, and it’s really cheap.
B: Yes, a bit too cheap. I’m worried that it’ll stop working after a few
weeks.
o We often use will to make a decision while we’re speaking, or to
ask another person for a decision.
o We often use will to make a prediction (= a guess about the future)
based on our own opinions.
o We often use will to make a promise to another person.
o We often use will to offer help to another person, or to ask for help.
5. A: Have you booked your holiday yet?
B: Yes, we’ve just been to the travel agency and bought our tickets.
We’re going to go to Thailand.
o We often use going to to make a prediction based on what we
know or can see.
o We often use going to to talk about plans and decisions that we
made earlier.
6. A: Can we go home soon? I’m bored.
B: I want to try on this blouse, but there’s a long queue for the fitting
rooms. It’s going to be at least half an hour before we can go home.
o We often use going to to make a prediction based on what we
know or can see.
o We often use going to to talk about plans and decisions that we
made earlier.
Exercise 6: Read the conversations and correct Speaker B’s answers by
using the correct form of will + infinitive. Use contractions where
possible (e.g. he’ll). The first one has been done for you.

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1. A: Look what I’ve found. A lovely shirt for you. Do you want to see if
it fits you?
B: OK, I try I'll try it on.
2. A: The lift’s broken.
B: OK, I take the stairs.
3. A: Wow, I can’t believe I’ve bought so much today!
B: How do you get home with all those bags?
4. A: Can I tell you a secret? My ‘expensive’ dress was actually really
cheap. I only paid £10 for it.
B: Wow! Don’t worry. I don’t tell anyone.
5. A: I ordered some books online yesterday, but they haven’t arrived yet.
B: Don’t worry. They probably arrive next week.
6. A: You should take those shoes back if they don’t fit and ask for a
refund.
B: I know, but I’m a bit nervous. Do you come with me?
7. A: Can you wait here? I just need to go to a few shops.
B: OK. Are you long?
8. A: I don’t want to go to the shopping centre tomorrow. It’s always
really crowded.
B: Don’t worry. It isn’t be crowded tomorrow morning.
Exercise 7: Put the words in the correct order to complete the sentences
and questions.
It'll think expensive I quite be
1. __________ __________ __________ __________
__________ __________ .
You'll think film enjoy the Do you
2. __________ __________ __________ __________
__________ __________ __________ ?
We'll stay I think don't long
3. __________ __________ __________ __________
__________ __________ .
Think cost How it'll do you much
4. __________ __________ __________ __________
__________ __________ __________ ?
Need think I'll a I trolley
5. __________ __________ __________ __________
__________ __________ .
To think don't need I you'll pay

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6. __________ __________ __________ __________

__________ __________ __________ .
Do think go you shopping we'll When again
7. __________ __________ __________ __________
__________ __________ __________ __________ ?
There'll many you people think Do be
8. __________ __________ __________ __________
__________ __________ __________ ?
Exercise 8: Complete the conversation with the correct forms of the
words in brackets. Use going to + infinitive in all your answers. Use
contractions where possible (e.g. isn’t).
A: Hurry up! You need to decide. The ____________________ in a
minute. (shop / close) Which laptop _________________________ ?
(you / buy)
B: _______________________________ one here. (I / not / buy)
A: Why not? Your old laptop’s broken and you’ve got a business trip
next week. ______________________________ one when you’re away.
(you / need)
B: I know, but _______________________________ a new laptop
online instead. (I / get)
A: Well, don’t forget your flight’s on Monday morning, so that doesn’t
leave you a lot of time.
B: Don’t worry. ________________________________ it tonight. (I /
order) It won’t take more than three days to arrive.
A: _________________________________ pretty stupid at your
business meeting next week if you don’t get your new laptop by then.
(you / feel)
B: Don’t worry. It’ll be fine.
Exercise 9: Read the information. Then choose the best answers to
complete the sentences.
 We often use will to make a decision while we’re speaking, or to
ask another person for a decision.
 We often use will to make a prediction (= a guess about the future)
based on our own opinions.
 We often use will to make a promise to another person.
 We often use will to offer help to another person, or to ask for help.
 We often use going to to talk about plans and decisions. Often the
plan/decision has already been made.
 We often use going to to make a prediction based on what we
know or can see.

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1. This laptop comes with a five-year guarantee. That means that if it

stops working in the next five years, you’re going to/you’ll get
your money back.
2. I’ve just bought some new running shoes because I’m going to/I’ll
start running every day from tomorrow.
3. Oh no! We’ve spent too long in the shops. We’re going to/We’ll
miss the last bus home. Look – it’s leaving now.
4. We aren’t going to/won’t buy anything. We didn’t bring any
money. We only came here to do some window-shopping.
5. A: What are you going to have for lunch?
B: I’m going to/I’ll have a burger. I haven’t had one for ages.
6. A: We’ve just bought our wedding rings.
B: Really? When are you going to/will you get married?
7. A: I can’t carry all these bags. Are you going to /Will you help me,
please?
B: Yes, of course.
Exercise 10: Do the advantages of online shopping outweigh the
disadvantages? Choose the best words to complete the student’s answer.
In my view, the main advantage/disadvantage/positive aspects of online
shopping is that it is convenient – you can buy things in your own home,
at any time of day or night. Another benefit/drawback/negative aspects is
that online stores are often cheaper than traditional shops. All things
considered/Moreover/Overall , they usually have a wider range of sizes
and colours.
However, there are also some important advantages/benefits/drawbacks
to online shopping. For one thing /Overall/Personally , you have to wait
a few days, or even weeks, for your shopping to arrive. However /In my
view/What’s more , you can’t try on clothes before buying them.
Because/However/In addition , you sometimes need to pay extra for
postage. Many online shops do try to deal with/suffer/outweigh the
disadvantages by offering free delivery for any clothes that you want to
return, for example.
For instance/Overall/So , I believe the benefits of online shopping deal
with/outweigh/suffer the disadvantages.
B. READING
Exercise 1: In this unit, you will do IELTS Reading matching heading
tasks and read a text on the topic of family history (also called ancestry).
What vocabulary do you already know on the topic of ancestry? Match
the words with their definitions.
a descendant a generation a record a relative a will

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an ancestor birth certificate family background great -

+ noun run in the family

1. a member of your extended family, for example, your aunt or uncle:

____________________________________
2. a person who is related to you but lived and died before you were
born: ____________________________________
3. a person who is related to you and who will live after you in the
future (e.g. your grandchildren’s children):
_________________________________
4. a group of people who are all about the same age:
_________________________________
5. the history of your family, for example, where they came from,
what jobs they had: _________________________________
6. used with a word for a family member from an older generation
(e.g. your mother’s grandmother):
___________________________________
7. a piece of important information you write on paper or store on a
computer: _________________________________
8. a legal document that explains what a person has decided should
be done with their money and property after they die:
___________________________________
9. a phrase that describes a feature, quality, ability or disease that
people from the same family share:
________________________________
10. a legal document that contains information about a new baby such
as its name, the names of its parents and the time and place it was
born: _____________________________________
Exercise 2. Read the information, then read the sentences from
Paragraphs A–H. Do the exercise .
The IELTS Reading matching headings task tests your understanding of
the gist of a paragraph – this means how well you understand the main
idea or topic of the paragraph.
It is often possible to quickly get a general understanding of the main
ideas and topic of a text by reading only:
 the final sentence of the introduction (i.e. the first paragraph in
the text)
 the first sentence of all the paragraphs in the main body (i.e. all
the paragraphs between the introduction and the conclusion)
 the final sentence of the conclusion (i.e. the last paragraph in the
text).

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Final sentence of Paragraph A: ‘… It was also necessary for

landowners to know their family background – so they could prove that a
large castle or manor house really belonged to them, and not to another
person further along a branch of the family tree who wanted it for
themselves.’
First sentence of Paragraph B: ‘An interest in knowing who your
ancestors were and what they did is, of course, something which is
common in all cultures.’
First sentence of Paragraph C: ‘While some people are still interested
in family trees as a way of making sure they can receive money or
valuable items from a great-uncle or great-great grandparent, others have
different motivations.’
First sentence of Paragraph D: ‘Part of what makes family-tree
research so fascinating is the sense of uncovering a mystery as you find
more clues – just like a detective would.’
First sentence of Paragraph E: ‘Before the age of the internet, if you
wanted to find out about your family history, you would have needed to
travel to different locations.’
First sentence of Paragraph F: ‘Researching your family tree has now
become an ever more popular activity, partly for the reason that it has
become much easier, faster and more convenient.’
First sentence of Paragraph G: ‘Despite the advances of modern
technology, it can still be a challenge to find your distant ancestors.’
Final sentence of Paragraph H: ‘… Rather than writing out the family
tree in a book in the traditional way, they record stories, images and
voices using audio and video recordings for their descendants to see one
day.’
Match the main ideas with the sentences from Paragraphs A–H. Read the
text on page 1 again if you need to.
A description of how people feel about ancestry
A method of learning about ancestry
A method of storing information about ancestry
A reason why people enjoy researching their family history
A reason why people needed to know their ancestry in the past
Different reasons why people might be interested in ancestry
Problems in learning about ancestry
Reasons why more people are learning about ancestry now

Paragraph A

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Paragraph B
Paragraph C
Paragraph D
Paragraph E
Paragraph F
Paragraph G
Paragraph H
Exercise 3: Read the information. Then skim read the paragraph and
choose the correct heading.

Remember! To skim read a text, focus only on the main information. To

do this, focus on the nouns, verbs and adjectives (in bold in the
paragraph below).

Ancestry in the UK
Paragraph A
Up until relatively recently, English school children were often obliged
to learn the names of the kings and queens that ruled the country from
the 8th century to the 18th, and understand how they were related.
This was no easy task. Sometimes a king would pass his kingdom to
his son, but very often it would be a much more distant relative that
took over. To become king, you would have to show you had royal
blood in the family tree, and to do this, you would need to know
exactly who all your ancestors were. It was also necessary for
landowners to know their family background – so they could prove
that a large castle or manor house really belonged to them, and not to
another person further along a branch of the family tree who wanted
it for themselves.
The correct heading for Paragraph A is:
o How knowing your family tree could bring power and property
o The kind of buildings that wealthy relatives used to live in
o Which academic subjects most students would prefer not to study

Exercise 4: Read the information. Then skim read the next paragraphs
and answer the question .
In an IELTS Reading matching headings task, there will always be at
least one more heading than the number of paragraphs. So, for example,
if there are five paragraphs, you might have to choose from seven or eight

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headings.
Skim reading the text to get the gist of each paragraph can help you get a
general idea of which headings might match one of the paragraphs.
Ancestry in the UK
Paragraph B
An interest in knowing who your ancestors were and what they did is, of
course, something which is common in all cultures. Not all cultures,
however, have a phrase which translates as family tree for when they
want to describe earlier generations of the same family. We use this
particular phrase because it was traditional in the past in some countries
to put the oldest generations at the top of a drawing and the youngest
generation at the bottom – sometimes just the child of a recently married
couple. This meant the image would be wider at the top and narrower at
the bottom – just like a tree.
Paragraph C
While some people are still interested in family trees as a way of making
sure they can receive money or valuable items from a great-uncle or
great-great grandparent, others have different motivations. Some people
choose to research their family tree because they are simply curious about
their origins. Or perhaps they have heard an unusual story about an
ancestor and wish to discover the truth. They may even have a more
serious and useful purpose, for example wanting to find out about a
medical condition which runs in the family.
Choose the correct headings for the paragraphs. Look at the text again on
page 1 if you need to.
1. The correct heading for Paragraph B is:
o Practical and personal reasons for finding out about
ancestors
o The appeal of making unexpected discoveries
o The problems people face in carrying out family-tree
research
o Why we use ‘family tree’ to refer to our family background
o Traditional ways of researching family trees
2. The correct heading for Paragraph C is:
o The appeal of making unexpected discoveries
o Practical and personal reasons for finding out about
ancestors
o The problems people face in carrying out family-tree
research
o Traditional ways of researching family trees

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o Why we use ‘family tree’ to refer to our family background

Exercise 5: Read the information. Then read the paragraphs again, this
time with their headings. The key words in the headings have been
underlined. Then do the exercise.
In IELTS Reading matching headings tasks, it is a good idea to underline
key words in the headings and match them with synonyms and
paraphrases in the text. You can do this to check your answers.
Paragraph B
Why we say ‘family tree’ to refer to our family background
An interest in knowing who your ancestors were and what they did is, of
course, something which is common in all cultures. Not all cultures,
however, have a phrase which translates as family tree for when they
want to describe earlier generations of the same family. We use this
particular phrase because it was traditional in the past in some countries
to put the oldest generations at the top of a drawing and the youngest
generation at the bottom – sometimes just the child of a recently married
couple. This meant the image would be wider at the top and narrower at
the bottom – just like a tree.
Paragraph C
Practical and personal reasons for finding out about ancestors
While some people are still interested in family trees as a way of making
sure they can receive money or valuable items from a great-uncle or
great-great grandparent, others have different motivations. Some people
choose to research their family tree because they are simply curious about
their origins. Or perhaps they have heard an unusual story about an
ancestor and wish to discover the truth. They may even have a more
serious and useful purpose, for example wanting to find out about a
medical condition which runs in the family.
Match the synonyms and paraphrases from the paragraphs (the words in
the box) with the key words from the headings (1–7). Look at the text
again on page 1 if you need to.
a more serious and useful purpose motivations origins to
research
perhaps they have heard an unusual story about an ancestor and wish to
discover the truth
we use this particular phrase who your ancestors were and what they
did
1. we say ‘family tree’
__________________________________________
2. our family background

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__________________________________________
3. practical (reasons)
__________________________________________
4. personal (reasons)
__________________________________________
5. reasons
__________________________________________
6. finding out about
__________________________________________
7. ancestors
__________________________________________
Exercise 6: Read the information. Then read the headings that the student
has chosen, the paragraphs and the reasons for the student’s answers.
The student’s answers are incorrect. Then do the exercise.
In the IELTS Reading matching headings task, it is easy to choose the
incorrect answer. The extra headings that you don’t need, called
‘distractors’, often seem to be logical answers.
Paragraph D:
Creating family trees for future generations
Part of what makes family-tree research so fascinating is the sense of
uncovering a mystery as you find more clues – just like a detective would.
This kind of process was shown in the hugely popular programme ‘Who
Do You Think You Are?’, which featured well-known TV personalities
exploring their family origins. The show’s researchers often found
surprising information. One person, interviewer Jeremy Paxman, was
disinterested at first. He believed it was more important to be ‘forward-
looking’ – and think about the future rather than the past. Then he learnt
that his great-grandmother had managed to raise nine children by herself
after her husband died, even though she was extremely poor. He soon
wanted to know more. Certainly this kind of programme has encouraged
people to look for their own ancestors.
Student’s reason:
I chose this heading for Paragraph D because the word ‘future’ is in the
heading, and you can also see it in Paragraph D, in the sentence ‘He
believed it was more important to be “forward-looking” – and think
about the future rather than the past.’
Paragraph E:
The problems people face in carrying out family-tree research
Before the age of the internet, if you wanted to find out about your family
history, you would have needed to travel to different locations. People

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used to visit churches to look at their records, for example of the names
of people who were born and died in the area. Another way to investigate
family history would be to look through old newspapers that were stored
in the basements of libraries, or to search through birth and marriage
certificates at the local town-council building. Not all of these visits, of
course, would be successful. You needed to be very patient and have a lot
of spare time to find out about your past.
Student’s reason:
I chose this heading for Paragraph E because the word ‘problems’ is in
that heading – and at the end of Paragraph E, the writer says ‘You
needed to be very patient and have a lot of spare time to find out about
your past.’ That sounds like a problem to me.
Think about the mistakes that the student made on page 1. Choose the
correct answers to complete the advice. Read the student’s answers on
page 1 again if you need to.
1. After you read for gist, read the paragraph more carefully to check
for the question or main idea/ synonyms and paraphrases of key
words in the heading.
2. Make sure the heading matches one sentence in the paragraph/ the
main idea of the whole paragraph .
3. The main idea of the paragraph can be found in one sentence in the
paragraph/ all the way through the paragraph.
4. Don’t choose a heading just because it uses exactly the same
word(s) or phrase(s)/ the same idea(s) that you can see in the
paragraph.
5. Make sure the heading paraphrases more than one word or phrase/
just one word or phrase in the paragraph.

Exercise 7: Read the information. Then match the numbers with the
Roman numerals.
In an IELTS Reading matching headings task, each heading has a
number. These numbers are always Roman numerals, so make sure you
are familiar with them.
Only write the Roman numeral on the answer sheet. Do not write the
whole heading. If you write the Roman numeral incorrectly, your answer
will be marked wrong.
Example:
Roman numeral i = 1

2 8 5 3 4 10 7 6 9

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x
v
iv
ii
iii
ix
vii
vi
viii

Exercise 8: Read the options in bold (ii, iii, v, vi and x) from the list of
headings and then read the paragraphs. Which heading should be used
with each paragraph? Write the correct option numbers (ii, iii, v, vi or x).
i The problems people face in carrying out family-tree
research
ii How technology has helped people research their
ancestors
iii How businesses benefit from the growing interest in
family trees
iv Practical and personal reasons for finding out about
ancestors
v How ancestors are remembered and celebrated in
different countries
vi Traditional ways of researching family trees
vii Creating family trees for future generations
viii How knowing your family tree could lead to power and
property
ix Why we say ‘family tree’ to refer to our family
background
x What people enjoy about making unexpected
discoveries

Paragraph D
Part of what makes family-tree research so fascinating is the sense of
uncovering a mystery as you find more clues – just like a detective would.

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This kind of process was shown in the hugely popular programme ‘Who
Do You Think You Are?’, which featured well-known TV personalities
exploring their family origins. The show’s researchers often found
surprising information. One person, interviewer Jeremy Paxman, was
disinterested at first. He believed it was more important to be ‘forward-
looking’ – and think about the future rather than the past. Then he learnt
that his great-grandmother had managed to raise nine children by herself
after her husband died, even though she was extremely poor. He soon
wanted to know more. Certainly this kind of programme has encouraged
people to look for their own ancestors.
Paragraph E
Before the age of the internet, if you wanted to find out about your family
history, you would have needed to travel to different locations. People
used to visit churches to look at their records, for example of the names
of people who were born and died in the area. Another way to investigate
family history would be to look through old newspapers that were stored
in the basements of libraries, or to search through birth and marriage
certificates at the local town-council building. Not all of these visits, of
course, would be successful. You needed to be very patient and have a lot
of spare time to find out about your past..
Heading for Paragraph D ___________
Heading for Paragraph E ___________
Exercise 9: Read the options in bold (i, ii, iii, v and vii) from the list of
headings and then read the next paragraphs. Write the option numbers
that match the paragraphs.
i The problems people face in carrying out family-tree
research
ii How technology has helped people research their
ancestors
iii How businesses benefit from the growing interest in
family trees
iv Practical and personal reasons for finding out about
ancestors
v How ancestors are remembered and celebrated in
different countries
vi Traditional ways of researching family trees
vii Creating family trees for future generations
viii How knowing your family tree could lead to power and
property

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ix Why we say ‘family tree’ to refer to our family

background
x What people enjoy about making unexpected discoveries
Paragraph F
Researching your family tree has now become an ever more popular
activity, partly for the reason that it has become much easier, faster and
more convenient. Councils have uploaded many public records to their
websites, including details of marriages, names of taxpayers and property
owners, and the wills of people who have died. Many museums and
libraries have also become involved, and offer guidance about the best
tools and apps to use when searching for ancestors. One online company
which helps people trace their ancestors was recently bought for over
£2.4 billion – showing just how popular this method of research has
become.
Paragraph G
Despite the advances of modern technology, it can still be a challenge to
find your distant ancestors. Before the 11th century, a person would only
sometimes share their parents’ surname. This was because a surname
usually showed the town or region where you came from, e.g. John of
Kent, or your occupation, e.g. John (the) Baker. So, if a child was born in
a different place to a parent or had a different job, they might have had
different surnames. This system also meant that thousands of people had
exactly the same surnames even when they were not related. For wealthy
people, it would also have been possible to have two different surnames if
they owned land or property in two different locations. Of course, many
old records have also been lost or destroyed, too.
Paragraph H
Many people who are keen on producing a family tree are interested in
looking forwards rather than back. They recognise their role as an
ancestor of people who haven’t even been born yet, and who may live in
many different parts of the world. They want to create records for them –
showing the different branches of the family today. Rather than writing
out the family tree in a book in the traditional way, they record stories,
images and voices using audio and video recordings for their descendants
to see one day.
Heading for Paragraph F ___________
Heading for Paragraph G ___________
Heading for Paragraph H___________
Exercise 10: Think about what you’ve learnt in this unit. Complete the
advice. Use the words in the box.

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headings than paragraphs synonyms and paraphrases for key words

the key words
the main idea the first or last sentences the main nouns, verbs
and adjectives
1. In an IELTS Reading matching headings task, it is important to
understand the gist or ____________________________________
of a paragraph or text.
2. You can quickly understand the general topic of a text by reading
________________________________ of each paragraph.
3. You can also skim read each paragraph by focusing on
______________________________________
4. There will always be more __________________________________
in the text.
5. It is a good idea to underline
__________________________________ in the headings.
6. Remember to check the paragraph for
_________________________________ in the heading.
C. WRITING
Exercise 1: Read the sentences about IELTS Writing Task 2. Are they
True or False?
1. You should spend about 30 minutes on IELTS Writing Task 2.
o True
o False
2. You should write at least 250 words in IELTS Writing Task 2.
o True
o False
3. You get a higher score if you can write a lot more than 250 words
in IELTS Writing Task 2.
o True
o False
4. You should discuss different opinions about the question and give
your own opinion.
o True
o False
5. You should not write about your own knowledge or experience of
the topic.
o True
o False

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6. It is a good idea to be funny and informal in your answer for

IELTS Writing Task 2.
o True
o False
Exercise 2: Read the information. Then decide whether the underlined
words and phrases are the subject or the special idea about the subject.
To understand the IELTS Writing Task 2 question you should find the
subject, and the special idea about the subject:
Eating enough fruit and vegetables is the most important part of a healthy
lifestyle. Do you agree or disagree?
In the question above, the subject is a healthy lifestyle and the special
idea is that eating enough fruit and vegetables is the most important
part of a healthy lifestyle.
1. There are too many overweight children in the world. Why do
children become overweight and what can be done about it? the
subject/ the special idea about the subject
2. Some people think that vegetarians are healthier than meat-eaters
while other people think they are less healthy. Compare the two
views. the subject/ the special idea about the subject
3. Compare the dangers and benefits of using oil in cooking. the
subject/ the special idea about the subject
4. Sugar is now a big health problem in many countries around the
world. What is your opinion? the subject/ the special idea about
the subject
Exercise 3: After you have found the subject and the special idea about
the subject, you should decide what the essay question is asking you to do.
Match each essay question with what it is asking you to do.
Agree or disagree Compare advantages and disadvantages
Compare two different opinions Discuss problems and solutions
1. There are too many overweight children in the world. Why do
children become overweight and what can be done about it?
_____________________________
2. Some people think that vegetarians are healthier than meat-eaters
while other people think they are less healthy. Compare the two
views. _____________________________
3. Compare the dangers and benefits of using oil in cooking.
_____________________________
4. Sugar is now a big health problem in many countries around the
world. What is your opinion? _____________________________

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Exercise 4: Before you write the IELTS Writing Task 2 essay you should
make a plan. Complete the plan with the correct words or phrases in the
box.
I think they should plan enjoy important my opinion
too much cola sugar in coffee sugar has bad effect on
health

Essay ________________________

Introduction: a lot of people are unhealthy because of sugar

________________________ = people should eat less sugar but enjoy it
sometimes
Main Paragraph 1, Fact: true = ________________________
Reasons or examples: people drink ________________________ / this
could make them ill
Result or opinion: ________________________ drink less cola
Main Paragraph 2, Fact: traditional food is
________________________
Reasons or examples: like traditional cakes and coffee in my country
Result or opinion: I think it’s okay to have cakes at parties or
________________________
Conclusion: people should eat less sugar but still
________________________ it sometimes
Exercise 5: Put the paragraphs in the correct order to complete the
IELTS Writing Task 2 essay.
Sugar is now a big health problem in many countries around the
world.
What is your opinion?
Nowadays, a lot of people around the world are unhealthy because they
eat too much sugar. In my opinion, people should reduce the amount of
sugar they eat but also enjoy sweet things sometimes. In this essay, I am
going to explain why I partly agree and disagree that sugar is a big health
problem.
On the other hand, it is important not to stop enjoying traditional food.
For example, in my country we have traditional sweet cakes with cherries
and nuts, which we eat at parties. Also, where I live it is normal to have
sugar with coffee. I think it would be sad to stop eating these cakes on
special occasions and I do not agree that it is a problem to drink coffee
with sugar sometimes.

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On the one hand, it is true that people eat too much sugar now and that it
has a bad effect on their health. For example, in my country a lot of
people drink cola with their meals instead of water. Cola has a large
amount of sugar in it so they are drinking a lot more calories. More
calories means that people get fat and have problems with their heart or
other illnesses. In my view, they should reduce the amount of cola that
they drink.
In conclusion, I agree that sugar is a big health problem. I think people
should reduce the amount of sugar they have by drinking water instead of
cola but I also think they should still enjoy sugar on special occasions or
in coffee sometimes.

1.
2.
3.
4.
Exercise 6: Complete the essay. Use the phrases in the box.
For example, For example, In conclusion, In this essay, I
am going to On the one hand, On the other hand,
Sugar is now a big health problem in many countries around the
world.
What is your opinion?
Nowadays, a lot of people around the world are unhealthy because they
eat too much sugar. In my opinion, people should reduce the amount of
sugar they eat but also enjoy sweet things sometimes.
__________________________ explain why I partly agree and disagree
that sugar is a big health problem.
__________________________ it is true that people eat too much sugar
now and that it has a bad effect on their health.
_________________________ in my country a lot of people drink cola
with their meals instead of water. Cola has a large amount of sugar in it
so they are drinking a lot more calories. More calories means that people
get fat and have problems with their heart or other illnesses. In my view,
they should reduce the amount of cola that they drink.
__________________________ it is important not to stop enjoying
traditional food.
__________________________ in my country we have traditional
sweet cakes with cherries and nuts, which we eat at parties. Also, where I

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live it is normal to have sugar with coffee. I think it would be sad to stop
eating these cakes on special occasions and I do not agree that it is a
problem to drink coffee with sugar sometimes.
__________________________ I agree that sugar is a big health
problem. I think people should reduce the amount of sugar they have by
drinking water instead of cola but I also think they should still enjoy
sugar on special occasions or in coffee sometimes.
Exercise 7: Read the sentences and highlight the phrases for giving
opinions.

1. In my opinion, people should reduce the amount of sugar they eat

but also enjoy sweet things sometimes.
2. On the one hand, it is true that people eat too much sugar now and
that it has a bad effect on their health.
3. More calories means that people get fat and have problems with
their heart or other illnesses.
4. In my view, they should reduce the amount of cola that they drink.
5. On the other hand, it is important not to stop enjoying traditional
food.
6. I think it would be sad to stop eating these cakes on special
occasions.
7. I do not agree that it is a problem to drink coffee with sugar
sometimes.
8. In conclusion, I agree that sugar is a big health problem.
Exercise 8: Complete the sentences with phrases for giving opinions. Use
the words in the box. Some words can be used more than once.
Agree important means opinion think
true view
1. In my ______________ , people should reduce the amount of
sugar they eat but also enjoy sweet things sometimes.
2. On the one hand, it is ______________ that people eat too much
sugar now and that it has a bad effect on their health.
3. More calories ______________ that people get fat and have
problems with their heart or other illnesses.
4. In my _______________ , they should reduce the amount of cola
that they drink.
5. On the other hand, it is __________________ not to stop enjoying
traditional food.

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6. I ________________ it would be sad to stop eating these cakes on

special occasions.
7. I do not __________________ that it is a problem to drink coffee
with sugar sometimes.
8. In conclusion, I _________________ that sugar is a big health
problem.
Exercise 9: Complete the table with the advantages and disadvantages.
often cheaper than eating in a restaurant can be delicious quick
and easy
sometimes tastes disgusting if you buy fast food you do not have
to cook at home
can cause heart problems often high in fat and sugar can make
you overweight

advantages of fast food disadvantages of fast food

Exercise 10
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
Hamburgers and pizzas may be convenient but they can also be unhealthy.
Compare the advantages and disadvantages of fast food.
Give reasons for your answers and include any relevant examples from
your own knowledge or experience.
You should write at least 250 words.
Please add text into the Student post.

Student post:

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D. LISTENING
Exercise 1: In this unit, you will learn about Section 1 of the IELTS
Listening test and practise the skills you need to answer five-option
multiple-choice questions. The topic of this unit is libraries. Read the
information. Then read the sentences from different conversations and
decide who is speaking. Choose the correct answers.
In IELTS Listening test, Section 1 the conversation is always with
two speakers, and five-option multiple choice questions may test your
ability to understand specific details (e.g. the health benefits of doing
yoga or times when you can visit a local gym) or the main ideas or
opinions you hear (e.g. I think yoga is a better form of exercise than
lifting weights).
When you listen to the conversation, it is useful to understand the roles of
each speaker (e.g. teacher and student or shop assistant and customer).
A an architect
B a library assistant
C a member of the library
D a computer specialist
E a local journalist
1. I’m writing an article about the library for the local newspaper.
A/B/C/D/E
2. I’ve got my library card with me. I’m interested in science fiction,
mainly. A/B/C/D/E
3. What I like best is ordering new books and recommending them to
people. A/B/C/D/E
4. I designed the new library. A/B/C/D/E
5. I’m working on a new piece of software for the library. A/B/C/D/E

Exercise 2: Read the information. Then listen to the recording and

answer the question. Choose two letters, A–E.
In an IELTS five-option multiple choice question:
 there will be five options (A–E) to choose from

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 you will always be asked to choose TWO of these five options

 the options will not be in the same order that they appear in the
conversation (i.e. if the first option in a list of buildings is A a
library, the speakers may not mention a library until the middle or
the end of their conversation).
Which TWO people are taking part in the conversation about the new
library?
 A an architect
 B a member of the library
 C a library assistant
 D a computer specialist
 E a local journalist
Exercise 3: Read the information. Then read the three extracts from the
recording. Each extract matches one of the incorrect options (the
distractors), A, D and E. Match the extract with the distractor and
explanation.
In a five-option multiple choice question, three options will always be
incorrect. Incorrect options are also called distractors.
 Distractors might contain one or two words which are similar to
something a speaker says in the conversation – but they are
different.
 The whole option will not give the same information that you hear
in the conversation.
 Be careful not to choose an option just because you read and/or
hear similar words.
Which TWO people are taking part in the conversation about the new
library?
A an architect 
B a member of the library 
C a library assistant 
D a computer specialist 
E a local journalist 
Extract 1:
‘We’ve got a lot more screens here for people to use. But people also
bring in their own laptops and tablets and things so they can do some
work or study and use the wi-fi.’
Extract 2:
‘Yes, we’re very pleased with the design. It’s a lot more open and we

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have a good view of the park outside now.’

Extract 3:
‘But I was having a look at the local newspaper and I saw that the new
library had finally been opened.’

1. Extract 1/ Extract 2/ Extract 3 matches the distractor in option A

and is incorrect because the speaker only says that she likes the
design. She doesn’t say that she planned it.
2. Extract 1/ Extract 2/ Extract 3 matches the distractor in
option D and is incorrect because the speaker only describes the
kind of computer equipment that the library has. She doesn’t say
that she knows a lot about computers.
3. Extract 1/ Extract 2/ Extract 3 matches the distractor in option E
and is incorrect because the speaker read some information in the
local newspaper. He doesn’t say that his job is to write articles for
it.
Exercise 4: Read the information. Then listen to six extracts from a
conversation about library services. Decide if each speaker is talking
about the Past, Present or Future. Choose the correct answers.
In the IELTS Listening test, it is important to understand when the
speakers are talking about the past, present or future. Listen carefully to
the tense the speaker uses, as this will help you.
Note that when the speaker uses the present continuous tense (e.g. I am
taking a Spanish course), it’s important to listen for the time signal the
speaker uses as they could be talking about the present or the future. For
example:
Present continuous to talk about the present
I am taking a Spanish course at the moment.
I am currently taking a Spanish course.
Present continuous to talk about the future
I am taking a Spanish course in June.
I am taking a Spanish course next month.
1.
o Past
o Present
o Future
2.
o Past
o Present
o Future

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3.
o Past
o Present
o Future
4.
o Past
o Present
o Future
5.
o Past
o Present
o Future
6.
o Past
o Present
o Future

Exercise 5: Read the information. Then listen to the recording and

answer the question. Choose the correct letters, A–E.
In a five-option multiple choice question, you may need to understand
specific details of something you hear in the conversation. The question
you see in the test will be similar to a question you will hear in the
recording.
For example:
You read: Which TWO health benefits of doing yoga does the man
mention?
You hear: ‘So why would yoga be a good idea for the children? You
know, what would be the benefits for their health?’
When you hear cues (key words) like the underlined words, you should
listen more carefully.
Look at the exam question:
Which TWO services does the library currently offer?
A a language-learning class for adults
B an after-school club for teenagers
C an evening art class
D a morning book-discussion group
E a story-reading session for young children
In the question, the cues are services and currently. This means you
listen for the two services that the library offers now.
Which TWO services does the library currently offer?

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 A a language-learning class for adults

 B an after-school club for teenagers
 C an evening art class
 D a morning book-discussion group
 E a story-reading session for young children
Exercise 6: Read the information. Then read the five words in bold in the
exam task (A–E). What type of cues are they? Choose the correct answers.
Before you hear the recording, it’s a good idea to identify the possible
cues in the question and in the five options. Adverbs that give
information about how, where or when something happens may be a cue,
e.g. currently (which you saw earlier in this unit). Other words that are
used as cues may be:
 nouns for people, things, places or events
 adjectives that give information about people, things, places or
events
 verbs for actions and processes (e.g. become or develop).

Which TWO things can library users do on the library website?

A pay fines for books which are returned late
B apply to renew a library membership card if one gets lost
C do searches for books which have become bestsellers
D comment on books and authors they’ve read
E update details of their home address if they want to
1. fines noun/ adjective/ verb
2. lost noun/ adjective/ verb
3. searches noun/ adjective/ verb
4. comment noun/ adjective/ verb
5. update noun/ adjective/ verb
Exercise 7: Read the information. Then look at the underlined words in
each option. Which two underlined words from each of the options are
the most important? Select the TWO most important words in each option,
A–E.
Only some of the nouns, adjectives, verbs and adverbs that you identify in
the question and options will be cues. General words about the topic are
unlikely to be important, so you should look for words that have
a specific meaning.
For example, the word books is probably less important because the
conversation is about a library. You will therefore probably hear this
word many times in the conversation. However, fines and late describe
specific details. These words are likely to be important in the

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conversation.
In the IELTS Listening test, you have a short time to read the questions
and options before the recording begins. Use this time to identify key
words and think about possible paraphrases (e.g. fine and fee, penalty and
charge).
Which TWO things can library users do on the library website?
A pay fines for books which are returned late
B apply to renew a library membership card if one gets lost
C do searches for books which have become bestsellers
D comment on books and authors they’ve read
E update details of their home address if they want to
Exercise 8: Read the five extracts from the conversation. Match the
headings in the box with the extract they refer to.
apply to renew a library membership card if one gets lost
comment on books and authors they’ve read
do searches for books which have become bestsellers
pay fines for books which are returned late
update details of their home address if they want to
___________________________________________________
Jim: And what if I’ve forgotten to bring a book back before the due
date and there’s a
charge for it because I’ve gone past the deadline? Can I pay online?
___________________________________________________
Jim: And I’m afraid that my son can’t find his library membership card.
Can we use the website to get another one and replace it? Or do we have
to be here at the library to do that?
___________________________________________________
Jim: Is there some kind of list on the website where I can find out what
the top ten books are?
___________________________________________________
Mary: You can post your own review if you like. You know, tell other
library users whether it’s worth reading.
___________________________________________________
Mary: But if you’ve moved house recently, so you’re living
somewhere different, you’ll need to bring us a copy of an electricity
bill or a bank statement – something with your street number on it.
Exercise 9: Listen to the recording. Choose TWO correct answers.
Which TWO things can library users do on the library website?

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 A pay fines for books which are returned late

 B apply to renew a library membership card if one gets lost
 C do searches for books which have become bestsellers
 D comment on books and authors they’ve read
 E update details of their home address if they want to
Exercise 10: Think about what you’ve learnt from doing this unit.
Complete the advice. Use the words and phrases in the box.
a conversation between two people general topic of the conversation
key words from the question nouns, adjectives, verbs and adverbs
time reference
1. In Section 1 of the IELTS Listening test, you will hear
______________________________ on an everyday topic.
2. When you have to answer a five-option multiple-choice question,
use the time before the recording to underline
__________________________________ in the options.
3. Don’t underline words which are about the
_______________________________ . For example, don’t
underline words like read if the whole conversation is about
libraries.
4. You should carefully read the question too. Sometimes just one
word might make a difference to the options you decide to choose.
For example, the question might contain a specific
______________________________ , and then you need to listen
for something in the past, present or future.
5. Remember that you will hear certain
_______________________________ in the conversation – these
words tell you when you need to listen very carefully.
E. SPEAKING
Exercise 1: Watch the video of the student doing the IELTS Speaking test,
then choose the correct answers to the questions below.
1. The IELTS Speaking test takes 5-10/11-14 minutes, and has three
parts.
2. In Part 1, you answer questions about yourself and your
opinions/suggestions .
3. In Part 2, you speak for 1 to 2 minutes about part 1/ a topic
4. In Part 3, you have a longer discussion/presentation about the
topic from Part
5. The three parts are always/not always in the same order.

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Exercise 2: Watch the videos of a student doing the IELTS Speaking test.
Which part is she doing in each video? Choose the correct answers.
1. The student is doing IELTS Speaking Part 1./ The student is doing
IELTS Speaking Part 2./ The student is doing IELTS Speaking Part 3.
2. The student is doing IELTS Speaking Part 1./ The student is doing
IELTS Speaking Part 2./ The student is doing IELTS Speaking Part 3.
3. The student is doing IELTS Speaking Part 1./ The student is doing
IELTS Speaking Part 2./ The student is doing IELTS Speaking Part 3.
Exercise 3: In the IELTS Speaking test, 25% of your mark is for fluency
and coherence. Match the sentence halves to complete the sentences.
explaining your ideas in an organised and structured way, that’s easy to
understand.
for example, using linking words and phrases like First of all , and
Secondly.
increasing the amount of topic-related vocabulary and phrases you know.
speaking easily, well and quickly, without a lot of pauses or repetition.
1. Fluency means
___________________________________________________________
___
Coherence means
___________________________________________________________
___
You can improve your fluency by
___________________________________________________________
___
You can improve your coherence by
___________________________________________________________
___
Exercise 4: In the IELTS Speaking test, you should ask the examiner to
repeat the question if you don’t understand it. Watch the video of the
student doing the IELTS Speaking test and notice the phrase she uses.
Then choose the correct answers to complete the phrases.
You can use the phrases here to ask the examiner for more help if you
haven’t understood the question or need it to be repeated.

1. Sorry, I don't/didn't understand.

2. Could you give me/repeat the question, please?
3. I’m sorry, would you mind repeating/saying that again?

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4. I’m afraid I don’t know/understand the question.

5. Excuse me, could you repeat that/this ?
Exercise 5: Watch the videos. Then complete the sentences with the words
the student uses. These words help with fluency and coherence.
Examiner: Some people say that buying things only makes people happy
for a short time. What do you think?
Student: I don’t think so well/because if I buy something ... I can always
use it but/and I will feel satisfy and I can share to others to let them see
this new thing, let them try it.
Student: I used to buy clothes from the shopping mall near my home ... It
has an online shop .... In our country, we can buy things easily, but/well
my mother always told me that I can’t buy clothes during the summer,
because/well I have a lot of summer clothes already!
Exercise 6: Read the conversation between an examiner and a student.
Then match the words in bold from the conversation (which help with
fluency and coherence) with the descriptions.
Examiner: So, do people in Hong Kong often go to big shopping centres
and malls?
Student: Well, in Hong Kong, we usually go to big shopping malls
because we can buy things from other countries there.
Examiner: Right, and are you usually able to buy the things you want?
Student: Most of the time. Anyway, if you can’t find what you want in
the mall you can also look online.
Examiner: Now, let’s move on to talk about famous people and
celebrities ...
So, ... Well, ... Anyway, ... Now, ... Right , ...
1. This word comes before the examiner changes the subject
completely. __________
2. This word comes before the student explains something.
__________
3. This word shows that the examiner has understood the student.
__________
4. This word comes at the beginning of a new part of the conversation.
__________
5. This word comes before the student gives some new and different
information. __________
Exercise 7: Complete the conversation. Use the words in the box.
Anyway Now Right So Well

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Examiner: ____________ , I’d like to change topics and talk to you

about shopping. Do you like going shopping?
Student: ____________ , most of the time I like shopping, apart from if
the mall is very busy.
Examiner: _____________ , I see, so you mean you don’t like crowds?
Student: No, I don’t like crowds at all.____________ , it’s not normally
a problem because I often shop online.
Examiner: _____________ , would you say that you shop more online
than in malls?
Student: Yes, definitely.
Exercise 8: Using linking words and phrases can help to improve fluency
and coherence. Put the examples in the box in the correct columns.
Another reason is … On the other hand The main reason is …
In general
In most cases But Secondly First of all However
Generally
In addition In the first place

Explaining your main idea Adding a similar idea

Adding an opposite idea Explaining something generally

Exercise 9: Complete the conversation. Use the words and phrases in the
box.
another reason however in addition in most cases the
main reason
Examiner: Why do you think that shopping on the internet has become
so popular?
Student: Well, in my opinion, __________________ is that it’s so
convenient. You don’t have to leave your house to do it.
_________________is that it’s often cheaper. ___________________ ,

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there is a lot of choice online, so you can choose from a wider variety.
___________________ , I still prefer to shop in a mall. I like to spend
the afternoon with my friends looking at clothes. __________________ ,
it’s better to shop for clothes in a mall because you can try them on
before you buy them.
Exercise 10: You are going to do IELTS Speaking Part 2. You will need
some paper and a pencil.Listen to the examiner. Record your answer.
Play to hear your answer
Describe a time you went shopping to buy something, but you were not
able to buy it.
You should say:
what you wanted to buy
when and where you tried to buy it
why you were not able to buy it
and explain how you felt when you weren’t able to buy it.

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UNIT 6: LESURE TIME

A. GRAMMAR AND VOCABULARY
Exercise 1: Find the answers to the questions. Use the words in the box.
Basketball cricket football (soccer) golf hockey
squash
table tennis tennis volleyball
1. In which sport do players try to score goals by kicking a ball into a
net? ___________
2. In which sport do players use sticks to try to score goals, either on
grass or on ice? ___________
3. In which sport do two or four players hit a small ball over a net on
a table with small bats? ___________
4. In which sport do players try to hit a ball into nine or 18 holes
using a long thin stick (called a club)? ___________
5. In which sport do players hit a ball over a high net with their hands
and arms? ___________
6. In which sport do players hit a small ball against a wall using
rackets? ___________
7. In which sport do players try to score points by throwing a ball
through a high hoop? ___________
8. In which sport do players try to hit a ball as far as possible using a
bat and then run between two sets of wooden posts? ___________
9. In which sport do two or four players hit a ball over a net with
rackets? ___________
Exercise 2: Complete the descriptions. Use the words in the box.
Course court ground gym pitch pool ring
rink
Stadium track
11.An area of grass where you play football, hockey or cricket is
called a ___________
12.Major sports events (and musical performances) take place in a
___________ .
13.In some sports, like golf and horse racing, the area of land or water
you move along, from the start to the finish, is called a
___________ .
14.In athletics, runners run around a ___________ .
15.Events like ice skating and ice hockey take place in an ice
___________ .

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16.A sports ___________ is smaller than a stadium, but it includes a

pitch and an area for people to sit.
17.If you want to have a swimming race, or play water polo (a game
where swimmers try to get a ball into a goal), you’ll need a
swimming ___________ .
18.In schools, the large room for sports is called the _____________ .
It is the same word for places where people go to get fit.
19.You play indoor sports like basketball and squash, or outdoor
sports like tennis, on a ___________ .
20.A boxing ____________ is a square, not a circle.
Exercise 3: Choose the correct verbs to complete the sentences.
1. It was difficult to beat/draw/win our opponents (the people you
play against), but in the end we won the match 13–11.
2. In karate, you have to hit your opponent with your hands or beat
/kick/miss them with your feet.
3. We didn’t break/shoot/win the tournament, but we came third, so
we still won a bronze medal.
4. We created a lot of good chances, but we couldn’t
kick/score/shoot a goal, so the final score was 0–0.
5. Don’t just keep the ball to yourself. Don’t forget to beat/pass/save
it to other players in your team.
6. I took a shot, but I was too far away and I hit/missed/scored the
basketball hoop by a few centimetres.
7. He ran 100 metres in 16.2 seconds, which broke/hit/won the school
record. The previous best time was 16.7 seconds.
8. Unfortunately, we lost/missed/past the match. Our opponents were
better than us and they scored more goals.
9. In football, if the ball goes off the pitch, one of the players
hits/scores/ throws it back onto the pitch.
10.Some tennis players can hit/push/save the ball at over 250
kilometres per hour.
Exercise 4: Read the information. Then complete the sentences with the
correct prepositions of place.
We use prepositions of place to show where something is (e.g. on / in /
near).
Example:
In tennis, the umpire (the person who is in charge) sits in a high seat
above the court, so that he or she can see clearly what is happening and
decide who wins each point.
1. We had great seats between/beyond/next to the pitch, so we could
see all the action really clearly.

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2. In volleyball, there is a high net along/between/opposite the two

halves of the court.
3. When you serve in squash, you can’t hit the
ball below/between/beyond the line on the wall.
4. The other player was standing right behind/ in front of/outside me,
so I couldn’t get past him.
5. In football, the goalkeeper is only allowed to use his or her hands
below/inside/over the penalty area (the area within the white lines
in front of the goal).
6. The golfer was careful not to hit the ball too far. Just around/
beneath/beyond the hole there was a small lake.
7. In tennis, the players stand below/opposite/outside each other, on
either side of the net.
8. We couldn’t see much of the match – we were sitting behind/in
front of/ on top of some people who kept standing up.
Exercise 5: Complete the sentences. Use the prepositions in the box.
Across along at away from into out of over
past
Through towards
1. In golf, players try to hit the ball ____________ a series of nine or
18 holes.
2. In horse racing, horses race _____________ a course to the
finishing line.
3. In archery, people shoot arrows ____________ a target.
4. In basketball, you only get points if the ball goes ______________
the hoop.
5. The footballer got the ball _____________ five players from the
other team, but then she fell over without scoring a goal.
6. The runner made a good start and got ____________ the others
quickly, so he won the race.
7. The cricketer hit the ball so hard that it flew ___________ The
cricketer hit the ball so hard that it flew
8. I saw all the other rugby players running ______________ me and
I got scared, so I kicked the ball away.
9. Today’s your first tennis lesson, so just try to hit the ball
_____________ the net.
10.The football pitch is in the middle of the running track, so you have
to walk ______________ some of the track to get to the pitch.

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Exercise 6: Read the information. Then choose the correct words to

complete the sentences.
We use comparatives (e.g. better, slower, more important) and
superlatives (e.g. the best, the slowest, the most important) to compare
things.
 With short adjectives, we usually add -er / -est.
 With long adjectives, we usually add most / more.

1. Boxing is one of the oldest/most old/more old/older sports in the

world.
2. I like running, but it’s a bit boring. Team games like football are
the most exciting/ most exciting/ more exciting .
3. Crazy golf is a fun, short version of golf. It’s a lot the most easy/
easiest/ easier/ more easy than real golf.
4. Formula 1® racing is one of most dangerous/ more dangerous/ the
most dangerous sports in the world.
5. In the USA, sports like baseball and American football are a lot
more popular/ the most popular/ most popular than soccer.
6. Table tennis is a lot more fast/fastest / most fast/faster than normal
tennis – it’s hard to see the ball most of the time!
7. Most sports have become safest/safer / most safe/more safe in the
last 100 years, but there are still a lot of accidents and injuries.
8. Most expensive/ The most expensive/ More expensive footballer
in the world cost £89 million.
9. The most cheap / cheapest/ cheaper/ more cheap sport is probably
running – you don’t need to buy anything and you can do it
wherever you like!
10. You should do some more exercise! It’s a lot Healthiest / most
healthy/ healthier/ healthier than sitting and watching TV all day.
Exercise 7: Read the information. Then change the adjectives in the
sentences to the correct comparative form where necessary.
Spelling -er forms
We can make -er comparatives from most short adjectives (e.g. clean)
and some short adverbs (e.g. soon).
 Word ends in -e, add -r
(e.g. nice→ nicer).
 Word ends in consonant + -y,
change -y to -ier
(e.g. angry → angrier).
 Word ends in one vowel + one consonant, double the consonant

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(e.g. hot → hotter).

Irregular forms:
good / well → better
bad / badly → worse
far → further / farther
1. I’m quite good at most sports, but my sister’s good than me at
everything.
2. I can run quite far, but she always runs far than me.
3. I can lift heavy weights, but she can lift much heavy things than I can.
4. I can jump quite high, but she always jumps high than me.
5. I’m quite tall, but my sister’s a lot tall.
6. I’m quite fit, but she’s much fit than me.
7. When we throw the ball in basketball, hers is always close to the hoop
than mine.
8. She says I’m lazy, but she’s even lazy than me. She never practises
sports, but she’s still really good at them.
9. There’s only one sport she’s bad at, and that’s tennis. She’s terrible,
but I’m even bad than her.
Exercise 8: Use the correct form of the words in brackets to complete the
sentences.
1. I can run 10 km quite easily, but a marathon is much
_____________ (hard) .
2. Most basketball players are much ____________ Most basketball
players are much
3. What’s _____________ sport, in your opinion? Which do you
think is the hardest? (difficult)
4. Skiing is a lot ____________ in mountainous countries like
Switzerland than it is in flatter countries like England. (popular)
5. Who’s ____________ runner in the world? (fast)
6. Motor racing is a lot _____________ than it was, but it’s still
really dangerous. (safe)
7. I don’t think he’s better or ______________ than you. You’re
both as good as each other. (bad)
8. The least ____________ thing you can do is watch sports on TV
all day! (healthy)
9. That was the _______________ goal ever! It was fantastic! (good)
10.I’m quite good at volleyball, but I’m not quite as good as my
brother. He’s a bit _____________ than me. (good)
Exercise 9: Put the phrases in the correct categories to complete the table.

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Try to use these phrases to help link sentences, paragraphs, ideas, etc. in
your writing.

On the other hand, … In my view, … There has been a lot of

discussion recently about …
In my opinion, … Overall, … Also, … In addition, …
Secondly, …
In conclusion … First of all, … For this reason … For
instance, …
Some people believe that … As a result, … In contrast, …
For example, …

Introducing a topic Saying what you think

Listing points in order Giving an example

Introducing a contrast (e.g. the

Introducing a result
opposite view)

Adding a point to support an Summarising all your points at the

argument end and reaching a conclusion

Exercise 10: Complete the text. Use the words in the box.
All discussion example hand opinion overall people

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Reason result secondly

There has been a lot of ___________ recently about the role of money
in sport. Some ________________ believe that sport has become a
business and, therefore, that we are forgetting the original meaning of
sport as a game.
In my _____________ , however, money is good for the world of sport
for two reasons. First of _____________ , money allows the best
sportsmen and sportswomen to spend all their time practising their sports.
They don’t have to do other jobs just to earn money. As a
_______________ , they can become a lot better at their chosen sports.
_______________ , when there is more money, sports might become a
lot safer. For _______________ , sports teams could then afford more
full-time doctors to take care of their players. On the other
______________ , there is a risk that money gives the richest people,
teams and countries an unfair advantage. For this ________________ ,
most people from poorer teams or countries rarely have the chance of
reaching the top of their sports.
________________ , however, I believe that more money generally
makes sport better.
B. READING
Exercise 1: In this unit, you will look at Yes / No / Not Given questions
and summary completion. You will read a text about travel photography.
Read the information. Then read the sentences about photography and
decide if they are the writer’s views or claims.
For IELTS Reading Yes / No / Not Given questions, you need to
recognise and understand the views and claims that a writer expresses in
a text:
 a view is the writer's opinion about something.
Example:
The best way for students to spend their free time is in travelling
and taking photos.
 a claim is something that the writer believes is a fact – information
they understand to be true.
Example:
The first modern photograph was taken in France in 1826 or 1827.

1. I was delighted with the way my photographs turned out.

o View
o Cliam

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2. One of the world’s first travel shoots took place in 1849.

o View
o Cliam
3. Photographers now need to be more flexible about the kind of
projects they work on.
o View
o Cliam
4. Some groups of native Americans strongly dislike photographs.
o View
o Cliam
5. The festival is held in November.
o View
o Cliam
6. This festival should be included in any photographer’s diary.
o View
o Cliam

Exercise 2: Read the information and look at the examples of both views
and claims. Then complete the statements based on the examples.
The bold words in the sentences below can help you to work out whether
a sentence is a view or a claim.
Views
Examples:
The best way for students to spend their free time is travelling and taking
photos.
I was delighted with the way my photographs turned out.
This festival should be included in any photographer’s diary.
Photographers now need to be more flexible about the kind of projects
they work on.
Claims
Examples:
The first modern photograph was taken in France in 1826 or 1827.
One of the world’s first travel shoots took place in 1849.
The festival is held in November.
Some groups of native Americans strongly dislike photographs.
1. Modal verbs for advice, necessity or obligations (e.g. should,
need) are more common in views / claims.
2. Words and phrases that describe when something happens are
more common in views / claims .

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3. Words and phrases for feelings, emotions and attitudes are more
common in views / claims.
4. Words and phrases that describe where something happens are
more common in views / claims .
5. Words and phrases for quantities (e.g. all, most, few) and
qualities such as colour, size, age, shape, etc. are more common
in views / claims .
6. Words and phrases that give advice or make suggestions are
more common in views / claims .
Exercise 3: Read the information. Then read the first paragraph of an
article on travel photography and the statement which follows. Decide if
the statement agrees with a view or claim of the writer. Choose the
correct answer.
In an IELTS Reading Yes / No / Not Given task, you read a text in which
the writer expresses some views or makes some claims. Then you decide
if a set of statements agree with the writer’s views or claims in the text.
 If the statement expresses the same idea as the writer, the answer
is Yes.
 If the statement expresses the opposite idea to the writer’s, the
answer is No.
 If the statement expresses an idea that the writer does not express
any views or claims about, the answer is Not Given.

‘Eyes on the World’: Travel photography in the 21st century

One of the world’s first travel shoots took place in 1849 when two young
Frenchmen, Gustave Flaubert and Maxime Du Camp, decided they would
set out on a great adventure and travel to Egypt. Du Camp took hundreds
of photographs of the Pyramids and the Sphinx, and when he returned
home and published his travel album, the images amazed the European
public and turned Du Camp into a celebrity overnight.
Maxime Du Camp became famous because of the photos in his travel
album.
o Yes
o No
o Not Given
Exercise 4: In the IELTS Reading task, choosing No or Not Given can
sometimes be more difficult than choosing Yes. Read the paragraph again.
Then choose the correct answers
‘Eyes on the World’: Travel photography in the 21st century

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One of the world’s first travel shoots took place in 1849 when two young
Frenchmen, Gustave Flaubert and Maxime Du Camp, decided they would
set out on a great adventure and travel to Egypt. Du Camp took hundreds
of photographs of the Pyramids and the Sphinx, and when he returned
home and published his travel album, the images amazed the European
public and turned Du Camp into a celebrity overnight.
3. The European public was disappointed with the photos in Maxime
Du Camp’s travel album.
o No
o Not Given
4. The European public saw photos of Egypt for the first time when
they looked at Du Camp’s travel album.
o No
o Not Given
5. Maxime Du Camp was surprised by the amount of attention he
received after publishing his book.
o No
o Not Given
6. It took a long time for Maxime Du Camp to become famous after
he published his travel album.
o No
o Not Given
Exercise 5: Read the information. Then read the statements 1–7. Match
the synonyms and paraphrases in the box with the bold words and
phrases in the statements.
In an IELTS Reading Yes / No / Not Given task, it is important to look
for paraphrases of the statements in the text. This will make it easier to
decide the correct answer.

Dangerous event great is now acceptable outsiders

work hard for
realise what the challenges were
1. Most photographers understand how hard it was to take
photographs in the 19th century.
_________________________________
2. Some of the chemicals that Du Camp used for his photography
were unsafe . ___________________________________
3. There is a lot of luck involved in taking really good photographs.
__________________________________

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4. It’s usually photographs that require a lot of effort that

professional photographers are most pleased with.
_______________________________________
5. All Souls Day in the Philippines is an older festival than the Day of
the Dead in Mexico.
________________________________________
6. Mexican locals are happy for foreigners to attend Day of the Dead
celebrations. ____________________________________
7. It has become common for some native American groups to
photograph important ceremonies.
__________________________________
Exercise 6: Read the information. Then read the next four paragraphs of
the ‘Eyes on the World’ article. Answer the questions
While Du Camp’s photographs may appear simple in comparison to
modern photographs with their special effects, it seems to me that
nowadays the majority of photographers fail to realise what the
challenges were in taking photographs in the 19th century. To begin with,
foreign travel was expensive and difficult to organise. Fortunately, Du
Camp had money of his own and he was also able to get additional
funding for the journey from the French government. Another issue was
the size and weight of 19th-century cameras – they were very large and
heavy. Finally, not only was there a great deal of equipment and
chemicals to transport, but travelling itself could be highly dangerous. Of
course, travel photographers do still take risks as part of their job, but the
level of danger is hardly the same as when Du Camp was travelling
across continents.
Nevertheless, as any professional photographer knows, to be good at the
job still requires hard work and dedication. The popular idea that great
photographs are often the result of a photographer being in exactly the
right place at exactly the right time, just by chance, does not reflect
reality. Last year, for example, on a visit to Reykjavik, Iceland, I met
several photographers I knew. We were all there for the annual Winter
Lights festival, involving works by many artists and musicians. One shot
we all wanted was the perfect image of the aurora borealis – the strange
green lights that sometimes appear briefly in the sky as the sun is going
down. It took hours for everyone to decide how best to catch this moment
and to work out where to place themselves to get the best result. In the
end, I was delighted with the way my photographs turned out. In general,
professional photographers share the feeling that the most rewarding
photographs are the ones you’ve worked hard for.

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Events like this attract photographers because the atmosphere can help
create some wonderful photo opportunities. The Day of the Dead in
Mexico is a perfect example. Although other countries have a similar
event, for example, All Souls Day in the Philippines, the Mexican event
is a photographer’s dream. It’s a time of celebration, when people
remember relatives who have already passed away. Good photographs
will capture that sense of joy in the bright and colourful decorations on
the gravestones and in the faces of the families who are using humour and
art to remember their dead. What’s more, the local people are usually
happy to share this experience with outsiders so visitors can participate if
they wish. The festival is held in November, and should be included in
any photographer’s diary.
Travelling as a photographer has encouraged me to question some ideas I
previously believed to be true. An example of this is the popular belief
that some groups of native Americans strongly dislike photographs and
will turn away from cameras. This, however, is not the case. From talking
to native Americans I’ve met on my journeys, it seems that it is now
acceptable to regard photographs as valuable connections to ancestors
and even include them in important ceremonies, some of which I have
been lucky to observe and record.
Read the statements and choose the correct answers. Read the text on
page 1 again if you need to.
Note that the words and phrases for expressing views and claims have
been underlined here for reference.
1. Most photographers understand how hard it was to take
photographs in the 19th century.
o Yes
o No
o Not Given
2. Some of the chemicals that Du Camp used for his photography
were unsafe.
o Yes
o No
o Not Given
3. There is a lot of luck involved in taking really good photographs.
o Yes
o No
o Not Given
4. It’s usually photographs that require a lot of effort that professional
photographers are most pleased with.

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o Yes
o No
o Not Given
5. All Souls Day in the Philippines is an older festival than the Day of
the Dead in Mexico.
o Yes
o No
o Not Given
6. Mexican locals are happy for foreigners to attend Day of the Dead
celebrations.
o Yes
o No
o Not Given
7. It has become common for some native American groups to
photograph important ceremonies.
o Yes
o No
o Not Given

Exercise 7: Read the final paragraph of the ‘Eyes on the World’ article
carefully. Then choose the four ideas which are found in the text.
One question that people often ask is whether it’s possible to make a
reasonable living in the travel photography industry today. Gone are the
easy days when photographers simply shot photos for magazines and
newspapers, sent them to an editor and got paid at the end of every month:
these forms of media now usually buy photos for their stories directly
from companies that store millions of them. As a result, photographers
now need to be more flexible about the kind of projects they work on.
One way to do this is by working for big businesses. In the past,
photographers often decided where they would like to go, and could
perhaps experiment more with the kinds of photographs they took.
However, working for a big business often means that you are sent where
the company wants you to go; perhaps to a beach or a mountain if they
want to promote these as tourist destinations. The desert is another
popular place: many car companies like to shoot this kind of background
to advertise their new vehicles. Of course, nowadays this kind of well-
paid work opportunity is very popular, so a huge number of
photographers will all apply for the same job; a situation which you
didn’t see so much in the past. Nevertheless, in my experience, whether
photographers are amateurs or professionals, there is a generally positive

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feeling between them: they are supportive of each other and willing to
share advice about work opportunities and the risks that travelling to
foreign destinations sometimes involves.
□ Some photographers like to take photographs of serious subjects
while others like to take amusing ones.
□ The typical career of a photographer is not the same today as it was
in the past.
□ Newspapers no longer buy so many photographs from individual
photographers.
□ Big businesses sometimes use photographers to take pictures of
their products or services.
□ The internet has made it much easier to see the work of many
photographers.
□ There are a huge number of training courses if people want to
study photography.
□ Photographers talk to each other about their experiences and
provide useful information.
Exercise 8: Read the information. Then match the paraphrases and
synonyms in the box with the ideas in the sentences.
For an IELTS Reading summary completion task you:
 should carefully read the part of the article which is being
summarised to understand the main ideas;
 should carefully read a gapped summary;
 may need to choose words or phrases from a box to complete the
summary.
You will need to recognise synonyms and paraphrases in the text when
you do this task successfully.

good relationships great competition international exhibitions

marketing purposes
new ideas public interest regular income work experience
1. The photographs are displayed in a gallery.
_____________________________
2. Each month, the photographers get money for their work.
_______________________________
3. People really enjoy looking at their photographs.
_____________________________
4. The photographers make suggestions and plans about what to do
next. ____________________________

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5. The photographers do the job to improve their skills but they don’t
get paid anything. ______________________________
6. The photographers get on well with each other.
_________________________
7. Some people use photographs to persuade other people to buy
things. _________________________________
8. A lot of photographers are all trying to get the same job.
____________________________________
Exercise 9: Read the final paragraph of the text again. Then choose the
correct words or phrases to complete the summary.
One question that people often ask is whether it’s possible to make a
reasonable living in the travel photography industry today. Gone are the
easy days when photographers simply shot photos for magazines and
newspapers, sent them to an editor and got paid at the end of every month:
these forms of media now usually buy photos for their stories directly
from companies that store millions of them. As a result, photographers
now need to be more flexible about the kind of projects they work on.
One way to do this is by working for big businesses. In the past,
photographers often decided where they would like to go, and could
perhaps experiment more with the kinds of photographs they took.
However, working for a big business often means that you are sent where
the company wants you to go; perhaps to a beach or a mountain if they
want to promote these as tourist destinations. The desert is another
popular place: many car companies like to shoot this kind of background
to advertise their new vehicles. Of course, nowadays this kind of well-
paid work opportunity is very popular, so a huge number of
photographers will all apply for the same job; a situation which you
didn’t see so much in the past. Nevertheless, in my experience, whether
photographers are amateurs or professionals, there is a generally positive
feeling between them: they are supportive of each other and willing to
share advice about work opportunities and the risks that travelling to
foreign destinations sometimes involves.
Nowadays photographers no longer receive regular income/ exhibitions
from the work they do, and they need to look for different kinds of
project. One option is to get a job with a large company and take
photographs for marketing purposes/ public interest . A job like this is
attractive to many photographers, and there is new ideas/ great
competition between them. However, it is also true that in general,
photographers form good relationships/ work experience with each other,
no matter whether they take photos for fun or as a career.

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Exercise 10: Think about what you’ve learnt in this unit. Complete the
advice. Use the words in the box.
attitude or feelings is a claim is his or her view read the
statements
same order statements summarise parts of the text text
very carefully
understand a writer’s views and claims when or where
14.Yes / No / Not Given questions check how well you can
_______________________
15. Something that a writer believes to be true
_______________________
16.The writer’s personal opinion about something
_______________________
17.Claims often include factual information such as
_______________________ something happens.
18.Views often include expressions of the writer’s
_______________________ about something.
19.Yes / No / Not Given questions are always
_______________________
20.Statements in Yes / No / Not Given tasks follow the
_______________________ as the text.
21.In the Yes / No / Not Given task, it is a good idea to
_______________________ before you read the text.
22.In the summary completion task, you should read the
_______________________
23.In the summary completion task, you need to choose words that
_______________________
C. WRITING
Exercise 1: Match the university subjects in the box with the people who
studied each subject.
Education Engineering Law Medicine Nursing
Politics Psychology Veterinary medicine

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1.

2.

3.

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4.

5.

6.

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7.

8.
Exercise 2: Read the IELTS Writing Task 2 question.
Many people think it is important to go to university while others prefer
to start work without getting a university education. Discuss both choices
and give your opinion.
Put the parts of the essay plan in the correct order.
Main Paragraph 2: Fact Introduction Main Paragraph 2:
Reasons or examples
Main Paragraph 1: Reasons or examples Main Paragraph 1: Fact

1. Essay Plan
2.
3.
4.
5.
6.

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Exercise 3: Read the IELTS Writing Task 2 question.

Many people think it is important to go to university while others prefer
to start work without getting a university education. Discuss both
choices and give your opinion.
Then complete the student’s essay plan. Use the words and phrases in the
box.
get a degree in Law get a degree in Medicine go going have a
university education
improve your knowledge manage a business require a degree
run studying
Essay Plan
Introduction: a lot of people want to
_____________________________
Main Paragraph 1
Fact: true = there are advantages to _____________________________
at university
Reasons or examples: if you _____________________________, you
can be a doctor
if you _____________________________, you can be a lawyer
also, a degree can _____________________________ and ability
Main Paragraph 2
Fact: however, some jobs do not _____________________________
Reasons or examples: a degree is not necessary if you want to
___________________________ a shop or
_____________________________
also, ___________________________ to university can be very
expensive
Conclusion (with my opinion): a degree is necessary for some jobs but
not others
I think you should ___________________________ to university if
you can
Exercise 4: Complete the essay. Use the words and phrases in the box.
Addition conclusion firstly for example in this essay
likewise
Nevertheless on the one hand on the other hand secondly

At the present time, a lot of people want to have a university education

while others choose not to go to university, and get a job instead.

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_________________ , I am going to compare both of these options and

then offer my own view.
_________________ , it is certainly true that there are advantages to
studying at university.
_________________ , certain jobs require certain degrees. If you want to
be a lawyer or a doctor, you will need to get a degree in Law or Medicine.
_________________ , learning about something that interests you can
improve your knowledge. Moreover, there are studies that show that
getting a degree can help you learn how to ask questions and solve
problems.
However, _________________ , there are a lot of jobs that do not
require a degree. As a result, some people prefer to start work as soon as
they leave school without going to university.
_________________ , if you want to run a shop, it is not necessary to
get a degree in Psychology first.
_________________ , you do not have to study Engineering or
Education in order to manage a business. In _________________ ,
university can be very expensive, so some people prefer to get a job
instead of paying a lot of money.
In _________________ , there are definitely advantages to receiving a
university education. A degree is necessary for certain jobs but not
essential for others. _________________ , in my opinion, everyone
who has the opportunity to go to university, should go.
Exercise 5: Read the IELTS Writing Task 2 question.
Many people think it is important to go to university while others prefer
to start work without getting a university education. Discuss both views
and give your opinion.
Put the paragraphs in the correct order to complete the essay.
Secondly, learning about something that interests you can improve your
knowledge. Moreover, there are studies that show that getting a degree
can help you learn how to ask questions and solve problems.
On the one hand, it is certainly true that there are advantages to studying
at university. Firstly, certain jobs require certain degrees. If you want to
be a lawyer or a doctor, you will need to get a degree in Law or Medicine.
However, on the other hand, there are a lot of jobs that do not require a
degree. As a result, some people prefer to start work as soon as they leave
school without going to university. For example, if you want to run a
shop, it is not necessary to get a degree in Psychology first.
Likewise, you do not have to study Engineering or Education in order to
manage a business. In addition, university can be very expensive, so some

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people prefer to get a job instead of paying so much money.

In conclusion, there are definitely advantages to receiving a university
education. A degree is necessary for certain jobs but not essential for
others. Nevertheless, in my opinion, everyone who has the opportunity to
go to university, should go.
At the present time, a lot of people want to have a university education
while others choose not to go to university, and get a job instead. In this
essay, I am going to compare both of these options and then offer my
own view.

1.
2.
3.
4.
5.
6.
Exercise 6: It is important not to repeat the same words or phrases too
often in IELTS Writing Task 2. Using synonyms can help. Remember:
synonyms are different words or phrases that mean the same thing as
each other. Read the student’s essay. Match the words or phrases in
bold from the essay with the synonyms in the box.
At the moment From another point of view From one point of
view In my view
To conclude
At the present time, a lot of people want to receive a university
education while others choose not to go to university, and get a job
instead. In this essay, I am going to compare both of these options and
then offer my own view.
On the one hand, it is certainly true that there are advantages to studying
at university. Firstly, certain jobs require certain degrees. If you want to
be a lawyer or a doctor, you will need to get a degree in Law or Medicine.
Secondly, learning about something that interests you can improve your
knowledge. Moreover, there are studies that show that getting a degree
can help you learn how to ask questions and solve problems.
However, on the other hand, there are a lot of jobs that do not require a
degree. As a result, some people prefer to start work as soon as they leave
school without going to university. For example, if you want to run a

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shop, it is not necessary to get a degree in Psychology first. Likewise, you

do not have to study Engineering or Education in order to manage a
business. In addition, university can be very expensive, so some people
prefer to get a job instead of paying a lot of money.
In conclusion, there are definitely advantages to receiving a university
education. A degree is necessary for certain jobs but not essential for
others. Nevertheless, in my opinion, everyone who has the opportunity to
go to university, should go.
At the present time ____________________________
On the one hand ____________________________
On the other hand ____________________________
In conclusion ____________________________
In my opinion ____________________________
Exercise 7: Look at the words and phrases in bold in the student’s essay.
Complete the table with the correct words in the box.
From one point of view, it is certainly true that there are advantages to
studying at university. Firstly, certain jobs require certain degrees. If you
want to be a lawyer or a doctor, you will need to get a degree in Law or
Medicine. Secondly, learning about something that interests you can
improve your knowledge. Moreover, there are studies that show that
getting a degree can help you learn how to ask questions and solve
problems.
However, from another point of view, there are a lot of jobs that do not
require a degree. As a result, some people prefer to start work as soon as
they leave school without going to university. For instance, if you want to
run a shop, it is not necessary to get a degree in Psychology first.
Likewise, you do not have to study Engineering or Education in order to
manage a business. In addition, university can be very expensive, so
some people prefer to get a job instead of paying a lot of money.
To conclude, there are definitely advantages to receiving a university
education. A degree is necessary for certain jobs but not essential for
others. Nevertheless, in my view, everyone who has the opportunity to
go to university, should go.
Likewise however nevertheless moreover in addition
as a result

also but because of this

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Exercise 8: Choose the correct words or phrases to complete the

sentences.
9. I like Maths but I also /as a result/however like Literature.
10.He was excellent in his interview. But/However/Moreover , he is
the most qualified for the job.
11.I had a headache during the exam. Also /Because of
this/Nevertheless , I answered all the questions.
12.My grandfather runs a business. Also/Because of this/However , I
could easily go to work for him.
13.My sister always does her homework. But/However/Likewise ,
my brother always does his, too.
14.If you want to be a dentist, you need good grades. Because of
this/In addition/Nevertheless , you must like working hard.
15.My father wants me to be an accountant also/because of this/but
my mother wants me to be a musician.
16.I didn’t think I would get the job. Also/Because of this/However ,
they offered it to me the day after the interview.
17.My cousin failed his exams. Also /As a result/However , he has to
repeat a year of university.
18.There are two advantages to my job: it’s different every day and
also/but/however I’m my own boss.
Exercise 9: Read the IELTS Writing Task 2 question.
Some people think that liking your job is more important than how
much money you earn while others think that your salary is more
important than how much you like your job. Compare the two views
and give your opinion.
Decide whether the ideas below are advantages of earning a lot of money
or liking your job. Choose the correct answers.
1. You can buy special gifts for your friends and family.
o An advantage of liking your job
o An advantage of earning a lot
2. You might work harder and be more friendly.
o An advantage of liking your job
o An advantage of earning a lot
3. You might stay in your job longer.
o An advantage of liking your job
o An advantage of earning a lot
4. You can spend more money on your hobbies.

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o An advantage of liking your job

o An advantage of earning a lot
5. You might be less stressed at work.
o An advantage of liking your job
o An advantage of earning a lot
6. You can go on expensive holidays.
o An advantage of liking your job
o An advantage of earning a lot
Exercise 10
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
Some people think that liking your job is more important than how
much money you earn while others think that your salary is more
important than how much you like your job. Compare the two views
and give your opinion.
Give reasons for your answers and include any relevant examples
from your own knowledge or experience.
You should write at least 250 words.
Please add text into the Student post.

Student post:

D. LISTENING
Exercise 1: In this unit, you will learn about IELTS Listening Sections 3
and 4 and practise the skills you need to answer three-option multiple
choice questions and a map labelling task. The topic of this unit is
university life. Complete the table with the words and phrases in the box.
an interview a seminar a tutor a campus an
accommodation officer
an administration block a lecturer a lecture halls of residence

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People Places Events

Exercise 2: Read the information. Then look at the plan of a university

campus and label the features 1–5 with the words in the box.
In the IELTS Listening test, you may have to label a plan or map, which
may include one or more of the following:
 places that are already labelled, e.g. café, reception, main entrance,
etc.
 features that are not labelled but can be seen in the drawing, e.g. a
statue, a forest, a hill, etc.
 buildings or other places that are a particular size (e.g. small,
large) or shape (e.g. round, square)
 compass directions, i.e. some plans and maps may include north,
south, east and west.
Before you listen, it is a good idea to look carefully at the plan or map to
identify the objects you can already see.

Bridge fence lake river small park

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1.
2.
3.
4.
5.
Exercise 3: Listen to a guide describe where different places are on a
university campus plan. Write the correct letters next to the locations.
A speaker may describe a plan or map in two ways:
 the speaker gives directions on how to get to different places
 the speaker describes the positions or locations of different places
on the map or plan.
When a speaker gives directions, you will hear language such as turn
left, go straight ahead or walk past. When a speaker describes positions
or locations, you will hear language such as at the top/bottom of the
map, on the left of the plan or above the small park.

1. the Browning Lecture Hall _________

2. the Dining Hall _______
Exercise 4: For an IELTS Listening labelling task, it’s a good idea to
learn adjectives that describe shapes. Label the shapes with the correct
adjectives in the box.
L-shaped circular rectangular semi-circular square

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1.

2.

3.

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4.
5.

Exercise 5: Listen to the recording. Write the correct letters next to the
locations.

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1. Halls of Residence ________

2. Seminar Rooms ________
3. Art Society ________
Exercise 6: Read the information. Then listen to a conversation between
two students on a university campus. Choose the correct answers.
Remember that:
 cues (key words) in the question tell you when you should listen
carefully for the answer
 the words in each option will probably be expressed in different
words in the recording (i.e. they will be paraphrased).

In an IELTS three-option multiple choice task, the questions follow the

same order as the recording. For example, in the questions you will hear
the woman explain why she has come to the university before you hear
her talk about painting in the 19th century.
However, the options A, B and C may not follow the same order as the
recording. For example, you may hear words or phrases connected to an
interview (option C) before words or phrases connected to books (option

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A) or a new job (option B).

1. Why is the woman at the university?

o A to borrow some books
o B to start a new job
o C to have an interview
2. According to the woman, 19th-century paintings
o A developed in an interesting way.
o B were as popular as photographs.
o C became an affordable hobby for the average person.
Exercise 7: Two of the options in an IELTS three-option multiple choice
will be distractors. A distractor is an option that seems to match part of
the recording but it does not answer the question. Read the answers and
distractors. Then read the extracts from the conversations. Match the
extracts with the correct answers and the distractors.
After you complete the exercise, notice:
 how the order of the options does not follow the order of the
conversation
 how each option has been paraphrased.

1. Why has the woman come to the university?

A to borrow some books 
B to start a new job 
C to have an interview 
2. According to the woman, 19th-century paintings
A developed in an interesting way. 
B were as popular as photographs. 
C became an affordable hobby for the average person. 
1. She wants to know more about me. You know, ask me questions
about the subjects I'm doing at school, about my interests, about
why I want to do the course – that kind of thing.
1A/1B/1C/2A/2B/2C
2. In that case, you should go to her office. 1A/1B/1C/2A/2B/2C
3. The library? I think I walked past it already. 1A/1B/1C/2A/2B/2C
4. Photography had become more popular by that time …
1A/1B/1C/2A/2B/2C
5. In fact, by the 1860s, photography was already quicker and cheaper
than painting. In fact, there were quite a few amateur
photographers at that time. 1A/1B/1C/2A/2B/2C

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6. … a lot of painters decided to change the way they made their

pictures – they didn't need to look like photos any more. So art
became much more exciting and imaginative in those years.
1A/1B/1C/2A/2B/2C
Exercise 8: Read the information. Then read the sentences carefully.
Decide if the words and phrases in bold in each question or sentence are
Facts or Opinions. Choose the correct answers.
IELTS three-option multiple choice questions test different kinds of
listening skills. For example, some questions test your understanding of
facts, while other questions test your understanding of a speaker’s
opinion.
For example:
1 Why has the woman come to the university? (Fact)
2 According to the woman ... (Opinion)
1. What time does the lecture start?
o Fact
o Opinion
2. What is the man’s attitude towards the project?
o Fact
o Opinion
3. How does the woman feel about the book called History Revisited?
o Fact
o Opinion
4. In the student’s view, the lecture on sociology was …
o Fact
o Opinion
5. Where did the research take place?
o Fact
o Opinion
6. According to the tutor, the problem with the US study is that …
o Fact
o Opinion
7. The two students agree that the most interesting finding is …
o Fact
o Opinion
8. The number of students that answered the survey was …
o Fact
o Opinion

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9. The deadline for the project is the …

o Fact
o Opinion
10.Most students taking the Arts course have already visited …
o Fact
o Opinion
Exercise 9: Listen and answer questions 1–2.
University Life
1. How long is the man’s course?
o A one year
o B three years
o C four years
2. How did the man feel about his first week at university?
o A He was confused by all the information he was given.
o B He was impressed by the friendliness of other people.
o C He was worried about the amount of work he had to do.
Exercise 10: Think about what you’ve learnt from doing this unit. Choose
the words in the box to complete the information.
a speaker describing locations. a speaker giving directions. in fact
questions.
in opinion questions. or describe positions of things on a plan or map.
the same order of the information in the recording.
to identify things you can already see. vocabulary for shapes and sizes.
your understanding of facts or opinions.
6. When you have a plan or map, use the time before you listen
_________________________________________
7. A speaker may give directions to places
_________________________________________
8. Turn right and go straight ahead are examples of
_________________________________________
9. At the top and on the left are examples
of _________________________________________
10.For labelling a plan or map, it is a good idea to learn
_________________________________________
11.In an IELTS three-option multiple choice test, the options may not
follow _________________________________________
12.IELTS three-option multiple choice questions may test
_________________________________________

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13.Words like view, attitude and according to are often

used _________________________________________
14.Words like what time and the number of are often used
_________________________________________
E. SPEAKING
Unit 6: Exercise 1
Match the activities with the correct photos.
Camping computer games cooking gardening
hiking jogging
listening to music playing the harmonica swimming taking
photos

1.

2.

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3.

4.

5.

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6.

7.

8.

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9.

10.
Exercise 2: In the IELTS Speaking test you can use and, so, or, but and
because to explain your answer. Read the examiners’ questions and
choose the correct words to complete the students’ answers.
And because but or so
1. Examiner: Generally students and young people, what do they like to
do?
Student: Activities like playing music and sport, _____________
learning a language ______________ nowadays language is very
important.
2. Examiner: What do you like most about your hometown?
Student: The thing I like most about my hometown is the beach. There
are lots of beaches _____________ , in summer, a lot of people go to the
beach.
3. Examiner: Do you spend much time in places where there are a lot of
trees and plants?
Student: Yes of course, ______________ I need to relax after studying.
I usually go somewhere afterwards to relax. _____________ I spend
time in the garden with my friends.

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4. Examiner: What do you like doing in your free time?

Student: Well, I usually play the harmonica in the park,
_______________ now, in winter, it’s too cold.
5. Examiner: Is your hometown a popular place for tourists?
Student: Yes, _______________ my hometown is in the south of South
Korea. It’s the hottest city in South Korea _______________ lots of
people come to enjoy the nice weather.
Exercise 3: Match the two halves to complete the sentences.
because I forgot my camera. because she says I make a mess in the
kitchen.
or I run in the park. but I can play the piano.
so I always buy him a book for his birthday. and cooking.
or playing computer games? and both my parents love gardening.

1. I like to exercise each day. I

either go swimming
2. I didn’t take any photos on
holiday
3. My father likes reading,
4. My sister’s favourite hobbies are
listening to music
5. I can’t play the guitar
6. We have a really big garden
7. Do you prefer watching TV
8. My mother doesn’t like it when I
cook
Exercise 4: Read the information. Then choose the correct words or
phrases to complete the sentences.
In the IELTS Speaking test you can give examples by using for example,
for instance, like and such as. You can compare two things by using but,
while, whereas and on the one hand …, on the other hand.
1. On the one hand, most people think having a lot of free time is a
good thing. On the other hand/For example some people would
rather have less free time.
2. I enjoy sports that you play in teams, whereas /like football, rugby,
hockey and basketball.
3. Most girls at my college like listening to music, while/for instance
most boys prefer playing computer games.

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4. My family regularly eat together at the weekend. Such as/For

example , last weekend, my grandparents, uncles, aunts and
cousins all came to my house for lunch.
5. We live on a farm where we keep a lot of different kinds of
animals, such as/whereas horses, sheep, goats, chickens and ducks.
6. My brother likes swimming but/for instance I prefer playing
football.
7. In my country, people who are the same age as my parents have
enough money to go on holiday, for example/whereas a lot of
young people don’t have money to travel.
8. My father has expensive hobbies. For instance/While , he likes
horse riding and sailing.
Exercise 5: In the IELTS Speaking test you can explain your answers by
giving an example or by comparing two things. Read the conversations
and choose what the student is doing in each one.
1. Examiner: Who usually has more free time – young people or older
people?
Student: Older people have more free time because they are already
retired and have lots of free time. For example, my grandparents have lots
of time every day.
o This student gives an example.
o This student compares two things.
2. Examiner: Who usually has more free time – young people or older
people?
Student: I’m not sure. I suppose that maybe young people don’t have
much free time because they spend a lot of time studying and doing
activities. On the other hand, old people have a lot of free time because
they’re not very active.
o This student gives an example.
o This student compares two things.
Exercise 6: Another way that you can explain your answer in the IELTS
Speaking test is by talking about the past or the future. Do the phrases
below give an example from the past or give an opinion about the future?
Choose the correct answers.
1. One time, a few years ago, I was …
o The past
o The future
2. I think that next year it might …
o The past
o The future

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3. In the past, people from my hometown used to …

o The past
o The future
4. In my country, people didn’t …
o The past
o The future
5. In my opinion, it will definitely become a problem if …
o The past
o The future
6. When my mother was a child, it was normal to …
o The past
o The future
7. I doubt that will happen because …
o The past
o The future
8. If you ask me, it will probably get better …
o The past
o The future
Exercise 7: Watch the video of the student answering a question in IELTS
Speaking Part 3. Then choose the correct answers to complete the
sentences.
1. The examiner asks the student about the past/ the future .
2. The student explains his answer by giving an opinion about the future/
giving an example from the past
Exercise 8: Read the information. Then complete the phrases using the
words in the box.
In the IELTS Speaking test, phrases like That’s a good question … can
give you more time to think of an answer.
Example:
Examiner: Have the types of shop you like going to changed over the
years?
Student: That’s a good question, …

Good moment question see sure think what

1. That’s a very interesting ___________
2. Hmm … that’s a ___________question.
3. I’m afraid I’m not ___________, but …

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4. Let’s ___________, that’s a hard one.

5. ___________an interesting question!
6. Let me think about that for a ___________.
7. You know, I would have to ___________about that.
Exercise 9: Put the words in the correct order to complete the phrases.
Interesting That's a very question
1. ____________ ____________ ____________ ____________
____________
That's question good a
2. ____________ ____________ ____________ ____________
Sure not I'm I'm afraid
3. ____________ ____________ ____________ ____________
____________
A Let's hard that's one see,
4. ____________ ____________ ____________ ___________
____________ ____________
What question interesting an
5. ____________ ____________ ____________ ____________
For a moment that about think Let me
6. ____________ ____________ ____________ ____________
____________ ____________
You know, I to think would have about that
7. ____________ ____________ ____________ ____________
____________
Exercise 10: You are going to do IELTS Speaking Part 2. You will need
some paper and a pencil. Listen to the examiner. Record your answer.
Play to hear your answer

UNIT 7: FAME AND MEDIA

A. GRAMMAR AND VOCABULARY
Exercise 1: Complete the descriptions with the words and phrases in the
box.
Celebrity fan film star lead singer paparazzi

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reporter role model

supporter
10.A __________ is someone who is famous.
11.A __________ is a famous movie actor.
12.The ______________ of a band is the main (and sometimes the
only) singer.
13.A __________ is someone who really likes a particular person,
group or team.
14.Your ____________ is a person who you like and want to be like.
15.A __________ is someone who likes a particular sports team,
person or group and wants them to do well.
16.A __________ is a person whose job is to find information about
news events and describe them for a newspaper, on TV, etc.
17.The ______________ are photographers who follow famous
people and try to take photos of them.
Exercise 2: Choose the best words to complete the sentences.
21.Everybody knows his name. He’s really talented/ well-known/rich .
22.He’s a really good-looking actor. He’s so popular/
handsome/famous .
23.She’s very attractive. She’s such a beautiful/ talented/ well-known
woman.
24.Everybody loves that band. They’re really attractive/ pretty/popular
at the moment.
25.She’s got lots of money. She’s extremely popular/ well-known/
wealthy .
26.He can do amazing things that other people find difficult. He’s so
talented/ stylish/ attractive
27.Her clothes are always really cool. She’s very fashionable/
handsome/famous .
28.They wear beautiful clothes. They look very rich/ stylish/ talented .
Exercise 3: Complete the text. Use the words in the box.
Appear attend earn own passed on present
recognize sign
Star take

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I’m going to be famous when I’m older. I’m going to ___________ a TV

programme about films. Later, they’ll ask me to ____________ in films
and I’ll have my name in big letters on movie posters. I’ll
______________ a fortune for every film I make and I’ll be incredibly
rich. I’ll also _____________ a luxury yacht and perhaps I’ll have my
own private island. My photo will ______________ on the cover of lots
of magazines. I’ll ____________ film premieres (and see movies before
anyone else), where I’ll wear stylish clothes. Of course, it won’t be so
nice if thousands of people ______________ me in the street. I don’t
really want to ______________ hundreds of autographs every day. It’d
be horrible if newspapers and magazines _______________ rumours and
gossip about my private life. I also don’t think I’d like to _____________
part in lots of boring interviews and press conferences. Maybe being
famous wouldn’t be so nice after all.
Exercise 4: Complete the sentences. Use the words in the box.
Blogs broadcasting internet magazines media movies
newspapers
Radio social media television
1. The _____________ is the general name for the group which
includes the internet, newspapers, magazines, television, etc.
2. One of the oldest branches of the media is _______________ .
They are written by journalists and then printed on printing presses
or can be read online.
3. _______________ are similar to newspapers, but they’re generally
more colourful and entertaining. They are usually weekly or
monthly.
4. Films became popular around the beginning of the 20th century,
when people visited cinemas to watch moving pictures (or
‘ ___________ ’) for the first time.
5. The 20th century was the age of ____________ – sending
programmes to lots of people at the same time, using, for example,
television or radio.
6. ______________ was the first way of broadcasting spoken words
and music, and it continues to be popular today.

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7. In the middle of the 20th century, as _______________ sets

became cheaper, TV took over from radio as the most popular form
of broadcast media.
8. At the end of the 20th century, the ________________ added a
new way of providing traditional media, such as news, music and
films.
9. However, in the early 21st century, millions of ordinary people
started creating their own online ‘newspapers’, where they reported
whatever they found interesting in their web logs (later shortened
to ‘ _____________ ’).
10.Later, thanks to ______________ sites like YouTube, Facebook
and Twitter, everybody could broadcast everything to the world,
instantly.
Exercise 5: Read the information. Then complete the sentences. Use the
idioms in the box.
An idiom is a group of words in a fixed order which has its own meaning.
Even when you know the meaning of each of the words in an idiom, you
still need to learn the meaning of the whole idiom.

are in the public eye claim to fame make it big paying

the price
rising star victim of her own success
11.I don’t know why she’s famous. Her only
________________________ is that her dad was a famous singer.
12.I don’t feel too sorry for celebrities who complain about the
paparazzi. They’re just ___________________________ for being
famous.
13.This singer isn’t famous yet, but she’s been on TV a few times, so
she’s definitely a ___________________________ – I’m sure
everyone will know her name this time next year.
14.I think all people who ___________________________ should be
very careful about what they say and do in public – many people
look up to them and copy their actions.

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15.She was a great songwriter before she was famous, when she was
poor and angry. But now she’s rich and happy, she’s got nothing to
write about! She’s a ___________________________ .
16.It’s very difficult to ___________________________ in the music
business. Many people try, but only a small number succeed.
Exercise 6: Match the sentence endings with the correct beginnings.
It’ll be the best day of my life. do you ask them for an autograph?
their fans won’t be happy at all. there aren’t any tickets?
they go on tour. they keep printing private pictures of celebrities.
10.I’ll definitely go and see them in concert if
_________________________________
11.If you see famous people, _________________________________
12.If the lead singer leaves the band,
_________________________________
13.I’m going to see my idol next week!
_________________________________
14.What will you do if _________________________________
15.I won’t buy that magazine again if
_________________________________
Exercise 7: Correct the first conditional sentences by changing the
incorrect use of will. Use contractions where possible. The first one has
been done for you.
1. I’m going to start writing about my life on social media. If it’ll be
it’s interesting, I’m sure people will want to follow me.
2. If I’ll get lots of followers, I’ll start my own YouTube channel and
make funny videos.
3. All my followers will watch my YouTube channel if I’ll tell them
about my funny videos.
4. If they’ll like my videos, they’ll keep coming back for more.
5. If enough people will watch my videos and share the links on
social media, they’ll go viral – thousands of people all over the
world will watch them.
6. TV and newspaper reporters will notice if my videos will go viral,
and they’ll tell even more people about them.

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7. If a TV or film producer will hear about my videos, he/she will

pay me to make professional films or TV programmes.
8. I’ll make a fortune if that’ll happen.
9. On the other hand, if nobody will follow me on social media, none
of those things will happen.
10.But if I won’t try, I’ll never know!
Exercise 8: Read the information. Then match the situations with the
examples.
Can, could, may and might
Talking about ability
 Present: can / can’t

 Past: could / couldn’t

 Future: will be able to / won’t be able to

Asking for permission

 Formal: May / Could I / we … ?

 Less formal: Can I / we … ?

Giving permission (saying ‘yes’) and refusing permission (saying ‘no’)

 Very formal: You may / may not …

 Less formal: You can / can’t …

Asking for help

 Formal: Could you … ?

 Less formal: Can you … ?

Offering help
 I can … / Can I (help) … ?

Talking about things that aren’t certain in the future

 Positive: It may / might / could happen.

 Negative: It may not happen / It might not happen.

Asking for help Asking for permission Giving permission

Offering help
Refusing permission Talking about future ability Talking about
past ability
Talking about present ability Talking about something that’s not

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certain in the future

1. May I leave early, please?
_____________________________________
2. You can leave when you’re ready.
_____________________________________
3. I’m afraid you can’t sit there.
_____________________________________
4. I didn’t enjoy the concert because I couldn’t see the stage.
_____________________________________
5. She isn’t talented – she can’t even sing!
_____________________________________
6. Don’t phone me when I’m at the concert later. I won’t be able to
talk to you _____________________________________.
7. I might go to the cinema tonight – I haven’t decided yet.
_____________________________________
8. Could you hold my camera for me?
_____________________________________
9. Can I help you with your bags?
_____________________________________
Exercise 9: Read the information again. Then choose the correct modal
verbs to complete the sentences.
Can, could, may and might
Talking about ability
 Present: can / can’t

 Past: could / couldn’t

 Future: will be able to / won’t be able to

Asking for permission

 Formal: May / Could I / we … ?

 Less formal: Can I / we … ?

Giving permission (saying ‘yes’) and refusing permission (saying ‘no’)

 Very formal: You may / may not …

 Less formal: You can / can’t …

Asking for help

 Formal: Could you … ?

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 Less formal: Can you … ?

Offering help
 I can … / Can I (help) … ?

Talking about things that aren’t certain in the future

 Positive: It may / might / could happen.

 Negative: It may not happen / It might not happen.

1. Do you/May I /Will I be able to have your autograph, please?

2. I’m sure I may not/might/ won’t be able to get into the concert
tomorrow without a ticket.
3. Let’s go to the party – it can/couldn't/might be quite good.
4. I’m afraid you can't/couldn't/might not take photos inside the
cinema – it’s against the rules.
5. When the film star said ‘Hello’, I couldn’t/might not/ won’t be able
to think of anything to say, so I just smiled.
6. I know lots of famous sports stars. I can / I’ll be able to / I may not
get you their autographs if you like.
7. Could/May/Might you be quiet, please? I’m trying to listen to the
radio.
8. I’m not sure about my plans for next weekend. I couldn’t/ might
not/ won’t be able do anything.
9. The TV programme is on again tomorrow evening, so if you miss it
tonight, you may/you could/ you’ll be able to watch it tomorrow.
Exercise 10: Match the sentence endings with the correct beginnings.
I may ask? they put the price up again. you become famous?
you can send me a text and I’ll come and find you.
you manage to get tickets for the concert? you might be famous one
day.
1. I might stop buying that magazine if
________________________________
2. If you can’t find the concert hall,
________________________________
3. If you work really hard and practise every day,
________________________________

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4. Will you still be able to have a normal life if

________________________________
5. Could you send me a text if
________________________________
6. Do you enjoy being famous, if
________________________________
B. READING
Exercise 1: In this unit, you will look at an IELTS Reading matching
features task and read a text on the topic of work and jobs. What
vocabulary from the topic of work and jobs do you already know? Match
the words with the definitions.
Automation employee employer flexibility
manufacturing
Opportunity organization profit self-employed
workforce

1. a person or company that employs people:

2. all the people who work in a company, industry,
country, etc.:
3. another name for a company (often one that is very
big):
4. money that a business earns after it has paid for
everything it needs (e.g. offices, factories, workers,
etc.):
5. someone who is paid to work for someone else:
6. the ability to change or be changed easily
according to the situation:
7. the business of producing things (e.g. cars) in large
numbers:
8. the chance to get a job or do something that you
want to do:
9. the use of machines or robots to do the work in a

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factory:
10. working for yourself or having your own
business:

Exercise 2: Read the information. Then skim read the title and the first
paragraph of the text below. Choose three statements from the list which
express the main ideas of the paragraph.
In the IELTS Reading matching features task, you read an article which
contains the opinions of different people who have knowledge or
experience of the topic of the text. For example, they may be academics
or researchers.
The first paragraph of the article introduces the main ideas or topic that
the people discuss.
Remember that you can predict the topic of the article from the title and
that you can usually find the main ideas at the end of the introduction.
The Changing Face of Work
Until the 19th century, there was a fairly good chance that a young man
would follow in his father’s footsteps and work in the same profession or
trade. If the plan was to become a doctor, lawyer or engineer, he would
simply take the necessary subjects at university. If he was planning to do
manual work, as a builder, miner or factory worker for example, he
would learn through practical experience. As the 20th century progressed,
both men and women moved to cities to find work, in industries such as
advertising, banking and retail. They may have started at a company at
age 17 and probably wouldn’t have left until they retired at 60 or 65. Now,
in the 21st century, new technology is being developed all the time, and it
is having a dramatic effect on the kind of jobs people do and the ways in
which they work. The speed of change is so great that it is almost
impossible to predict how people’s careers may develop 20 years from
now.
□ Women now work in all the same professions that men do.
□ In the area of work, things change more quickly now than they
used to.
□ Technology has a big influence on how people do their jobs.
□ People don’t have enough free time because they work too much.

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□ It’s unclear what type of jobs people might do in the future.

□ Some industries have not been affected by new technology.
Exercise 3: Read the information. Then read the list (1–8) below. Scan
the three paragraphs of the text. Highlight the things from the list when
you find them in the article – they are in the same order as they appear in
the list.
In an IELTS Reading matching features task, you need to skim read the
article to understand the general meaning, but you also need to scan the
text. When you scan an article, you look through the text very quickly to
find a specific piece of information, for example the name of a person
and what that person’s claims or views are about a topic.
1 three examples of manual work
2 the age at which older people typically used to stop working
3 the name of a person who teaches at City University
4 the number of hours that people used to work in a typical day
5 the name of a person who works for an organisation called Pro-Com
Enterprises
6 the name of a person who teaches at Mapplethorpe University
7 a type of industry that has had many job losses
8 something many people are doing illegally

The Changing Face of Work

Until the 19th century, there was a fairly good chance that a young man
would follow in his father’s footsteps and work in the same profession or
trade. If the plan was to become a doctor, lawyer or engineer, he would
simply take the necessary subjects at university. If he was planning to do
manual work, as a builder, miner or factory worker for example, he
would learn through practical experience. As the 20th century progressed,
both men and women moved to cities to find work, in industries such as
advertising, banking and retail. They may have started at a company at
age 17 and probably wouldn’t have left until they retired at 60 or 65. Now,
in the 21st century, new technology is being developed all the time, and it
is having a dramatic effect on the kind of jobs people do and the ways in
which they work. The speed of change is so great that it is almost

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impossible to predict how people’s careers may develop 20 years from

now.
Many people are optimistic about these changes. Patrick Carter,
educational consultant at City University, looks forward to a world where
the types of jobs people do will be more rewarding than ever before:
‘Think of the jobs many people have been forced to do throughout history
that were poorly paid and caused illness or injury,’ he says. ‘People look
back and say “the old days” were great, but they forget how difficult life
was for many employees in factories, who often had to do the same task
again and again, for ten or more hours a day.’ Carter feels that the use of
robots to build and make products can only bring positive change.
However, not everyone shares this kind of optimism. Adrian Gates, a
human resources consultant at Pro-Com Enterprises, points out that, as
new technologies replace humans, there will be a huge decrease in the
demand for employees: ‘Jobs for accountants and retail workers, for
example, will disappear. History proves that employers are willing to lose
workers in order to make as much money as possible. And some of those
employees will find it very difficult to retrain for a completely different
career.’
Carter thinks differently: ‘If we introduce more automation, we don’t
have to pay wages to so many employees,’ he explains, ‘and then we will
have more money to invest in further learning and training for more
people, so that they can qualify for jobs they really want to do.’ So will
there still be enough jobs for people if robots replace human workers?
Joanna Harding, a lecturer in music technology at Mapplethorpe
University, makes an interesting point about job creation and loss:
‘Recent developments in technology mean we can all listen to music
when and where we want. Certainly, these developments have created
jobs for people in the digital music industry, especially in engineering and
in factories,’ she says. ‘However, those same developments have
unfortunately caused huge job losses in the traditional music industry. It’s
this kind of dramatic change we often find hard to imagine.’ Harding
explains that because of the digital music industry, and the fact that
millions of people download music illegally, many record companies can
no longer afford to pay songwriters, producers, technicians and marketing
teams. ‘A large number of people download music illegally just because

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everyone else seems to be doing it – but really, they ought to consider

what consequences their selfish actions could have on other people, in
this case, loss of employment.’
Exercise 4: Read the second paragraph of the text again and the four
statements. Choose the two statements that best match the opinions of
Patrick Carter and Adrian Gates.
For an IELTS Reading matching features task, you need to match a set of
statements or pieces of information to a list of options, so it is important
to be able to locate specific information in the text.
Statements
1. An increasing number of employers will want employees to have the
right personality.
2. It is normal for companies to reduce the number of employees so that
they can increase their profits.
3. Some jobs that people did in the past were boring and led to health
problems.
4 . Companies will increasingly appreciate the abilities of young people.
For an IELTS Reading matching features task, you need to match a set of
statements or pieces of information to a list of options, so it is important
to be able to locate specific information in the text.
Many people are optimistic about these changes. Patrick Carter,
educational consultant at City University, looks forward to a world where
the types of jobs people do will be more rewarding than ever before:
‘Think of the jobs many people have been forced to do throughout history
that were poorly paid and caused illness or injury,’ he says. ‘People look
back and say “the old days” were great, but they forget how difficult life
was for many employees in factories, who often had to do the same task
again and again, for ten or more hours a day.’ Carter feels that the use of
robots to build and make products can only bring positive change.
However, not everyone shares this kind of optimism. Adrian Gates, a
human resources consultant at Pro-Com Enterprises, points out that, as
new technologies replace humans, there will be a huge decrease in the
demand for employees: ‘Jobs for accountants and retail workers, for
example, will disappear. History proves that employers are willing to lose
workers in order to make as much money as possible. And some of those

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employees will find it very difficult to retrain for a completely different

career.’
Patrick Carter
o 1
o 2
o 3
o 4
Adrian Gates
o 1
o 2
o 3
o 4
Exercise 5: Read the information. Then complete the table with the words
and phrases in the box. The words and phrases are all taken from the
Reading text ‘The Changing Face of Work’.
In an IELTS Reading matching features task, it is important to recognise
whether someone is expressing a claim (something the person believes is
true or a fact) or a positive or negative view on a topic. This will help
you match the quotes (the direct speech) in the article with the statements
(the questions).

cause (something to happen, e.g. illness) the better option

be forced to do (something) huge decrease in the demand for
employees
to invest in further learning and training people can qualify for jobs
they really want to do
may not be very useful welcome and value (somebody)

positive meaning negative meaning

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Exercise 6: Read the numbered quotes in bold (1–6) from the third
paragraph of the article. Is each person expressing a positive view, a
negative view or are they making a claim? Choose the correct answers.
Carter thinks differently: (1) ‘If we introduce more automation, we
don’t have to pay wages to so many employees,’ he explains, (2) ‘and
then we will have more money to invest in further learning and
training for more people, so that they can qualify for jobs they really
want to do.’ So will there still be enough jobs for people if robots replace
human workers? Joanna Harding, a lecturer in music technology at
Mapplethorpe University, makes an interesting point about job creation
and loss: (3) ‘Recent developments in technology mean we can all
listen to music when and where we want. Certainly, these
developments have created jobs for people in the digital music
industry, especially in engineering and in factories,’ she says. (4)
‘However, those same developments have unfortunately caused huge
job losses in the traditional music industry. It’s this kind of dramatic
change we often find hard to imagine.’ Harding explains that because of
the digital music industry, and the fact that millions of people download
music illegally, many record companies can no longer afford to pay
songwriters, producers, technicians and marketing teams. (5) ‘A large
number of people download music illegally just because everyone else
seems to be doing it – but really, (6) they ought to consider what
consequences their selfish actions could have on other people, in this
case, loss of employment.’
1. expressing a positive point of view/xpressing a negative point of
view/making a claim
2. expressing a positive point of view/xpressing a negative point of
view/making a claim
3. expressing a positive point of view/xpressing a negative point of
view/making a claim
4. expressing a positive point of view/xpressing a negative point of
view/making a claim
5. expressing a positive point of view/xpressing a negative point of
view/making a claim
6. expressing a positive point of view/xpressing a negative point of

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view/making a claim
Exercise 7: Look at the statements and read the third paragraph of the
text again. Then do the exercise
Statements
1 If more robots do manufacturing jobs, it will create opportunities for
people to get a better
education.
2 People should think more carefully about how their behaviour might
affect others.
3 Some traditional jobs will continue to exist but in a different location.
4 We cannot always predict how new technology will affect jobs in a
particular industry.
Carter thinks differently: ‘If we introduce more automation, we don’t
have to pay wages to so many employees,’ he explains, ‘and then we will
have more money to invest in further learning and training for more
people, so that they can qualify for jobs they really want to do.’ So will
there still be enough jobs for people if robots replace human workers?
Joanna Harding, a lecturer in music technology at Mapplethorpe
University, makes an interesting point about job creation and loss:
‘Recent developments in technology mean we can all listen to music
when and where we want. Certainly, these developments have created
jobs for people in the digital music industry, especially in engineering and
in factories,’ she says. ‘However, those same developments have
unfortunately caused huge job losses in the traditional music industry. It’s
this kind of dramatic change we often find hard to imagine.’ Harding
explains that because of the digital music industry, and the fact that
millions of people download music illegally, many record companies can
no longer afford to pay songwriters, producers, technicians and marketing
teams. ‘A large number of people download music illegally just because
everyone else seems to be doing it – but really, they ought to consider
what consequences their selfish actions could have on other people, in
this case, loss of employment.’
Who said what? Match the statements with the correct person. Read the
text on page 1 again if you need to.
1. If more robots do manufacturing jobs, it will create opportunities
for people to get a better education.

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o Patrick Carter
o Joanna Harding
o Neither person
2. People should think more carefully about how their behaviour
might affect others.
o Patrick Carter
o Joanna Harding
o Neither person
3. Some traditional jobs will continue to exist but in a different
location.
o Patrick Carter
o Joanna Harding
o Neither person
4. We cannot always predict how new technology will affect jobs in a
particular industry.
o Patrick Carter
o Joanna Harding
o Neither person
Exercise 8: In an IELTS Reading matching features task, you will need to
use your knowledge of synonyms and paraphrases. Match the words on
the left with the synonyms and paraphrases on the right. The synonyms
and paraphrases are all taken from the text ‘The Changing Face of Work’.
knowledge and skills companies the next few generations
working for themselves
the kind of character welcome and value decide new
environments older

1. appreciate
2. choose
3. different location
4. young people
5. abilities
6. traditional

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7. employers
8. personality
9. self-employed
Exercise 9: Read the final three paragraphs of the text. Look at the
statements and the list of researchers. Match each statement with the
correct researcher, A–D.
However, many large corporations have been created in the last 20 years
because of the existence of the internet. It is the internet that allows them
to sell their apps or online services as downloads. Professor of Sociology,
Sara Millington, researches employment at these massive internet-based
companies. ‘They make enormous profits but employ few people, and
thousands of applicants hope to get the same few jobs,’ she says. ‘If you
decide to apply, you need to have the right skills and qualifications, but
you also need to have the exact qualities they are looking for,’ she says.
‘More and more companies are interviewing people to find out if they
have the kind of character that fits in with their company culture – and
this trend is going to continue.’
The way that people work is also likely to change. Nadia Campbell, who
works for the Independent Professionals Group, can see this trend already
developing. ‘Many people no longer want to do a nine-to-five job every
day. And in the future, they will want even more flexibility in regards to
the hours they work, and with the place they choose to work from,’ she
says. ‘The idea of working for one boss will become less and less
attractive, as more people decide that working for themselves, and from
home, is the better option.’ New technology might mean new types of
jobs, but it is also likely that certain ‘older’ jobs will have to evolve to
suit future needs. A recent study from researchers in Finland concluded
that ‘many of these jobs won’t disappear completely … they will move
into new environments, such as into outer space – where we still need
people to take care of waste, the health of astronauts and some kinds of
construction work.’ Although change in the types of work we will do is
causing anxiety for many, it must be remembered that the generation that
controls much of the workforce, people now in their fifties and sixties,
may retire in the next ten to fifteen years.

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Jack McCaw, a researcher for Career magazine suggests that the next few
generations will have a completely different experience of work: ‘In the
year 2020, 50% of the US workforce will be people born after the year
2000. These people know how to connect to others, learn and work
together in a digital way. They are used to working from anywhere and
using digital tools to complete all sorts of tasks. Most organisations today
will welcome and value them as they have the knowledge and skills they
need.’ These are exactly the kind of people now taking Joanna Harding’s
music technology course. She knows that some of the things she is
teaching them now may not be very useful in ten years’ time, as the
technology will be completely different.
List of researchers
A Sara Millington
B Nadia Campbell
C Researchers in Finland
D Jack McCaw
1. A An increasing number of employers will want employees to have
the right personality.
□ A
□ B
□ C
□ D
2. Some traditional jobs will continue to exist but in a different
location.
□ A
□ B
□ C
□ D
3. More and more people will choose to become self-employed.
□ A
□ B
□ C
□ D

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4. Companies will increasingly appreciate the abilities of young

people.
□ A
□ B
□ C
□ D
Exercise 10: Think about what you’ve learnt in this unit. Complete the
advice. Use the words and phrases in the box.
a negative view, a positive view or a claim examples of direct
speech
expressing the same opinion main ideas paraphrased
same names
underline them understanding

1. Read the first paragraph quickly to get a general

________________________ of the topic and the
___________________________ .
2. Look at the list of names, scan the article for the
________________________ and
___________________________ .
3. Read the article more carefully, and focus on the
______________________________ .
4. Decide whether the examples of direct speech express
______________________________ .
5. Look at the statements and think how they might be
_______________________________ in the article.
6. Match the statements to the people
_________________________________ or factual information in
the article.
C. WRITING
Exercise 1: Before planning your IELTS Writing Task 2 essay, you need
to have enough ideas. If you know the IELTS topics well, you will have
more ideas of what to write. Match the topics in the box with the essay
questions.
Culture Culture Food and drink Free time History

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Shopping
Travel Work or studies Work or studies
1. Today many parents spend less time with their children than
parents in the past. Some people say that this is a serious problem.
Do you agree or disagree? _____________
2. Discuss the advantages and disadvantages for countries where
governments spend a lot of money on museums and monuments.
_____________
3. Some people believe that drinking water is the most important part
of being healthy while others think eating fruit is. Discuss both
views and give your own opinion. _____________
4. A lot of people want to get a university education. Discuss the
arguments for and against going to university. _____________
5. In some countries it is traditional for men to work and women to
stay at home to look after the family. What are the advantages and
disadvantages of this? _____________
6. Some people think that nurses should be paid more than teachers
while others believe that teachers deserve higher pay than nurses.
Compare both opinions and give your own view. _____________
7. Traffic in big cities is increasing. What are the problems associated
with too much traffic and what could the solutions be?
_____________
8. Some people prefer to buy things online while others choose to go
into a shop. What are the advantages and disadvantages of
shopping in these ways? _____________
9. Knowing the history of their country is very important to some
people. What is your opinion about this? _____________
10.Many people prefer to watch sport on TV rather than playing it
themselves. Why is this case? What problems can this cause?
_____________
Exercise 2: Look at the map and the pictures of famous museums and
landmarks. Match the countries with the places.

Egypt Peru Zambia/Zimbabwe Algeria Greece

Australia

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Russia China

1. Picture 1: Tipasa ____________

2. Picture 2: The Acropolis ____________
3. Picture 3: The Hermitage ____________
4. Picture 4: The Great Wall ____________
5. Picture 5: Uluru ____________
6. Picture 6: The Victoria Falls ____________
7. Picture 7: The Pyramids ____________
8. Picture 8: Machu Picchu ____________
Exercise 3: Read the IELTS Writing Task 2 question
Discuss the advantages and disadvantages for countries where
governments spend a lot of money on museums and landmarks.
One way to have enough ideas of what to write is to do a mind-map
activity like the
‘six-question technique’.
Complete the mind map. Use the questions in the box.
How? My opinion? What? Where? Who?
Why?

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Exercise 4: Read the IELTS Writing Task 2 question.

Discuss the advantages and disadvantages for countries where
governments spend a lot of money on museums and landmarks.
Use the phrases in the box to complete the student’s essay notes.
attract tourists for education and health good and bad points
rich cultural life
landmarks and schools/hospitals services like healthcare are more
important happiness
Introduction:
True = some governments use a lot of tax income for museums and
landmarks. In my view, this has both
______________________________________
Advantages:
1. Provides ______________________________________
2. Increases ______________________________________
3. Landmarks ______________________________________
Disadvantages:
1. Less money ______________________________________

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2. Some countries must choose between

______________________________________
Conclusion:
There are advantages and disadvantages. Although it is a good idea, I
think ______________________________________ .
Exercise 5: Read the IELTS Writing Task 2 question.
Discuss the advantages and disadvantages for countries where
governments spend a lot of money on museums and landmarks.
Use the student’s notes to help you complete the essay. Write the correct
word or phrase in each gap.
Student’s notes:
Introduction:
True = some governments use a lot of tax income for museums and
landmarks. In my view, this has both good and bad points.
Advantages:
1 Provides rich cultural life
2 Increases happiness
3 Landmarks attract tourists
Disadvantages:
1 Less money for education and health
2 Some countries must choose between landmarks and schools/hospitals
Conclusion:
There are advantages and disadvantages. Although it is a good idea, I
think services like healthcare are more important.
There is no doubt that governments of countries with enough money use a
lot of tax income for museums and landmarks. In my view,
______________________________ : looking after the culture of any
country is important but services like healthcare are more important. In
this essay, I am going to discuss the advantages and disadvantages of
supporting museums and landmarks financially and lastly, give my
opinion.
On the one hand, governments spending taxes on museums and
landmarks has clear advantages. Providing a
___________________________________ for the population increases
national _______________________________ . Landmarks that are

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looked after well also ____________________________ . For example,

a lot of Russians visit the Hermitage Museum in St. Petersburg and think
it is an important part of their country. The pyramids in Egypt are
important to the local economy with lots of visitors staying in hotels
nearby and going to shops and restaurants.
On the other hand, if the government spends taxes on museums and
landmarks it has less money to spend on services like
_____________________________ . Some countries that have famous
_______________________________ must choose between looking
after them and spending the money on schools and
____________________________ . In Zimbabwe, for example, looking
after the roads, paths and land near the Victoria Falls costs as much
money as paying for several schools and medical centres.
In conclusion, there are _______________________________to a
government supporting museums and landmarks with taxes. Although, I
think _____________________________ , I think services like
healthcare are more important.
Exercise 6: Read the IELTS Writing Task 2 question.
Discuss the advantages and disadvantages for countries where
governments spend a lot of money on museums and landmarks.
Put the paragraphs in the correct order to complete the essay.
There is no doubt that governments of countries with enough money use a
lot of tax income for museums and landmarks. In my view, this has both
good and bad points: looking after the culture of any country is important
but services like healthcare are more important. In this essay, I am going
to discuss the advantages and disadvantages of supporting museums and
landmarks financially and lastly, give my opinion.
On the other hand, if the government spends taxes on museums and
landmarks it has less money to spend on services like education and
health. Some countries that have famous landmarks must choose between
looking after them and spending the money on schools and hospitals. In
Zimbabwe, for example, looking after the roads, paths and land near the
Victoria Falls costs as much money as paying for several schools and
medical centres.
On the one hand, governments spending taxes on museums and
landmarks has clear advantages. Providing a rich cultural life for the

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population increases national happiness. Landmarks that are looked after

well also attract tourists. For example, a lot of Russians visit the
Hermitage Museum in St. Petersburg and think it is an important part of
their country. The pyramids in Egypt are important to the local economy
with lots of visitors staying in hotels nearby and going to shops and
restaurants.
In conclusion, there are advantages and disadvantages to a government
supporting museums and landmarks with taxes. Although I think it is a
good idea, I think services like healthcare are more important.

1.

2.

3.

4.

Exercise 7: Read the IELTS Writing Task 2 question.

Discuss the advantages and disadvantages for countries where
governments spend a lot of money on museums and landmarks.
Then look at the six-question plan that a student wrote for this task.
Read the essay and find the information to complete the student’s notes.
There is no doubt that some nations do not earn enough income to
support their cultural attractions. In my opinion, these countries should
spend most money on the museums and landmarks that will provide the
highest profit for the country. In this essay, I am going to discuss some of
the difficulties associated with not looking after museums and landmarks
and give some possible answers to them.
On the one hand, it might be difficult for countries without high tax
incomes to look after their museums and landmarks. Some countries need
to spend money first on schools and hospitals. This might cause famous
paintings or monuments to be damaged or for people to forget about their
country's history. For example, in 2011 I visited a Roman town in Algeria
called Tipasa. The government does not have enough money to support it
and so the local people do not learn much about it.

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On the other hand, spending money on cultural attractions can make a

profit. Famous museums and landmarks attract tourists and these visitors
spend a lot of money. The people then pay more taxes and the
government has more money to spend on things like healthcare. In
Greece most tourists who go to Athens want to visit the Acropolis where
they spend money in gift shops and cafés. It is, therefore, important that
the Greek government looks after the Acropolis.
In conclusion, if countries without a lot of money pay for the cultural
attractions that will make the most profit for the country, they can then
spend that money on important services like healthcare.
3. Who am I writing about?
Nations which do not earn enough income to support their cultural
______________ .
4. What are the problems?
Some countries need to spend money first on ______________
and hospitals.
What are the solutions?
Nations without a lot of money should at least pay for the cultural
attractions that will make the most _______________ for the country.
5. Why is it important to find solutions?
If countries don’t support their cultural attractions, this might cause
famous paintings or ________________ to be damaged or people
to forget about their ______________ .
6. Where will I write about?
Tipasa in ________________ . The _______________ in Athens,
Greece.
7. How does the solution work?
Spending money on cultural attractions can make a profit. Famous
museums and landmarks attract tourists and these
________________ spend a lot of money.
8. My opinion?
If countries without a lot of money pay for the cultural attractions
that will make the most profit for the ___________________ ,
they can then spend that money on important services like
_________________ .

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Exercise 8: Complete the essay with the correct forms of the verbs in
brackets.
Some countries may not have enough money to look after their museums
and landmarks. What are some of the problems associated with not
looking after museums and landmarks, and what are some of the possible
solutions?
There is no doubt that some nations do not _______________ (earn)
enough income to support their cultural attractions. In my opinion, these
countries should spend most money on the museums and landmarks that
will provide the highest profit for the country. In this essay, I
_______________ (go) to discuss some of the difficulties associated with
not looking after museums and landmarks and give some possible
answers to them.
On the one hand, it ________________ (might) be difficult for countries
without high tax incomes to look after their museums and landmarks.
Some countries need to spend money first on schools and hospitals. This
might cause famous paintings or monuments to _________________
(be) damaged or for people to forget about their country's history. For
example, in 2011, I ________________ (visit) a Roman town in Algeria
called Tipasa. The government ________________ (do) not have enough
money to support it and so the local people _________________ (do) not
learn much about it.
On the other hand, spending money on cultural attractions can make a
profit. Famous museums and landmarks attract tourists and these visitors
spend a lot of money. The people then __________________ (pay) more
taxes and the government _________________ (have) more money to
spend on things like healthcare. In Greece most tourists who go to Athens
want to visit the Acropolis where they spend money in gift shops and
cafés. It is, therefore, important that the Greek government
_________________ (look) after the Acropolis.
In conclusion, if countries without a lot of money pay for the cultural
attractions that will make the most profit for the country, they can then
spend that money on important services like healthcare.
Exercise 9: Read the statements. Are they True or False?
1. You will have more ideas of what to write in IELTS Writing Task
2, if you already know the possible topics and types of questions.

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o True
o False
2. You need to know a lot about subjects like Geography and History.
o True
o False
3. One way to have enough ideas in IELTS Writing Task 2 is to use a
mind-map technique.
o True
o False
4. Using the six-question technique can help you to plan ideas for
your essay.
o True
o False
5. You have 40 minutes to do IELTS Writing Task 2. You should
spend about 10 minutes thinking of ideas and planning your essay.
o True
o False
6. When you make an essay plan, you should write complete
sentences with good grammar.
o True
o False
Exercise 10
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
In some countries it is traditional for men to work and women to stay at
home to look after the family. What are the advantages and
disadvantages of this?
Give reasons for your answers and include any relevant examples from
your own knowledge or experience.
You should write at least 250 words.
Please add text into the Student post.
Student post:

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D. LISTENING
Exercise 1: In this unit, you will practise the skills you need to answer a
diagram labelling task in IELTS Listening Section 4. The topic of this unit
is survival and the environment. Read the information. Then choose the
correct words to form collocations about the environment.
When you learn a new word, try to learn some collocations. Collocations
are words that are commonly used together. For example, here are some
typical collocations using the word environment:
noun + noun:
environment agency, environment policy
adjective + noun:
new environment, safe environmen
1. noun + noun
weather branches/forecast/storm
2. noun + noun
snow slope/ storm/ weather
3. adjective + noun
survival branches/wall/ situation
4. noun + noun
body situation/ slope/ temperature
5. noun + noun
cave forecast/ slope/wall
6. noun + noun
mountain forecast/ slope/ temperature
7. noun + noun
tree branches/ slope/wall
Exercise 2: Look at the diagram of a snow cave. Complete the
descriptions of the diagram with the words in the box.

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In the IELTS Listening test, you may have to label a diagram. Before you
listen, it’s a good idea to think about the words the speaker may use to
describe the direction (e.g. away from), the position (e.g. on the bottom)
or the location (e.g. the roof) of different parts of the diagram.

away from back bottom entrance inside on the left

on the right on top of outside roof towards tunnel
1. Number 1 is _____________ of the diagram.
2. Number 2 is _____________ the cave.
3. Number 3 is _____________ of the diagram.
4. Number 4 is _____________ the cave.
5. Number 5 is the_____________ of the cave.
6. Number 6 is the _____________ of the cave.
7. Number 7 is _____________ the middle of the cave.
8. Number 8 is the _____________ to the cave.
9. Number 9 is moving ______________ the entrance.
10.Number 10 is moving _____________ the entrance.
11.Number 11 is the ______________ .
12.Number 12 is the _______________ of the entrance to the cave.
Exercise 3: Listen to the first part of a survival expert’s talk about snow
caves. Write the correct letters (A–H) next to the descriptions (1–2).
In an IELTS labelling a diagram task, you match the letters on the
diagram to the correct descriptions in the questions. In order to do this,
you need to:
 listen carefully to descriptions of direction, position and location

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 listen for the same information you see in the questions.

You do not need to use all the letters (i.e. there are more letters than
questions).

3. reduces the chance of accidents _________

4. soft branches are best _______
Exercise 4: Look at the diagram of a snow cave. Choose the correct
words and phrases for each part (1–10) of the diagram.
In an IELTS labelling a diagram task, as well as listening for words that
describe direction, position and location, it is also useful to listen for
nouns and adjectives that describe shapes and sizes.

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1. large pyramid/ small and round/ long, thin and narrow

2. wide and thick/ small pyramid shape/ small and round
3. deep/ slope/ oval
4. small pyramid shape/ large pyramid/ smooth and curved
5. oval/ long, thin and narrow/ dome-shaped
6. deep/slope/ smooth and curved
7. smooth and curved/ small and round/ long, thin and narrow
8. wide and thick/ small and round/ long, thin and narrow
9. large pyramid/deep/ dome-shaped
10.small and round/ small pyramid shape/ oval
Exercise 5: Read the information. Then listen to the second part of the
survival expert’s talk about snow caves. Write the correct letters (A–H)
next to the descriptions (3–4).
In the IELTS diagram labelling task, you may be able to predict possible
answers to the questions. For example, look at the diagram of the snow
cave and questions 3 and 4:

3 piled-up snow adds strength …

4 allows air in and smoke out …
The answer to question 3 is probably either C or E because you can see
piled-up snow in these two places. The answer to question 4 must be
either D or F because these are the only places that can allow air in and
smoke out.

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3. piled-up snow adds strength ______

4. allows air in and smoke out ______
Exercise 6: Read and listen to the extracts from the recording. Complete
the extracts with between one and three words for each gap.

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1. Reduces the chance of accidents – B

That could be a rock or a large stone or even just a large snowball – and
you put it there to remind yourself where ______________ is. This is so
you don’t walk on it and ______________ when you’re outside.
2. Soft branches are best – H
Um, before you shut yourself inside the ________________ for the
night, do go out and collect some tree branches – branches from fir trees
are the best type – as they’re ________________ . You can then place
these inside the cave, on top of the flat shelf – the one
___________________ of the cave and away from the entrance.
3. Piled-up snow adds strength – C
It’s a good idea to __________________ as much snow as possible over
the top of your cave – on the outside, I mean, so it’s good and thick. And
you can see from the diagram that the pile has formed into a
__________________ shape. When the snow ___________________
and becomes really hard, your cave will be less likely to fall in.
4. Allows air in and smoke out – D
If your cave is big and wide enough for you to have a small fire inside, of

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course you’ll need to __________________ out. And if you’re inside for

the whole night, you’ll need to let some air in, too. To do this, you’ll need
to make some __________________ .

Exercise 7: It is common in IELTS Listening tasks that you will not hear
the same words in the recording as you read in the questions. Match the
possible paraphrases with the words in bold from the descriptions (5–7).
5 cold air gets trapped …
6 a thick jacket or backpack work best …
7 melting is reduced by keeping smooth walls …
won’t be able to escape these would be ideal rucksack
heavy coat
no pieces of ice or snow that stick out freezing there aren’t so
many

1. cold
2. trapped
3. thick jacket
4. backpack
5. work best
6. is reduced
7. smooth
Exercise 8: Listen to the recording. Write the correct letters (A–H) next
to the descriptions (5–7).

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5. cold air gets trapped _______

6. a thick jacket or backpack work best _______
7. melting is reduced by keeping smooth walls _______
Exercise 9: When you are preparing for the IELTS Listening test, it is a
good idea to make notes of useful collocations. Match the words on the
left to the words and phrases on the right to form collocations.
melts more slowly space as warm as possible that
possibility night
clothes

1. reduce
2.dry
3.snow
4. whole
5.keep
6.narrow

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Exercise 10: Think about what you’ve learnt in this unit. Complete the
advice. Use the words and phrases in the box. There are two words or
phrases you don’t need to use.
Movement parts of the diagram positions and locations
purpose
same idea shapes
1. Before the recording starts, look at the whole diagram and think
about vocabulary for describing directions,
_____________________ .
2. During the recording, listen out for words describing size and
_____________________ .
3. Look at the questions and think how the _____________________
might be said differently in the recording.
4. Remember that the speaker does not talk about the
_____________________ in order, e.g. from A to H.
E. SPEAKING
Exercise 1: Put the letters in the correct order to find the jobs of the
famous people in the pictures.

e r n i a t p
1. ______ ______ ______ ______ ______ ______ ______

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n r n e u r
2. ______ ______ ______ ______ ______ ______

p r e s e n e t r
3. TV ______ ______ ______ ______ ______ ______ ______
______ ______

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o t a r c
4. ______ ______ ______ ______ ______

a o l l o t b f r e
5. ______ ______ ______ ______ ______ ______ ______
______ ______ ______

t o a n l i i i p c
6. ______ ______ ______ ______ ______ ______ ______
______ ______ ______

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a s r c e t s
7. ______ ______ ______ ______ ______ ______ ______

s n e g r i
8. ______ ______ ______ ______ ______ ______

Exercise 2: Read the task card from IELTS Speaking Part 2. Then watch
the video of the student doing the exam task, and answer the questions.
Describe a famous person you know about.
You should say:
who the famous person is
why this person is famous
what you think about this person
and explain how you feel when you see or hear something about this
person.

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1. Does the student look at his notes while he is speaking?

o Yes
o No
2. Does the student answer all parts of the question?
o Yes
o No
3. Does the student speak for 2 minutes?
o Yes
o No
4. Does the student have enough to say?
Exercise 3: In IELTS Speaking Part 2, it can sometimes be difficult to
think of enough things to say about the topic. Look at the task card and
watch the video again. Then complete the sentences with extra
information the student could have added. Use the words in the box.
Describe a famous person you know about.
You should say:
who the famous person is
why this person is famous
what you think about this person
and explain how you feel when you see or hear something about this
person.

American Championships example gold kind news

team proud
1. He is _____________ and he is a player for the Cleveland
Cavaliers basketball ______________ .
2. LeBron James has also won several NBA _______________ and
two Olympic _______________ medals.
3. I think that LeBron James is a very ______________ and
thoughtful person, and is a good _______________ for children.
4. When I saw the ______________ , I feel very _______________
to be a fan.
Exercise 4: Look at the IELTS Speaking Part 2 task card. Then put the
words you could use in your answer into the correct categories.

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Describe a famous person you know about.

You should say:

who the famous person is
why this person is famous
what you think about this person
and explain how you feel when you see or hear something about this
person.
Intelligent excited footballer artist generous
proud pleased
Guitarist funny

why this person is

famous what I think how I feel
He is a: basketball He is a: warm-hearted I feel : happy
player

Exercise 5: In the IELTS Speaking test you might sometimes want more
time to think of what to say. If this happens, you can use a phrase that
gives you more time. Complete the phrases that you can use to give you
more time. Use the words in the box.
Let difficult expert mind question really
remember think
1. Examiner: Are there any disadvantages to being famous?
Student: The first thing that comes to ____________ is that journalists
might write bad things about you.
2. Examiner: Do you think it’s right that the media can talk about the
private lives of famous people?
Student: I’ve never _____________ thought about that before. I suppose
a lot of people want to read about famous people.
3. Examiner: What would you like to become famous for?

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Student: Let me ________________ . I know! I’d like to manage a

famous restaurant one day.
4. Examiner: How do people become famous in your country?
Student: That’s an interesting _______________ ! There are a lot of
talent shows on TV.
5 . Examiner: Are you interested in any well-known or famous people?
Student: _______________ me see. Yes, I am a big fan of the tennis
player Novak Djokovic.
6. Examiner: Would you enjoy being famous yourself?
Student: That’s a _________________ question! I don’t think I would
like photographers following me.
7. Examiner: Have you ever met a famous person?
Student: I don’t ______________ it very well but a famous football
player came to my school when I was six or seven.
8. Examiner: Why do the media often report embarrassing things that
celebrities do?
Student: I’m not an ___________________ on this but it’s probably
because embarrassing stories are more interesting and sell magazines.
Exercise 6: Put the words in the correct order to complete the phrases.
Remember to use the phrases below while you think of an answer.

That The thing comes to mind is… first

1. __________ ___________ __________ __________
__________ __________
Before. that thought about never really l've
2. __________ __________ __________ __________ __________
Let think. me
3. __________ ___________ __________
That's question! Interesting an
4. __________ ___________ __________ __________
see. me Let
5. __________ __________ __________

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That's difficult a question!

6. __________ __________ __________ __________
it remember don't well very but…
I
7. __________ ___________ __________ __________
__________ __________ __________
I'm but… on this, expert an
not
8. __________ ___________ __________ __________
__________ __________ __________
Exercise 7: Match the examiner’s questions with the student’s clarifying
questions.
If you are not sure what the examiner’s question means you can ask a
question that clarifies it. Clarifying means asking for more information
that makes the question clearer or easier to understand.

Student: Sorry, could you explain what you mean when you say
‘famous’?
Student: Sorry, when you say ‘the media’, do you mean ‘journalists’?
Student: Sorry, when you say ‘downside’, do you mean ‘disadvantage’?
Student: Sorry, can I just check what you mean by ‘star’? Are you asking
me if I would enjoy being famous?
Student: Sorry, can I just check what you mean by ‘celebrities’? Do you
mean ‘famous people’?

1. Examiner: Is there a downside to

being famous?
2. Examiner: Would you enjoy
being a star yourself?
3. Examiner: Do you think it’s
right when the media talk about the
private lives of famous people?
4. Examiner: Have you ever met a

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famous person?
5. Examiner: How do people
become celebrities in your country?
Exercise 8: Complete the clarifying questions with the correct verb forms.
1. Sorry, could you repeat/repeating the question, please?
2. Sorry, would you mind repeat/repeating the question, please?
3. Sorry, could you rephrasing/ rephrase the question, please?
4. Sorry, could you asking/ask me the question again, please?
5. Sorry, would you mind rephrasing/ rephrase the question, please?
Exercise 9: Listen to the student responding to the examiner’s questions.
Does the student ask the examiner to clarify or repeat the question? Put
the audio in the correct category.
The student asks the examiner to The student asks the examiner to
clarify the question. repeat the question.

Exercise 10: You are going to do IELTS Speaking Part 2. You will need
some paper and a pencil. Listen to the examiner. Record your answer.
Play to hear your answer
Describe a famous person you know about.
You should say:
who the famous person is
why this person is famous
what you think about this person
and explain how you feel when you see or hear something about this
person.

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UNIT 8: NATURAL WORLD

A. GRAMMAR AND VOCABULARY
Exercise 1: Put the words in the correct categories to complete the table.
Rabbit salmon bee parrot shark crocodile frog
bear
Whale snake eagle penguin lizard seahorse
butterfly ant

Reptiles (animals that

Amphibians (animals
lay eggs and use the
Mammals that live both on land
sun to keep their blood
and in water)
warm)

Fish Birds Insects

Exercise 2: Look at the plant and animal characteristics. Which are the
odd ones out? Choose the incorrect answers.
1. Trees have
o Branches
o claws
o leaves.
2. Bears have
o Antlers
o Fur
o Teeth.
3. Eagles have
o Beaks

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o Humps
o Wings .
4. Eleohents have
o Feathers
o Thick skins
o Trunks.
5. Salmon have
o Scales
o Tails
o Trunks.
6. Crocodiles have
o Fins
o Scales
o Teeth.
7. Rhinos have
o Bones
o Fur
o Horns.
Exercise 3: Complete the text. Use the words and phrases in the box.
Common conservation endangered species habitat
population
Rare risk wildlife
I believe that people have a responsibility to take care of
_____________ . The best way to do this is to protect the places where
they live – their natural _______________ . That’s why I decided to take
part in a local __________________ project to protect the plants and
animals in a forest near my town. The forest is home to several
__________________ – types of animals and plants which may soon not
exist because there are so few of them. For example, there are some very
___________________ birds, which are only found in a few small areas
now – there are probably fewer than 500 of them left in the wild. Fifty
years ago, there were lots of them everywhere – they were a lot more
__________________ . Anyway, thanks to our conservation project, the

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bird __________________ is slowly going up again. The birds are still at

__________________ , but hopefully we’ll be able to save them.
Exercise 4: Match the words and phrases with the definitions.

climate change global warming green issues greenhouse

gases
pollution the environment the greenhouse effect the
ozone layer
11.The general name for the natural world: the air, water and land in
or on which people, animals and plants live:
_______________________
12.Connected to the protection of the environment:
_______________________
13.Connected to the protection of the environment:
_______________________
14.The layer of air high above the Earth that protects it from the sun’s
rays: _______________________
15.Changes in the world’s weather due to air pollution:
_______________________
16.Damage to water, air or land due to human behaviour:
_______________________
17.When heat from the Earth can’t escape into space, and so the Earth
gets hotter and hotter: _______________________
18.Gases like carbon dioxide (CO2) which stop heat from the Earth
escaping into space: _______________________
Exercise 5: Choose the correct words to complete the sentences.
17.Is it too late to cause/produce/save our planet? I don’t think so.
18.I think we should do more to damage/destroy/protect the
environment.
19.Power stations don’t just damage/produce/survive electricity; they
also cause pollution.
20.A lot of people believe that pollution causes/goes/saves global
warming, but some people think the Earth is getting hotter by itself.

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21.The population fell to below 100 animals, but a group of

conservationists worked very hard and the number is now
declining/dying/increasing – it’s going up again.
22.I think it’s wrong to cut down rainforests and destroy/go/recover
animals’ natural habitats.
23.When we cut down rainforests, etc., we make it impossible for the
animals and plants that live there to protect/save/survive .
24.Don’t break the branches on that tree! It’s alive and you’re
causing/damaging/recovering it!
Exercise 6: Read the sentences. How is the speaker using the modal verbs
in bold? Match the correct descriptions with the sentences. Use the
descriptions in the box.
To talk about a future possibility
To talk about a lack of ability to do something in the present and past
To talk about a possibility in the present
To talk about an ability to do something in the present and past
16.Crocodiles can swim fast over short distances.
______________________________________________________
______
17.Some species of crocodile might not exist in a few years’ time.
______________________________________________________
______
18.Crocodiles can’t breathe underwater.
______________________________________________________
______
19.Crocodiles may survive in other habitats, not just freshwater areas.
______________________________________________________
______
20.The number of endangered crocodiles could increase as a result of
conservation efforts.
______________________________________________________
______
21.If people understood crocodiles better and were less afraid of them,
this could help their survival.

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______________________________________________________
___
Exercise 7: Complete the conversation using can, could, may or might.
Student 1: Our teacher’s asked us to write an essay on the natural world
for homework. I’m not sure what to write about. I ________ write about
so many things.
Student 2: You __________ ask the teacher for help, you know.
Student 1: No, it’s alright. If I ask her, she ___________ think that I’m
asking her for the answer. I think I ____________ write about the
destruction of the rainforests. What about you?
Student 2: Oh, I’m going to write about what we ____________ do to
slow down global warming. I’m going to write about how we
_____________ be more ‘green’. People _____________ not realise that
even small changes might make a big difference.
Student 1: Good idea. You ___________ talk about people recycling
their rubbish.
Student 2: Yes, I ___________ do that. I’m not sure yet. I need to write
a plan first.
Student 1: Me too!
Exercise 8: Match the examples in the box with the correct reasons for
using the present perfect.
I’ve felt very strongly about green issues since I was a child.
I’ve just bought a pet snake. Do you want to see it?
I’ve never seen a bear in the wild, but I’ve seen them in zoos.
That poor sparrow can’t fly because it’s broken its wing.
The squirrel population has now reached 500, so I hope it’ll reach our
target of 750 soon.
We’ve already done the report for the conservation project.

10.We use the present perfect to talk about our progress through a list
of jobs. I’ve already done it often means ‘I don’t need to do it
again’. I haven’t done it yet often means ‘I still need to do it’.
______________________________________________________
___________

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11.We use the present perfect to talk about news – things that the
listener probably doesn’t already know. I’ve just done it means ‘I
did it very recently’.
______________________________________________________
___________
12.We use the present perfect to show the past reason for a present
situation (often with can / can’t). We often use because to show
this relationship.
______________________________________________________
___________
13.We use the present perfect to talk about the present results of a
process that is continuing now. We often use numbers to present
these results, and phrases like so far or up to now.
______________________________________________________
___________
14.We use the present perfect to talk about our experiences – things
that have happened in our lifetime. We usually ask questions with
Have you ever … ? and we use never in negative sentences about
experiences.
______________________________________________________
___________
15.We use the present perfect to measure a period of time from a point
in the past (e.g. yesterday) to the present moment. We usually ask
questions with How long … ? and use for (e.g. for a week) or
since (e.g. since yesterday) to describe the period of time.
______________________________________________________
___________
Exercise 9: Complete the sentences. Use the words in the box.
Already always ever just long never since
so far yet
10.I’ve __________ been to a zoo and I don’t want to go. I think
animals should be free.
11.The hole in the ozone layer has ________ grown very big.
12.Have you ___________ seen a shark?

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13.Average temperatures around the world have risen by about 2°C

_________ as a result of global warming, and they’ll probably
continue to rise.
14.Green issues have become a lot more popular ___________ the
1980s and 1990s.
15.I’ve _________ seen an eagle! It flew over that field a few
minutes ago.
16.Politicians keep saying they want to stop global warming, but they
haven’t done much about it ____________ .
17. How ______________ have scientists known about the hole in
the ozone layer?
18. I’ve ______________ loved plants and animals, ever since I can
remember.
Exercise 10: Choose the correct verb forms to complete the interview.
A: How long are you being/have you been/were you a wildlife
photographer?
B: Well, I’ve loved taking photos of animals since I’m/I’ve been/I was a
child. I think I take/I took/I’ve taken my first animal photo when I was
about five years old. But I’m/I’ve been/I was a professional
photographer for about 20 years now.
A: In your career, you’ve won/ you win/ you won a lot of awards for your
photos. What’s the best award that you’ve won/ you win/ you won so far?
B: Wildlife Photographer of the Year . I’ve won/ I win/I won that five
years ago, and then again last year.
A: So you’re winning/ you’ve won/ you win that award twice, then?
B: Yes, that’s right, and I just hear/ I just heard/ I’ve just heard I might
win it again this year.
B. READING
Exercise 1: In this unit, you will look at an IELTS Reading matching
features task and read a text on the topic of work and jobs. What
vocabulary from the topic of work and jobs do you already know? Match
the words with the definitions.
1. When levels of water in your body become lower than normal:
container/evaporation/dehydration

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2. To become smaller in size, amount, degree, importance, etc.:

consume/trap/reduce
3. To eat, drink or use something, especially in large amounts:
consume/trap/reduce
4. When a liquid changes into a gas (e.g. water turning into steam):
evaporation/dehydration/ontainer
5. An object, such as a box or a bottle, that can be used for holding
something: evaporation/container/dehydration
6. Successful or achieving the results that you want:
effective/consume/container
7. To keep something such as heat or water in one place, especially
because it is useful (verb): reduce/dehydrate/trap
Exercise 2: Read the information. Then read the questions and options
carefully. Highlight the key words and phrases in the questions and the
options. The numbers in brackets at the end of each question show you
the number of selections you need to make. The first question and options
have been done for you.
Key words are words that have a specific rather than a general meaning.
For example, in Question 1 below, words like writer and subject are
general, but television programmes and surviving in the wild are more
specific, so they are the key words.
In an IELTS Reading four-option multiple choice question, it is a good
idea to:
 underline the key words in the question and the options;

 use the key words to quickly scan the text until you find the same
words that you see in the question.
1. What does the writer say about television programmes on the
subject of surviving in the wild?
A The people who make the programmes know little about survival
techniques.
B The people who appear on the programmes are never in real
danger themselves.
C The programmes fail to make ordinary people aware of how
difficult it is to survive.

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D The programmes should not discuss the stories of people who

have not survived.
(15 selections)
2. In the second paragraph, the writer makes the point that
A the speed at which dehydration occurs in people depends on the
environment.
B people use all the water they have and only then start thinking
how to get more.
C most people know when they are beginning to suffer from
dehydration.
D people should find out where water is located before they go
hiking.
(15 selections)
3. What recommendation does the writer make for reducing water
loss?
A It’s never a good idea to travel after the sun has gone down.
B It’s best to consume food in small amounts and regularly.
C Hikers should not waste their time making a basic place to stay
in.
D It’s a good idea to keep cool while doing any activity.
(18 selections)
Exercise 3: Read the first paragraph from the text about survival
techniques. Read the exam question and the four options, A, B, C and D.
Then do the exercise
Dealing with survival situations in the wild
Over the last few years, there has been an increase in the number of
television programmes that show experts explaining how to survive in the
wild. They use their experience to create fires, build shelters, find water
and decide which plants are safe to eat and which might kill you. While
these programmes are no doubt highly entertaining, what is less certain is
how successful they are at really educating viewers at home. Last year,
over 2,300 hikers were reported lost in the wild in the USA. While most
of them were eventually rescued, not all were so lucky. Some of the
survivors told their rescuers that they had seen these kinds of television
programmes, and had believed they had learnt some useful skills. It

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turned out, however, that building a fire from wet wood and finding a
source of clean water was a lot harder than they had imagined.
Choose the correct letter, A, B, C or D.
1 What does the writer say about television programmes on the subject of
surviving in the wild?
A The people who make the programmes know little about survival
techniques.
B The people who appear in the programmes are never in real danger
themselves.
C The programmes fail to make ordinary people aware of how difficult it
is to survive.
D The programmes should not discuss the stories of people who have not
survived.
Three students chose the wrong options to answer the question. Their
teacher asked them to explain their choices. Read the teacher’s comments
and then match them with the students’ explanations.
Teacher’s comments
1. ‘The people “making the programmes” in the option might mean
the experts or it might mean the producers. However, the writer
says that the experts have experience in creating fires, in building
shelters, etc. So they do know about survival techniques. The
writer’s point is that ordinary people can’t learn very much about
survival just by watching TV.’
2. ‘Your comment is probably correct and is your point of view, but
the writer never talks about this. You should only choose an option
if the same information appears in the text.’
3. ‘The writer does say that some people who got lost in the wild did
not survive. But the writer doesn’t say that the survival television
programmes ever talk about or show pictures of this group of
people.’
Students’ explanations
First student
‘I chose option A because I thought “the experts” could be the people
making the TV programmes. And at the bottom of the paragraph, it says
that “building a fire” and “finding clean water” is harder than they
imagined.’ 1/2/3

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Second student
‘I chose option D because the text says that some hikers got lost and they
didn’t survive.’ 1/2/3
Third student
‘I chose option B because it’s true. Whenever you watch those kind of
programmes, you know that there are a lot of people who can help the
expert or the presenter, like a doctor or a rescue team.’ 1/2/3
Exercise 4: Read the information. Then read the first paragraph again.
Choose the correct option to answer the question.
In an IELTS Reading four-option multiple choice task, the questions are
in the same order as the information in the text, so the answer to the first
question will be before the answer to the second question, etc.
Only one option is correct, so when you have found the part of the text
that answers your question, you should read the text and each option A–D
carefully – to make sure the option you choose matches exactly what the
text says.
Dealing with survival situations in the wild
Over the last few years, there has been an increase in the number of
television programmes that show experts explaining how to survive in the
wild. They use their experience to create fires, build shelters, find water
and decide which plants are safe to eat and which might kill you. While
these programmes are no doubt highly entertaining, what is less certain is
how successful they are at really educating viewers at home. Last year,
over 2,300 hikers were reported lost in the wild in the USA. While most
of them were eventually rescued, not all were so lucky. Some of the
survivors told their rescuers that they had seen these kinds of television
programmes, and had believed they had learnt some useful skills. It
turned out, however, that building a fire from wet wood and finding a
source of clean water was a lot harder than they had imagined.
1. What does the writer say about television programmes on the
subject of surviving in the wild?
o A The people who make the programmes know little
about survival techniques.
o B The people who appear on the programmes are never in
real danger themselves.

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o C The programmes fail to make ordinary people aware of

how difficult it is to survive.
o D The programmes should not discuss the stories of
people who have not survived.
Exercise 5: Read the second and third paragraphs of the text. Then
choose the correct options to answer the questions.
The human body is approximately 75% water – and this water has several
important functions, including keeping the body at the right temperature.
If a person doesn’t drink water, it will take only two or three days for
them to become dehydrated, and their body temperature may either drop
or rise to dangerous levels. Often it is the case that hikers or campers who
are lost in the wild don’t start thinking about how they can find a new
source of water until they run out of it, by which time it may be too late.
They haven’t thought about the consequences of dehydration, and neither
do they recognise the warning signs. An ache in the kidneys, a headache,
general confusion – all of these can tell someone that they are in need of
water.
The average person loses 2–3 litres of water every day just through
normal activities such as breathing. It’s impossible to avoid losing water
from the body, but there are ways to slow it down. For example, when it
may be necessary to build a shelter in the wild to sleep in, this should be
carried out in the shade rather than in full sun. This reduces the amount of
sweat which is produced when body temperature rises, which is, of
course, water leaving the body. Some people may find it surprising that
eating may increase chances of dehydration, but digestion does require
water, so eating should be avoided if water is short. Hiking at night when
the temperature drops is also an option, but only if hikers have a good
torch or there is a full moon.
1. In the second paragraph, the writer makes the point that
o A the speed at which dehydration occurs in people depends
on the environment.
o B people use all the water they have and only then start
thinking how to get more.
o C most people know when they are beginning to suffer from
dehydration.

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o D people should find out where water is located before they

go hiking.
2. What recommendation does the writer make for reducing water
loss?
o A It’s never a good idea to travel after the sun has gone
down.
o B It’s best to consume food in small amounts and
regularly.
o C Hikers should not waste their time making a basic place
to stay in.
o D It’s a good idea to keep cool while doing any activity.
Exercise 6: Read the information. Then look at the diagram of the
process involved in a solar still. Put the sentences in the correct order to
complete the description of the process.
In the IELTS Reading test, you may have to label a diagram. In order to
do this, you will need to read carefully to understand a process that is
described in the text and shown in the diagram.

The hole is then covered with a plastic sheet, as this kind of material will
trap rising water as it evaporates.

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To ensure that the maximum amount of water possible is collected, a

heavy object such as a small rock should be placed in a central position
above the container so that the water drops can fall directly into it.
If people are near an ocean, water from here can be added to a second,
larger container, and placed beneath the narrow one.
Once the gas cools and turns back into water, it can fall into the container
below.
Even though the salt content in this kind of water is great, the processes
of evaporation and condensation will remove it, and then the water can be
drunk.
A deep hole is dug into the ground and a narrow container is placed at the
bottom of it.

1. So how does a solar still work?

2.
3.
4.
5.
6.
7.
Exercise 7: Read the text and look carefully at the diagram. Then label
the diagram with the bold words from the text.
For an IELTS Reading diagram labelling task, you should look carefully
at the diagram to understand how it relates to the description in the text.
This will help you to quickly locate the answers you need.
So how does a solar still work? A deep hole is dug into the ground and a
narrow container is placed at the bottom of it. The hole is then covered
with a plastic sheet, as this kind of material will trap rising water as it
evaporates. Once the gas cools and turns back into water, it can fall into
the container below. To ensure that the maximum amount of water
possible is collected, a heavy object such as a small rock should be
placed in a central position above the container so that the water drops
can fall directly into it. If people are near an ocean, water from here can
be added to a second, larger container, and placed beneath the narrow one.

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Even though the salt content in this kind of water is great, the processes
of evaporation and condensation will remove it, and then the water can
be drunk.

Exercise 8: Read the information. Then read the text and complete
question 1 on the diagram.
Choose NO MORE THAN TWO WORDS.
In an IELTS Reading diagram labelling task, you must choose words
from a text to label a diagram. The words you write in the labels are
usually single nouns, noun phrases or adjective-noun phrases.
Reading the instructions for the task will tell you how many words you
are allowed to write, for example:
Choose ONE WORD ONLY from the passage.
Choose ONE WORD AND/OR A NUMBER from the passage.
Choose NO MORE THAN TWO WORDS from the passage.
A solar still
In situations when people are unable to locate a stream or river, there are
certain ways they can get water which are less difficult than others.
Building a simple structure called a solar still is one of these methods, but
it will be most effective in regions which have dramatic temperature
change. This is because, in very hot environments, lots of water is taken

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up into the air and turns into gas, a process called evaporation. At night
time, however, when it is far cooler, the air releases the water again – the
process of condensation.

Exercise 9: Read the complete description of a solar still and label the
diagram. Write NO MORE THAN TWO WORDS for each question.
A solar still
In situations when people are unable to locate a stream or river, there are
certain ways they can get water which are less difficult than others.
Building a simple structure called a solar still is one of these methods, but
it will be most effective in regions which have dramatic temperature
change. This is because, in very hot environments, lots of water is taken
up into the air and turns into gas, a process called evaporation. At night
time, however, when it is far cooler, the air releases the water again – the
process of condensation.
So how does a solar still work? A deep hole is dug into the ground and a
narrow container is placed at the bottom of it. The hole is then covered
with a plastic sheet, as this kind of material will trap rising water as it
evaporates. Once the gas cools and turns back into water, it can fall into
the container below. To ensure that the maximum amount of water
possible is collected, a heavy object such as a small rock should be placed
in a central position above the container so that the water drops can fall

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directly into it. If people are near an ocean, water from here can be added
to a second, larger container, and placed beneath the narrow one. Even
though the salt content in this kind of water is great, the processes of
evaporation and condensation will remove it, and then the water can be
drunk.
Using the solar-still method will not produce enough water for people to
collect and travel with, but it can ensure survival while people are waiting
for rescue.

Temperate change

Exercise 10: Think about what you’ve learnt in this unit. Complete the
advice. Use the words and phrases in the box.
description of a process how many words key words
paraphrases or summarises
question read the text relates same words and phrases
scan
skim slowly and carefully

our-option multiple choice questions

 Read the question and options before you
_________________________
 Identify the ______________________________ in the questions
and options and underline them.

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 ____________________________ read the text for gist (general

understanding).
 the text quickly to find the key words in the text that are also in the
_____________________________ – this helps you find the part
of the text you need.
C. WRITING
Exercise 1

Family friends friendship grandparents parents

relations / relatives
relationship
11.members of your family: _______________
12.a situation in which two people are friends: __________________
13.people you know well and like but who aren't usually members of
your family: ________________
14.the way two (or more) people feel and behave towards each other:
_________________
15.a group of people who are related to each other, e.g. a mother, a
father and their children: __________________
16.your mother and father: ___________________
17.the parents of your mother and father: __________________
Exercise 2: Read the IELTS Writing Task 2 question.
It is sometimes said that old friendships are as valuable as family
relationships. Do you agree or disagree?
Then read the information. Complete the conclusion. Use the words in the
box.
You should always write a conclusion to your IELTS Writing Task 2
essay. The conclusion should be two or three sentences long and refer to
the main points in your essay. It should also include your opinion.
You can use the essay question to help you check if you have referred to
the main points in your conclusion.

Agree disagree family old friendships opinion

valuable

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Conclusion
In conclusion, I _______________ that _______________ are
extremely _______________ but I _________________ that friends are
as important as relatives. In my __________________ , nobody can
replace your relations because _________________ are the most
valuable people in the world.
Exercise 3: Read the IELTS Writing Task 2 question.
It is sometimes said that old friendships are as valuable as family
relationships. Do you agree or disagree?
Then read the information. Highlight the three parts of the conclusion that
paraphrase the underlined words from the question.
When you write the conclusion to your IELTS Writing Task 2 essay you
should paraphrase the main points of the question instead of repeating
them exactly. Remember: paraphrasing is when you use different words
to say the same thing.
Conclusion
In conclusion, I agree that old friendships are extremely valuable but I
disagree that friends are as important as relatives.
Exercise 4: Read the IELTS Writing Task 2 question again.
It is sometimes said that old friendships are as valuable as family
relationships. Do you agree or disagree?
Read the information. Then read the student’s essay. What information
should the student include in the conclusion? Read the sentences and
choose the correct answers.
In your IELTS Writing Task 2 conclusion you should not repeat
examples from the rest of your essay. Remember, the conclusion should
include the main points of the essay and your own opinion.
For some people, it is true that their friends are as important as their
family. Personally, I need my friendships a lot but I do not think they can
ever replace the connection with my relatives. In this essay, I am going
discuss both sides of the argument before coming to a conclusion.
On the one hand, I think that old friendships are very valuable. You can
talk to friends who you have known for a long time about anything and
they give you advice from experience. In addition, some people do not
enjoy spending time with their relations because they are too strict or

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argue a lot. Unfortunately, certain people do not have family because they
have died or moved away. For them, friendships are invaluable.
On the other hand, I disagree that friends are as important as relatives. In
my opinion, nobody can be as valuable as family. Your parents work hard
to help you and bring you up. Your grandparents did the same for your
parents in the past. My family is particularly close because we live in the
same street. Although I see my friends most days, I see my family every
day. I eat with my grandmother at least twice a week and at weekends the
whole family, all 25 of us, eats together.
1. I agree that old friendships are valuable.
o Yes
o No
2. Friends can often talk to you about anything.
o Yes
o No
3. Some people’s relations are too strict or argue a lot.
o Yes
o No
4. Some people do not have family because they have died or moved
away.
o Yes
o No
5. I disagree that friends are important as relatives.
o Yes
o No
6. In my view, nobody can be as valuable as family.
o Yes
o No
7. Your parents work hard to help you.
o Yes
o No
8. My family all live in the same street.
o Yes
o No

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9. I see my family every day.

o Yes
o No
10.I eat with my grandmother twice a week.
o Yes
o No
Exercise 5: Read the essay questions and the conclusions. Then choose
the purpose of each sentence.
1. Some people think it is better to speak privately to friends while
others tell personal things to their family only. Discuss the two
different views and give your opinion.
In conclusion, sometimes people are more comfortable sharing personal
details with friends because they are embarrassed to talk about their
feelings with their parents or their family would not want to hear about
problems. A summary sentence of first point of view/summary sentence
of whether effects are good or bad
On the other hand, other people speak to family because they feel they
can trust them more than anyone else. A summary sentence of alternative
point of view/summary sentence of first point of view Personally, I think
that relatives are the best people to tell private information. A summary
sentence of main effects/My opinion
2. The internet has changed the way friends communicate. What
effects does the web have on friendships? Are these effects good or
bad?
To conclude, communicating through email or websites means that
friends can easily keep in contact but might not see each other as often. A
summary sentence of main effects/A summary sentence of first point of
view The internet has, therefore, had both positive and negative effects on
friendships.
My opinion/A summary sentence of whether effects are good or bad At
the end of the day, however, I believe that it offers more good points than
bad points. A summary sentence of main effects/My opinion
Exercise 6: Read the IELTS Writing Task 2 question.
The internet has changed the way friends communicate. What effects does
the internet have on friendships? Are these effects good or bad?

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Read the information. Then read the student’s essay.

Highlight five unnecessary pieces of information in the conclusion.
In IELTS Writing Task 2, the conclusion is a summary of the essay, so
you should not add any new information.
It is certainly true that the invention of the internet has transformed
communication within friendships. In my opinion, overall it has had more
good consequences than bad. In this essay, I am going to discuss the
effects that the internet has had on the way friends communicate.
Before the internet was invented, friends used to speak on the phone or
meet each other to talk. Sometimes they even used to write each other
letters. Now they email, send messages on smart phones or communicate
on online networking sites. On the one hand, this means that friends can
easily keep in regular contact with each other. However, on the other
hand, it means that they might not see each other as often.
The web has, therefore, had both a good effect and a bad effect on how
friends communicate with each other. A positive example is that friends
who you have not seen for a long time can contact you online after
several years, so you do not forget about each other. A negative example
is that friends might spend a lot more time alone now because they do not
arrange to meet each other as often. Even though you get a lot of texts or
emails, you can still be lonely.
To conclude, I use two laptops, so I know that communicating through
email or websites means that friends can easily keep in contact but might
not see each other as often. I email my friend in Shanghai every day. The
internet has, therefore, had both positive and negative effects on
friendships. Another negative effect is that people spend too much time
looking at a computer screen. At the end of the day, however, I believe
that it offers more good points than bad points. Another good point is that
email is very quick. Another bad point is that phones or laptops can break.
Exercise 7: The first words of your conclusion should be In conclusion or
a synonym of it. Choose the correct prepositions to complete the words
and phrases that are synonyms of In conclusion.
1. In/To conclude
2. In/To short
3. In/To sum up

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4. In/To summary
5. In/To finish
6. In/To put it briefly
7. In/To the end
8. In/To summarise
Exercise 8: Correct the mistakes. There is one mistake in each sentence.
1. To put it breifly, parents are more important to children than their
grandparents.
2. In sumary, the best thing about friendship is feeling emotionally
supported.
3. To short, you are lucky if you have lots of uncles and aunts.
4. To summ up, you have to work at friendships like you have to
work at marriage.
5. In an end, nobody should argue with their family.
Exercise 9: Read the statements about IELTS Writing Task 2. Are
they True or False? Choose the correct answers.
7. Your IELTS Writing Task 2 essay should be at least 200 words
long.
o True
o False
8. You have 30 minutes to do IELTS Writing Task 2.
o True
o False
9. You should spend the first 10 minutes having ideas and planning
your essay.
o True
o False
10.One way to have enough ideas in IELTS Writing Task 2 is to use a
mind-map technique.
o True
o False
11.You should use synonyms in your essay so that you do not repeat
the same words too often.
o True

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o False
12.You should not include examples from your own knowledge or
experience in your essay.
o True
o False
13.You should always write a conclusion to your IELTS Writing Task
2 essay.
o True
o False
14.It is a good idea to include new information in the conclusion of
your essay.
o True
o False
15.You can use the IELTS Writing Task 2 question to help you check
if you have included the main points in your conclusion.
o True
o False
16.Knowing the IELTS topics well before you do the exam will help
you in IELTS Writing Task 2.
o True
o False
Exercise 10
WRITING TASK 2
You should spend about 40 minutes on this task.
Write about the following topic:
Nowadays, in many families both parents need to have jobs. What are
some of the problems associated with both parents working, and what are
some of the possible solutions?
Give reasons for your answers and include any relevant examples from
your own knowledge or experience.
You should write at least 250 words.
Please add text into the Student post.

Student post:

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D. LISTENING
Exercise 1: In this unit, you will practise the skills you need to complete
an IELTS Listening note completion task. You will also hear a talk
connected with the topic of transport. This is a common topic in IELTS,
so it is a good idea to think about some vocabulary you might hear.
Match the words in the box with the correct definitions.
Destination elevator fare hire lane route sign
traffic
Underground vehicle
1. a railway system in which trains travel through tunnels below a city:
________________
2. something that gives travel information or instructions to drivers
and other road users: __________________
3. a particular way or direction from one place to another:
____________________
4. a special part of a road that can only be used by certain kinds of
transport (e.g. buses or taxis): ________________
5. cars, buses and other kinds of transport moving along a road:
___________________
6. a machine, usually with wheels and an engine, used for
transporting people or things, especially on roads:
_________________
7. to pay to use something for a short period of time (e.g. a car):
___________________
8. the money that you pay for a journey (e.g. on a bus or a train):
__________________
9. the place where someone is going or where something is being sent
or taken: ___________________

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10.something that moves up and down, carrying people or things to

different floors of a building: ___________________

Exercise 2: Read the information. Then listen to the recording and

answer the questions. Choose the correct answers.
In Sections 2 and 4 of the IELTS Listening test, you will hear only one
speaker. Before you hear the talk, you will hear an announcer give a short
description of the context (the speaker, the time, place or purpose of the
talk). For example:

You will hear a man talking about different kinds of transport people can
use in a city.

At the beginning of the talk, the speaker will usually give more
information about the context. You should pay attention to this
information, because it is often easier to understand what a speaker is
saying if you know who they are and why they are speaking.
1. Where is the speaker talking?
o at a university
o at a community centre
o at a train station

2. Who is the speaker talking to?

o some people who have lived in the area for a long time
o some people from another country
o some people who have recently moved to the area

3. What is the purpose of the speaker’s talk?

o to give advice for travelling in a city

o to describe plans for the future of transport in a city
o to offer free travel around a city
Exercise 3: Before you listen, it is a good idea to guess what kind of
words you need to listen for (e.g. nouns, adjectives, verbs, etc.) and what

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kind of information is missing. Read the information. Then read the

descriptions and the notes. Write the correct description (A–H) for the
missing words (1–10) in the notes. One letter is used three times.
In the IELTS Listening test, you may have to complete a set of notes for a
talk or a conversation. Read the instructions and notes carefully. For this
task, you should:
 complete the summary of information in the notes only with words
that the speaker(s) use(s)
 follow the word limit given in the instructions, e.g. write one word
only (words with a hyphen such as check-in count as a single
word).
Descriptions
A a plural noun or an uncountable noun for an area where people can ride
bikes
B a plural noun for something you find in a train station
C a singular or plural noun for part of a city (e.g. a building)
D an adjective for describing part of a road
E a plural noun for describing a group of people
F a singular noun for something you can collect when you buy a ticket
G a singular noun for something that helps cyclists
H an adjective for describing a kind of ticket

NOTES
City-centre travel
 (1) ______ lanes in centre are only for cycling –
use these.
 A new (2) ______ makes cycling over busiest
roads very safe.
Cycling  Buying a bike that is good for riding in an area
that has (3) _______ is recommended.
 You can hire bikes from a place near the (4)
_______ .

Buses  Buy a (5) ______ travel card if travelling by bus

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every day.
 Take a ‘D’ bus to get to the city’s central (6)
______ .
 Discounts for elderly people and some (7)
________ .

 Trains best for visiting (8) ________ .

 Check if station has any (9) ________ or not
before you take trains.
Underground
 A (10) _______ can be picked up from ticket
offices.

Exercise 4: Read the notes. Then choose the correct answers to complete
questions 1–4.
Write ONE word for each answer.
NOTES
City-centre travel
 (1) … lanes in centre are only for cycling – use
these.
 A new (2) … makes cycling over busiest roads
very safe.
Cycling
 Buying a bike that is good for riding in an area that
has (3) … is recommended.
 You can hire bikes from a place near the (4) … .

because an adverb is not the correct word form for that gap
because it does not follow the word limit for the task
because the answer to that question must be a singular noun
because you must have a noun in this gap
1. Why is painted green wrong as an answer to question 1?
________________________________________________
2. Why is roads not possible as an answer to question 2?
________________________________________________

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3. Why is easily not possible as an answer to question 3?

________________________________________________
Why is outside not possible as an answer to question 4?
________________________________________________
Exercise 5: Read the notes on city-centre travel. Then listen to the next
part of the recording. Write one word in each gap (1–4) to complete the
notes.
NOTES
City-centre travel
 (1) ___________ lanes in centre are only for
cycling – use these.
 A new (2) ____________ makes cycling over
busiest roads very safe.
Cycling  Buying a bike that is good for riding in an area that
has (3) ___________ is recommended.
 You can hire bikes from a place near the (4)
____________ .

Exercise 6: Read the information. Then look at the underlined phrases in

questions 5–7. Select two of the underlined phrases in each sentence that
are going to be cues.
In the IELTS Listening note completion task, you will need to listen
carefully for cues – key words that appear in the notes. Cues have more
specific meaning and are typically:
 nouns for people, things, places or events

 adjectives that give information about people, things, places or

events
 verbs for actions and processes (e.g. become or develop).

Look at the cues (the underlined words) from the notes and the recording
script for question 1. You should listen carefully for the answer (green)
when you hear cues like these.

(1) Green lanes in centre are only for cycling – use these.
For people cycling to work in the city centre, there’s lots of other traffic

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on the road, so you need to be careful. The city has created some special
lanes that are only for cyclists. They’ve been painted green and they’re
right next to the orange taxi lanes. So just cycle on those and you should
be OK.
Highlight
NOTES
City-centre travel
 Buy a (5) … travel card if travelling by bus every
day.
Buses  Take a ‘D’ bus to get to the city’s central (6) … .
 Discounts for elderly people and some (7) … .

Exercise 7: Listen to the next part of the talk about transport in the city
centre. Complete the section about buses in the notes below. Remember
that the underlined words are key words that can help you find the
answers. Write one word in each gap.

NOTES
City-centre travel
 Buy a (5) _________ travel card if travelling
by bus every day.
 Take a ‘D’ bus to get to the city’s
Buses central (6) ___________ .
 Discounts for elderly people and some (7)
______________ .

Exercise 8: Match the words and phrases on the left to the correct
synonyms and paraphrases on the right.
As in all parts of the IELTS Listening test, some words in the question
will be expressed using different words in the recording (i.e. synonyms
and paraphrases).

come out of go and see helpful make sure pick one up

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recommend thinking about perfect method

1. ask for one

2. best for
3. check
4. exit (verb)
5. planning to
6. suggest
7. useful
8.visit
Exercise 9: Listen to the last part of the recording. Write the correct
words in the gaps 8–10. Write one word in each gap.
NOTES
City-centre travel
 Trains best for visiting (8) ________ .
 Check if station has any (9) ________ or not
before you take trains.
Underground
 A (10) _______ can be picked up from ticket
offices.

Exercise 10: Think about what you’ve learnt from doing this unit.
Complete the advice with the words and phrases in the box.
Context cues guess introduce their talk one speaker
Summarise word limit
IELTS note completion tasks
General information
In Sections 2 and 4, you will hear _________________ talking in the
recording.
If you know the __________________ , it can help you understand the
talk more easily.

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Before listening
Read the instructions carefully – especially the ___________________
(e.g. don’t write two words if the instructions say one word only).
Before you listen, try to ______________________ what kind of words
you need to listen for.
Look for _________________________ (key words) in the questions –
when you hear them, it helps you find the answers you need.
While listening
Speakers will usually _____________________ – they explain what they
are going to talk about and why.
The notes ________________________ the main information from the
talk.
E. SPEAKING
Exercise 1: Before the IELTS Speaking test begins the examiner will ask
you some questions. Complete the questions, using the words in the box.
Then watch the video to check.
Call full identification

1. Good afternoon. My name is Maggie Scott. Can you tell me your

_____________ name please?
2. And what shall I ______________ you?
3. Can I see your _______________ please?
Exercise 2: In the IELTS Speaking test the examiner is checking your
lexical resource. This means you should use a range of vocabulary
related to the topic. Read the IELTS Speaking Part 2 task card.
Then match the the words you might use to talk about this topic with the
definitions.
Describe a place you visited where the air was very clean and fresh.
You should say:
where this place was
when and why you visited this place
who you were with
and explain how you felt visiting a place where the air was so clean and
fresh.

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Atmosphere clean condition countryside factories

fresh (air)
Green industry peaceful pollution
1. not dirty ___________
2. covered with grass or other plants ___________
3. the state that something or someone is in ___________
4. the air you breathe in a place ___________
5. the companies and activities necessary to produce goods for sale,
especially in factories ___________
6. clean and cool ___________
7. quiet and calm ___________
8. damage caused to water, air etc. by harmful substances or waste
___________
9. land not in towns or cities that is used for farming or is left for
forests etc. ___________
10.a building or groups of buildings where large amounts of products
are made using machines ___________
Exercise 3: Look at the pictures. Then put the letters in the correct order
to make words relating to the topic of nature and the environment. You
could use these words to show the examiner lexical resource.

g e r a o m t a n i u n n
1. a _____ ______ _____ _____ _____ _____ _____ _____
_____ _____ _____ _____ _____ (two words)

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t e e r d s
2. a_____ ______ _____ _____ _____ _____

o e t i r r s n f a
3. a_____ ______ _____ _____ _____ _____ _____ _____
_____ _____

O t n o l p l u i

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4. _____ ______ _____ _____ _____ _____ _____ _____ _____

C d e y n i o t s r u
5. the_____ ______ _____ _____ _____ _____ _____ _____
_____ _____ _____

c e i r f o s t a
6. _____ ______ _____ _____ _____ _____ _____ _____ _____

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w l d l i i e f
7. _____ ______ _____ _____ _____ _____ _____ _____

o o f d l
8. a_____ ______ _____ _____ _____

y e r e l v v a r l i
9. a _____ ______ _____ _____ _____ _____ _____ _____
_____ _____ _____ (two words)

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a t E h r
10.the_____ ______ _____ _____ _____
Exercise 4: For the IELTS Speaking Part 2 task card below, you need to
speak in the past simple. Watch the student doing the task and notice the
grammatical errors she makes. Then correct the seven errors. You will
get a maximum of 2 points per mistake (1 point for finding the correct
part to change, 1 point for making the change correctly).

Describe a place you visited where the air was very clean and fresh.
You should say:
where the place was
when and why you visited this place
who you were with
and explain how you felt visiting a place where the air was so clean and
fresh.

In the IELTS Speaking test the examiner is checking your grammatical

range and accuracy. This means you should use a variety of tenses and
types of sentences, and try not to make mistakes.
1. I have been there in February last year.
2. There is a lot of clouds and a lot of mountains.
3. Some people who guide us can speak Korean and Japanese. (2
mistakes)
4. It is a very safe area, so we can have a walk alone at night. (2 mistakes)

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5. When I go to Cusco I was with my friends.

Exercise 5: Choose the correct articles to complete the conversation from
IELTS Speaking Part 3.
Using the correct articles in your answers will help improve your
grammatical range and accuracy.
Examiner: Now we’ve been talking about a / the environment and I’d
like to discuss with you one or two general questions related to this. Let’s
talk about living in a / the countryside. What are a / the disadvantages of
living in a / the countryside?
Student: In general, living in a / the countryside might be inconvenient
because a / the public transport there is not very good. For example,
people need to use taxis or take the bus, because there’s no special
transportation such as the underground. I think that is a / the disadvantage
for living in a / the countryside. Other possible disadvantages are ...
Exercise 6: Watch the student doing IELTS Speaking Part 3. Then put the
questions that the examiner asks in the correct order.
In the IELTS Speaking test the examiner is checking your fluency and
coherence. This means you should try to speak without a lot of pauses,
and discuss your ideas clearly in a logical order.

Examiner: Now, we’ve been talking about the environment and I’d like
to discuss with you one or two general questions related to this. Let’s talk
about living in the countryside.

Is it possible for people to have a high standard of living without

seriously damaging the environment?
What are some ways people change or affect the environment when they
live in the countryside?
Do you think people damage the environment more when they live in a
town or when they live in the countryside?
Do you think humans can live in a completely unnatural or artificial
environment?
What are the disadvantages of living in the countryside?

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1.
2.
3.
4.
5.

Exercise 7: Match the examiner’s questions with the student’s responses.

Examiner: Do you think humans can live in a completely unnatural or
artificial environment?
Examiner: Do you think people damage the environment more when they
live in a town or when they live in the countryside?
Examiner: Is it possible for people to have a high standard of living
without seriously damaging the environment?
Examiner: What are the disadvantages of living in the countryside?
Examiner: What are some ways people change or affect the environment
when they live in the countryside?
1.
___________________________________________________________
__________
Student: One main disadvantage of living in the countryside might be
that it’s inconvenient because public transport isn’t very good.
2.
___________________________________________________________
__________
Student: In my opinion, people affect the environment if, for example,
they buy themselves a car.
3.
___________________________________________________________
__________
Student: I think, in general, people who live in a town have more of an
effect on the environment. This is because a lot of people live in towns
and, as a result, there is a lot of traffic and rubbish on the streets.

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4.
___________________________________________________________
__________
Student: I think it’s possible, although it depends on where you live. For
example, you might be able to afford a car, but you might choose to cycle
to work or to school instead.
5.
___________________________________________________________
__________
Student: I think in some areas people already live in these kinds of
conditions. However, I don’t think it’s a good idea to live without any
nature.
Exercise 8: Watch the video of a student doing IELTS Speaking Part 3
and listen to her pronunciation. Then choose the correct statements.
In the IELTS Speaking test the examiner is checking your pronunciation.
This means you should say words clearly using the correct sounds.

1.
o The student pronounces the th- in there like z-.
o The student pronounces the th- in there like d-.
2.
o The student does not pronounce the dis- clearly in disadvantages.
o The student does not pronounce the plural ending -es clearly in
disadvantages.
3.
o The student does not pronounce the plural ending -es clearly in
disadvantages.
o The student does not pronounce the d- clearly in countryside.
4.
o The student pronounces can’t like can.
o The student says cannot instead of can’t.
5.
o The student pronounces areas like airs.
The student does not pronounce the plural ending -s clearly in areas.

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Exercise 9: What happens in the IELTS Speaking test? Put the sentences
in the correct order.
The examiner asks for your opinions on the topic that you have just
talked about.
The examiner asks you some simple questions about yourself or other
common topics.
You talk for 1–2 minutes about the topic on the task card.
You prepare a talk on the topic for a minute, using the task card, paper
and pencil.
The examiner gives you a topic on a task card, some paper and a pencil.
The examiner asks for your full name and to see some identification.

1.
2.
3.
4.
5.
6.
Exercise 10: You are going to do IELTS Speaking Part 2. You will need
some paper and a pencil. Listen to the examiner. Record your answer.
Play to hear your answer
Describe a place you visited where the air was very clean and fresh.
You should say:
where this place was
when and why you visited this place
who you were with
and explain how you felt visiting a place where the air was so clean and
fresh.

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