Writing Task 1

COURSE OUTLINE
READING

Unit 1: Introduction Unit 6: Complete sentences with correct

endings
Unit 2: Fill the gaps
Unit 7: Matching paragraph headings
Unit 3: True/False/ Not Given, Yes, No, Not
Given Unit 8: Matching Paragraph information

Unit 4: Multiple choice Unit 9: Matching other Information e.g. names

Unit 5: Short Answer Question Unit 10: Review

LISTENING

Unit 1: Introduction Unit 4: Matching

Unit 2: Gap-fill Unit 5: Review

Unit 3: Multiple Choice

WRITING TASK 1

Unit 1: Introduction (the first 4: numbers, Unit 4: Table

describe, compare, changes/trend and the last
Unit 5: Diagram- Comparing
2 are about comparing and process)
Unit 6: Diagram - Process
Unit 2: Line graph
Unit 7: Review
Unit 3: Bar chart

WRITING TASK 2

Unit 1: introduction Unit 6: Opinion Essay

Unit 2: introduction Unit 7: Problem and Solution

Unit 3: Body paragraphs Unit 8: Two-part Questions

Unit 4: Conclusion Unit 9: Agree or Disagree

Unit 5: Essay Planning Unit 10: Review

References:

IELTS SIMON

IELTS LIZ
 Writing Task 1

PART 3 Writing Task 1

Unit 1: Introduction

I. Criteria
II. Types
III. General tips

Unit 2: Line graph

I. Tips
- You may see 2,3,4 or 5 lines
- Compare, and not describe them separately
- Make a general comparison for overview
- Compare the lines at specific points for detail paragraph
- Select what you think are the key points
- Write at least 1 thing about each line
II. Introduction
- 1 sentence
- using synonyms
- not changing all words
- avoiding mistakes
- changing word forms
- changing sentence structure
- Paraphrase the question
- "Word by word" paraphrasing: Use the task statement (from the question paper) as your
template. Change the main words but keep the same sentence structure.
- "Loose" paraphrasing: Rewrite the task statement in a completely different way, making sure that
the overall message is still correct.
Ex: Task statement
The chart below shows how frequently people in the USA ate in fast food restaurants between 2003 and 2013.
1. Word by word paraphrasing
The bar chart illustrates the frequency with which Americans ate in fast food establishments from 2003 to 2013.
2. Loose paraphrasing
The bar chart gives information about fast food eating habits in the US over a 10-year period
- Some common language for paraphrase: give information about, illustrate, over a period of,
from…to, between…and
III. Overview
- 2 sentences, 2 main points
IV. Detail paragraph 1
 Writing Task 1
- Begin with the first year
- Should include all 4 lines
V. Detail paragraph 2
- Should include all the lines (at least 1 point)

Exercise 1:
The line graph compares the amount of
electricity produced in France using four
different sources of power over a period of 32
years.

It is clear that nuclear power was by far the

most important means of electricity
generation over the period shown.
Renewables provided the lowest amount of
electricity in each year.

In 1980, thermal power stations were the

main source of electricity in France,
generating around 120 terawatt hours of
power. Nuclear and hydroelectric power stations produced just under 75 terawatt hours of electricity
each, and renewables provided a negligible amount. Just one year later, nuclear power overtook
thermal power as the primary source of electricity.

Between 1980 and 2005, electricity production from nuclear power rose dramatically to a peak of 430
terawatt hours. By contrast, the figure for thermal power fell to only 50 terawatt hours in 1985, and
remained at this level for the rest of the period. Hydroelectric power generation remained relatively
stable, at between 50 and 80 terawatt hours, for the whole 32-year period, but renewable electricity
production saw only a small rise to approximately 25 terawatt hours by 2012.

Analysis task:
1. Underline examples of paraphrasing in the introduction, comparing it with the question.
2. Look again at the 2 main points that I chose for the overview (paragraph 2).
3. Underline the numbers and years that I mentioned in paragraphs 3 and 4. How many numbers did I
mention in the report?
4. Underline examples of ‘comparing’ language in the report.
5. How many sentences did I write in each paragraph?

Vocabulary:
Amount of electricity produced
Source of/ provided/ generating
 Writing Task 1
Means of electricity generation
Over a period of/ over the period shown
By far the most important
A negligible amount
Nuclear power overtook thermal power
As the primary source of electricity
Rose dramatically to a peak of
By contrast
The figure for
Remained at this level, remain stable
Saw only a small rise

Exercise 2
Before we analyse a model answer, look at the line graph task below and think about the following
questions.
1. Can you think of a different way to say the phrase “the proportion of the population”?
2. How long is the total period shown on the graph?
3. Looking only at the beginning and the end of the period (the first and last years), what happens to the
population of each country?
4. Is there a common trend for all three countries?
5. If you only had time to describe the figures for three of the years shown on the graph, which three years
would you choose?
6. Can you find an example of a similarity between countries, and an example of a big difference or
contrast?
7. Can you write a sentence describing just one number on the graph (e.g. the USA in 1940)?

The graph below shows the proportion of the population aged 65 and over between 1940 and 2040 in
three different countries.

Now read the model answer, and answer the “analysis questions” below it.

Model answer:
The line graph compares the
percentage of people aged 65 or more
in three countries over a period of 100
years.
 Writing Task 1

It is clear that the proportion of elderly people increases in each country between 1940 and 2040.
Japan is expected to see the most dramatic changes in its elderly population.

In 1940, around 9% of Americans were aged 65 or over, compared to about 7% of Swedish

people and 5% of Japanese people. The proportions of elderly people in the USA and Sweden
rose gradually over the next 50 years, reaching just under 15% in 1990. By contrast, the figure for
Japan remained below 5% until the early 2000s.

Looking into the future, a sudden increase in the percentage of elderly people is predicted for Japan, with
a jump of over 15% in just 10 years from 2030 to 2040. By 2040, it is thought that around 27% of the
Japanese population will be 65 years old or more, while the figures for Sweden and the USA will be
slightly lower, at about 25% and 23% respectively.

Analysis questions:
1. How many paragraphs and sentences does the answer contain?
2. What examples of paraphrasing can you find in the introduction (when you compare it with the
question statement)?
3. Why do you think the present tense (“increases”) is used in the first sentence of paragraph two?
4. Which two main trends are described in the second paragraph? Highlight those trends on the graph.
5. Which years are mentioned in paragraphs 3 and 4? Underline the years. Why do you think those years
were chosen?
6. How many specific numbers (percentages) are mentioned in the answer? Underline them.
7. Which verb tenses are used in paragraphs 3 and 4? Why are those tenses used?
8. Can you find any words or phrases that are used to compare or contrast information?
9. Can you find any words or phrases that are used to describe how the percentages changed?

Answers to analysis questions:

1. 4 paragraphs, 8 sentences (usually we try to write 9 sentences, but the final sentence in this answer is
particularly long).
2. Graph = line graph, shows = compares, the proportion of the population = the percentage of people,
aged 65 and over = aged 65 or more, between 1940 and 2040 = over a period of 100 years.
3. When describing a period that includes past, present and future years, we need to use the present
simple.
4. First, the overall trend in all three countries over the whole period. Second, the country with the
biggest changes.
5. 1940, 1990, early 2000s, 2030, 2040. The years chosen were the beginning and end of the period, plus
a few key years in the middle.
6. Nine specific percentages were mentioned.
7. Paragraph 3 is in the past simple (e.g. were, rose, remained.) Paragraph 4 is about the future (e.g. is
predicted, will be)
8. The most dramatic, compared to, and, by contrast, while, respectively
9. The proportion increases, is expected to see the most dramatic changes, rose gradually, reaching just
under, remained below, a sudden increased is predicted, with a jump of, will be slightly lower

Exercise 3:
 Writing Task 1
Let’s write a simple description of the line graph below. Our description will contain nine sentences,
following the instructions below the graph.

The graph shows changes in the proportion of Internet users in three different countries from 1999 to
2009.

Write ONE sentence for each

instruction below.
1. Write an introduction
sentence that paraphrases the
question statement above the
graph.
2. Begin a new paragraph.
Write a sentence that describes
the general trend in all three
countries over the whole of the
period.
3. Say which country saw the
fastest growth in Internet usage
and which country had the
lowest
proportion of users.
4. Begin a new paragraph. Write a sentence describing the figure for the USA in 1999.
5. Describe the figures for Canada and Mexico in 1999.
6. Say what happened in 2002 (Canada overtook the USA…).
7. Begin a new paragraph. Say what happened to the figures for Internet use in each country in the year
2005 (i.e. compare all three countries in that year).
8. Say which country had the highest proportion of Internet users in 2009.
9. Give the figures for all three countries in 2009.

Here’s a sample answer, following the instructions above.

Note: I probably wouldn’t show the following answer to students - I would use and edit their sentences
instead. Just use my sample as a guide.

The line graph compares the percentage of people in three countries who used the Internet between 1999
and 2009.

It is clear that the proportion of the population who used the Internet increased in each country over the
period shown. Canada experienced the fastest growth in Internet usage, whereas Mexico remained the
country with the lowest proportion of people who accessed the Internet.

In 1999, the proportion of people using the Internet in the USA stood at about 20%. By contrast, the
figures for Canada and Mexico were significantly lower, at around 10% and 5% respectively. However,
in the year 2002, Canada overtook the USA in terms of the proportion of its citizens who went online.

In 2005, Internet usage in both the USA and Canada rose to around 70% of the population, while the
figure for Mexico reached just over 25%. Four years later, in 2009, the percentage of Internet users was
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considerably higher in Canada than in the other two countries. In that year, almost 100% of Canadians
used the Internet, compared to about 80% of Americans and only 40% of Mexicans.

EXTRA LESSION: LANGUAGE

UPWARD DOWNWARD LITTLE/NO TREND HOW MUCH CHANGE QUANTITY

A rise/ to rise A fall/ to fall To remain Significant/significantl Less than: just
An increase/ to A decrease/ to decrease stable/constant/ y under, well unde
increase A decline/ to decline steady/ the same Considerable/ Similar quantity
A growth/ to growth A drop/ to drop Plateau/ to reach a considerably around,
Between 1996 and Ex: since 1995, there plateau Substantial/ approximately,
1998, there was a has been a significant A fluctuation/ substantially about, roughly,
significant rise in the decline in the number fluctuate Rapid/ rapidly nearly.
cost of local phone of people using buses Sharp/sharply More than: just
calls. as their main form of Ex: for the last 12 Dramatic/ over, well over,
Between 1996 and transport. months, the rate of dramatically more than.
1998, the cost of local Ex: Since w1995, the crime remained steady
phone calls rose number of people using for the last 12 months,
significantly. buses as their main the rate of crime
form of transport has fluctuated.
declined sharply.

Unit 2 BAR CHART

Remember: line graphs, bar charts, pie charts and tables are just different tools for presenting numbers.
These are just language for describing and comparing numbers.

PART 1 READING
Unit 1: Fill the Gaps

I. Basic exam techniques:

Don’t read the passage first

Just read the title
Then go to the first question
Underline ‘keywords’ in the question
Then search for those words in the passage
Underline them
Read that part of the passage carefully
Try to get the answer

Read at normal speed

Only skim / scan for names or numbers
Miss any difficult questions, get to the end
When practicing at home, make ‘keyword’ tables

II. GAP-FILL
Types
 Writing Task 1
- words from passage
- label a diagram
- from a list/box
- in a table

III. PRACTICE
Exercise 1
There are even more insects that are masters of exploiting filthy habitats, such as faeces and carcasses,
where they are regularly challenged by thousands of microorganisms. These insects have many
antimicrobial compounds for dealing with pathogenic bacteria and fungi, suggesting that there is
certainly potential to find many compounds that can serve as or inspire new antibiotics.

Choose ONE WORD from the passage to fill each gap below.

They are also interested in compounds which insects use to protect themselves from pathogenic bacteria
and fungi found in their (1) _____. Piper hopes that these substances will be useful in the development
of drugs such as (2) _____.

Answer Key:
1. HABITATS
2. ANTIBIOTICS

Exercise 2
Passage: Logical Mathematical Intelligence

Some individuals are able to learn just about anything using their logical skills. They are able to
calculate and work out relationships and connections between items. They enjoy mental challenges
seeking out solutions to logical, abstract and mathematical problems and have good deductive
reasoning skills. They may simply excel at games involving strategy such as chess.
To exhibit strong Logical-Mathematical Intelligence, it is not necessary for you to be good at maths –
the very act of selecting key points in a logical, systematic numbered sequence can be evidence of this
intelligence. The very act of investigating and analysing allows you to go beneath the surface of what
you may be learning so as not to simply take it at face value.
Questions 1 – 3
Find a word or words in the passage to complete the sentences below.
1. Finding links between items is possible for certain people by utilising their …………..
2. They enjoy mental challenges and are skillful at ……….. which require planning and foresight.
3. People with this type of intelligence are often good at going beyond the obvious by …………. and
…………….

Answer Key
1. logical skills
2. games
1. you can’t have the answer “chess” because the grammar would be wrong. “games which
require” = plural noun.
2. “planning and foresight” is a paraphrase for “strategy”.
3. investigating analysing (it is also possible to write “investigating, analysing”)
 Writing Task 1
1. “investigating and analysing” is WRONG. You are asked to provide the missing words. The word
“and” is not missing. Be very careful not to lose marks in this way!

Exercise 3:
A USEFUL PLANT
Mosses are small flowerless plants that usually grow in dense green clumps, in damp and shady
locations. The individual plants are usually composed of simple, one-cell thick leaves, covering a thin
stem that supports them. At certain times they
produce thin stalks topped with capsules containing spores. They are typically 1–10 centimetres tall,
though some species are much larger, like Dawsonia, the tallest moss in the world, which can grow to
50 cm in height.

Species of moss can be classed as growing on: rocks, exposed mineral soil, disturbed soils, acid soil,
calcareous soil, cliff seeps and waterfall spray areas, stream sides, shaded humusy soil, downed logs,
burnt stumps, tree trunk bases,
upper tree trunks, and tree branches or in bogs. While mosses often grow on trees as epiphytes, they are
never parasitic on the tree.

Moss is often considered a weed in grass lawns, but is deliberately encouraged to grow under aesthetic
principles exemplified by Japanese gardening. In old temple gardens, for example, moss can be added to
carpet a forest scene, as it is thought to add a sense of calm, age and stillness. Moss is also used in
bonsai to cover the
soil and enhance the impression of age.
There is a substantial market in mosses gathered from the wild. The uses for intact moss are principally
in the florist trade and for home decoration. Decaying moss in the genus Sphagnum is also the major
component of peat, which is "mined" for use as a fuel, as a horticultural soil additive, and in smoking
malt in the production of Scotch whisky.

Some Sphagnum mosses can absorb up to 20 times their own weight in water. In World War I,
Sphagnum mosses were used as first-aid dressings on soldiers' wounds, as these mosses were said to
absorb liquids three times faster than cotton, to retain liquids better, and to distribute liquids uniformly
throughout themselves, as well as being cooler, softer and less irritating than cotton. It was also claimed
that they have mild antibacterial properties.

Questions 1 to 4
Complete each label on the diagram below with NO MORE THAN TWO WORDS from the passage.

Parts of the moss plant

 Writing Task 1

Questions 5 to 9
Complete the following summary using words from the box below.

Mosses grow in (5)_____, shaded locations on rocks, soil, wood or in bogs. When mosses grow on trees,
they are not classed as (6)_____, but when they grow on lawns, they are typically seen as (7)_____.
Japanese gardeners believe that moss has special (8)_____, and it is often used as a (9)_____ in temple
gardens.
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dense species weeds

aesthetic moist sense

qualities age carpet

parasites

Questions 10 to 13
Complete the table below using NO MORE THAN ONE WORD from the passage to fill each gap.

The Uses of Moss

Type of moss Uses

Florist trade and home

Wild, must be (10)……….
decoration

As a component of peat for:

- fuel
Decaying Sphagnum
- horticultural (11)……….
- (12)………. Production

To dress (13)……….
Some Sphagnum species
during the First World War

Answers:
1. one-cell
2. thin
3. spores
4. 1, 10
5. moist
6. parasites
7. weeds
8. qualities
9. carpet
10. intact
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11. soil
12. whisky
13. wounds

UNIT 2: TRUE/FALSE/ NOT GIVEN

1. TRUE/FALSE/ NOT GIVEN AND YES/NOT/NOT GIVEN
- TRUE/ FALSE/NOT GIVEN: The passage is about facts (are the
statements true according to the information in the passage?)
- YES/ NO/ NOT GIVEN: when the passage is about writer’s
views (do the statements agree with the views expressed by
the writer?
Tips: These differences are not important! We can approach
both question types in the same way. Just think: correct,
incorrect, not given.

II. PRECTICE
Exercise 1: YES/NO/ NOT GIVEN
The information age is characterized by our exposure to an
abundance of data.
Question 1: The information age now buries us in data coming
at us from every which way.

Most of the choices we make each day may feel like the
products of well-considered decision making, but they’re not.
They’re habits.
Question 2: the majority of choices we make on a daily basis
are conscious decisions.

ANSWER
1. Yes
2. No
Exercise 2: TRUE/ FALSE/ NOT GIVEN

He first attracted attention as Harry Handcuff Houdini on a

tour of Europe, where he challenged police forces to keep him
locked up.
 Writing Task 1
Question 1: Houdini was more successful in Europe than in
America.

At noon he ceased work for the day and spent half an hour
practicing the flute, on which he became quite a skilled
performer.
Question 2: He dedicated the whole day to his work.

Higher population densities required more complex sewer

collection and conveyance systems to maintain sanitary
conditions in crowded cities.
Question 3: Early sanitation systems became more intricate as
city populations grew.

ANSWER
1. Not Given
2. False
3. True
Exercise 3:

Passage: The Thames Tunnel

The Thames Tunnel was a tunnel built under the River Thames in London. It was the
first subaqueous tunnel ever built and many believed it was the Eighth Wonder of the
World at the time it was opened. It was opened in 1843 to pedestrians only and people
came from far and wide to see the marvel. The day it was first opened, it attracted fifth
thousand people to enter the tunnel and walk its length of almost 400 metres. The
Thames Tunnel was used by people from all classes. The working class used it for its
functional use of crossing from one side of the river to another, while for the middle
classes and upper classes, it was a tourist experience. In the age of sail and horse-drawn
coaches, people travelled a long way to visit the tunnel, but this was not enough to
make the tunnel a financial success. It had cost over £500,000 to complete which in those
days was a considerable amount of money. However, even though it attracted about 2
million people each year, each person only paid a penny to use it. The aim had been for
the tunnel to be used by wheeled vehicles to transport cargo so that it could bring in a
profit. But this failed and the tunnel eventually became nothing more than a tourist
attraction selling souvenirs. In 1865, the tunnel became part of the London
Underground railway system which continues to be its use today.
 Writing Task 1
Questions 1-8

Are the following statements true, false or not given according to the information in the
passage?

 True = the statement matches the information in the passage.

 False = the statement contradicts the information in the passage.
 Not Given = the information is not found in the passage.
 
1. The Thames Tunnel was the first tunnel ever built under a river.
2. The Thames Tunnel was the Eighth Wonder of the World.
3. People were drawn from all over to see the Thames Tunnel.
4. The tunnel was used more by the middle and upper classes.
5. People were able to travel by sea or land in those days.
6. The aim of the tunnel was to turn a profit as a tourist attraction.
7. Statues of the tunnel could be bought as souvenirs.
8. The tunnel is no longer used as a pedestrian walkway to cross the river.

ANSWER
1. TRUE
1. “It was the first subaqueous tunnel ever built… “
2. You might not know the word “subaqueous” but I’m sure you are familiar
with “subway” which means a way under the ground. You might also
recognise the word “aqua” as being connected with water. Even if you don’t
know words, you can make an educated guess about the answer.  
2. FALSE
1. “…many believed it was the Eighth Wonder of the World at the time……
“
2. It was something people believed at that time. It was not a fact.
3. TRUE
1. “…drew people from far and wide…”
2. The word “draw” in this context means to attract.
3. “from all over” is an expression which does not mean from every
individual country in the world. It is a vague expression – from many places.
4. NOT GIVEN
1. The passage does not state how much each class used the tunnel.
5. TRUE
1. “In the age of sail and horse-drawn coaches….”
 Writing Task 1
2. “sail” refers to boats (sea) and “horse-drawn coaches” were the method of
land travel.
6. FALSE
1. “The aim had been for the tunnel to be used by wheeled vehicles to
transport cargo so that it could bring in a profit.”
7. NOT GIVEN
1. There is no information about what types of souvenirs were sold.
8. TRUE
1. “In 1865, the tunnel became part of the London Underground system
which continues to be its use today.”

Exercise 4:

Passage: Pyramid Building

The most famous pyramid is the Great Pyramid of Giza which is actually only
one of over a hundred surviving pyramids. There is a long-standing question
about how the pyramids were built given the lack of technology over 4,000 years
ago but scientists are piecing together the puzzle. The blocks which make up the
pyramids were hewn from quarries and then transported to the pyramids for
construction. This was an incredible feat considering the distance that the raw
materials had to travel and their enormous weight. The transportation of the
materials was either by river using a boat or by land using a wooden sledge.
Given the softness of the ground, the wheel would have been of little use had it
been invented at that time. It is believed that the sand in front of the sledge was
wet with water in order to facilitate the movement of the sledge and reduce
friction. These sledges were pulled manually or sometimes by using beasts of
burden depending on the ease at which the sledges could move over the ground.
Interestingly, two thousand years after the pyramid building era of the Ancient
Egyptians, the Romans moved stones using similar techniques at Baalbek. Once
the blocks arrived at the pyramid construction site, it is thought they were
moved into place using a ramp and pulley system.

The Old Kingdom period in Ancient Egyptian history is also known as the
pyramid building era. The Ancient Egyptians achieved the most remarkable feats
of building work which have still not been surpassed, particularly given the
 Writing Task 1
primitive technology used to build them. There is nothing remotely mystical or
magical about how the pyramids were built as is commonly thought. Further
still, while popular belief is that the Great Pyramid was built using slave labour,
this theory has since been debunked. The first building made in a pyramid shape
is thought to be the Stepped Pyramid which consists of six steps placed on top of
each other in a pyramid shape to create the world’s first superstructure. The
credit to finally achieving a smooth sided pyramid goes to Imhotep, an architect
commissioned by King Sneferu. The pyramids were not an instant achievement,
but the achievement of trial and error.

Questions 1-9

Decide if the statements below are True, False or Not Given according to the
information in the passage.

1. The controversy over the method used in the construction of the pyramids has
been solved by scientists.
2. It is possible that Ancient Egyptians could have lubricated paths to aid
transportation by sledge.
3. Sleds were dragged by animals not humans.
4. The Romans learned the techniques of moving huge stones from the Ancient
Egyptians.
5. The building work of the Ancient Egyptians is unrivalled.
6. Some people believe that magic may have been used by the Ancient Egyptians to
build the pyramids.
7. The Great Pyramid was built using slave labour.
8. It took more than one attempt to get the construction of the pyramids right.

Answers
1. FALSE
1. “…scientists are piecing together the puzzle.” = currently – a work in
progress – not finished.
2. TRUE
1. “It is believed that the sand in front of the sledge was wet with water in
order to facilitate the movement of the sledges and reduce friction.”
3. FALSE
 Writing Task 1
1. “These sledges were pulled manually or sometimes by using beasts of
burden …” 
2. manually = by hand (people)
3. beast of burden = animal
4. Not Given
1. The passage gives no information about who the Roman’s learned from.
2. “…using similar techniques at Baalbek”. The preposition “at” means that
“Baalbek” is a place, not a person.
5.  TRUE
1. “The Ancient Egyptians achieved the most remarkable feats of building
work which have still not been surpassed ….”
6.  TRUE
1.  “There is nothing remotely mystical or magical about how the pyramids
were built as is commonly thought. “
2. Meaning: “There is nothing magical – as is commonly thought.
3. Meaning: “There is nothing magical but many people think there is.”
4. The term “as is commonly thought” changes the whole meaning of the
sentence given and converts it to the meaning above. This is high level
English. If you get this question wrong, it is due to language, not
technique. 
5. If you struggle to understand this one, you might need to ask an English
language teacher to give you a lesson on the use of this expression.
7. FALSE
1. “…while popular belief is that the Great Pyramid was built using slave
labour, this theory has since been debunked.”
2. debunked = discredited
8. TRUE
1. “The pyramids were not an instant achievement, but the achievement of
trial and error.”

Exercise 5:

Richard, the Lionheart

Richard, the Lionheart, King of England had spent much of his reign outside England
fighting wars in the Middle East and France. To pay for these he had taxed the English
heavily. Richard was considered a good King by the people. In 1199, Richard died and
his brother, John became king.
 Writing Task 1
John continued to fight in France but he kept losing the battles. He needed more money
so his government in England ruthlessly demanded more taxes from the nobility who
were expected to pay tax if the King asked.

The Barons became very unhappy about John exploiting their loyalty and belief in his
complete power. They rebelled and took over London and forced John to negotiate.

Question 1-4

Do the following statements match the information in the passage? Decide Y/N/NG for
the following statements.

1. Richard did not live in England while he was king.

2. The people had to pay King Richard a lot of tax.
3. John was a better king than Richard.
4. John was not successful at war.

Answers
1. N
2. Y
3. NG
4. Y

Vocab Builder
 reign = time in power / sovereignty
 battle = war / conflict
 exploit = take advantage of
 ruthless = cruel / cold-blooded / pitiless