STEP UP TO IELTS JANESSA JAKEMAN and CLARE McDOWELL Self-Study Student’s Book CAMBRIDGE UNIVERSITY PRESS“Topic T Listening “Tle a break ‘Working out the tonic i Short-answer questions - 2 What's on the menu? Reading Intravctin to skimming and scanning ‘Skimming and scanning short esracts Sep wp t ETS Sort-answer questions and multiple matching Working ot the situation ‘Shor answer questions Understanding description Stop up to ILTS Section | Form ling Geting the git Ste pt IELTS Surmary campeon ‘Skimming fr main eas tp opt ETS Sentence competion = Undestantng opinions and reasons Not completion ® Come rain or shine ‘Writing Inout ad tone ters Stations an ending fetes Opening and dosing eters Describing a process or dagram (vgansing he infomation ino paragraphs gsing charts Describing diagrams and pictures iting 2 paragreph Deseibing tables Using compaatvs to describ tends and highlight tas ‘tp op to ILTS Gomera Tain Task 1 | Global mutt choice ‘denying main and suparting ideas in paragraphs utpe-choie questions Deaing wih research-based tes summary ‘Step op to IELTS Matching people to Folowng te wite's argument ‘Step up to IELTS Locating information in paragraphs Understanding the writer's views, ‘tp opt ETS Yes / No / Nat Given | ‘Stop apt LTS Section 3 Start-answer questions Sctng words irom a ist Matching Stop apt IELTS Section 4 Note competion mutipl-chaice questions Recognising feines an idertiying views | | | | Pareraph bldng 6 | vat tor money lentigo | ns of ves Trends ard verb tanses = { Mutie-coce graphs Step up LS low chat / note Describing a bar chart using the cect | completion tense / et fom i Sepp IS ead Tah | 1 Describing a bar chart 0 “Ienorance is bliss Sap ape ELS Paragraph headings) Forming ideas } Brainstorming opposing eas I - Waitin pacaraphs E @ Fitas a fiddle Listening for specif infomation Desenbing the data using noun | Stop pt IELTS Secon 2 otrases © The driving force Raising the strc passage Comparing data Sop atten | Ong bats | daniel | Samar wit box Henig siicant fetes The silver screen Reting aad ‘eligi ger pasos Listening and ete ting Step op IELTS Picking from ais Te Fase / Nat Gen | | Balancing your vans ‘nafysing the question ‘Sta up ELS Reader and General Taning Wing ask 2 Reng back Checking an ensues Task 2: For and agains Organising you ansier tiga complete ansSpeaking age / Grammar Inc ours ‘0.206 ploy “ahing about your his and inrests ‘Advts and expressions of equney Sepp ELS pking Pat 1 -ing and ed tects IELTS Test practice READING General Ting Sction 1 Shor-answer questions atohing information to paras realy, 0, ery pressing hes and isis too + fr/to READING Academie Section 1 Using faci expression, intonation and word stress. | so/ such. that Sentence compen Giving fl answer Past continuous for change of plans Multpa-choie questions ‘Short-ansier questions Use of the passive LUSTERING Section 1 Tale and nate completion Expressing preferences ‘Comparative and supeatie adjectives WRITING Academe ask 1 ile wiereas, on the oer hand Deseting a gram Expressing feling— word and sable stress ‘oii trent eas WRITING General raining Task 1 ‘Aaesing and isagroing Tenses for Wing Task 1 WRITING Academic ask 1 Deserting a graph and pe chat Pronunciation check: -2d endings. [Narration and past tenses, READING Gana Tring Sestn 2 Taking for one minute sed to + ‘inte Sentence competion Paragraph hedings ‘Step un to IELTS Speaking Part ‘wil / woul (cononals 1 and 2) READING Academic Secton 2 can Jeould Paragraph beatnes ‘oun phrases ‘Summary ‘Shor-anier questions Expanding your answer — ging reasons Liner so, because, because os, sine LUSTENING Seton 2 Part L review ‘Supatatve foms te and table competion Linkers a0, 25 el to, however, siilry Esrssing adjusting views Tense eision ‘WRITING Genera Tinng Task 2 Pat 2 review ‘Simpl ast, present perfect and present perfect (This is aoa suitable practi fr Academic cantiuoss Woting) along as /prwted that "7 Stepp to IELTS Speaking Part3 ‘Adve formation and use SPEMING ast Discussing abstract ics slop + ing LUSTENING Secon 3 Pronunciation check / pe and /v/ lop prevent rom + ing Using ‘Table completon Stone questions Comparing and conasting WRITING Academic Task 2 Supporting a view (hiss also a suitable practice fr General Pronunciation check eontractons Training Wire) Exoesing feelngs and opinions shoul ought to ‘SPEAMIG Tost Tahing about the futre ‘is /tbese + noun LUSTENING Secbon 4 Predicting and speculating such af) + noun Labeling diagram Pronunciation check: word stress Note and diagram competion Language quiz Indirect statements with and whether READING Academic Sacton 3 Expressing cera or doubt Ys /No / Not Given Indirect statements Classification Muliple-coicero 1 a << Part 1: Introductions At the start ofthe Speaking test, the examiner will ask you some questions about yourseft First, you will have to give your name and tell the examiner where you come from. Then you will have to talk about your home town or what you do. © 1 Find out where your partner comes from and why they are learning English. Also, find out if they have any hobbies. Report your findings like this: QUESTION STARTERS Where do you a ‘Roberto’s Italian. He enjoys \ fishing and basketball, > Why are you ... ? ae ee | What hobbies do yo Ping comes from Beijing in China.) She's learning Engtish because she wants to go to London to study engineering Talking about your hobbies and interests After you have introduced yoursell, the examiner will ask you some general questions about yourself These may include questions about your hobbies and interests. ©9) 2 Look at the pictures ah and name the activities. ©9) 3 Decide which verb, go or play, goes with which activity. Can you explain why? Talk about how often you do each activity. Example: | usvaly go sking in winter. | often play soccer with friends. 4 Why can't you use go or play with activities i-n below? Name the activites. a never, often. rarely usually oceasionally frequently EXPRESSIONS every dayveek/month once a week/month/year 5 now and again (@9) 5 say how often you do activities an and if you enjoy them o not Pease ita Example: | use the computer every evening. | relly love itUnit 1 Take a break -ing and -ed adjective: in -ing are often used to describe -ing and -ed adjectives 1 Complete the speech bubbles below. Adjectives endin; something, ¢.g, This TV programme is boring, Adjectives ending in -ed are often used to say how you feel, e.g. P'm bored. alli" Its amazing! 2 Complete the table of -ing and -ed adjectives opposite. xhausted Then use some ofthe words to complete the speech bubbles below. boring a ( Professor Jotinson (tm = =e eet lecturer.) fnosaurs. satisfying lecturer, by di ) 4 interested initated This food is its when) (fet now fm wate! | you manage to find a G its the answers, < g jot use very with adjectives that already have | 1m afraid fm not with this new phone. Using really, so and very | an absolute meaning such as fascinating or revolting You can add emphasis to your -ed and -ing — adjectives by adding realy, so or very. (00 you eny eading? ) ele) Example: | was really bored. The film was so \ ( ver relaxin. ) interesting \ €9 3 Talk about which of the activities on page 6 you enjoy and which ones you don't enjoy. Try using some of the adjectives above with very and really to give a reason. = Example: (Do you like playing \_ gona geared! =” Not much. | ind) = them really boringUnit 1 Take a break Working out the topic In Section 1 of the Listening test, you will hear two people exchanging information on an everyday subject. The first thing you need to know when you do any listening exercise is what the talk or conversation is about. This is called the ‘topic’. You will need to listen out for details and basic facts. 1 Which hobbies do these pictures show? 2 Make a list of the sports, games and hobbies that people in your class do or enjoy ‘watching and the items or equipment that you use for these. 3 Look at the list a-j in exercise 4 below and write down all the words you know associated with each hobby or pastime. (Don't write on the table.) (@ 4 Listen to seven short conversations. Decide what sport or hobby the speakers are talking about and write the number of each conversation in the appropriate box. There are more sports and hobbies listed here than you will need. ~ conversation clues _ adjectives a Stamp collecting Running © Chess Tennis {eur opponent, match, sets exhausted Football Water polo _ Gardening hh Fishing Surfing Reading (@ 5 Listen to the conversations again. In the column labelled clues, write the words that helped you to do the task. (®_ 6 Now listen again and make a note of all the adjectives which describe how the speakers themselves feel about the activities OR how they describe these activities. (@)_ 7 Listen to a man on a radio programme talking about his hobby. ‘Answer the questions below using no more than three words and/or a number for ‘each answer. > What is the man’s hobby? © What is the mn age to d What does he most enj ? What does he compare himself to? Z aboutUnit 1 Take a break Sipto) IELTS SPEAKING pxer: After you have introduced yourself in Part 1. the examiner will ask you some short questions about yourself based on different topics, for example, sport Follow these steps to help you prepare for this Step 1 (@9 Ask and answer the following questions about sport. Practise using some of the words from the question to help you phrase your answer. * What's your favourite sport? © When did you first become interested in it? * How often do you participate in this sport? # What equipment do you need for this sport? eW hero a lo you do this sport? Example: My favourite sport is tennis football/swimming. A - I frst became interested in it when | was at school /last year. Test tip \ | go/play every Sunday / once a week. | Itoften helps to use You don't need much equipment, just a racket / ball /pair of goggles. \ the same ver tense / As you listen, note any mistakes that your partner makes. Ele mek, A Give them some feedback and then swap over. Record yourselves, if you can. — Step 2 in Speaking Part 1 you may be asked negative questions, for example What don’t you ‘enjoy? Be prepared to give a negative answer. You can also ty to vary your answers by including information about things you don’t do €9 Think of a sport that you don’t enjoy. Answer this question: What don't you like about it? Think of three negative answers to this question: What don't you do in your spare time? Example: | dont usually watch TV in my spare time. | don't get up before 10 o'clock on my day oft Step 3 When the examiner has finished asking questions about the frst topic, he or she will move on to another general topic | Listen carefully so that you recognise the change in topic. do not / don't + verb day. I don’t go to work on S: I don’t like going on holiday on my own, ce == gt Now, let's mve onto tak about hodeys...) OR (Let tak about shopping...) co eee Chet 9) Here are some more questions to work on. Make sure you give a full answer. Test tip You may begin your answer with the words Yes or No but you must say (Pat tis are ays something more so that you show the examiner what you can say. (emai * Is there anything you don't like doing on holiday? rot dscussd inthis / * Do you prefer to spend your holidays alone or with others? Why? part ofthe test What is your favourite holiday activity? = How do you feel about going shopping? Do you like buying clothes or goods on thie Internet? Why? / Why not? What don’t you like about shopping? Step 4 (@) Listen to the recording of a model Part 1 of the Speaking test.Unit 1 Take a break Introduction to skimming and scanning > Whet are an Aca andidate, skim and scan th ple, you wspaper to find an article TT oL ce you have found it skim the article to get an idea of what it is about 1 Look at the pictures below and decide whether you would skim or scan in these situations. ne ale What ci the reviewer EL c0(susnsana) Bl a tk of tee) the library where Id) mamerornrg find Engisn books?) Maal Where is that Mozart CD? ‘Am | free on Tuesday 10th July? ) Ef a Of Are there any two-bedroom apartments for rent? A Test tip These sil il ao help youin the sting test 3s you may have to quchy Tecate infomation n the question while 2 Take 30 seconds to skim each of these three texts and quickly answer the questions. youliten What is the purpose of the text? Who would read it? What are the key words or features that help you decide? MODERN + CONTEMPORARY Australian and Intemational Art Aboriginal Art and Artefacts 2 pairs for the ST price of one AUCTION. Waa eee Tues 3 and Wed 4 December Cre $4.99 a eer en Offer tis week only rere nor ‘ON VIEW erent rue Mon 2 December 11 am to 6 pm eet 25 King Street, Sydney Renee ee Ora aerate ca eo ay eee 3 Take 30 seconds to scan the texts above to find the following information. the name of a spacecraft the launch date of the spacecraft the price of the socks the day when you ean see the works of artGeneral Training Writing Task 1: Introduction and tone ‘n General Training Writing Task 1 you will have to write a letter in response to a given task The way you begin the first paragraph and the style you use will depend on: * the overall purpose of the letter * the tone ofthe message you want fo get across * your relationshio tothe person receiving the letter Unit 1 Take a break Srest tp 1 Look at these opening sentences. Can you tell whether the writer knows the person receiving the letter? What is the purpose of these letters? ‘ways bear in mind the = | reason you are writing your tm fet and wo wil read it You wl ose marks if you — seth wong tne. = — = "Know the reader? Purpose of the etior 7 2 Thanks so much for your letter and the lovely photos of the wedding, which v To express tharks are absolutely marvellous, to a friend Jama frstyear student in the Faculy of Science | am writing to ask permission to transfer trom Biochemistry to Biology © Tm writing to thank you for your hospitality on Saturday. was very kind of you fo give us dinner even though we arived unexpectedly dam a resident at Flat 4, 43 Westbridge Road, Newport. | would like to report that a green Toyota van has been abandoned ouside our lock of fats © Following our telephone conversation, ths isto confi that, unfortunately, | wil be unable to attend the meeting on 3rd March, On 15th March, | purchased a new car through your Perth showroom, Since then | have experienced a series of difiuties which | wish to outing 2 Which salutations and endings would you use with Paragraphs a-f in exercise 17 “salutation usage sign off with Dear Sit, Use only when you are writing a formal or official eter and you do nt know the person Yours faithfully, Deer Sirs, you are witing to, or thei name. Dear Mr Smith, Use the tile withthe family name when you are writing a formal letter to someone you Kind regards Dear Ms Park, know or whose name you have been given. Use this salutation for people you dont know Yours sincerely, Dear Dr Yong. very well or where you need to show respect. Dear Rosemary, Use given names only with people you know quite wel. n business this Is sometimes Kind regards, Dear Yoko, "acceptable, but if in doubt, use the family name. Aways use given names when wring Best wishes, an informe) eter toa fend or relative. Lots of love, Opening and closing letters 3 Match the opening sentences a-e with the closing sentences i-v below. Underline the key words that helped you to do this. Opening sentences a It was lovely to hear from you after all these years. b Iwas really sorry to hear about Aunt Mary's accident. © Lam a student at your college and I am writing to ask a favou 4 Thank you for your letter regarding the position of office assistant. © This is just to thank you for your marvellous hospitality last week. Closing sentences |” Give my regards to your mother and best wishes for her speedy recovery. |i Thope you are able to help me and I look forward to hearing from you soon. lil Lhope one day to be able to return the warm welcome. iv We look forward to seeing you at the interview. REASONS FOR WRITING v Please stay in touch, 1 Giving athice 2 Apologising 4 Match up the closing sentences in exercise 3 with 3 Explaining the reasons for writing a letter. 4 Requesting 5 Persuading 6 Complaining 7 Introducing yourself 8 Thanking 9 Suggesting 10 Expressing a feeling 11 InvitingEe “IELTS Test practice Unit 1 Take a break GENERAL TRAINING READING Section 1 You are advised to spend 20 minutes on Questions 1-13. First, read the texts below and answer Questions 1-7. FITNESS FORUM Open Mon-Sun 6.30 am-9.30 pm OVASCULAR FIT Daily aerobics classe High Energy ~ Low Impact 8,00-9,00 am and 1.00-2.00 pm STRENGTH Exercise bikes alking machines ~ Booking advisable on weekends Yoga (Beginner to Advanced Monday and 6.30-8.00 pm Held ever Individual tuition available fro uesday evening at 6.30 pm Olympic coaches For more information visit our website ww fitfun.com, Questions 1-7 Answer the questions below using NO MORE THAN THREE WORDS for each answer Which classes are offered twice a day? How oft n are yoga classes offered? Who trains badminton players? When is the Fitness Forum not open all day? What level of expertise do you need to join the Climbing Centre? What does the Climbing Cen e specialise in? 7. Where can you obtain the ropes and other A Test tip Genera raining Section 1 consists of short extracts and Section 2 has two pars (nly Section 3 of the GT Daper is along tet items for climbing 12 esc Ps) WHO? Beginners to advanced WART? Cagual visits “membership passes ‘School programmes a speciality Corporate team building Equipment hire WHERE? 44 ciiton Hil Gardens, Cfton Hill WHEN? Monday to Friday 11 am 10 pr, Saturday 11 am-5 pm Tel: 9660 0968 WHY? The physical and mental challenge © Section 1 will always contain two or more passages # Tests are taken fron booklets, newspapers, timetables and other sources providing factual information for social survival # Here the task types are short-answer questions and matching, but in the Test you could get any task type in Section 1 Approach Skim the texts to get an overall idea of what they are about. Use the illustrations to help you do this. Look for any common features linking the passages * Skim the questions and decide what sort date/time of information is required, ¢ * San the texts to locate the informationUnit 1 Take a break Questions 8-13 The passage has six paragraphs labelled A-F. Which paragraph contains the following information? eas Srest tip 8 the range of options offered by the AIS ‘ou may see abbreviations | of a name. These ae abvays 9 the type of athletes who can attend the AIS ‘hoon ia beaches Bhar he name the fist time itis used. Aer tis, thay can be used ichievements, on thir own instead ofthe full ame. 10 future guidance for AIS students 11 the effect the AIS has had on Australia’s sportn 12 the world-wide recognition of the AIS 13 the reason for establishing the AIS | The Australian Institute of Sport (AIS) A The Australian Institute of S development of alite sport in Australia. It has been highly successful and is regarded internationally as a model of best practice for the development of elite athletes. port leads the B The AIS was opened in Canberra by the Prime Minister of the day on Australia Day, 26 January 1981 ‘and was intially established following the disappointing results achieved by the Australian team at the 1976 Montreal Olympics, with the aim of raising the standard of compatitive sport in Australia, © The Institute made a significant contribution to ala's tremendous efforts at the 2000 Sydney (Olympic Games with 321 ofthe team of 620 ath being current or former AIS scholarship holders. Of the record 58 medals that were won at the Sydney Olympics, 32 came from current or former Institute athletes. D_ The AIS operates nationally from Canberra, the capital of Australia, and is situated on a 65-hectare site there. It offers scholarships annually to about 700 athletes in 35, separate programs covering 26 sports, and employs around 65 coaches. Special scholarships are also available to Aboriginal people as well as athletes with disabilities and programs are located in most states as well as in Canberra, E The athietes who study at the AIS are provided with world-class training facilites, high-performance coaching, state-of-the-art equipment, a world-class sports medicine and sport science facility as well as accommodation for 350 residents on site. The AIS n also boast that itis at the leading edge of sport science and research developments through its Science and Sports Medicine division, F Anational network of advisers helps athletes with career planning and personal development to make sure they plan for life after sport. The AIS also provides: administrative, sport science and coaching services, as well as funding assistance to sporting organisationswnat’ on the menu? Ste| nie 14 0 IELTS READING shorr-awswer questions Ano MULTIPLE MATCHING Skimming and scanning are ‘enabling’ skills as they help you answer many types of artant to practise these skills as often a: IELTS reading questions To get going 1 Take 10 seconds to scan all the headings in the article opposite. Then close your book and see how many you can remember. Tell your partner what they are. ssible & Test tip is particularly useful fo finding names, dates, rumbers ora section of passage. Skimming wl elo you gata quick idea of what a passage is about ) 2 Take 1 minute to scan the article for the names of aflying insect ¢ abr de a fruit 3 Take 30 seconds to skim the sub-heading and the beginning of each paragraph, then put your book down and tell your partner briefly what the whole article is about. ) 4 Take 30 seconds to skim ‘Brown or white?’ then tell your partner briefly what it says. Short-answer questions This type of question is common in JELTS. have to answer in three words or less ‘must come from the passage. and the wor ns 1-5 and underline the words that tell you what sort of information you must look for, e.g. the word When in question 1 suggests that you should look for a date. Scan the extracts for a date. What is it? Step 2 Take 3 minutes to answer questions 2-5. Multiple matching For these questions you c letter(s) on your answer she Follow the steps above and take 10 minutes to scan the article opposite and answer questions 6-14. IELTS READING TASK Questions 1-5 Choose NO MORE THAN THREE WORDS from the Reading Passage for each answer. 1 When did Scott go to the 2. How much fish do Norw 3 What colour are the shells of L 4 What type of injury did Seott’s 3 What three important this Questions 6-14 Look at the 8 extracts A-H about food. Which extract mentions the following? Write the correct letter A-H. uth Pole? ns eat in a year? from? does wholemeal bread contain? 6 something that happened during a famous trip 7 the amounts of a certain food that are eaten by people from different countries 8 how the air affects a certain food item 9 a product that has a sweet taste rch that took 11 a belief that some people have about food 10 some re Which TWO extracts mention the following? 12 different types of the same food product 1B an 14 more than one type of food nusual way of measuring what humans consumeSifts) IELTS READING FOOD TRIVIA Do you ever wonder why an apple goes brown if you leave it half eaten? Or why some eggs are brown and some are white? And why can't you taste garlic when you have a cold? Well, read on ... Brown or white? Many people think that eggs with brown shells are better for you tha those with white shell. Actually, there is no difference inside the egg, whatever the colour. The colour of the egg shell depends on the kind of hen that laid the egg. Rhode Isand c, lay brown-shelled ¢} Leghorns lay white-shelled eggs. All eggs are good for you, whatever the colour of their shells BA fishy story People who live within the Arctic Circle eat about 160 kilograms of fish 2 yeat! People in Norway eat about 45 kilograms. Even though Australia Australians do C Vitamin C » The men developed frostbite because of the extremely cold weather, but the frostbite did not heal. Ie actually became much worse because they had no vitamin C in their d D Beefing it up throughout the world is abour three times the weight of the giant cruise to end, they would go fiom the Earth to the moon and back more than 30 times, is surrounded by se not eat as much fish. They only eat about seven kilograms a year When Scott set off on his expedition to the South Pole in 1902, he took plen becoming hungry, but forgot to take anything which provided vitamin C. of rations to stop his party — The amount of beef used in ship Quen Elizabeth I If all the McDonald’ hamburgers each year hamburgers sold in the world each year were lined up end Unit 2 What's on the menu? E Sniff sniff We can smell far more substances than we can taste. Ifyou have a cold with a blocked nose, there are some foods which you cannot taste because ll them. For example, in a series of experiments, people ‘were blindfolded and had their noses completely blocked. They were given coffee, chocolate and garlic, nd had no idea what they were eating! F Busy bees Honey tastes nice to us but i is really a food for bees. For every kilogram of honey which is taken from commercial bee hives, about i krilograms are used by the bees in the hive. The total distance a bee fies to gather enough nectar for the extra kilogram of honey taken by humans is equal to flying about six times round the earth. No wonder they are called busy lide bees’ G An apple a day ... Apples (and lots of other fruit and ( vegetables) go brown once they cut and exposed to the air. This is because they contain an enzyme which is affected by the oxygen in the ar Te urns the flesh of the apple yellowy brown and then brown, If you brush the cut surfice of an apple with lemon juice (whichis acidic), the enzyme will not be able to work as ‘well and the apple will nr go brown for several hours H Bread Wholemeal bread is made from the whole of the wheatgrain and is a light-brown colour. White bread isUnit 2 What's on the menu? . Expressing likes and dislikes i In Parts 1 and 2 ofthe Speaking test, you will be expected to use English to talk about familiar topics. 7 This will include taiking about your likes and dislikes. In JELTS it is helpful if you look directly at the ‘examiner and use your face to help you communicate. This is not considered impolite in English. ‘ © 1 Ask and answer questions about your favourite / least favourite food. a Report your findings ke tis: panes Example: Peter's favourite food is rice but he can't stand bananas. ‘What food/drink don't you like? Jane loves pasta but she doesn''t like cake. — i J ‘oiraid fmm not very ( ‘im afraid Tm not very & ERT, ( I dont ike») keen on pasta dishes. Test tip > pesedses) LT! — Y oy adore delicious —) love tasty cogguricat z not keen on horrible } can't stand revolting a Tito stress important words when you speak and use intonation appropriately. The Speaking examiner Using intonation and word stress will mark you on your pronunciation of English as well as your use of vocabulary and grammar. @ 2 tisten to some people expressing (doit ike vegetables ond Test tit negative feelings and underline the |__| really hate cabbage. Ip \ words that they stress. * ‘We often use 'm afraid or | ‘unfortunately before a negative comment. tis ———\ ore poite to do this. Don't you think cold) SS = coffee's really horrible?) . (1m arid | cant stand cream {or anything thats made with it, \ 9 Practise saying sentences like these to your partner about food you dislike, _x,__ Use facial expression to help you communicate. 17 apa ela vapcoen (® 3 Listen to people expressing positive feelings and ‘especially cabbage. | underline the words that they stress. an) Notice the speakers’ intonation. Ta = (adore ic | Treally ike cream and = te os ee ) anything thats made with. : ©9 practise saying sentences like these about food you like. Use facial expression to help you communicate. (@ 4 Sometimes we don't know how to explain why we like or dislike something. In this case it helps to stress certain words and refer simply to the food or the quality or effect that it has. Listen and practise saying some of these statements. im afraid | just don’t like/eat ... (at all)” quality how strongly you feel and to show | (ust) can't stand ‘the smell of fish. that you hav other reason. | nate | (just) really like effect —F what toeUnit 2 What's on the menu? Giving a full answer You are not expected to give long replies to the examiner's questions in Part I, but you should try to expand your answer a litle and show the examiner what you can say. 5 Categorise the adjectives in the box below according to what they describe. Some words may go in more than one category. bitter bland chewy 5 creamy crunchy fatty fattening filling fizzy greasy hot juicy smelVaroma refreshing salty the texture of food od has on us sickly sour spicy the effec stodgy sweet tough 6 Complete the sentences with an appropriate adjective from the box in exercise 5. This is so that I seem to gain weight just looking at it! Tastes too "cooked in all that too, sofsuch ... that After a game of football I nced a really The meal was too spicy for me (to eat) drink too + adjective + for + someone (to + verb) Wow, this curry’s almost too for me he meal was so spicy that I couldn't eat it That was such a meal, Idon't think Ill | 0 + adjective + that be hungry again for a while It was such a spicy meal that I couldn't eat it Vm afraid drinks just make me sneeze. | such + article + adjective + noun + that Ugh, this coffee is too Let's ask for a milder cup. They make these crisps so then you drink more, of course 7 Ask each other questions about the food and drink below. Try to give additional information or a reason freon tied 9 wes tS in your reply. Use intonation, word stress and facial yo. ty wore they? p00 pretty Secession fo help Nelemmniieee: What doi you think of =.) |Szty= = fatty = vei quite How do/did you find ...? iy eee ee Have you evr) Yeah ~ | had them once from tried noodles? 4 takeaway restaurant. We often use the verb find to discuss ‘ur opinions on fod. them Erm, | wasn't very keen on them. They were so salty that I couldn't fnUnit 2 What's on the menu? Working out the situation where the speake (© 1 Ask and answer these questions. > When did you last eat a cooked m > What did you have? » Who cooked it? » Where did you have it? @®) 2 Listen to seven short conversations conversation and decide where the speakers are. ‘Write the number of each Ser ten conversation in the appropriate box, |< Listen to the conversations again. Write the words that help you decide where the speakers are in the column labelled clues. Restauran Take-away restau order, chefs @) 3 Listen to a young woman talking to a friend on the phone about a meal that she ate recently. Answer the questions as you listen. When did she go out to dinner? Who was with her? Where did they go? What did Martin eat? What did she eat for the first time? What did she drink? () 4 Listen again to the recording from exercise 3. As you listen, jot down all the verbs you hear. Then answer the questions. 1 Which tense is used most? Why? Did they plan to go to the Italian café or the Japanese restaurant? What tense does the speaker use to talk about her plan? after that? What tense does she use to talk about what happe ® 5 Listen once more to the recording from exercise 3 and b Test tip Sections 1 and 2 ofthe Lstening test test your understanding of socal” everday situations, while Sections 3 and 4 have an ‘educational context the gaps below. I them to my favourite Italian café ... yes, the Napoli ... but it was fully booked so we at the new Japanese restanrant (© 6 Now think of three different situations in your life when you planned to do one thing, but eventually did something else. Work with a partner and tell hinvher about these situations like this: Iwas going to but | ended up instead.ACADEMIC READING Section 1 You are advised to spend 20 minutes on Questions 1-13 which are based on Reading Passage 1 below Unit 2 What's on the menu? Food for thought Nowadays, you not only are what you eat; you R&D* what you eat. 0 cajole nervous students into the chemistry laboratory, teachers used to say that the subject was lke cooking. These days. itis truer to say that cooking is ike chemistry. In a cutthroat market, food companies are unwilling to leave anything to chance. They must constantly formulate new flavours, ingredients and processing methods if they are to keep abreast of their competitors. As a result, ther esearch laboratories have never been busier. A study published in November by a trade magazine showed that 42% of the 334 food manufacturers surveyed Nad plans to increase their R&D budgets by atleast 15% in the coming year; only 3% said that their R&D budgets would drop. This money has spurred the development of new ideas in food technology. To lower cost or improve texture, food manutacturers often have to replace one substance by another that tastes nothin like it. One popular substitution is soya protein for met. In addition to being cheaper than meat, soya has (at least in America) the added advantage of being marketable. The country’ Food and Drug Administration, which regulates such matters, has recently decided that if a foodstuff contains more than 6. 25g of soya per serving, manufacturers can state on is label that eating Soya may reduce the isk of heart disease. That is a nice bonus. Unclogged arteries are not, however, the main point of eating hamburgers. Flavour is. So, to find out how far hamburgers can be ‘extended’ with soya, Keith Cadwallader of the University of ilinois at Urbana-Champaign analysed differences between the aromas of pure beef hamburgers and those containing 25% soya protein. Surprisingly (end gratifinely), adcing a bit of soya to a hamburger may actually improve its flavour. The ‘mixed burgers had higher levels of certain sulphurcontaining compounds that are belioved to augment the meaty ‘notes’ in a burger’s aroma. (On the other hand, the research of Margaret Hinds at Oklahoma State University shows what a fine line there Is between temptation and disdain. Using a group of 81 untrained testers, she conducted a comparison of five commercially avalable burgers made from soya (and one made from beef, as a contro). The hue, the fimmness and the chewiness of the burgers correlated with how acceptable they were to consumers. Not surprisingly, consumers preferred burgers that had characteristics close to those of beef. Only one soya based burger was close enough to pass muster. Food, and its consumers, are notoriously subject to fads. This year, flavour makers are insisting that bolder tastes are in fashion. FritoLay, a sneckfood maker, has recently launched a line of ‘gourmet’ crisps designed to appeal tothe more disceming consumer. The company’s laboratory started by generating 300 flavours, inclucing Thai curry, blue cheese lemongrass and tandoori chicken. ight ofthese flavours made It to the fina round and, after “shor for Research and Development (normaly a company department)Unit 2 What's on the menu? getting 400 consumers to sample them, Frito-Lay decided to mass-produce only four: cheddar ‘and jalapeno; garlic and herb; barbecue; and something referred to as ‘classic’. This quartet seemed to please the American palate most. That sort of market research, though, is both time-consuming and expensive. It would speed things up, and probably cut costs, if it could be mechanised. To a certain extent, it ‘can be. Cheddar cheese, coffee and tea researchers are all exploring the use of electronic noses to rate their foodstuffs. Simple versions of such devices employ a set of sensors made of special polymers linked to electrodes. The volatile compounds that make up an aroma cause these polymers to change shape, which alters the resistance to the current passing through the electrodes. The result is an electrical ‘fingerprint’ of an aroma, So far, the electronic noses developed by firms such as Alpha MOS, of Toulouse, France, have worked best for quality-control purposes. These machines compare products’ aroma- fingerprints with pre-programmed standards that are known to correspond with what people have said that they like. And the range of senses that can be substituted electronically has now been extended to include taste as well as smell. Recently, Alpha MOS has launched second analyser — an electronic ‘tongue’ that can fingerprint the compounds dissolved in a sample of liquid. The machine is accurate enough to work out, for example, whether the vanilla extract in a sample originated in india or in Malaysia. Even in culinary matters, however, the proof of the pudding is not always in the eating. The success of a food product also depends on the cleverness of its marketing. To this end McCormick, a flavouring company based in Maryland, has commissioned a ‘craveabilty study from Moskowitz and Jacobs, a market-esearch firm in White Plains, New York. The intention is to discover which descriptions of particular foods most induce craving in ‘consumers. The preliminary results show that for fastfood hamburgers. the descriptions rated as most enticing were ‘a grilled aroma that surrounds a thick burger on a toasted bun’ ‘and ‘lots of grilled bacon and cheese covering on a lightly toasted bun’. Other blurbs, such ‘as ‘with horseradish sauce’ and ‘when it’s cold outside and the burger is warm and inviting’ ‘actually put people off hamburgers. And that was before they knew what was in them. Questions 1-3 Complete the sentences below with words taken from the reading passage. Use NO MORE THAN TWO WORDS for each answer ‘The writer compares food production to 1 ‘Two of the aspects of food production that are regularly updated by food companies are 3 = and 3 Questions 4-8 Choose the correct letter A, B, C or D. 4 What did the trade magazine study show about research into food? | A It costs more than it used to. B It is more important than it used to be. C Ithelps food manufacturers save money. D It is the most important area of food production.Unit 2 What's on the menu? —JELTS Test practice Keith Cadwallader’s res \dicated that people A welcome a healthier type of but B have become used to eating less meat cannot tell the difference between soya and meat D prefer the smell of bu 6 Which aspect of but A their size B their texture C the benefits on health D the ingredients used xs that contain some soya. | s did Margaret Hinds ask her teste to compare? 7 What does the writer say about Frito-Lay’s new types of crisp? A Each type appeals to different people. B Each type includes a mix of flavours. C They have a more unusual taste than other erisps. D They have replaced other, less popular crisps. 8 The company McCormick are most interested in A ways of describing food. B popular types of food € producing more hamburgers. D winning more customers Questions 9-13 | Answer the questions below using NO MORE THAN THREE WORDS for each answer. 9 What food products are being explored using an electronic nose? | 10 Which quality ofa food product does the nose respond to? | 11. In which area of food production | has Alpha MOS used electronic noses most successfully? 12. Which other mechanical aid has Alpha MOS developed three reading passages in one hour. 13, What food product has been © You only have 20 minutes for each successfully tested using this aid? passage so you need to use your skimming and scanning skill well «You will get a variety of question types in ach reading section. Remember You have to answer 40 Approach ‘© Read the article and sub-heading to get a good idea of what the passage is about. * For these three question types underlin key words in the questions and scan for these or a similar word. © Then read around the key words carefully to find the answer to the questiEpon the road Understanding description =a Listening for detail is an essential skill. It enables you to answer que: based on numbers, colour or shape, and to differentiate one —< @9 1 Ask and answer these questions. > Do you agree with the saying “Travel broadens the m > Do you enjoy travelling? Why? / Why not? Tell me about the best place you've ever visited. d Test tip 2 Look at the useful words in the box and label the different parts of this suitcase. TYPES OF LUGGAGE bag. suitcase case In Part 2 of the Speaking rucksack briefcase tet you may be asked to Mave oF describe an objector cas someting hat you own et ras ‘oF would like to own. peanier tabi 4 eras handle strap wheels pocket buckle zip name tag_ sticker 3 Look at the luggage on the carousel below. each of the following types of luggage: Lsuitease 2 rucksack 3 4briefease 5 case ‘What sort of person might own each of these bags? What kind of trip do you think they have been on? ‘examples of - $ 8 ©) 4 Describe some of the bags to your partner. Use the words inthe box without mentioning the color. Did your partner know which bag you were describing? Example: It's a small plastic case with a handle and a shoulder strap. 5 Do you have a travel bag? Say what it looks like bag _ key words (® 6 Listen to the recording. You will hear six —!_© _vellow, pocket, sleeping bag __ ssrvariationsDackie'wtich Egtontte “P2USE Er carousel the speakers are talking about _ 3 Td in each conversation. Write the key words which help you to decide.Unit 3 On the road upto IELTS LISTENING secrion 1 There are ten questions in each section of the Listening test. In Section 1, you will often have to answer questions that test your understanding of numbers, names and factual descriptions. It is & ‘important to be able to note these down quickly. Important names will be spelt for you on the 7 Test tip recording. Remember that you will only hear the recording ONCE. You will aways } ‘hear an example first ty To get goin, ‘in Section 1. on, ep anhe. IELTS LISTENING TASK = © To practise writing names and numbers, 5 ask your partner forthe following Questions 1-5 information and write down the answers. Complete the form below: Write NO MORE THAN THREE If you cannot spell something, ask them WORDS AND/OR A NUMBER for each answer. Weispedl Wout for'yat LOST LUGGAGE CLAIM FORM. > today’s date » your partner's full name r ppeerword, Pee ee erberticyour beni ; mrt —__Mary Greeneat » the name and date of an important Contact address 11 festival in your partner's home country Mobile 2 — Flight no. 3 1 Step 1 Coming from 1 4 Take 1 minute to look at the Lost Luggage Date 5 i Claim Form and decide what kind of words you will need to listen for. Make 4 note of these in the far right column before you listen. Step 2 v Test tip 3 @¥)_Usten to someone who has lost some luggage and complete questions 1-5. You shoud ty to spell i | evting caret. ys | Step 3 | wie a date wrongy (og \, 22th Noverer, you wil Now look at questions 6-10 on the Description of Lost Property form below. Salas Draw an arrow to show the direction in which you should read the form. : A Also, look at the headings on the form so that you know what you have to — listen out for. DESCRIPTION OF LOST PROPERTY “Tost item size colour made of information rane inside and _ bag 4 Bes __ due plastic 7 bag 2 medium sized «8B 9 10 Step 4 SA rest tip ) Listen to the second part of the conversation and complete the form. IELTS questions nays pa P gra © pg ‘follow the order in which you hearth inoraton onthe recordingUnit 3 On the road A JOURNEY UP THE MEKONG RIVER By Brett Blanchard By the time the Mekong River flows into t China Sea, it has crossed six countries. In the it has been worshipped, polluted, purified for legitimate as well as illegal commerce along the ‘way. The Mekong has its beg Himalayas and ends in the delta to the south of Ho Chi Minh City in Vietnam, whieh is where our journey began, We were headed first for a town called Can Tho, the biggest city in the delta area. To get there, our car had to erass the Mekong at a place called Binh Min kilometre long waited to squeeze on board one of four ps 800 metres wide at this point and alive with traffic. On the udvice of our driver, we decided to leave the car behind and cross on the frst available ferry and then wait for the car on the other side Seandinavian-built ferries, The river was per Wee spent most of the 1¢ to avoid the people sell and other snacks. The the town off for our hotel on foot wry docked on the outskirts of ud as there was no sign of the car, we set In the morning, we headed off for Chan Doe, the last major town before the Cambodian border. The del had once been part of the great Khmer Empire, and the last portion of Indochina to be ineorporated Vietnam. By mid morning the stree of every town, ned with schoolchildren returning home ~ primary students in their white and blue uniforms, ry schoolgirls in their elegant traditional bicycles in stately fashion. Vietnamese costume ri¢ ‘This was Teachers’ Day throughout Vietnam, when students attend school to thank their teachers with presents and festivities and then head home again The major effect was to produce a huge bhne a white traflie jaan. Getting the gist {tis important to do a quick read of the passage to get an overall idea of its content. To get going 9) 1 Discuss what you already know about the Mekong River. > Where is it? > Which coun ss does it flow through? First reading ) 2 Take 5 minutes to skim the text and answer these questions. Where would you find an article like this? What is the main purpose of the article? Who might read an article of this type? 4 What is the writer’ overa the Mekong delta? Second reading _) 3 Take 3 minutes to scan the text for the following detail. The writer mentions five forms of ‘transport’. What are they? Chau Doc appeared to be a model town. Situated among vividly coloured tice fields with the Sam Mountain in the ickground, it was the perfect market with the perfect produce in this Buddhism is one of the great religions of Vietnam and the Sam Mo najor pilgrimage centre. The road to the top of the mountain with its spectacular view over the fields to the Cambodian border is steep and winding, but always busy with pedestrians. We sat on the wall ofa pavilion at the summit, 260 metres above the pl ‘enjoyed the sunset over the flooded rice fields below, listening to the distant sounds of life from a village at the foot of the mountain. When it was time to join the river again for the journey to Phnom Penh, there were only four passengers so instead of the agined, we climbed onto a speedboat and took our seats, At first we went slowly along the canals and there was time to enjoy the Mew of houses on stilts, sitting high and dry above the mud, but as soon as we entered the Mekong again, the driver tumed up the speed. No matter how wide the eisurely ride Td i river — and in places it was more than a kilometre — we rushed headlong towards any oncoming vessel and then, at the last moment, veered to one side or the other! We ‘were all very relieved to reach the border post at Vinh Xuong, where we were able to disembark.Unit 3 On the road “Step upto IELTS READING summary comeveriow There are two types of summary question inthe IELTS test. Sometimes you / : have to find the answers in the passage and sometimes you have @ box of & in > answers fo choose fam. (See page 66.) Test tip Summaries on test ao our ably to find | oa factual iformaton in Test tip» besa (inal reatgtass, ‘itis always useful to skim the | IELTS READING TASK storm Soe eral Jammer ibe ie | Complete the summary below. Choose NO MORE THAN Ve"'etg Wass waion areas” of THREE WORDS from the passage for each answer. hab yu can ety he Hon many \ wie’ view onthe tp. ery countries ~ a The Mekong River runs through 1 = ane oe Where did | countries before it finally reaches the sea. The writer Yrrough? Step 1 Ms en. | | eset is journey p the ive, tating ov fi th ci () Take 5 minutes. or2 in the south of Vietnam. At first, they ~ Look at the handwritten notes in boxes went by 3 before catching a ferry across which relate to the first two questions in the summary. Skim the passage on page | ‘He river. From there they travelled 4 24 to find the answers to these first two and spent the night in a hotel before heading out the next ‘questions. moming for Chau Doc. _. Step 2 The next day tumed out to be a special day for (©) Take 7 minutes. s in Vietnam, so the town was full of Now write a question in your own words ae , for each of the remaining spaces 3 to 9. 6 Not far from Chau Doc is the 7 , which isa major centre for Buddhist Step 3 Take 5 minutes. Re-read the passage to find the words which answer your new questions and complete the summary. You must use words which are in the original passage. Step 4 Check your answers carefully. + Have you spelt all the words correctly? Look in the passage to check. + Have you used three words or less for each answer? ims. The view from the top of the mountain was 8 and they could see the Cambodia border in the distance. The last leg of their river joumey proved quite frightening because of the 9 of the boat, so everyone was very relieved when they disembarked at Vinh Xuong.Unit 3 On the road Academic Writing Task 1: Describing a process or diagram 1 Read the IELTS-type question opposite. describing the information shown. Satellite monitors tracking device Ihidden in bag | or clothing, and re 2 Think about how you will answer the question above. Decide how many stages the process includes. Do you need a separate paragraph for each stage? Write an opening paragraph stating what the diagrar about. You should say: > what the diagram illustrates > how many stages there are in the process. Use of the passive ‘The passive is commonly used when writing about a process or describing how something works, where the emphasis is on the subject ‘or action, rather than on the person doing the action. For example: ‘The tracking device is used to locate missing people. ‘The messages are transmitted to a mobile phone. The device can be hidden in a bag or a car. ‘This technology has been adopted by walkers and explorers. 3. Now write the rest of the answer using this framework and the Notes to help you. PARAGRAPH 2 The first stage in the tracking process isto hide the device (the tracker) in an appropriate place such as a 1 The location of the device 2 by satellite. 2 a, PARAGRAPH 3 Test tip A message 3 from the device toa | Remember you do not have | | 4 It is received and then | to ive an opinion in as a: . butyou do need tobegin | > eee oa and end your writing © indicating exactly where the person is, ‘appropriately. His or her location can also be picked up on 7 — The device is able to provide details such as the name of the 8 or pinpoint a specifie place on a 9 PARAGRAPH 4 The pictures below show how someone can be tracked using an electronic tracking device. Write a report for a university lecturer | Forming the passive Verb be + past participle Auxiliary or modal verb + be + past participle in Academic Writing Task 1 you may be asked to describe @ process or explain how something works based on a diagram. You should write clearly and divide your answer into short paragraphs. Message received ‘transmitted Location shows up ‘on Internet website. Srest tip \ ‘You can use some of the words in the question, but do nat copy word for | ‘word. Express the idea in / ieee Notes 1 Look at picture A. 2&3 Use verb to be + pas participle. OK to use the verbs in the diagram. 4 Lock at picture B. 5 No need to repeat the ve to be here. © Use the information in picture C. 7, 8&9 Picture D can help PARAGRAPH 4 ‘Sum up by Saying something about the usefulness of su a device, based. only on wh you can see in the diagramUnit 3 On the road LISTENING Section 1 Questions 1-6 Complete the table using NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer: Hostel Price - Facilities Extras Example East Coast Bunkhouse $5.90 / night Backpackers S minutes to beach 3 Cabins at $11.00 / night or package 1 2 air_conditioning Emu Park Weekly cost to share room Rooms overlooking Good for Hostel beach have 4 5 6 Questions 7-10 Complete the notes using NO MORE THAN THREE WORDS for each answer East Coast Backpackers’ Hostel address: 7 Road. Bus will have words 8 written on the front Computer access costs 9 Shop stocks things like 10 and Remember! * Listening Section 1 is always a dialogue. It may have two parts with a short break between these. * The topie for Section 1 is social or general, with one speaker often secking information from the other. + The questions here are table completion and note } completion, but there are other types of questions + There is always a sample answer at the start of Section 1 + You will never need to write more than three words for Approach * Before the recording begins, read the questions carefully and try to predict the type of words you will need. * You may be asked to spell a person's name or a place Section 1. You must do this accurately. Practise ng and writing the letters of the alphabet. + Be aware of expressions such as ‘double d’ as in middle Cr ‘capital S’ as in Singapore. namll at sea Expressing preferences ‘nny part ofthe Speaking test you may need to talk about or discuss your preferences 1 Try saying this well known tongue twister: oJ She sells sea shells on the sea shore SS ©9 2 Ask and answer these que: » Do you live near the sea? » How do you feel when you are near the sea? » What do you like/dislike about the sea? > Would you like to live on an island? Why? / Why not? 3 Look at the box of nouns opposite which are all related to the sea. > Choose three words to be category headings, (The first is done for you.) ewe ng to. Some words out captain cargo ewsrents dolphin lifeguard lighthouse marine life > Decide which category the rema 1g words bel may fit into more than one. Look up any words you are not sure of Make sure you can explain how you categorised the words oceans octopus organisms plankton rocks sailor salt bench sand seaweed shark shell pouments ship shipping shore fp = | tide wave —— | Fe t 7 —__— —_————_——- When you use the verb } a es | prefer you can follow it with uo — —il ‘a noun or an -ing verb, e.g. a I prefer bicycles to cars (©® 4 Ask and answer questions about some of the topics below. 1 prefer cycling to drivin; Give a reason for your preference. nd Example: rc ——— Which do you prefer going to a beach or going toa swimming pool? _y—S 1 prefer going toa swimming ) ool. think its safer and you an usually go all year round. ) A Test tip in holiday swimming in a river or the sea iytogreaneta | living piece of information in \,_ Pat ofthe Speaking test. Bt tay wth the / sharks or dolphins eating on the beach or in arestaurant = Pagetyes BS (On, | prefer the beach. \_ ls more exciting. > travelling by boat or plane snorkelling or seut juarium or a museum being by the sea or inland