(IELTS 4.5 - 5.5) Giáo trình học

LESSON 1 - LISTENING
I. MULTIPLE CHOICE QUESTIONS
1. Match the words and phrases 1-5 to words and phrases a-e, which have a similar meaning.
1. a goodbye party a. members of the same family

2. a soccer game b. colleagues
3. a celebration c. a leaving party
4. brother and sister d. a birthday party
5. work in the same office e. a football match
Your answers
1. 2. 3.
4. 5.
2. Find the appropriate nouns of the adjectives on the left.
Far
Wide
Long
Heavy
High
Fast
3. Listen to the conversation and choose the correct option for each question.
1. Who are the two speakers?

A. good friends
B. work colleagues
C. family members
Peter Crosthwaite, Susan Hutchison, Claire Wijayatilake, Natasha De Souza (2017), Mindset for IELTS 1. Cambridge University Press.
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2. What celebration are they talking about?
A. a birthday party
B. a graduation
C. a wedding
3. What color hat do baby girls wear at the event in Korea?
A. black and silver
B. black
C. red and silver
4. The purse represents
A. good health.
B. good fortune.
C. weather.
5. What food do guests have at the event?
A. oranges
B. vegetables
C. rice cakes
6. What does the baby receive from the guests?
A. a candle
B. some money
C. some tea
II. SHORT ANSWER QUESTIONS
4. Read the questions and underline the key words. The first one has been done
for you.
1. What did the speakers order in the restaurant?

2. How much did each person pay for their meal?
3. What time is the bus due?
4. Where is the bus stop?
5. How long did the course start?
6. Which TWO things did the speaker do on the course?
7. What is the date of the next course?
8. Who will lead the course?
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5. Read this question about a shopping trip, and choose the correct answer. Why
is the other answer incorrect?
Answer the question. Write NO MORE THAN ONE WORD AND/OR A NUMBER for
each answer.
What did the boy buy in the shopping mall?_______________________
Answer: shoes/he bought shoes
6. Listen to a part of conversation 1 and 2 and answer the questions.
Conversation 1.
1. What is the address of the sports website?
A. www.getactive.com B. www.getaktive.com
Conversation 2.
2. What is the man’s name? Jame _________
3. What is his address? ____________________________Road
7. Listen to the conversation and choose the correct answers.
Why are the other answers incorrect?

Answer the questions. Write NO MORE THAN TWO WORDS AND/OR A NUMBER
for each answer.
1. What time is the bus due? ___________p.m
seven fifteen/seven fiftty/ 7.15/ 7.50
2. Where is the bus stop?
Blithe Road/ Blith Road/ Blythe Road/ Blyth Road
8. Questions 1-5. Answer the questions below. Write NO MORE THAN TWO
WORDS AND/OR A NUMBER for each answer.
1. What kind of tour did the woman do? ______________________________

2. How did she find out about the tour? ______________________________
3. How many people were on the tour? ______________________________
4. What is the address of the hire shop? ______________________________
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5. How much did each student in the group pay? ______________________________
Question 6-7.
Which TWO items were included in the cost of the hire?
6. ______________________________
7. ______________________________
Question 8.
What is the website address of the hire shop?
8. ______________________________
Exam tips
MCQs
#1: Before listening, Ss should underline key words in the questions and options.
#2: The order of questions presented in the test paper shows the flow of the recording.
#3: Not only the correct option is mentioned.
Short answer questions
#1: Read the instructions carefully to know how many words you can write in each
answer.
#2:Check your spelling carefully.
#3: Keep the words in the answer as mentioned in the recording. Do not paraphrase.
#4: Write the answer in the number form if possible.
LESSON 1
LISTENING
HOMEWORK LISTENING
1. Listen and choose the correct answer for the following questions
1. The market is now situated

A. under a car park.
B. beside a cathedral.
C. near the river.
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2. On only one day a week, the market sells
A. antique furniture.
B. local produce.
C. hand-made items.
3. The area is well know for
A. ice cream.
B. a cake.
C. a fish dish.
4. What change has taken place in the harbor area?
A. Fish can now be bought from the fisherman.
B. The restaurants have moved to a different part.
C. There are fewer restaurants than there used to be.
2. Listen to the telephone conversation between a student and the owner of a

paragliding school and answer the questions below.
1. How much is the beginner’s course?

A. $190
B. $320
C. $330
2.What does the club insurance cover?
A. injury to yourself
B. injury to your equipment
c. damage to other people’s property
3. How do the girls want to travel?
A. bicycle
B. public transport
C. car
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3. You are going to hear a lecture about adults who continue to live with their
parents. Before listening, underline the question words and the key words in
questions 1-4.
Now listen and answer the questions in NO MORE THAN THREE WORDS
AND/OR A NUMBER.
1. What percentage of women in their early thirties still live with their parents?
_______________________________________________________________
2. When were house prices only three times the average yearly income?
_______________________________________________________________
3. What is the reason that people return to their parental home after university?
_______________________________________________________________
4. Who does the Affordable Housing Scheme aim to help?

_______________________________________________________________
LESSON 1: READING
I. LEAD IN
1. With your partner, discuss the advantages and disadvantages of living in an

extended family.
II. SKIMMING AND SCANNING
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2. What is the passage about? Read the text below in ONE minute and choose one
of the options
a. The story about an extended family.
b. The advantages of living in an extended family.
c. The advantages and disadvantages of living in an extended family.
BLOOD IS THICKER THAN WATER
A. Blood is thicker than water. This means that family is more important than anyone
else. Many young people, though, spend more time with their friends than with
their family. They value their friends' opinions more and enjoy their company.
When it's time to visit grandma or go to a cousin's wedding, teenagers often prefer
to be left at home. But are they missing out?
B. In Asia, the Middle East, South America and Sub-Saharan Africa over 40% of
children live in families with other adults such as aunts, uncles and grandparents
in addition to their parents. In South Africa, it is almost 70%. On the other hand,
in Europe, Australia and North America, less than 25% of children live in extended
families. Is the lack of close contact with relatives putting some children at a
disadvantage?
C. The people they live with have a great influence on the way children grow up.
Those who live with their extended family have many advantages. They usually
get lots of love and attention. Grandparents often have more time to read to
children and play with them. As they are often retired, they are not always busy
and stressed as many parents are. They have learnt to be patient and they have
already handled most of the problems children and young people face.
D. It is good for children to grow up to understand the needs of older people: they
may become more caring and less selfish if they spend time helping their
grandparents. Children learn about the past from grandparents' stories. Sometimes
they feel closer to their grandparents than to their parents.
E. Young adults often feel that living alone will be exciting, but they forget that it can
also be lonely. By remaining with the family during this stage of their lives, they
can avoid this. They can also save money for their education and future.
F. Young people whose grandparents live far away can gain some of these
advantages by keeping in close contact by phone, email, letters and visits. It is nice
to know there is someone you can go to if you have a problem. As the Italian
proverb says, 'Se non sto ondondo bene chiomore lo nonna.' - 'If things aren't going
well, call your grandmother.'
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G. Friends are important to young people, but friends come and go. Your family is
always on your side. Grandparents won't be there forever. Appreciate them while
you can.
3. Find words 1-8 in the text and underline them. Then match them with the
appropriate meanings a-h. Start with the words you already know.
1. value a. worried
2. (have an) influence b. dealt with, had experience of
3. stressed c. get (something positive)
4. handled d. be grateful
5. selfish e. a well know phrase giving advice
6. gain f. caring only about yourself and not other
people
7. proverbs g.(have an) effect (on)
8. appreciate h. believe something is important.
4. Have a race with your partner to find the following phrases in the text. They are
not in order.
● grandparents’ stories ● extended family
● cousin’s wedding ● come and go
● young adults ● Italian proverbs
How did you do this? Can you explain to another student how to find information
quickly?
Compare with the strategy you used in Activity 2. Are they the same or different?
Skimming: reading the passage quickly to get an idea of what it is about.
Scanning: reading the passage quickly to look for particular information in the text (some
phrases, answers to questions)
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III. SHORT ANSWER QUESTIONS
1. IDENTIFYING THE KEY WORDS IN A QUESTION
5. Read the below questions for the reading text. Identify the key words in these
questions.
1. What percentage of children live in extended families in Asia, the Middle East,
South America and Sub-Saharan Africa?
2. Why are grandparents often less busy and stressed than parents?
3. What do young adults often think living alone will be like?
Now answer the questions in exercise 5
6. Read this exam task and the answers to the questions. What is wrong with the
answers? Match the answers 1-4 with the advice a-d below.
Answer these questions. Choose NO MORE THAN TWO WORDS AND/OR

A NUMBER from the passage for each answer.
Question 1 What percentage of children in South Africa live with their

extended family?
Answer 1: 20%
Question 2 What helps children in extended families learn about the past?
Answer 2: grandparents stories
Question 3 What negative word can describe how it sometimes feels to live
alone?
Answer 3: Living alone can be lonely.
Question 4 According to the Italian proverb, who should you phone when
you have a problem?
Answer 4: your gran
a. Don't write more than the number of words you are given. You mustn't write
full sentences.
b. Make sure that you use the correct information when you answer a question.
c. Don't change words in the text. Remember, the instructions tell you to choose
words from the text.
d. Be careful with spelling. You can lose marks if your spelling is wrong.
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Now correct the answers.
7. Look at 4 pictures below and answer the question.
8. What is the passage about? Read it in ONE minute and choose one of the options.
a Life in different cities around the world
b Unusual places to live or stay around the world
c The type of houses and flats most people live in
AMAZING HOME
Most people live in a house or a flat. When they go on holiday they stay in a hotel or a
guest house. But some places where you can live or stay are a bit different
A. One unusual place to live is a houseboat. Amsterdam in Holland is famous for its
houseboats - there are about 2,500 of them. They have everything that a normal
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house has: a living room, bedroom, kitchen, bathroom and even sometimes a
terrace on the roof. They are cheaper than houses and people who live on
houseboats enjoy being close to nature. Some houseboats can be moved to other
parts of the river, while others are permanently in one place.
B. In Tokyo, Japan, there is a see-through house. It is like a normal Japanese house
but all the walls are made of glass. There is plenty of daylight but no privacy.
Architect Sou Fujimoto designed it for a couple to make their home. He based his
ideas on early man living in trees. It wouldn't suit everyone but the couple who
live there love the feeling of being surrounded by the natural world.
C. All around the world, people live in homes made from shipping containers. Some
use only one container, while others are made from several containers joined
together. One house in Chile was built from 12 containers. They are cheap to buy
and eco-friendly. They can also be placed in the garden or drive as guest rooms,
studies or utility rooms.
D. In Germany, you can stay in a one-meter-square house, the smallest house in the
world, called the House NA. Van Bo Le-Mentzel, a refugee from Laos, built it to
draw attention to the world housing shortage. It is a wooden structure on wheels
and weighs 40 kg. It has a locking door and a window. You can turn it onto its side
when you want to lie down. Franz from Munich spent the night. in one recently
'just to see what it was like'. He found it a bit uncomfortable!
E. For an unusual holiday you can stay in an igloo, a house made of ice. These can
be found in several countries including Sweden, Norway and Finland. They are
built new every winter. Jenny and Callum, visitors from Australia, told us, 'We
slept in an igloo last night. It's so cold here - minus 5 degrees centigrade. We used
reindeer skins to keep warm!'
F. Another couple, Shaun and Rachel from Manchester, enjoyed a recent holiday in
a treehouse in Sussex, England. They said, 'It was right up in the trees and had
everything we needed, even wifi! It had a small kitchen and we did our own
cooking. It was the perfect place to get away from our busy lives.'
Read the passage again to find the words for pictures in exercise 7 as quickly as
you can.
Which of the two activities you have just done practiced scanning? Which
practiced skimming?
2. UNDERSTANDING PARAPHRASE
9. Match these words and phrases from the text (1-6) with their paraphrases (a-f).
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1 houseboats a not being watched by others
2 permanently b not feeling pleasant
3 privacy c homes on the water
4 surrounded by the natural world d Nordic countries
5 uncomfortable e forever, always
having nature all
6 Sweden, Norway and Finland f around
10. Choose the best paraphrase for these sentences from the text.
1. The treehouse had everything we needed.

A. We needed some more things for our stay in the treehouse.
B. The treehouse was very well equipped.
C. We need everything for the treehouse.
2. Some houseboats can be moved to other parts of the river.

A. Not all houseboats are permanently fixed in one place.
B. Only some parts of the river have houseboats.
C. You can move to a houseboat in another part of the river.
3. One house in Chile was built from 12 containers.

A. There are 12 houses in Chile made from containers.
B. 12 containers were used to make one house.
C You need 12 containers to make a house in Chile.
IV. SENTENCE COMPLETION QUESTIONS

In this task type you will have to complete a sentence with up to three words (or two
words and/or a number) taken from the passage. The instructions will tell you how
many words you are allowed to use.
Look at this example: Houseboat occupants like living _______
This is a paraphrase of the following sentence from the passage:
People who live on houseboats enjoy being close to nature.
Because you have to use words from the passage in your answer, the answer is close
to nature
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11. Follow the step in the box and complete the sentences. Choose NO MORE
THAN TWO WORDS from the passage for each answer.
1 The two people who live in the transparent house love it, but it wouldn't
_____________________
2 The designer of the smallest house hopes to_____________________ to the lack of
houses all over the world.
3. People who stay in igloos sometimes protect themselves from the cold by making
use of_____________________
4 People who have_____________________ would find a holiday in a treehouse ideal.
How to do sentence completion questions

● Underline key words from the sentence
● Scan the text for key words or words that mean something similar.
● Read the sentences near the key words carefully
● Find the words that seem to fit the sentence
● Check that the meaning of the sentence matches the meaning of the text.
● Check the grammar of the completed sentence
● Check if the word(s) should be in singular or plural.
● Check that you have used the correct number of words.
12.
SOCIAL MEDIA AND THE MEANING OF FRIENDSHIP

There have been a lot of scientific studies into what makes a friendship. It seems
today that ideas of what friendship is are also changing. A study in 1993 at the
University of Oxford showed that people could only maintain 150 relationships.
However, with the explosion of social media since then, many people now have
over 300 people who they think of as friends. Some people think that these
friends are not real friends, but others believe that social media has helped us to
expand and keep our friendships because we have more time and opportunities.
Another change from the past is that people don't stay in the place where they
were born. They go to different cities and countries for education and jobs.
People are in general more geographically mobile nowadays. This means that
we have more chances to meet and make friends with people from different
cultures and different backgrounds. People still often make friends at college
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who remain friends for life, but making new friends at work is more difficult.
People now have less security at work and this also means that they find it
harder to build new relationships.
As people get older, they sometimes also have less free time. They become
busier with their jobs and families and have less time to spend with friends.
Friendships can be very different when we are at different ages. Young children
often choose their friends because of convenience, for example, they go to the
same school, they live near each other or their parents are friends. As we get
older, friendships are more connected with having similar interests and
opinions.
One thing is definitely true though, it doesn't matter how old we are or how
many friends we have on social media, friendship is good for our health. People
who spend time with friends have fewer mental health problems and are
generally happier and in a better physical state of health than people who spend
their free time alone.
Answer the questions below. Choose NO MORE THAN THREE WORDS

from the passage for each answer.
1. What has enabled people to have more friends than in the past,
according to some people?
2. What phrase does the writer use to describe people who don't
stay in the same place?
3. What work-related problem do people have that makes them less
likely to form friendships?
4. What frequently influences the friendships of young children?
5. What are people with friends less likely to suffer from?
Exam tips:
#1: You can guess the meaning of words you do not know by reading other words in the
sentence.
#2: Before you look for the answer to a question, it helps if you find the key words
- the most important words - in the question. This will help you find the information
you need.
#3: When you are answering a question:
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●Decide on the key words in the question and think of words with a similar
meaning.
● Move your eyes quickly across and down the text, looking for the key
words, or words that mean the same. Don't read every word. This is called
'scanning'.
● If the text has headings, use them to help you decide which part of the text
to look at first.
●When you find a keyword, read the text around it to make sure you have found the
right information.
●Some grammar words (e.g. a, the, some) can be omitted in order to get the right
number of words.
LESSON 1: READING
HOMEWORK READING
1.
HOME FROM HOME

I remember feeling the first time I left home that I would never be able to feel at home
anywhere but in my home. No other place would have my mum and dad, my annoying
little brother and my cat, Tilly. Nowhere would smell like my home – my mum’s roast
chicken in the oven and the salty, seaweed smell that drifted in from the nearby beach.
The sound of seagulls squawking was the sound of home. Nowhere else would I feel
comfortable enough to put my feet up under me and gaze into the log fire dreaming of the
future
I was 15 when I first went away from home on a school trip to Germany. My friends
were going too, but we would all stay with different families. I was nervous about this.
I knew the home I was going to would not be as comfortable as mine, the family would
not be as kind, and who knew what the German food would be like? I knew I would spend
three weeks, homesick and sad, missing my family back home.
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We arrived in Germany late at night after a long journey by coach and boat. I was tired
and hungry. We went into the school hall, where the host families were waiting to meet
us. I wondered which one would be mine. Would they give me dinner at this time and
would I be able to eat the unfamiliar food? Suddenly I heard my name called and the name
of my exchange partner, Brigitte Schmitt.
A pretty, blonde girl stepped forward, smiling widely. Behind her stood her parents, a
pleasant- looking couple who were also smiling. They held out their hands and said,
'Willkommen in Deutschland. Welcome to Germany.'
I spent three happy weeks with the Schmitt family. Brigitte had an elder brother, Hendrik,
and a younger sister, Lisa. They had two cats, Ping and Pong, who sat on my lap as I looked
into the fire in the evenings. The whole family were kind and welcoming. My room was
cosy and warm and looked out onto a forest. The fresh clean smell of the trees and of apples
baking in the oven became familiar and comforting, like the smells of home. I learnt in
those three weeks that you can feel at home anywhere that people are kind to you.
Later that year, Brigitte came to stay with me in the UK. I gave her my room and moved
in with my brother. I cleared space for her clothes and put fresh flowers in a vase by the
bed. I asked my mum to make her famous roast chicken and an apple pie to make our
guest feel at home. We made a welcome banner and put it up on the front door. I did
everything I could to help Brigitte feel at home with us. I now understood the importance
of a warm welcome.
Read the passage and complete the sentences below. Choose NO MORE THAN
THREE WORDS from the passage for each answer.
1 The writer's mother often cooks ____
2.She thought the visit to Germany would make her feel _________
3 Brigitte came to pick up the with ________________
4. The Schmitt family's pets' names are _ _____________
5. From her bedroom the girl could see a _______________
6. The girl and her family tried hard to make Brigitte _ _________
2. Answer the questions.
Choose ONE WORD OR A NUMBER from the passage for each answer.
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.
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?
__________________
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I. SENTENCE COMPLETION QUESTIONS
1. You are going to hear a lecture about family structures. What kind of
information is needed to complete sentences 1-4?
Example: Nowadays, the elderly are less likely to rely + on + Noun

● ‘on’: The verb ‘rely’ is usually followed by the dependent preposition ‘on’
● a Noun: This sentence has a subject and a verb. To complete the sentence, we
need an object. This needs to be a noun because the verb ‘rely on’ is followed
by an object. There may be a possessive adjective in front of the Noun or an
article.
1. The _________________ family structure has changed greatly in the last 50 years.
2. Strong family structures used to be necessary due to _____________.
3. People often _______________ the wealth of their parents.
4. More than _______________ children have no siblings nowadays.
Now listen and complete the sentences using NO MORE THAN THREE WORDS
AND/OR A NUMBER.
2. Read the sentences carefully. Underline the key words before and after each
gap. Decide which type of word should be filled in each blank.
Expected type of
Incomplete sentences Expected type of word
information
1. Anna has got a job as a _______
2. She has recently completed a

course in ______
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3. The new name of the department
which sells computers and phones
is_______
4. The Food Photography course
takes place on the ___________
September
5. There is a total of ___________
places available on the course
3. Listen to Anna talking to the store manager and complete the sentences. Write
NO MORE THAN TWO WORDS for each answer
1 Anna has got a job as a _______

2 She has recently completed a course in ____________
3 The new name of the department which sells computers and phones is ____________
Now check the answer and compare it with the 2nd and 3rd column in Exercise
2.
4. Match the words and phrases 1-9 with their synonyms a-i.
1. price a. place
2. name b. finishes
3. duration c. reason for
4. starts d. is held
5. takes place e. begins
6. purpose f. length
7. ends g. hands-on
8. location h. cost
9. practical i. title
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Your answer
1. 2. 3.
4. 5. 6.
7. 8. 9.
Can you find any other synonyms of words and phrases 1-9?
Why do you think we need to pay attention to synonyms when doing listening exercises?
5. Listen to a part of the conversation between the student and the receptionist and
complete the sentences. Write NO MORE THAN TWO WORDS AND/OR A
NUMBER for each answer.
1. The title of the course the student wants to do is _________

2. The course starts at_______ a.m.
3. It lasts for a period of _______ hours in total.
4. The course aims to teach people how to use different_______
5. Part of the course is held at a nearby____________.
6. The total cost of the course is______
II. CLASSIFICATION QUESTIONS
6. Listen to two friends discussing food shopping. Match the names of the shops (1-3)
with the different types of food, A-D.
Types of food
1. Arcadia A. vegetables
2. Best Buy B. meat
3. Hampton’s C. fruit
D. sweets
Your answers
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1. 2. 3.
Which options didn’t match any of the shops?
7. You will hear a radio program in which two people are discussing the different
restaurants in a town.
Look at the names of restaurants (1-3) and the list of types of restaurant. Match each
restaurant with the correct type, A-G.
Types of restaurant
1. Adam's A. vegetarian
2. The Duke B. steakhouse
3. The Tower C. seafood
D. Italian
E. international
F. French
G. fast food
8. Look at the Listening script of the radio program in Exercise 7 and find words that
mean the following:
Synonyms in the recording
1. crowded
2. delicious
3. cheap
4. smart
5. inexpensive
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9. Listen to a famous TV chef talking about different countries and their cuisines.
Match the statements with the correct country, A-C.
A .China B. Japan C. Korea

Statements:
1. They use chopsticks made of several different materials.
2. You can find a lot of different types of regional cooking here.
3. This place is famous for hot, peppery food.
4. In this country people use recipes that came from
different countries.
5 This country is well known for its grilled meat.
Exam tips
#1: You may get hints about the words and information in the blank by identifying key words.
#2: You need to pay attention to the maximum/minimum number of words in each blank.
#3: You need to listen to some paraphrased words to identify the answer in both sentence
completion and classification questions
#4: Read the instruction carefully because:
You may not need to use all the options in classification questions if there are more options
than questions
You may need to use some options more than once in classification questions if there are
more questions than options.
HOMEWORK LISTENING
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1. Listen and complete questions 1-6. Write ONE WORD for each answer.
1. Joe’s low ___________ doesn’t allow him to buy many electrical goods.
2. He’s often influenced by his ___________________ when he buys electronic items.
3. Advertisements featuring somebody ____________________ sometimes help him decide
which product to buy.
4. Joe prefers to get new products from ____________________.
5. He doesn’t like waiting for a long time after ________________ something.
6. He finds it hard to resist buying electronic products if they are new and ______.
2. You are going to hear a student talking to her tutor about an essay she has written
on controlling the weather. Listen to a part of the conversation and answer questions
1-5.
Write the correct letter, A-C, next to Questions 1-5. You can use any letter more than
once.
What common does the tutor make you each part of the student’s essay?
Essay parts
1. The introduction____________
2. The description of problems caused by the weather.________________
3. The section on weather-control programmes.___________________
4. The description of cloud seeding._____________________
5. The conclusion________________
Comments
A. It is not well organized.
B. It contains information that is not, or may not be, correct.
C. It contains information that is not relevant.
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3. Which advantage is mentioned for each of the following restaurants?
Choose SIX answers from the box and write the correct letter, A-H next to questions
1-6
Advantages
A. the decoration
B. easy parking
C. entertainment
D. excellent service
E. good value
F. good views
G. quiet location
H. wide menu
1. Merrivales __________
2. The Lobster Pot __________
3. Elliots __________
4. The Cabin __________
5. The Olive Tree __________
6. The Old School Restaurant __________
LESSON 2 - READING
I. MULTIPLE-CHOICE QUESTIONS
I.1. FINDING THE ANSWER
1. Spend ONE minute quickly reading the text and answer this question.
Does the text express a positive or negative view of globalization in education?
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2. Quickly find which paragraph (A-F) you need to read to answer these questions.
1. Blended learning means
A continuing to learn throughout your life.
B studying online or via email.
C. mixing traditional and modern methods.
D learning in a classroom.
2. All of these are advantages of globalized education except:

A. Students in developing countries can get better jobs.
B. Students can get a degree at a cheaper price.
C. Universities benefit from international students.
D. The elite get most of the opportunities.
In multiple-choice questions, you have to choose the correct answer from four options: A,
B, C, D.
In the test, you will not have time to read the whole passage in detail. You need to quickly
find the part of the text that contains the answer.
First, skim the text (read it very quickly) so you know what it is about.
Next, look at the main part of the questions (NOT the options A, B, C, D) and decide which
words will help you find the answer. These are the 'key' words.
Then, read the text again quickly. This time you are only looking for the key words or
words which mean the same. That is the part of the text where the answer is.
Do you need to read the whole paragraph to find the answers? Choose the correct
answers and explain your choices to your partner.
GLOBALIZATION OF EDUCATION AND THE WORKPLACE
A. Globalisation has affected most aspects of our lives. One area which has changed
is education. More and more people move to different countries for their studies.
At the same time, more people stay at home and study by distance learning. It is
now easy to learn without attending a college or university, or attending less
often. 'Blended learning' means studying partly in a traditional way in the
classroom and partly online or via email. These changes also mean that there is
now more interest in 'lifelong learning', the idea that we go on learning
throughout our working lives and even into retirement. It is easy to attend
'webinars' or online seminars without being away from our offices. Many adults
25
go back to college later in life because it is so easy to get a qualification without
giving up work or disrupting family life.
B. Different countries have benefitted from the globalisation of education in
different ways. Many British, Australian and American universities run their
degree programmes in countries throughout Asia, and many students, parents
and employers feel this is a valuable opportunity. Students can get an
internationally recognised degree at a much cheaper price than going abroad and
so can improve their chances of getting a good job. At the same time, those in
the countries providing world- class degrees also benefit. They have greater
access to ideas and knowledge from all over the world and having international
students enriches their universities.
C. However, it is not good news for everyone in some developing countries. It is
usually the elite - or the richest people in the large cities -who have access to
international education. Many people in rural areas have not even had a primary
education. Also, those areas usually do not have reliable internet connections
and most people do not own a computer. It will take a bit more time for
international opportunities to reach everyone in developing countries.
D. One concern people have about globalisation is that it can start to mean
'westernisation'. In other words, local knowledge can be lost and money seen
as more important than culture. Education should treat every culture with
respect; it should not be just learning about the West, but should include
different ways of teaching and approaches from around the world. The aim is
to enrich and share; the flow of ideas and information should go from East to
West as well as from West to East.
E. Educational institutions have changed their focus due to globalisation. There
are so many benefits of having overseas students that universities are
competing for them, using strategies from the world of business. For example,
they visit Education Fairs all over the world and spend time and money
creating publicity material and advertisements. There is also more emphasis
on the student experience. There is more focus on customer care, especially
helping international students to settle in, improve their English and
understand the academic culture of the host country.
F. There are many advantages to the globalisation of education and the
workplace. More people get benefits that were only available to those in the
developed countries before. There is more understanding between different
nations as people learn about each other's cultures. However, it is important
to make sure the benefits reach everyone and don't leave many citizens of the
developing world behind.
26
I.2. LOOKING FOR WORDS WITH SIMILAR MEANINGS
3. If you see these words (1-7) in a question, what words might you expect to find in the
text? Choose a word or phrase from the box below.
1 abroad 5 make better

2 benefits 6 useful
3 disturbing 7 workplaces
4 going to
attendin
advantages g distance learning overseas
globalisation enrich lifelong learning offices
disrupting valuable westernisation
Exam tip:
Sometimes the words in the text are the same as the key words in the question, for example
the technical term 'blended learning'.
Sometimes the words in the text are different to the key words, but they mean something
similar.
When you are looking for the key words in the text, it is important to look for words, or
groups of words, that mean the same. We call these 'paraphrases'.
I.3. IDENTIFYING THE MAIN IDEA
4. Which FOUR sentences represent the main ideas of the passage?
1. There are both advantages and disadvantages to the globalisation of education.

2 Many people study after retirement.
3. It is important that globalisation should not be westernisation.
4. Universities have had to become more business-focused.
5. University fees rose dramatically in the UK in 2012.
6. Many poorer people in developing countries do not benefit from globalisation.
7. Most lecturers work part-time.
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Where in the paragraph can the main ideas be found?
Exam tip:
Read the first paragraph and the first sentence of every other paragraph, as this is
where the main ideas can usually be found.
I.4. MULTIPLE-CHOICE QUESTIONS: ANOTHER WAY TO DO THEM
5. Write your own answers to these questions.

1.Who benefits from globalised education in developing countries?
2. What is the meaning of 'westernisation'?
3. How has the focus of educational institutions changed?
6. Look at the options and find the one closest to your answer.
1. Who benefits from globalised education in developing countries?
A. almost everyone in those countries
B. mainly well-off people in big towns
C. only those in developed countries
D. only those who own a computer
2. What is the meaning of 'westernisation'?
A. learning only about the West
B. learning local knowledge
C. not learning about culture
D. treating culture with respect
3. How has the focus of educational institutions changed?
A. They have become poor value for money.
B. Staff are not committed to their students.
C. They are focused on attracting students.
D. They only want foreign students.
Then read the passage again and answer the questions. Was it helpful to try to answer
the question yourself first?
Exam tip:
There is another way to do multiple-choice questions.
Identify the key words (the most important words) in the question.
Find the part of the passage that gives the answer.
Try to answer the question yourself.
Look at the options and find the one that matches your
answer
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II. MATCHING QUESTIONS
II.1. LOCATING INFORMATION IN A TEXT
7. What foods are typical of your country? Share it with your friends.
8. Read the text in ONE minute. Then cover it and tell your partner what you can
remember.
A. CHARLES
You would think that eating with your fingers would be easy. In the US, there are only certain
things you can eat with your fingers, like burgers, for example, and that's easy enough. When
I went to South India, though, I realised that it is a whole new skill to learn to eat rice and
curry with your fingers. You have to mix the curries together and with the rice and form a
'ball'. Dool* is particularly helpful as a kind of glue. You use your fingertips, never the palm
of your hand, and use your thumb to pop it into your mouth. I thought I knew where my
mouth was, but my first few attempts were a disaster. There was food everywhere!
*Dool is a lentil curry widely eaten in the Indian subcontinent
B. ALFREDO
For me, when I travel, the 'fast food' culture always shocks me. I can't believe there are people
in the world who live on 'junk food' like burgers and just grab a sandwich for lunch. Back
home, food is very important to us. We cook fresh food for lunch and dinner and sit down
and eat as a family at least once a day, twice at weekends. A lot of people grow their own
vegetables and keep chickens. Food is part of your identity, so what are you saying about
yourself when you eat some rubbish which contains chemicals and goodness knows what
else? The worst thing I have seen on my travels is a baby being given a fizzy drink in a bottle.
That really shocked me!
C. QIUANG SHI
I enjoy trying food from different countries, but what interests me more is the culture and
habits surrounding food and eating. In China, when we go to a restaurant with colleagues,
when we are offered something, we say 'No thanks', even though we want it, because the
person will definitely repeat the offer. In other countries, though, 'no' means 'no', so if you
are just trying to be polite and don't take it the first time, you will end up with nothing. To
me, it feels wrong to take something the first time it is offered, so it took me a while to get
used to that when I travel abroad.
D. PAULINE
Being a vegetarian is so easy here in the UK that we forget that not everyone in the world
understands vegetarianism. For vegans the situation is even more difficult. Probably the best
place I've been to is India, as everything is divided into 'veg' or 'non veg' so you know exactly
what you're getting. In many countries, they don't even realise that there is a concept of not
eating meat for ethical reasons. In many parts of the world, meat equates to prosperity, so
29
the idea of going out for a meal and not having meat is alien to them. I have traveled to places
where, as a vegetarian, all I have been able to eat is salad, fruit and chips. I'm glad to get
home where we have special vegetarian products.
E. AILEEN
I think breakfast is the meal where food culture shock really hits you. In Australia, there are
certain foods you eat for breakfast and certain foods you don't. We usually eat cereal or toast,
maybe yogurt and fruit. We would never eat chicken or vegetables. But when I travelled in
Asia, I realised that in many places, there is no difference between breakfast and dinner: rice,
curry, noodles, soup, steamed vegetables and fish all appeared at breakfast. Even though I
love all those things, I just can't face them at breakfast!
9. Quickly find the following information in the text.
1. a food that can be used as a 'glue' _______

2. a meat not usually eaten for breakfast In Australia _______
3. a country where 'no' doesn't always mean 'no' ________
4. an example of a 'junk food' _______
5. a country which is easy for vegetarians ________
6. a food eaten with fingers in the US _______
10. Match questions 1-6 with the evidence a-f.

Who
1. realised that some people eat the same dishes for different meals?
2. dislikes the takeaway culture?
3. discusses travelling for people on a special diet?
4. talks about what is considered polite in different cultures?
5. found it difficult to learn a new way of eating?
6. talks about producing your own food?
a. ... we forget that not everyone in the world understands vegetarianism.

b. I thought I knew where my mouth was, but my first few attempts were a disaster. There
was food everywhere!
c. A lot of people grow their own vegetables and keep chickens.
d. I can't believe there are people in the world who live on 'junk food'
e. In China, when we are offered something, we say 'No thanks' ... In other countries, though,
'no' means no'
f. But when I travelled in Asia, I realised that in many places, there is no difference between
breakfast and dinner
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LESSON 2 - READING
HOMEWORK
1. Read the text on work-based learning and answer the questions that follow.
EDUCATION AND THE WORKPLACE IN THE UK.
A. There has been a trend towards creating a closer connection between

education/training and the workplace. This is because many employers felt that
school leavers were not prepared well enough and didn't have the skills they would
need to do well at work. Having a dose relationship between training and work is
not new: apprenticeships were a common way of learning in the past. Young people
learnt by working with an expert, but this was most common in trades such as
builders or electricians. The trend now is for a closer connection between education
and the workplace at all levels and in many different types of job.
B. In 1944, the UK government created a new system of education. Education was
divided into three parts. Children who passed an exam at 11 went to grammar
schools. Pupils who didn't do well in the exam went to 'secondary modern' schools
or technical schools. At technical schools they studied work-based subjects. In
practice, however, only 0.5% of pupils went to technical schools, and this system
divided students at a very young age into academic and non- academic. The system
did not produce good results, and changed to a more equal system in the 1970s.
C. In the 1980s the British government introduced NVQs or National Vocational
Qualifications so that young people could get certificates to show their practical
skills. It helps employers understand what workers can do. In 1994, the government
started a programme which aimed to provide 'quality training on a work -based
(educational) route'. These 'modern apprenticeships' are available at three different
levels.
D. At the higher levels of education, too, there has been more emphasis on work-based
learning, which links academic study closely to practical experience. At degree
level, companies have linked with universities to create specialised qualifications,
such as the BA in Distribution run between Middlesex University and Asda
Supermarket. Such partnerships also exist at Masters and even doctorate level.
E. The development of technology has helped work-based learning to develop.
Blended learning means part of the course can be delivered online, so people don't
have to miss work to go to classes. Older or recently retired employees have been
given the opportunity to develop new skills as tutors, mentors and coaches for the
work-based part of these courses. This kind of work-based training was common in
fields such as nursing and teaching, but has now spread to careers which were
traditionally not closely linked to education.
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F. There are some challenges involved in work-based learning. Some lecturers might
find it difficult to teach students with a lot of work experience. It may also be
difficult to find teachers who can teach in different places and at different times.
However, it is a positive trend as there are more ways to learn and people can study
at different stages of their lives.
1. Apprenticeships
A. are a new way of learning.
B. were common in the past.
C. only existed in the past.
D. did not help people do well at work.
2. The education system introduced in 1944
A. only affected 0.5% of students.
B. taught only technical subjects.
C. was not a great success.
D. was for academically gifted students.
3. Blending learning
A. mainly benefits older or retired people.
B. involves mainly face to face classes.
C. is mainly for teaching and nursing.
D. is convenient for working people.
4. The challenges of work-based learning include
A. practical issues like when classes are held.
B. students who are not very experienced.
C. more types of learning are acceptable.
D. older people can’t use computers well.
2.
a. Read the article about Food TV. Which paragraphs contain the following
information? Write the correct letter, A-F.
You may use any letter more than once.
1. The cooking show that affects people most.
2. A TV chef who was first famous as an author.
3. The number of food shows on TV.
4. The role of cookery shows for enjoyment rather than learning
5.Why children should be taught to cook at school
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6. Research about the amount of time people cook
7. Examples of famous cookery partners
b. Look at the following descriptions (1-7) and the list of famous chefs. Match each
description with the correct chef, A-F.
You may use any letter more than once
A. Mary Berry 1. Changed the style of cooking on
some of their programmes
B. Jamie Oliver 2. One of the first TV chefs

C. The Hairy Bikers 3. Helped to get children eating
healthy food
D. Gordon Ramsay 4. The kinder of two judges

E. Julia Child 5. Cooked food that was not very
good for you
F. Two Fat Ladies 6. Is very rude to the kitchen
workers
7. Showed people that cooking
foreign dishes need not be difficult
FOOD TV: Education or entertainment?
A. Shows about cookery have become more and more popular all over the world. But
what are the reasons for this, and does it make us cook more7 In the UK, BBC
viewers complained to the programme Points of View that there were too many
cookery shows on TV. In one week, the BBC showed 21 hours of cookery. When
shows on other channels were included, this came to an amazing 434.5 hours of
food TV.
B. In the past, TV cookery shows were there to teach people how to cook. One of the
first famous TV cooks, Julia Child, was American. She began her career as a cook
when, in 1948, she moved to Paris and learnt to cook sophisticated French cuisine
because her husband loved good food. On her return home, she published a
collection of French recipes made simple, for ordinary American housewives to
use, which her humour and strong personality soon won her great fame.
C. Nowadays TV chefs are famous for all sorts of different reasons. Gordon Ramsay,
for example, is an interesting TV chef. He is famous for having a bad temper and
using foul language. In his TV show, Hell's Kitchen, he shouts at his staff when
they make mistakes because he wants all the food at his restaurants to be perfect.
He has many restaurants in different countries. Jamie Oliver isa good-looking,
working-class boy who made healthy eating fashionable. He believes children
should eat healthy food and he worked with the government to make school meals
healthier. His style of cooking is quick, easy and fun.
33
D. There are some famous pairs of TV cooks as well. The Hairy Bikers are a pair of
chefs who have beards and ride motorbikes. They travel around to different places
and cook there. They were both fat but then did a series of shows on how to cook
diet food and both lost weight. Another famous pair was the Two Fat Ladies. They
cooked unhealthy food using lots of fat and they didn't care about healthy eating.
They also rode a motorbike.
E. The introduction of a competitive element to many cookery shows reminds us that
food TV is more entertainment than education these days. Many of us love shows
like Masterchef, where a contestant is eliminated on every show. The personalities
of both the contestants and the judges are far more important than the cookery. In
a popular competitive show called The Great British Bake-Off, there was a ‘nice
judge’, Mary Berry, and a ‘nasty judge’, Paul Hollywood.
I. MULTIPLE CHOICE QUESTIONS
1. Read the question and match the underlined words with paraphrases 1-3
What kind of T-shirts does the man sell most of?

Paraphrases
A. T-shirts with a picture on them 1. nothing on them
B. T-shirts with words on them 2. writing on them
C. Plain T-shirts 3. photograph on them
Now listen and choose the correct answer.
2. Look at the MCQ below and three ways of expressing the same question.
Why can’t John go on the boat trip?

= Why isn’t it possible for John to go on the cruise?
= Why can’t John go sailing?
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= Why isn’t it possible for John to take part in the boat trip?
Think of another way of expressing each answer option A-C
A. He doesn't feel well .
B. He has booked theatre tickets.
C. He is scared of the water.
Now listen and choose the correct answer.
3. Listen and answer the questions about John and Sam’s holiday. Before you listen,
try to think of different expressions of questions and options.
1. Where does Sam recommend going for dinner?

A. Joe’s Café
B. The Captain’s Table
C. Mangan’s
2. Who is going to reserve the table?

A. John
B. Sam
C. The hotel receptionist
4. Listen and choose the correct letter, A, B or C.
1. The Shopping Tour bus is outside _____

A. the theatre.
B. the train station.
C. some cafes.
2. Nowadays the theatre is popular because of _____
A. its modern architecture.
B. its music performances.
35
C. the famous actors that appear here.
3 .The shopping tour will begin at _____
A. 9.10.
B. 9.30.
C. 9.45.
4. What can people buy in the MarketPlace today?
A. souvenirs
B. fruit and vegetables
C. clothes
5. The main purpose of the visit to the Regional Food Centre is_____
A. to have a meal.
B. to buy local fruit juices.
C. to taste cheeses from the region.
6. At the Fashion Fair, how will people on the tour know which building the footwear is in?
A. It is a red building.
B. It has a green roof.
C. It has blue doors
II. MAP LABELLING QUESTIONS
5. Each picture illustrates a word or phrase used to give directions. Match the pictures
with the words in the box.
behind go past go straight ahead/ straight on turn left

in front of next to opposite turn right
36
Use the words in the box to describe the way from your house to the nearby local shop.
37
6. What does the map show?
Match the places that appear on the map (the words in the box) with the pictures.
bridge crossroads
park traffic lights
pond roundabout
river zebra crossing
7. Look at the map and find Tanya's house. Then listen to the phone message. Tanya
has offered to give Melissa a lift to a concert. Listen to Melissa giving Tanya directions
to her house and label the map. Write the correct letter, A-K, next to questions 1 and
2.
Then listen again and find Melissa's house. Write the correct letter, A-K, next to
question 3.
38
1. Main Street ____ 2. Silver Street_______ 3. Melissa's house _____
8. Now listen to Melissa's second message. She wants Tanya to pick up another friend,
Sarah, on the way. Listen and label the map. Write the correct letter, A-K, next to
questions 4-6.
4. New Road ______ 5. Sarah's house______ 6. Oak Avenue____
9. Listen to Tanya's message to another friend, arranging to meet before the concert.
Listen to Tanya's description and label the map. Choose the correct letter A-H and
write the answers next to questions 1-4.
A. art gallery E. restaurants 1. ___________

B. cinema F. exhibition center 2.____________
C. live music g. Arena 3. _____________
D. car park h. shopping center. 4. _____________
39
10. Listen to the manager giving a tour of the activity camp to a group of teenagers.
Label the map with which activity they can do in each place. Use no more than TWO
WORDS.
1.______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
6. ______________________
7. ______________________
Exam tips:
#1: In MCQs, be aware of distractors – think you the whole meaning of the sentences you
hear. Don’t choose an option just because you hear words from it on the recording
#2: Once you have understood the map, you are in a much better position to complete the
listening task. Note that the questions are in the order in which you will hear the answers on
the recording.
40
HOMEWORK LISTENING
1.
a. How do you get to room F from the main hall? Complete these directions with words
from the box. There is one word you do not need, and there is one word you will need
to use twice.
end first follow leave left
pass right second turn opposite
1.________________ the main hall by the door 2.____________________ reception and

3._____________ left. 4._______________________ the corridor until you
__________________ Room J, and turn __________________. At the
7.___________________ of the corridor, turn 8.___________________. Room F is through
the 9.___________________ door on your 10._________
b. Now listen and label the map. Write the correct letter, A-K, next to question 1-5.
1. Administration office _____________
2. Café _____________
3. Student common room _____________
4. Lockers _____________
5. Library _____________
41
2. You will hear someone giving a talk about plans for a new forest centre.
Label the map. Choose the correct letter A-M and write the answers next to questions
1-8.
Pine Woods Center

1. tickets on sale here _____
2. picnic field _____
3. barbecue area _____
4. Tree Tops Challenge _____
5. playground for young children _____
6. indoor play area _____
7. sheep _____
8. goats _____
42
3. You are going to hear a reviewer talking about a film. Listen and choose the correct
answer A-C.
1. What Happens in the Night is based on

A. a story the director was told.
B. the directors’ childhood.
C. a comic book.
2. The reviewer thinks What Happens in the Night is
A. the best horror film this year.
B. visually stunning.
C. difficult to understand.
3. In real life, the stars of Happy as Larry
A. didn’t get on
B. fell in love.
C. are best friends.
4. The reviewer recommends you watch Happy as Larry if
A. you are a woman.
B. you like romantic films.
C. you liked Sonya’s other films.
LESSON 3 - READING
I. LEAD IN
1. Which of these activities can you do at a shopping mall?
check your
buy clothes buy or rent an apartment health
go climbing go in a hot air balloon go to the beach �
have an
have a snack have a beauty treatment expensive meal
see plants and
see a film see an art exhibition trees
43
Quickly look through the following passage. Which of the above activities are
mentioned?
THE FUTURE OF MALLS
A. Shopping malls have never been just about shopping. They began in the United
States after the Second World War and, for the young, they were always a place to
'hang out' and be seen. However, the world has moved on, and just providing shops
and a food court is no longer enough to keep malls alive. Malls became less popular
at the start of the 21st century, mainly because of online shopping. There is even a
website, deadmalls.com, which shows the end of many US malls. Malls need to
change to survive. So what will the mall of the future look like?
B. Malls are already becoming bigger and better all over the world. Asia and not the
US is now the 'mall capital' of the world and is home to the five largest malls in the
world. China is home to the two largest. Some malls in the Middle East and East
Asia are starting to specialise. It is predicted that this will happen more and more
in the future. Some matis will only sell electrical items, for example, or only fashion
for young people. Some malls will only include expensive shops or cheap shops, as
already happens in Bangkok and Singapore.
C. Malls are becoming 'the new downtown', with cinemas, bowling alleys, climbing
walls and even concert halls. Xanadu, a mall 30 km from Madrid, is a recreation
centre for a family day out as well as a shopping centre, with ski slopes, minigolf,
go-karts, balloon rides, bowling and billiards. We have always been able to grab a
burger at the mall, but in the future we are going to see 'fine dining' too, with more
expensive restaurants based at malls, as well as spas, fitness centres and art
galleries. There are also going to be more apartments and office space so that more
people can live, work, shop and be entertained in one location.
D. Mat! owners are going to need to think of new ideas to remain in business. One
growing trend is the seasonal changes in the mall. It began with having Santa Claus
in December, but now there are 'pop-ups' - temporary shops, stalls and kiosks - for
other seasons and events. Brent Cross in North London has an 'urban beach' in
summer, and its main lobby has different promotions and events every week, from
bungee jumping for kids to free health checks.
E. So, we have looked at the facilities matis will need to offer. Malts will need to
consider the environment too. There will be more open-air malts and more natural
features. Mall designers will have to make sure people can get there by public
transport. They will also need to use more natural sources of heat and light. We will
see more plants, trees, grass and even waterfalls at our local malls in the future.
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F. The future of malls looks exciting: there will be 'virtual malts' and technology will
be used within malts to help us shop, find bargains and even park our car. With all
these creative innovations, the malt will go from strength to strength
II. MATCHING HEADINGS

Matching headings tests your ability to summarise and understand the main idea of a
paragraph. You are given a list of headings (more than the number of paragraphs) and you
must choose a suitable heading for each paragraph.
To match headings, you need to be able to find the main idea of a paragraph. You can
usually find one sentence that sums up the main idea. This is the topic sentence
II.1. TOPIC SENTENCES, MAIN AND SUPPORTING IDEAS
2. The topic sentence in paragraph B is Malls are already becoming bigger and better all
over the world. Write two pieces of evidence from paragraph B which support the topic
sentence.
- Supporting evidence 1: ___________________________________________________

3. Below is one supporting idea for each of paragraphs C, D and E. Add the topic
sentence and one more one supporting idea for each paragraph. Write the supporting
ideas in your own words.
a. Paragraph C:
- Topic sentence: ____________________________________________________
- Supporting evidence 1: Xanadu ... is a recreation centre for a family day out as well as a
shopping center.
b. Paragraph D:
- Topic sentence: ____________________________________________________
- Supporting evidence 1: Brent Cross ... has different promotions and events every week
c. Paragraph E:
- Topic sentence: ____________________________________________________
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- Supporting evidence 1: There will be more open-air malls and more natural features.
II.2.PARAPHRASE
In a 'matching headings' task, the headings you have to match will be a paraphrase of
the main idea of the paragraph. Don't expect the same words to be used in the headings
and the passage. The headings may contain synonyms (words which mean the same)
and antonyms (words which mean the opposite) or they may use paraphrase (phrases
which have a similar meaning to words in the passage).
4. In the box below, there are some heading options for paragraphs B-E.
i Innovate and stay alive
ii Fast food paradise
iii Expanding and improving
iv Malls and the natural world
v A new city centre
Match the words and phrases 1-6 (from those headings in the box) with the words and
phrases a-f (from the topic sentences of paragraphs B-E).
1. innovate a. becoming bigger
2. stay alive b. environment

3. expanding c. think of new ideas
4. improving d. downtown
5. natural world e. remain in business
6. city centre f. becoming better
Choose a heading from exercise 6 for paragraphs B to E. Write the correct number i-v
in the gaps.
Paragraph B __ Paragraph C __
Paragraph D __ Paragraph E __
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5. Match the sports 1-9 with the descriptions a-l in the box. Each sport matches several
descriptions
1 hockey 4 football 7 table tennis

2 tennis 5 rugby 8 martial arts
3 volleyball 6 baseball 9 basketball
a. It's a team sport. e. You hit the ball over a net. i. It's played with a ball.
b. You score goals. f. You hit the ball with a bat. j .You tackle other players.
c. There's a goalkeeper. g. You can play singles or k. You use a racket.
d. You earn coloured belts. doubles. l. You play on grass.
h. You mustn't run with the
ball.
III. TRUE/FALSE/NOT GIVEN QUESTIONS

In this type of task you have to say if a statement is True (it agrees with the information in
the passage), False (it does not agree with the information in the passage -it says the
opposite, or something different) or whether the information in the statement is Not Given
in the passage (there is nothing in the passage to indicate if it is true or false). You must
give your answer only according to what is in the passage -you must not use your own
knowledge about the topic.
The questions are in the same order as the information in the text.
UNUSUAL SPORTS
A. Do you ever get bored with the same old sports? If you're tired of tennis, fed
up with football or bored of basketball, don't worry. There are plenty of new
and unusual sports out there for you to try. Many of these are a mix of existing
sports, sometimes with a local element added. Bossaball, for example, is a
mix of football and volleyball, played on an inflatable pitch with a trampoline
in the middle. To make it more exciting, it also has elements of Brazilian
martial arts!
B. If you are very good at horse riding, you could try the national sport of
Afghanistan, buzkashi. Many versions have been played in the Central Asian
region for hundreds of years. The game involves players on horseback trying
to get hold of a dead goat. The Afghan Buzkashi Federation wants the game
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to spread throughout the world and has finally written down the rules because
they hope to get Olympic status for the sport
C. A sport that is more likely to become famous is kabaddi. It is popular in India
and other parts of South Asia. It is similar in some ways to the game called
'tag' or 'it' which school children play. One person is 'it' and has to catch the
others. In kabaddi, a 'raider' from one team tries to tag a player from the other
team and then return to their own half of the field without getting caught. In
some versions of the game, the raider must chant the word 'kabaddi' as he
returns to his place. Kabaddi is good fun, good exercise and doesn't need any
equipment. It is played at the Asian Games.
D. There is an unusual sport which describes itself as a 'classic mix of brains and
brawn'. The game, called 'chess boxing', involves a round of chess and then a
round of boxing, then another of chess, and so on. There is one minute between
rounds. The first chess boxing world championship took place in 2003 in
Amsterdam and was won by a Dutchman, lepe Rubingh. Since then, it has
become more popular, particularly in Germany, the UK, India and Russia. It
is a difficult sport, as players need to be very good· at two very different
activities and be able to switch quickly between the two.
E. Finally, an unusual sport that will be familiar to most of us is roshambo, which
began in China about 2000 years ago and spread gradually to the rest of the
world. Played by young and old, in the UK it is known as 'rock-paper-
scissors'. It is surprising that it is called a sport and taken so seriously: there's
a World Rock Paper Scissors Society and a league which holds championships
every year. So, whatever kinds of sport you like, there is something new and
interesting for you to try.
6. Quickly scan the text to find the paragraph which contains information about these
sports as quickly as you can.
1. a sport which is trying to get into the Olympic games
2. a sport which has been played for more than a thousand years and is based on an
activity most of us know
3. a sport influenced by two very popular sports
4. a sport which may involve repeating a word
5. a sport which involves two activities which are very unlike each other
7. The following questions relate to the sections you just found. Decide if they are True
or False.
1. Players of chess boxing only need to reach a high level in one of the activities.
2. Buzkashi got written rules long after the game first started.
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3. Roshambo can be played by anyone, even children and the elderly.
4. Bossaball is played on grass.
5. It could be quite expensive to play kabaddi.
8. Does this statement agree with the information in the passage? Write
True, False or Not Given.
Kabaddi is only played by men.
Hint: You ONLY need to read the paragraph about kabaddi, which is paragraph C. You
will already know from your initial skim reading that information about kabaddi is not
found anywhere else in the text.
9. Read only the relevant paragraphs. Is this information True (write T) or Not Given
(write NG)?
1. Bossaball is only played in Brazil.
2. Buzkashi is sometimes played with a sheep instead of a goat.
3. There are different versions of the game kabaddi.
4. Chess boxing is played in several different countries.
5. The Roshambo world champion is from China.
Exam tips:
- When answering True/False/Not Given questions, you must scan the text to find the
information as quickly as possible, as you also need time to read a few sentences in
detail
- Don't waste time going through the whole passage to find the information. Not Given
answers will relate to one part of the text. Once you have read the relevant part in detail,
if you can't find the information, choose Not Given.
10. Answer True, False or Not Given to these questions about the text.
1. People play bossaball on a soft surface.
2. Buzkashj is an Olympic sport.
3. Kabaddi is often played in schools.
4. lepe Rubingh invented chess boxing.
5. lepe Rubingh is from Germany.
6. People consider roshambo a serious sport.
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LESSON 3 - READING
HOMEWORK
1. Which paragraph in the passage Markets around the world contains information on
the following? Write the correct letter, A-G.
1. markets put on at a particular time of year
2. markets where anyone can sell anything
3. markets selling things to eat
4. advice for people who want to dress differently from others
5. examples of markets outside Europe
The reading passage has seven paragraphs, A-G. Choose the correct heading for
paragraphs B-F from the list of headings (i-vii} below. Write the correct number, i-vii.
There are two headings you won't need.
LIST OF HEADINGS
i. Local art and craft work to take home
ii. Inexpensive things to eat straight from the countryside
iii. Toys for children of all ages
iv. Invent a new style for yourself at bargain prices
v. London has the best markets
vi. Find gifts for winter celebrations
vii. Sell what you don't need
1. Paragraph B ______
2. Paragraph C______
3. Paragraph D______
4. Paragraph E______
5. Paragraph F______
MARKETS AROUND THE WORLD
A. We have become so used to shopping in big supermarkets and chain stores,

identical in every town, that we have forgotten about one important way to shop -
markets. Markets are found in every country in the world, but wherever you go they
are different and reveal the local culture - and agriculture. From farmers' markets
selling fresh produce to craft and antique markets, they are the best place to find
something unique at a great price.
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B. Food is at its cheapest and freshest in markets. Farmers often sell direct to the
consumer, without all the packaging, shipping and advertising that increases costs
in shops and supermarkets. You can often find unusual products and those that are
not mass-produced. Food markets vary hugely according to where they are in the
world. For example the Kauppatori market in Helsinki, Finland sells moose,
reindeer and bear salami. Wherever you are, food will be locally produced and
reasonably priced.
C. Markets are also good places to buy clothes. Some sell cheap new and second-hand
clothes, while others specialise in vintage or ethically made clothes and original
items. The markets of London are some of the best in the world for those who want
to create a unique look for themselves. Many new designers start with a market
stall, so if you are looking for a totally original item of clothing, you could get
something really special at a bargain price at Brick Lane, Spitalfields or Portobello
Road markets.
D. Another type of market is a flea market. This is a much more informal type of
market, where second-hand products can be sold by anyone. If you have unwanted
items at home, you could take them to a flea market and sell them yourself. There
are also antiques and possibly local crafts at this kind of market. In some parts of
the world there may not even be stalls; rather, vendors lay out their goods on a sheet
on the ground. In other parts of the world, flea markets have developed into car
boot sales, where people sell their unwanted items from their cars.
E. In some places, markets are directed at visitors and tend to sell handicrafts typical
of the region. For many tourists, a visit to a nearby market to buy souvenirs is an
important part of their holiday. Guadalajara in Mexico has a huge range of
traditional textiles, glassware, ceramics and art works and Seoul in Korea has some
wonderful original designs of all kinds of products at affordable prices. Countries
in the Middle East usually have beautiful hand-made rugs and carpets, and Indian
markets sell colourful handloom fabrics and beautiful silk scarves.
F. In Europe, Christmas is the time when seasonal markets are held to sell decorations
and gifts for the festive season. One of the most famous of these is held in
Wenceslas Square in Prague in the Czech Republic. The market is made up of
colourfully decorated wooden huts selling traditional handicrafts, embroidered
lace, wooden toys, scented candles, Christmas tree ornaments, and puppets and
dolls beautifully dressed in traditional costumes. This looks very pretty, especially
in the snow.
G. So, wherever you are in the world and whatever you are looking for, there is a
market for you. You can get all kinds of unusual things at great prices.
PARKOUR
A. Parkour was developed in France in the 1980s by Raymond Belle and later by his
son David Belle and his friends. It is based on military obstacle course training.
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The aim is to get from one point to another in any way you can, and express
yourself while doing so. There are no limits on how you move in parkour: running,
climbing, swinging, jumping, rolling and any other types of movement are
possible. Parkour is more of a philosophy or set of ideas than a sport. It is a new
way of seeing the environment and finding ways to go over, under, around, across
or through obstacles.
B. Parkour can be done alone or in groups. The most famous group of traceurs (people
who do parkour) were the Yamakasi, a group made up of David Belle and his
friends and cousins. They formed in the late 1980s and became popular during the
1990s and 2000s after appearing in several films, documentaries and
advertisements. In the Yamakasi, there were strict rules. Members had to arrive on
time and they were not allowed to complain or make excuses. They valued humility,
so they were not allowed to show off or compete with other members. Parkour is a
'state of mind'. It is about getting over mental as well as physical barriers. It teaches
people to touch the world and interact with it. It is about understanding what it
means to be human. The organisation Parkour.net believes that parkour can never
be a competitive sport. It is an art and is concerned with self-development. They
say you can't ask, 'Who is the best at parkour?' Raymond Belle's advice is: 'If two
roads open up before you, always take the more difficult one. Because you know
you can travel the easy one.'
C. There are some gyms and camps where you can practise and learn parkour.
However, many traceurs do not like the idea of special places for their activity.
The idea behind parkour is to adapt to any environment and be creative about
how you get through it. It is about freedom and self- expression. The founder
of parkour refused to teach people how to do moves or get over obstacles. The
whole point is to learn your own technique and way of moving. So the idea of
having classes or a limited space to practise in conflicts with the values of
parkour.
D. Parkour is also known as freerunning. Sometimes, freerunning refers to
another form of parkour developed by Sebastien Foucan, which has more
focus on the individual. The term freerunning came out of the film Jump
London (2003). It told the story of three French traceurs practicing parkour
around the famous monuments of London. Freeruning was the English
translation of parkour. There are more similarities than differences between
two activities, and the Parkour UK website uses the two terms to refer to the
same activity.
Do the following statements agree with the information in the text?

Write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
52
1. You have to use a limited number of moves in parkour.
2. Parkour is mainly done in the countryside.
3. Parkour began in the twentieth century.
4. The Yamakasi did not allow latecomers.
5. When doing parkour, Raymond Belle recommends that you always choose the easy route.
6. There are many gyms in France where you can do parkour.
7. The founder of parkour was a very good teacher of parkour.
8. Freerunning and parkour are similar.
I. FLOW-CHART COMPLETION
1. Look at the flow charts A and B below and read the information in Texts 1 and 2.
Match A and B with 1 and 2.
Text 1 – Chart _________

If you want to come on this French exchange trip then you will not to complete the
admission form. If you aren't a member of the French exchange club, you will need to
become a member of the club at the same time as completing the admission form. After
you have completed the form, you will need to pay the visit deposit. This is £45. After you
53
have done this, we will send you a letter confirming your place.
Text 2 – Chart _________

To enter the five-a-sided football tournament, you firstly need to make sure you have a
team of seven (five to play and two substitutes) and then elect a captain for your team. Fill
in an application from the sports club and list your team name, members and caption on
the form. Then, pay the £10 entrance fee. We will then send you the times and dates you
will play at. When you receive these, you will need to call and confirm with our club
secretary that you can attend all the dates. Once you have done this, we will also send you
an invitation to the tournament opening event, which will take place in our club house the
evening before the first match.
2. Read the opinions below on being famous and complete these tasks:
• Underline the key words in each sentence.

• Read the word before and after the gap.
• Make a note of the possible grammatical forms of the missing word, i.e. adjective, noun,
verb, etc.
• Try to guess the missing word, or some possible words.
A: I wouldn't like to be famous. I would hate people to 1.___________me all the time. You
would always be followed by 2.___________ and have a private life. Being followed on a
good day, when you've been to the hairdresser and are wearing your best jeans, is perhaps
3.__________ , but can you imagine how it would make you feel on a bad day?
B: I would love to be famous. I would adore all the 4_________ and the
special treatment. Everywhere I went, people would know my name and I wouldn't need to
5.__________any more. The best part, though, would be meeting other famous people. I can
imagine that would be so 6.________. They would come to my 7.___________ yacht and I
would 8.______ their mansions.
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3. Listen and fill in the gaps in Exercise 2.
4. Read the flow-chart. What do you know about a camcorder?
Getting the best from your camcorder

Most camcorders can perform all necessary tasks using automatic functions.
But for a more professional result, you must also learn how to use the 1.__________
controls.
The Focus function on the camera is very 2._____________. You need to turn the focus
ring one way or the other, depending on whether the object you want to film is
3.__________ or further away.
The Iris is an adjustable opening (aperture) which controls the amount of

4._____________coming through the lens (the exposure). As you open the iris, more
light comes in and the picture appears 5. ______________.
Finally, the Zoom is a very 6._____________ manual function and therefore often over-
used. This feature moves your shot closer or further away from the subject. For
7.___________ zooms a tripod is recommended.
Look at the options in the box. Discuss with a partner which are possible for each gap.
A. bigger B. brighter C. closer D. important E. light
55
F. long G. manual H. popular I. short J. useful
Now you will hear a talk on how to get the best from your camcorder. Choose SEVEN
answers from the list and write the correct letter, A-J, next to questions 1-7 in the
chart.
5. Read the flow-chart below. Before you listen, make your predictions of the answer.
Complete the flow-chart below. Write NO MORE THAN TWO WORDS for each answer.
How to become famous

Find something you like doing and 1._________ at becoming the best
in that particular skill.
Study 2. __________and try to learn as much as possible.
Create 3. _________________and market yourself. You need to be able to sell yourself.

Social media is a great way to do this these days.
Don't worry if sometimes you 4._____________ You can learn from

the experience.
Now listen and complete the flow-chart.
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II. NOTE COMPLETION
6. Complete the notes with the information in the sentences. Write NO MORE THAN
TWO WORDS AND/OR A NUMBER.
a. Students may borrow up to eight books from the library at any one time.
b. The lecture on molecular biology has moved room from 102 to room 105.
c. There are a limited number of university tours taking place this week so make sure you
book your place as soon as possible to avoid disappointment. You can book in person
through the Students’ Union office or by telephoning Student Services.
d. Feedback on your essay will be given by your personal tutor during the tutorial times. If
you cannot attend the tutorial time, please speak to the administrator in the faculty office to
arrange a more convenient time.
● Library book limit: 1._____________________

● Room change for 2._____________________: Lecture room 105
● University tour booking procedures: Call Students’ Service or book at the Students’
Union office 3._____________________
● Essay feedback from: 4._____________________
7. Match the headings 1-5 with the questions a-e.
1. Country of original a. What does it eat?
2. Dangers b. Where does it come from?
3. Diet c. Where does it live?
4. Habitat d. What does it look like?
5. Physical description e. What threats does it face?
Which topic do you think about when seeing those headings?

Discuss some detailed examples of each heading with your friends.
57
8. Look at five gaps 1-5 in the notes about the mountain gorilla. Decide the kind of word
you have to listen for. Match gaps 1-5 with a-e below.
1.______ a. a color
2.______ b. something gorillas need to eat or drink
3.______ c. something bad for gorilla
4.______ d. a name
5.______ e. the name of a place
9. Look at the signposting phrases 1-6 below. They signal different kinds of
information. Match them with the meanings a-e. One meaning can be used twice.
1. So, now I’m going to talk a little about……

2. Let’s have a look at two reasons why…….
3. So, I’ll move on to talk about……
58
4. Firstly…….Secondly…..
5. I’d like to conclude by talking about…….
6. In other words………
a The speaker is going to talk about a new topic and this will be the last thing he/she talks
about (might be the last heading on the Notes).
b The speaker is going to talk about a new topic - which might be a new heading on the
Notes.
c The speaker is going to say the same thing using different words.
d The _speaker is going to give two reasons - listen carefully for both.
e Here is the first (reason) ... and here is the second (reason).
Now listen to a talk about mountain gorillas and tick the signposting phrases you can
hear.
59
10. Listen again and complete the notes. Write NO MORE THAN TWO WORDS for
each answer.
11. Complete the notes below. Write ONE WORD AND/OR A NUMBER for each
answer.
Exam tips:
#1: Notes are different from full sentences. In notes, one or more parts of a sentence are not
always needed. You will not need to paraphrase the words to complete the notes.
60
#2: Headings and surrounding words give you hints of the information
#3: Signposting words help you to follow the talk.
HOMEWORK LISTENING
1. Complete the flow-chart below.

Choose SIX answers from the box and write the correct letter, A-I, next to questions 1-
6.
A. actors
B. furniture
C. background noise
D. costumes
E. local council
F. equipment
G. shooting schedule
H. understudies
I. shop owners
Visit location and discuss 1.___________________
Contact the 2.______________ about roadworks
Plan the 3.____________________
Hold auditions and recheck availability of the 4.______________
61
Choose the 5.___________ from the volunteers
Rehearse
Collect 6_________ and organize food and transport
2.You will hear a lecture on how to make a short film. Complete the flow-chart below.
Write NO MORE THAN TWO WORDS for each answer.
Making a short film

When deciding which type of film to make, use the 1.__________________________
you have among you.
Make the plot of your film 2. __________________________.
Have a 3. __________________________ with you at all the time.
Write the screenplay: a description of the scene, the location, the actors’ words, the 4.
__________________________ and directions for the actors about what they should do.
Prepare a storyboard. This is a bit like a 5. __________________________.
Choose a director. He or she is in control of the 6. __________________________

elements of the film.
Cast your film. One way to find actors might be to 7. __________________________.
62
Exercise 3. Listen and complete the notes below. Write ONE WORD AND/OR A
THE AMERICAN BULLFROG

Origin
● East United States
● was introduced into the UK at the beginning of 1.________________century
Physical description
● female weighs up to 2. ________________ grams
● has a green and brown body
● has a flat 3. ________________
● male frog has a 4. ________________ coloured throat.
Reasons for unpopularity
● breeds rapidly, so numbers are increasing
● eats the food of native British frogs – insects, fish, birds and animals including 5.
________________ and also eats the frogs themselves!
● carries a disease that can kill other frogs
● financial cost – a total of £ 6. ________________ already spent on research into
American bullfrogs.
63
LESSON 4 - READING
I. LEAD IN
OUR FRIENDS AND PROTECTORS
A. When asked their favourite animals, many people answer 'dolphins'. They are
known as friendly, intelligent creatures that have a special relationship with
humans. For example, dolphins can tell when a woman is pregnant. They can also
tell when someone is in trouble. No one is really sure why this is the case. Experts
think they may understand that humans are similar to them and try to protect them
from predators and other dangers. Dolphins' protection of humans might not be just
automatic or instinctive: they may actively decide to help in certain situations.
B. There are many stories about dolphins protecting humans from sharks. Wildlife
filmmaker Hardy Jones was filming a group of dolphins, when a large shark swam
towards him ready to attack. Four dolphins came to his rescue and drove the shark
away. Perhaps they could tell he was a person who cared very much about dolphins.
In fact, Jones was a well-known campaigner against the killing of dolphins. In
another incident, in 2004, in New Zealand, four people were saved from a great
white shark by a pod of dolphins. The dolphins herded the swimmers into a group
and formed a protective ring around them. As they had not yet seen the shark, one
of them tried to swim away. He couldn't get away, because every time he tried, he
was pushed back inside the ring by the dolphins.
C. Dolphins don't only save humans from sharks, but protect them in other situations
too. A scuba diver was hit by a boat near the Channel Islands (between England
and France) in 2006. The man was unconscious, but survived 56 hours in the water,
watched over by a pod of about 150 dolphins. In 2014, dolphins again came to the
help of a human. Joey Trevino was losing hope. He had been in the sea for 24 hours
after his boat sank in the Gulf of Mexico. He felt he couldn't keep going any more.
A friendly dolphin approached him and gently pushed him, as if to say 'don't give
up'. That moral support and encouragement may have saved Trevino's life.
D. Dolphins have also been known to help other species. In New Zealand, two pygmy
sperm whales were in difficulty next to a sand bank. People were trying their best
to get them back out to sea, but the whales couldn't find their way past the sand
bank. After several hours of failed attempts, they were ready to give up. Along
came 'Moko', a bottlenose dolphin, who seemed to communicate with the whales
and led them to a channel which took them back to the ocean.
E. Whales have also been known to protect both humans and other mammals. In
California, in 2012, a BBC Planet Earth film crew filmed a group of humpback
whales who were protecting migrating grey whales from attacks by orcas (killer
whales) over a period of at least seven hours. In China, Yang Yun applied for a job
training whales at Polar Land in the city of Harbin. For the 'interview' she had to
dive down as far as possible in the seven-metre deep pool. When she was about five
64
metres down, Yang Yun found she couldn't move her legs due to the freezing
temperatures. Two beluga whales, Mila and Nicola, sensed that she was in trouble.
Mila gripped Yang Yun's leg in her mouth and pushed Yun to the surface, saving
her life.
F. Stories of marine mammals helping humans - and each other - date back to Ancient
Greece. Although we may never be sure why they help us, many people feel that it
is a good reason for us to do whatever we can to protect them.
1. Do the two underlined words in each sentence have a similar meaning or the opposite
meaning? Use a dictionary if necessary.
1. A predator catches and eats its prey.
2. A group of dolphins is called a pod.
3. Environmentalists work for the conservation and protection of the planet.
4. Only a few baby turtles survived; all the others died.
5. Mothers have an automatic desire to protect their babies; keeping them safe is instinctive
behaviour.
2. Skim read the text in ONE minute and check your answers to exercise 1.
II. NOTE AND SUMMARY COMPLETION

3. Look at the gapped sentence and read paragraph F.
Stories of whales and dolphins assisting people were first heard of in _______
a. Find in paragraph F the paraphrases of the above underlined phrases.

b. What type of information can be filled in the gap?
c. Fill in the gap with a suitable answer
.
Strategies for note and summary completion.

● Read the instructions carefully. Check how many words you can use. Do the
words need to come from the passage or from a box of words that you are
given?
● Read the notes/summary carefully.
● Think of similar words to the key words in the notes/summary.
● Decide what kind of word is needed in the gap. Use clues like prepositions (in,
from) and articles (a, an, the).
● Find the relevant part of the passage. Look out for the similar words you noted
earlier.
● Find a word or words that seem to fit.
65
● Read the notes/summary carefully with your words added.
● Make sure that the completed notes/summary match(es) the meaning of the
passage and that your words match the grammar of the sentences.
4. Read paragraph B in detail. Then match the words and phrases 1-5 from paragraph
B with words and phrases a-e which have similar meanings.
1. filming a. saved the life of

2. came to his rescue b. famous
3. well-known c. videoing
4. against the killing of d. group (of dolphins)
5. pod e. for the protection of
5. Complete the notes below. Write NO MORE THAN TWO WORDS from the
passage.
A pod of dolphins saved the life of a man called l. _____________, while he was videoing
them.
The man was a famous 2.___________________for the protection of dolphins.
Which paragraph did you need to read in detail to complete the notes above? Did you
need to read the whole paragraph?
6. Complete the notes below. Write NO MORE THAN THREE WORDS from the
passage.
Orcas were trying to catch and hurt a group of 1. _________________________ who were
travelling from one place to another. The migrating whales were helped by 2.
_________________________ . The whole incident lasted more than
3._________________________.Beluga whales helped a diver who couldn't get to the
surface. Because of the icy waters she was unable to 4. _________________________. One
of the whales saved her life by taking hold of her 5. _____________________ and giving
her a push upwards.
Which paragraph did you need to read?
7. You read this passage last week. What do you remember about it? Share with your
friends.
PARKOUR
A. Parkour was developed in France in the 1980s by Raymond Belle and later by his
son David Belle and his friends. It is based on military obstacle course training.
The aim is to get from one point to another in any way you can, and express
yourself while doing so. There are no limits on how you move in parkour: running,
climbing, swinging, jumping, rolling and any other types of movement are
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possible. Parkour is more of a philosophy or set of ideas than a sport. It is a new
way of seeing the environment and finding ways to go over, under, around, across
or through obstacles.
B. Parkour can be done alone or in groups. The most famous group of traceurs (people
who do parkour) were the Yamakasi, a group made up of David Belle and his
friends and cousins. They formed in the late 1980s and became popular during the
1990s and 2000s after appearing in several films, documentaries and
advertisements. In Yamakasi, there were strict rules. Members had to arrive on time
and they were not allowed to complain or make excuses. They valued humility, so
they were not allowed to show off or compete with other members. Parkour is a
'state of mind'. It is about getting over mental as well as physical barriers. It teaches
people to touch the world and interact with it. It is about understanding what it
means to be human. The organisation Parkour.net believes that parkour can never
be a competitive sport. It is an art and is concerned with self-development. They
say you can't ask, 'Who is the best at parkour?' Raymond Belle's advice is: 'If two
roads open up before you, always take the more difficult one. Because you know
you can travel the easy one.'
C. There are some gyms and camps where you can practise and learn parkour.
However, many traceurs do not like the idea of special places for their activity.
The idea behind parkour is to adapt to any environment and be creative about
how you get through it. It is about freedom and self- expression. The founder
of parkour refused to teach people how to do moves or get over obstacles. The
whole point is to learn your own technique and way of moving. So the idea of
having classes or a limited space to practise in conflicts with the values of
parkour.
D. Parkour is also known as freerunning. Sometimes, freerunning refers to
another form of parkour developed by Sebastien Foucan, which has more
focus on the individual. The term freerunning came out of the film Jump
London (2003). It told the story of three French traceurs practicing parkour
around the famous monuments of London. Freerunning was the English
translation of parkour. There are more similarities than differences between
two activities, and the Parkour UK website uses the two terms to refer to the
same activity.
8. Use the strategies you have learnt and complete the summary of the passage Parkour
using the list of words A-M below.
Parkour is an activity that involves 1. _________ in many different ways through different
environments. People who practise parkour are called 2. _________ . They believe that
parkour is not a sport and can never be part of a 3. _________ . The values of parkour are
adaptability, 4. _________ and freedom. Parkour should not be taught because it is about
discovering your own way of moving and overcoming 5. _________. Although there are
gyms and other places where you can learn and practise parkour, many feel that this 6.
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_________ with the values of the discipline. Freerunning is a type of parkour. However, it
is more about 7. __________ development than parkour, which is often, but not always, done
as 1part of a group.
A. agrees B. barriers C. competition D. conflicts

E. creativity F. latecomers G. move H. moving
I. personal J. respect K. team L. tournaments M. traceurs
LESSON 4 - READING
HOMEWORK
1.
THE MODERN ZOO

The first zoo is believed to have been in Egypt in around 3500 BC. Early collections of
animals on display often belonged to royalty. King Henry I of England had lions, leopards
and camels. He had received them as gifts. Until the late twentieth century, the main
purpose of zoos was for entertainment. They existed to give people the chance to see
animals they could not see in the wild. In 1959, famous wildlife expert Gerald Durrell
opened the first zoo which put conservation of animals first.
Nowadays zoos' aims are: conservation, education, entertainment, in that order. Modern
zoos try to get a balance between providing safe, comfortable homes for the animals and
opportunities for visitors to see animals in natural surroundings. Zoos now share their
knowledge and support each other. The World Association for Zoos and Aquariums
(WAZA) works to educate people about animal welfare and conservation. It also helps to
coordinate breeding programmes.
From the 1990s, zoos began to see their main role as saving the most threatened species.
Each zoo focuses on a small number of species. The Siberian tiger and the orangutan are
two species that have been saved through breeding programmes run by zoos. For example,
in 2005 there were between 331 and 393 Siberian tigers in the Russian Far East. By 2015,
there were 562. The tigers were helped to breed under the Species Survival Plan of the
Association of Zoos and Aquariums (AZA). Often the aim is to reintroduce endangered
species into their natural habitats. In Indonesia, Borneo Orangutan Rescue teaches
orangutans how to live in the wild. When they are ready, they are taken to protected forests
to live naturally.
Now that we have a better understanding of animals, zoos try to recreate natural habitats
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of animals as accurately as possible. For example, polar bears live in a plain, white open
space. Zoos try to provide 'enrichment' for the animals to improve their wellbeing. This
includes climbing frames, feeding puzzles, unusual objects and different types of food. It
allows animals to behave in a normal way, such as scratching, climbing, digging and
solving problems. Another type of enrichment is mixing up types of animal that would
naturally mix in the wild. Colchester Zoo in England has a 'kingdom of the wild' paddock
where several species live together. They have found positive changes to the behaviour of
these animals as a result.
Different types of technology are used to help create natural environments for animals. In
Indianapolis Zoo, in the United States, for example, there is a 'functional forest' called the
Hutan Trail, a series of towers and cables 20 metres above the ground. This allows the
orangutans to swing around the zoo as they would swing around the forest in their native
Indonesia. The cables are strong enough to give them a safe and comfortable trip around
the zoo. They have access to three oases, where they can go when they want to be apart
from the group.
Likewise, technology has been used to engage the public more with the animals. In many
zoos there are webcams in some enclosures so visitors can keep up with their favourite
animals between visits to the zoo.
Zoos have moved on over the last few decades. They now play an important role in
protecting animals and in making people more aware of the importance of animals.Zoos
have made people aware that animals should not be over-hunted and that they play an
important role in the ecology of the planet and in helping to maintain the balance of nature.
Questions 1-6. Complete the notes below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.
Before the 1990s, zoos existed mainly for 1. ____________

The first zoo to focus on protecting animals was started by 2. ____________
Since the 1990s, a number of zoos have introduced programmes which aim to breed
threatened animals and return them to their 3. ____________. But first the animals have to
learn how to survive in the 4. ____________
Zoos offer animals 5. ____________ by making it challenging for them to find their food,
providing them with climbing equipment, and even mixing them with other species.
6 _______ enable the public to view zoo animals from their homes.
Questions 7-11. Complete each sentence with the correct ending, A-H.
7. The first zoo

8. The World Association for Zoos and Aquariums (WAZA)
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9. Borneo Orangutan Rescue
10. Colchester Zoo
11. Indianapolis Zoo
A. has created an environment that copies the animals' natural habitat.
B. was started by Gerald Durrell.
C. has webcams in all the enclosures.
D. prepares one species to return to their own environment.
E. does not always separate different types of animal.
F. is part of the AZA.
G. is involved in teaching about how to better care for animals and protect them and in
helping zoos work together.
H. was a private collection of animals.
2. Read the complete description of a solar still and label the diagram.
Write NO MORE THAN TWO WORDS for each gap 1-4.
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 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.
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I. REVIEW AND PRACTICE EXERCISES
1. Work in groups. Make a table or a mind map summarizing all the Listening question
types you learnt in the last 4 weeks. You can follow this table.
Question type/Example Requirement Exam tips/Notes
2. Listen to a part of the information announcement and choose the best answer for
questions 1-5.
1. How long will it take to get to Paris?

A. about one hour
B. about three hours
C. about four hours
2. What should passengers do with their passports?
A. leave them with their steward
B. lock them away
C. carry them at all times
3. When should passengers be in the restaurant car for dinner?
A. 7.45 p.m
B. 8.00 p.m
C. 8.15 p.m
4. What will the passengers do when the train gets to the Italian border?
A. change trains
B. go on a tour
C. have lunch in a local café
5. What should passengers not do?
A. eat their own food on the train
B. open their cabin window
C. leave the train before it gets to Italy
3. You are going to hear two young people discussing what there is for university
students to do in their town. Listen and write the names of the places 1-5 in the map
below.
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Your answers
1._____________________________ 4._____________________________
2._____________________________ 5._____________________________
3._____________________________
4. Listen to the conversation and answer questions 1-4

What do these experts say makes people happy?
Choose FOUR answers from the box and write the correct letter, A-F, next to
questions 1-4.
Experts
1. Richard Tunney _____________________
2. Martin Seligman _____________________
What makes people happy
A. having an achievable ambition
B. being on holiday
C. helping other people
D. making new friends
E. planning a trip
F. having a social life
3. George Vaillant _____________________
4. Melanie Hodgson _____________________
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5. Complete the sentences below
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
1. Make sure you get on _____________________________ at the beginning and end
of the trip.
2. Go to the ____________________ if you get separated from the guide.
3. The ______________________ card entitles you to a discount on food and drink in
the palace.
4. Get permission from the locals before taking their _____________________.
5. Local pol will accept _______________________ less than the price they have asked
for souvenirs.
6. Avoid _______________________ the statue of King Hupugarta.
II. A PRACTICE TEST
6.
Questions 1-5
Complete the notes below.
Write NO MORE THAN ONE WORD for each answer.
New Apartment
Example Answer
Landlady's Name: Mary Jones
General
• partly furnished
• no 1.________________ are allowed
Kitchen
• nice and big
• there is a new 2. ________________
Lounge
● some 3. ________________will be built soon
Bedroom
• good clothes storage
• need to bring a 4. ________________
Bathroom
• only a shower
• the water is heated by 5. ________________
Questions 6-10
Complete the form below.
Write ONE WORD AND/OR A NUMBER for each answer.
Tenancy Form
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Tenant details
• Full name: Andrew 6. ________________
• Best contact: 7. andrewl 71 @ ________________com
• Driver’s licence: 8. ________________
Tenancy details
• Moving-in date: 9. ________________
• Rent per week: $315
• Bond paid: 10 $. ________________
7.
Questions 11-15
Choose the correct letter, A, B, or C.
11 What is new about the Writer’s Festival this year?
A more international guests
B extra time for questions
C additional locations for events
12 Tickets for the Wearable Art even
A are selling out quickly.
B have been reduced in price.
C must be booked in advance.
13 Ocean Times at Bright’s Beach is
A a sporting competition for adults.
B an educational event for all ages.
C a play day for young children.
14 People going to Artscape Exhibition
A should wear appropriate clothing.
B must keep to the proper path.
C need to arrive at a certain time.
15 Tours of the Civil Theatre
A do not happen often.
B have never happened before.
C may happen more regularly in future.
Questions 16-20
What comment does the speaker make about each of the following events? Write
the correct letter, A, B or C, next to questions 16-20.
Comments
A the location has changed
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B transport will be a problem
C the event might be crowded
16 Night Market ____

17 Buskers Festival ____
18 Stand Up for Kids____
19 Sunday Unplugged ____
20 Ignite Dance Finals
8.
Questions 21-22
Choose TWO letters, A-E.
What TWO problems do the students identify with ‘learning videos’?
A. Babies lose interest too quickly.
B. Babies need to explore things.
C. Babies want to be with other babies.
D. Babies’ eyes may be damaged.
E. Babies should have contact with adults.
Questions 23-24
Choose TWO letters. A-E.
When discussing the ‘present research’, Maia is surprised that
A. ordinary people have altered their habits.
B. the findings are very detailed.
C. most babies behave the same way.
D. boys and girls like different toys.
E. the methodology has been criticised.
Questions 25-26
What impresses the students about the bilingual experiment in Spain?
A. the long-term effects of the lessons
B. the large number of research subjects
C. the fact that the children enjoyed themselves
D. the fact that teachers had the same training
E. the response of schools to the findings
Questions 27-30
What comment does the speaker make about each of the following events? Write
the correct letter, A, B or C, next to questions 16-20.
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Findings
A Babies understand cause and effect.
B Babies like physical exercise.
C Babies like their actions to be copied.
D Babies are excited by surprises.
E Babies recognise basic grammar.
F Babies like to help other people.
Research studies
27 Dr Pritchard’s study ______
28 The three-year-olds study ______
29 Professor Michel son’s study ______
30 The United States study ______
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LESSON 5
LISTENING
HOMEWORK LISTENING
SECTION 1. Questions 1-10

Questions 1-4. Complete the form below
Write NO MORE THAN THREE WORDS or A NUMBER for each answer.
Conference Registration Form
Name: Melanie 1._____________________________________Ms____

Address: 2. Room _________ at ___________________________ Newton
Faculty: 3. ____________________________________
Student No: 4. ____________________________________
Questions 5-10. Circle the correct letters A-C
5. Registration for:
A.. Half day
B. Full day
C. Full conference
6. Accommodation required:
A. Share room/share bathroom
B. Own room/share bathroom
C. Own room with bathroom
7. Meals required:
A. Breakfast
B. Lunch
C. Dinner
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8. Friday SIGs:
A. Computers in Education
B. Teaching Reading
C. The Gifted Child
9. Saturday SIGs:
A. Cultural Differences
B. Music in the Curriculum
C. Gender Issues
10. Method of payment:
A. Credit card
B. Cheque
C. cash
SECTION 2. Question 11-20

Complete the table below.
WRITE NO MORE THAN THREE WORDS for each answer.
Geographical
Name of
Location Features Other information
Beach
1km from Bandela

11______________ Surrounded by
Safe for children/ non-
Bandela _ 12.________________
swimmers
________________ ___________________
_
Area around beach is

Can hire 14.__________ and
Da Portata East corner of island 13.________________
____________________
___________________
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Check
Just past ‘Tip of 15.________________ 16.__________________
San Gett
Clan’ beach on island. ________________________
__ on beach in rough water
Surrounded by
17.______________
Blanaka 18.________________ Can go caving and diving
corner.
___________________
Need to walk over Need to take some

Dissident Close to Blanaka 19.________________ 20.__________________
___________________ and __________________

Write NO MORE THAN THREE WORDS or A NUMBER for each answer.
Procedure for Bookshops

● Keep database of course/college details.
● In May, request 21.____________________________ from lecture.
● Categorise book as
– essential reading
22. ____________________________ reading
- background reading
When ordering, refer to last year’s 23. ____________________________
- type of course
- students’ 24.____________________________
- own judgement
Procedure for Publishers

● Send 25.____________________________ to course providers
● Use websites
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● Compose personal 26.____________________________ to academic staffs
● Send 27.____________________________ to bookstores
Students
Main objective is to find books that are good 28.____________________________
Also look for books that are 29._________________________and
30.__________________________
Question 31. Circle the correct letters A-C

31. At the start of her talk, Rebecca points out that new graduates can find it hard to
A. get the right work
B. take sufficient breaks
C. motivate themselves
Question 32-33. Circle TWO letters A-E

Which TWO of the following does Rebecca say worry new artists?
A. earning enough money
B. moving to a new environment
C. competing with other artists
D. having their work criticized
E. getting their portfolios ready
Question 34-35. Circle the correct letters A-C
34. Rebecca decided to become an illustrator because it

A. afforded her greater objectivity as an artist.
B. offered her greater freedom of expression.
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C. allowed her to get her work publish.
35. When she had developed a portfolio of illustrations, Rebecca found publishers
A. more receptive to her work.
B. equally cautious about her work.
C. uninterested in her work.
Question 36 – 40. Complete the notes below.

Write NO MORE THAN THREE WORDS for each answer.
Suggestions for Developing a Portfolio

Get some artwork printed in magazines by entering
36._______________________________.
Also you can 37._____________________ and ___________________ mock up book
pages.
Make an effort to use a variety of artistic 38.__________________________
Aim for recognition by dividing work into distinct 39.____________________________
Possibly use 40._________________________________________________
READING
LESSON 5: REVIEW
READING PASSAGE 1
Why do people collect things?
People from almost every culture love collecting things. They might collect stamps,
books, cards, priceless paintings or worthless ticket stubs to old sports games. Their
collection might hang on the walls of a mansion or be stored in a box under the bed. So
what is it that drives people to collect? Psychologist Dr Maria Richter argues that urge to
collect is a basic human characteristic. According to her, in the very first years of life we
form emotional connections with lifeless objects such as soft toys. And these positive
81
relationships are the starting point for our fascination with collecting objects. In fact, the
desire to collect may go back further still. Scientists suggest that for some ancient humans
living hundreds of thousands of years ago, collecting may have had a serious purpose.
Only by collecting sufficient food supplies to last though freezing winters or dry summers
could our ancestors stay alive until the weather improved.
It turns out that even collecting for pleasure has a very long history. In 1925, the
archeologist Leonard Woolley was working at a site in the historic Babylonian city of Ur.
Woolley had traveled to the region intending only to excavate the site of a palace. Instead,
to his astonishment, he dug up artefacts, which appeared to belong to a 2,500- year-old
museum. Among the objects was part of a statue and a piece of a local building. And
accompanying some of the artefacts were descriptions like modern-day labels. These texts
appeared in three languages and were carved into pieces of clay. It seems likely that this
early private collection of objects was created by Princess Ennigaldi, the daughter of King
Nabonidus. However, very little else is known about Princess Ennigaldi or what her
motivations were for setting up her collection.
This may have been one of the first large private collections, but it was not the last. Indeed,
the fashion for establishing collections really got started in Europe around 2,000 years
later with so-called 'Cabinets of Curiosities'. These were collections, usually belonging to
wealthy families that were displayed in cabinets or small rooms. Cabinets of Curiosities
typically included fine paintings and drawings, but equal importance was given to exhibits
from the natural world such as animal specimens, shells and plants.
Some significant private collections of this sort date from the fifteenth century. One of the
first belonged to the Medici family. The Medicis became a powerful political family in
Italy and later a royal house, but banking was originally the source of all their wealth. The
family started by collecting coins and valuable gems, then artworks and antiques from
around Europe. In 1570 a secret 'studio' was built inside the Palazzo Medici to house their
growing collection. This exhibition room had solid walls without windows to keep the
valuable collection safe.
In the seventeenth century, another fabulous collection was created by a Danish physician
named Ole Worm. His collection room contained numerous skeletons and specimens, as
well as ancient texts and a laboratory. One of Ole Worm's motivations was to point out when
other researchers had made mistakes, such as the false claim that birds of paradise had no
feet. He also owned a great auk, species of bird that has now become extinct, and the
illustration he produced of it has been of value to later scientists.
The passion for collecting was just as strong in the nineteenth century. Lady Charlotte Guest
spoke at least six languages and became well-known for translating English books into
Welsh. She also travelled widely throughout Europe acquiring old and rare pottery, which
she added to her collection at home in southern England. When Lady Charlotte died in 1895
this collection was given to the Victoria and Albert Museum in London. At around the same
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time in the north of England, a wealthy goldsmith named Joseph Mayer was building up an
enormous collection of artefacts, particularly those dug up from sites in his local area. His
legacy, the Mayer Trust, continues to fund public lectures in accordance with his wishes.
In the twentieth century, the writer Beatrix Potter had a magnificent collection of books,
insects, plants and other botanical specimens. Most of these were donated to London's
Natural History Museum, but Beatrix held on to her cabinets of fossils, which she was
particularly proud of. In the United States, President Franklin D. Roosevelt began his stamp
collection as a child and continued to add to it all his life. The stress associated with being
president was easier to cope with, Roosevelt said, by taking time out to focus on his
collection. By the end of his life this had expanded to include model ships, coins and
artworks.
Most of us will never own collections so large or valuable as these. However, the examples
given here suggest that collecting is a passion that has been shared by countless people over
many centuries.
Question 1-6. Do the following statements agree with the information given in
Reading passage 1?
Write
TRUE If the statement agrees with the information
FALSE If the statement contradicts the information
NOT GIVEN If there is no information on this
1 Dr Maria Richter believes that people become interested in collecting in

early childhood.
2 A form of collecting may have helped some ancient humans to survive
3 Leonard Woolley expected to find the remains of a private collection at Ur.
4 Woolley found writing that identified some of the objects he discovered.
5 Princess Ennigaldi established her collection to show off her wealth.
6 Displaying artworks was the main purpose of Cabinets of Curiosities.
Choose ONE WORD ONLY from the passage for each answer.
Some significant private collections

15,h-17th Centuries
● The Medici family made their money from 7. __________________
● At the Palazzo Medici, there was a hidden ‘studio’ which has no
8.________________________.
● Ole Worm liked to show when other scientists had made mistakes.
● Ole Worm made an important 9.______________ of a bird.
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19th Century
● Lady Charlotte Guest created a collection of 10._______________ which she left
to a museum.
● Joseph Mayer paid for 11._______________ that are still given to the public today.
th
20 Century
● Beatrix Potter did not give away her collection of 12.______________.
● Franklin D. Roosevelt believed collecting helped him deal with the
13._____________________ of his job.
READING PASSAGE 2
Making Documentary Films

A. For much of the twentieth century, documentary films were overshadowed by their
more successful Hollywood counterparts. For a number of reasons, documentaries
were frequently ignored by critics and film studies courses at universities. Firstly, the
very idea of documentary film made some people suspicious. As the critic Dr Helmut
Fischer put it, 'Documentary makers might have ambitions to tell the "truth" and
show only "facts" but there is no such thing as a non-fiction film. That's because, as
soon as you record an incident on camera, you are altering its reality in a fundamental
way*. Secondly, even supporters of documentaries could not agree on a precise
definition, which did little to improve the reputation of the genre. Lastly, there were
also concerns about the ethics of filming subjects without their consent, which is a
necessity in many documentary films.
B. None of this prevented documentaries from being produced, though exactly when
the process started is open to question. It is often claimed that Nanook of the North
was the first documentary. Made by the American filmmaker Robert J. Flaherty in
1922, the film depicts the hard, sometimes heroic lives of native American peoples
in the Canadian Arctic. Nanook of the North is said to have set off a trend that
continued though the 1920s with the films of Dziga Vertov in the Soviet Union and
works by other filmmakers around the world. However, that 1922 starting point has
been disputed by supporters of an earlier date. Among this group is film historian
Anthony Berwick, who argues that the genre can be traced back as early as 1895,
when similar films started to appear, including newsreels, scientific films and
accounts of journeys of exploration.
C. In the years following 1922, one particular style of documentary started to appear.
These films adopted a serious tone while depicting the lives of actual people.
Cameras were mounted on tripods and subjects rehearsed and repeated activities for
the purposes of the film. British filmmaker John Grierson was an important member
of this group. Grierson's career lasted nearly 40 years, beginning with Drifters (1929)
and culminating with I Remember, I Remember (1968). However, by the 1960s
Grierson's style of film was being rejected by the Direct Cinema movement, which
wanted to produce more natural and authentic films: cameras were hand-held; no
84
additional lighting or sound was used; and the subjects did not rehearse. According
to film writer Paula Murphy, the principles and methods of Direct Cinema brought
documentaries to the attention of universities and film historians as never before.
Documentaries started to be recognized as a distinct genre worthy of serious
scholarly analysis
D. Starting in the 1980s, the widespread availability of first video and then digital
cameras transformed filmmaking. The flexibility and low cost of these devices meant
that anyone could now be a filmmaker. Amateurs working from home could compete
with professionals in ways never possible before. The appearance of online film-
sharing platforms in the early 2000s only increased the new possibilities for amateur
documentaries were being made, perhaps the most popular documentary of 2006 was
still the professionally made An Inconvenient Truth. New cameras and digital
platforms revolutionised the making of films. But as critic Maria Fiala has pointed
out, ' The arguments sometimes put forward that these innovations immediately
transformed what the public expected to see in a documentary isn't entirely accurate.'
E. However, a new generation of documentary filmmakers then emerged, and with them
came a new philosophy of the genre. These filmmakers moved away from
highlighting political themes or urgent social issues. Instead the focus moved
inwards, exploring personal lives, relationships and emotions. It could be argued that
Catfish (2010) was a perfect example of this new trend. The film chronicles the
everyday lives and interactions of the social media generation and was both a
commercial and critical success. Filmmaker Josh Camberwell maintains that Catfish
embodies a new realization that documentaries are inherently subjective and that this
should be celebrated. Says Camberwell, 'It is a requirement for documentary makers
to express a particular viewpoint and give personal responses to the material they are
recording.'
F. The popularity and variety of documentaries today is illustrated by the large number
of film festivals focusing on the genre around the world. The biggest of all must be
Hot Docs Festival in Canada, which over the years has showcased hundreds of
documentaries from more than 50 different countries. Even older is the Hamburg
International Short Film Festival. As its name suggests, Hamburg specializes in short
films, but one category takes this to its limits - entries may not exceed three minutes
in duration. The Short and Sweet Festival is a slightly smaller event held in Utah,
USA. The small size of the festival means that for first timers this is the ideal venue
to try to get some recognition for their films. Then there is the Atlanta Shortsfest,
which is a great event for a wide variety of filmmakers. Atlanta welcomes all
established types of documentaries and recognises the growing popularity of
animations, with a category specifically for films of this type. These are just a few of
the scores of film festivals on offer, and there are more being established every year.
All in all, it has never been easier for documentary makers to get their films in front
of an audience.
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Questions 14-19
Reading Passage 2 has six paragraphs, A-F.
Choose the correct heading for each paragraph from the list of headings
below.
List of Headings
A contrast between two historic approaches to documentary filmmaking
Disagreement between two individual documentary makers
A wide range of opportunities to promote documentary filmmaking
A number of criticisms about all documentary filmmaking in the past
One film that represented a fresh approach to documentary filmmaking
Some probable future trends in documentary filmmaking
The debate about the origins of documentary filmmaking
The ability of ordinary people to create documentary films for the first time
14 Paragraph A
15 Paragraph B
16 Paragraph C
17 Paragraph D
18 Paragraph E
19 Paragraph F
Questions 20-23
Look at the statements (Questions 20-23) and the list of people below.
Match each statement with the correct person, A-E.
20 The creation of some new technologies did not change viewers’
attitudes towards documentaries as quickly as is sometimes proposed.
21 One set of beliefs and techniques helped to make documentary
films academically respectable.
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22 The action of putting material on film essentially changes the
nature of the original material.
23 Documentary filmmakers have an obligation to include their own
opinions about and analysis of the real events that they show in their films.
List of People
A Dr Helmut Fischer
B Anthony Berwick
C Paula Murphy
D Maria Fiala
E Josh Camberwell
Questions 24-26. Complete the summary below.
Choose NO MORE THAN TWO WORDS AND A NUMBER from the passage
for each answer.
Film Festivals
There are many festivals for documentary makers. For example, Canada’s Hot
Docs festival has screened documentaries from more than 50 countries.
Meanwhile, the Hamburg Short Film Festival lives up to its name by accepting
films no more than 24.___________long in one of its categories. The Short and
Sweet Film Festival is especially good for documentary makers who are 25
.________________. And the Atlanta Shortsfest accepts numerous forms
of documentaries including 26_______________which are becoming
more common.
READING PASSAGE 3
Jellyfish: A Remarkable Marine Life Form
When viewed in the wild, jellyfish are perhaps the most graceful and vividly coloured
of all sea creatures. But few people have seen a jellyfish living in its natural habitat.
Instead, they might see a dead and shapeless specimen lying on the beach, or perhaps
receive a painful sting while swimming, so it is inevitable that jellyfish are often
considered ugly and possibly dangerous. This misunderstanding can be partly traced
back to the 20th century, when the use of massive nets and mechanical winches often
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damaged the delicate jellyfish that scientists managed to recover. As a result,
disappointingly little research was carried out into jellyfish, as marine biologists took
the easy option and focused on physically stronger species such as fish, crabs and
shrimp. Fortunately, however, new techniques are now being developed. For example,
scientists have discovered that sound bounces harmlessly off jellyfish, so in the Arctic
and Norway researchers are using sonar to monitor jellyfish beneath the ocean’s
surface. This, together with aeroplane surveys, satellite imagery and underwater
cameras, has provided a wealth of new information in recent years.
Scientists know believe that in shallow water alone there are at least 38 million tonnes
of jellyfish and these creatures inhabit every type of marine habitat, including deep
water. Furthermore, jellyfish were once regarded as relatively solitary, but this is
another area where science has evolved. Dr Karen Hansen was the first to suggest that
jellyfish are in fact the centre of entire ecosystems, as shrimp, lobster, and fish shelter
and feed among their tentacles. This proposition has subsequently been conclusively
proven by independent studies. DNA sequencing and isotope analysis have provided
further insights, including the identification of numerous additional species of jellyfish
unknown to science only a few years ago.
This brings us to the issue of climate change. Research studies around the world have
recorded a massive growth in jellyfish populations in recent years and some scientists
have linked this to climate change. However, while this may be credible, it cannot be
established with certainty as other factors might be involved. Related to this was the
longstanding academic belief that jellyfish had no predators and therefore there was no
natural process to limit their numbers. However, observations made by Paul Dewar and
his team showed that this was incorrect. As a result, the scientific community now
recognises that species including sharks, tuna, swordfish and some salmon all prey on
jellyfish.
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It is still widely assumed that jellyfish are among the simplest life forms, as they
have no brain or central nervous system. While this is true, we now know they
possess senses that allow them to see, feel and interact with their environment on
subtle ways. What is more, analysis of so-called ‘upside-down jellyfish’ shows
that they shut down their bodies and rest in much the same way that humans do
at night, something once widely believed to be impossible for jellyfish.
Furthermore, far from ‘floating’ in the water as they are still sometimes thought
to do, analysis has shown jellyfish to be the most economical swimmers in the
animal kingdom. In short, scientific progress in recent years has shown that many
of our established beliefs about jellyfish were inaccurate.
Jellyfish, though, are not harmless. Their sting can cause a serious allergic
reaction in some people and large outbreaks of them - known as ‘blooms’ - can
damage tourist businesses, break fishing nets, overwhelm fish farms and block
industrial cooling pipes. On the other hand, jellyfish are a source of medical
collagen used in surgery and wound dressings. In addition, a particular protein
taken from jellyfish has been used in over 30,000 scientific studies of serious
diseases such as Alzheimer’s. Thus, our relationship with jellyfish is complex as
there are a range of conflicting factors to consider.
Jellyfish have existed more or less unchanged for at least 500 million years.
Scientists recognise that over the planet’s history there have been three major
extinction events connected with changing environmental conditions. Together,
these destroyed 99% of all life, but jellyfish lived through all three. Research in
the Mediterranean Sea has now shown, remarkably, that in old age and on the
point of death, certain jellyfish are able to revert to an earlier physical state,
leading to the assertion that they are immortal. While this may not technically be
true, it is certainly an extraordinary discovery. What is more, the oceans today
contain 30% more poisonous acid than they did 100 years ago, causing problems
for numerous species, but not jellyfish, which may even thrive in more acidic
waters. Jellyfish throughout their long history have shown themselves to be
remarkably resilient.
Studies of jellyfish in class know as scyphozoa have shown a lifecycle of three

distinct phases. First, thousands of babies known as planulae are released. Then,
after a few days the planulae develop into polyps - stationary lifeforms that feed
off floating particles. Finally, these are transformed into something that looks like
a stack of pancakes, each of which is a tiny jellyfish. It is now understood that all
species of jellyfish go through similarly distinct stages of life. This is further
evidence of just how sophisticated and unusual these life forms are.
Questions 27-32
Do the following statements agree with the claims of the writer in Reading
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Passage 3?
Write
YES If the statement agrees with the claims of the writer

NO If the statement contradicts the claims of the writer
NOT GIVEN If it is impossible to say what the writer thinks about
this
27 It is surprising that many people have negative views of jellyfish.
28 In the 20th century, scientists should have conducted more studies of
jellyfish.
29 Some jellyfish species that used to live in shallow water may be moving
to deep water.
30 Dr Karen Hansen’s views about jellyfish need to be confirmed by
additional research.
31 It is possible to reverse the consequences of climate change.
32 The research findings of Paul Dewar have been accepted by other
academics.
Questions 33-36. Choose the correct letter, A, B, C or D.
33 What is the writer doing in the fourth paragraph?

A. comparing several different types of jellyfish
B. dismissing some common ideas about jellyfish
C. contrasting various early theories about jellyfish
D. rejecting some scientific findings regarding jellyfish
34 What does the writer conclude in the fifth paragraph?
A. Jellyfish have advantages and disadvantages for humans.
B. Humans have had a serious negative impact on jellyfish.
C. Jellyfish will cause problems for humans in the future.
D. Humans and jellyfish are fundamentally similar.
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35 What is the writer’s main point in the sixth paragraph?
A. Jellyfish may once have inhabited dry land.
B. Jellyfish improve the environment they live in.
C. Jellyfish have proved able to survive over time.
D Jellyfish have caused other species to become endangered.
36 The writer refers to the ‘scyphozoa’ in order to
A exemplify the great size of some jellyfish.
B illustrate that jellyfish are biologically complex.
C explain why certain jellyfish may become extinct.
D suggest that scientists still misunderstand jellyfish.
Questions 37-40 Complete each sentence with the correct ending, A-F, below.
37 Researchers working in Norway and the Arctic have shown that

38 The use of DNA sequencing and isotope analysis has proved that
39 Research into ‘upside-down jellyfish’ showed that
40 Following research in the Mediterranean Sea, it has
A. it was wrong to assume that jellyfish do not sleep.

B. certain species of jellyfish have changed their usual diet.
C. jellyfish can be observed and tracked in ways that do not injure them.
D. one particular type of jellyfish may be able to live forever.
E. there are more types of jellyfish than previously realised.
F. some jellyfish are more dangerous to humans than once thought.
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READING
LESSON 5
HOMEWORK
READING PASSAGE 1
New Zealand's early crafts and traditions
The first groups of people to discover New Zealand come from Polynesia.
Exactly when these explorers arrived has often been a matter of debate, but today the
general understanding is that it was during the 13th century that their canoes eventually
landed on New Zealand's shores. In some ways the new country must have seemed like
an ideal place to settle: the land was fertile, and thick forests provided firewood, shelter
and building materials. Still, life would have been challenging for the different
Polynesian tribes, who had to adapt to a new environment. The tribes only began to
refer themselves as Maori, meaning 'ordinary people', when Europeans in search of new
opportunities began arriving in the 18th century. To the Maori, of course, the European
settlers and sailors were not 'ordinary', but very strange.
It was not only a knowledge of canoe-building and navigation that the
Polynesians brought to New Zealand. They were also skilled craftsmen. There is
archaeological evidence that the tools they produced were of high quality and would
have enabled tribes to plant and harvest crops. Craftsmen were also occupied with
making weapons such as knives and axes, which were used for both construction and
fighting. Interestingly, some crafts that had once been popular in Polynesian islands
were no longer done in New Zealand, although researches are unsure why. Pottery is
an example of this, despite that fact the clay needed to make pots and bowls could easily
be found in the country.
The Maori word whakairo can be translated as 'decorative work' - this can
refer to bone, wood and greenstone carving. Although Maori carvers were influenced
by their Polynesian heritage, they developed their own style, including the curved
patterns and spirals inspired by New Zealand plants. The same term can also apply to
weaving; the crafting of, for example, woven baskets and mats all required knowledge
and skill. Carving greenstone, or pounamu as it is called in Maori, was a long process,
requiring great patience. Further, because of this mineral's rarity, any greenstone object,
such as a piece of jewelry or cutting blade, was a prized possession. For that reason, it
was the few people of high status rather than low-ranking members of a tribe who would
possess such objects.
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As New Zealand had no native mammals except for bats, dolphins and whales,
Maori largely had to depend on plants to provide material for their clothing, including
their cloaks. Weavers experimented with the inner bark of the houhere, the lacebark
tree, but found it unsuitable. But the dried-out leaves and fibres of the flax plant
provided a solution. Once a cloak had been woven from flax, it could be decorated.
Borders might be dyed black or red, for example. In the case of superior ones made for
chiefs or the more important members of a tribe, feathers from kiwi, pigeons or other
native birds might be attached. All flax cloaks were rectangular in shape, so had no
sleeves, and neither was a hood a feature of this garment. Short cloaks were fastened
around a person's neck, and came only to the waist. Pins made of bone, wood or
greenstone allowed longer cloaks to be secured at the shoulder; these were a type that
were often used for ceremonial occasions. Of course, the construction of cloaks was
influenced by the plant material available to Maori weavers. This meant that cloaks
were loose-fitting, and while they protected wearers from New Zealand's strong
sunshine, they were not useful during the winter months. A cloak made from fur or
wool could provide insulation from the cold, but not so a cloak made of flax.
The warriors of a tribe required a different kind of cloak to help protect them.
To create these special cloaks, the tough fibres of the mountain cabbage tree were used
instead. It is not clear to researchers what the entire process involved, but they believe
the fibres were left to soak in water over a period of time in order to soften them and
make them easier to weave together. Later, once the whole cloak had been constructed,
it would be dyed black. To do this, Maori weaves covered it in a special kind of mud
they had collected from riverbeds. This was rich in iron due to New Zealand's volcanic
landscape. The particular advantage of these cloaks was that the tough cabbage tree
fibres they were woven from could reduce the impact of spear tips during a fight with
enemy tribes. It is fortunate that some cloaks from the 1800s still survive and can
provide us with further insight into the materials and construction techniques that Maori
craftsmen used.
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Questions 1-6
Do the following statements agree with the information given in Reading Passage
1?
In boxes 1-6 on your answer sheet, write
FALSE If the statement contradicts the information
1 It is now widely thought that humans reached New Zealand in the 13th
century.
2 The first Europeans to come to New Zealand were keen to trade with
Maori.
3 Members of Maori tribes were responsible for either tool- or weapon-
making.
4 A craft that the Maori once practiced in New Zealand was making
pottery.
5 Weaving baskets and mats was seen as a form of decorative.
6 It used to be common for everyone in a Maori tribe to wear greenstone
jewelry.
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Maori cloaks
warrior
flax cloaks
cloaks
methods of Maori made flax cloaks by Weavers had to use 11_____

construction - weaving leaves and fibres - To make cabbage tree fibres less
- sometimes adding 7_____ stiff
to the better cloaks
appearance Mud containing

Flax cloaks were 12 ______ was used to make the cloaks
- rectangular in shape look black
- designed without a 8_____
- tied at either the weather’s
neck or their 9 _____
good/bad Flax cloaks offered no 10 _____ 13 _________
points during winter. could not easily go through the cloaks
tough fibres
Write your answers in boxes 7-13 on your answer sheet.
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READING PASSAGE 2.
Sleep should be prescribed:

what those late nights out could be costing you
Leading neuroscientist Matthew Walker on why sleep deprivation is increasing our risk
of cancer, heart attack and Alzheimer's - and what you can do about it
A. Matthew Walker dreads the question 'What do you do?' On aeroplane it usually
means that while everyone else watches movies, he will find himself giving a
talk for the benefit of passengers and crew alike. To be specific, Walker is the
director of the Center for Human Sleep Science at the University of California.
No wonder people long for his advice. As the line between work and leisure
grows more blurred, rare is the person who doesn't worry about their sleep.
Indeed, it's Walker's conviction that we are in the midst of a 'catastrophic sleep-
loss epidemic'. He has now written Why We Sleep, the idea being that once
people know of the powerful links between sleep loss and poor health, they will
try harder to get the recommended eight hours a night. Sleep deprivation
constitutes anything less than seven. 'No one is doing anything about it but
things have to change. But when did you ever see a National Health Service
poster urging sleep on people? When did a doctor prescribe, not sleeping pills,
but sleep itself? It needs to be prioritized.
B. Why are we so sleep-deprived in this century? In 1942, less than 8% of the
population was trying to survive on six hours or less sleep a night; in 2017,
almost one in two people is. Some reasons are obvious, but Walker believes,
too, that in the developed world sleep is strongly associated with weakness. We
want to seem busy, and one way we express that is proclaiming how little sleep
we're getting. When I give lectures, people wait behind until there is no one
around and then tell me quietly: "I seem to be one of those people who need
eight or nine hours' sleep," It's embarrassing to say it in public.'
C. Walker has found clear evidence that without sleep, there is lower energy and
disease, and with sleep, there is vitality and health. More than 20 studies all
report the same relationship: the shorter your sleep, the shorter your life. For
example, adults aged 45 years or older who sleep less than six hours a night are
200% more like to have a heart attack, as compared with those sleeping seven
or eight. This is because even one night of sleep reduction will affect a person's
heart and significantly increase their blood pressure as a result. Walker also
points out that when your sleep becomes short, you are susceptible to weight
gain. Among the reasons for this are the fact that inadequate sleep increases
levels of the hunger-signalling hormone, ghrelin. 'I'm not going to say that the
obesity crisis is caused by the sleep-loss epidemic alone.' Says Walker.
'However, processed food and sedentary lifestyles do not adequately explain its
rise. It's now clear that sleep is that third ingredient.
D. Sleep also has a power effect on the immune system, which is why, when we
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have flu, our first instinct is to go to bed. If you are tired, you are more likely to
get sick. The well-rested also respond better to the flu vaccine so this is
something people should bear in mind before visiting their doctors. Walker's
book also includes a long section on dreams. Here he details the various ways
in which deep sleep - the part when we begin to dream - to how important deep
sleep is to young children. If they don't get enough, managing aggressive
behavior becomes harder and harder: Does Walker take his own advice when it
comes to sleep? 'Yes. I give myself a non-negotiable eight-hour sleep
opportunity every night, and I keep very regular hours. I take my sleep
incredibly seriously because I have seen the evidence.'
E. Sleep research shows that we sleep in 90-minute cycles, and it's only towards
the end of each that we go into deep sleep. Each cycle comprises of NREM sleep
(non-rapid eye movement sleep), followed by REM [rapid eye movement)
sleep. 'During NREM sleep ... your body settles into this lovely low state of
energy,' Walker explains. 'REM sleep, on the other hand is ... an incredibly
active brain state. Your heart and nervous system go through spurts of activity.'
Because we need four or five of these cycles to stay healthy, it's important for
people to break bad sleep habits. For example, they should not be regularly
working late into the night as this affects cognitive functioning. Depending on
sleep pills is also not a good idea, as it can have a damaging effect on memory.
F. So what can individuals do to ensure they get the right amount of sleep? Firstly,
we could think about getting ready for sleep in the same way prepare for the end
of a workout - say, on a spin bike. 'People use alarms to wake up,' Walker says.
'So why don't we have a bedtime alarm to tell us we've got half an hour, that we
should start cycling down?' Companies should think about rewarding sleep.
Productivity will rise and motivation will be improved. We can also
systematically measure our sleep by using personal tracking devices, Walker
says, and points out that some far-sighted companies in the US already give
employees time off if they get enough it. While some researchers recommend
banning digital devices from the bedroom because of their effect on the sleep-
inducing hormone melatonin, Walker believes that technology will eventually
be an aid to sleep, as it helps us discover more about the way we function.
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Questions 14-18. Reading Passage 2 has six paragraphs, A-F.
Which paragraph contains the following information?
NB You may use any letter more than once.
14 a comparison between two different types of sleep that people

experience
15 an explanation for some people not wanting to admit the amount of sleep
they require
16 examples of different behaviours that have a negative impact on mental
performance
17 a suggestion that medical professionals are not taking the right approach
18 a reference to changing trends in the average amount of sleep people get
Questions 19-22. Complete the sentences below.
19 Over 20 studies have shown a person’s ______________ goes up when

they are sleep deprived..
20 Insufficient sleep is one of the three factors which explain the ________
21 People who are given the _________________ by doctors find it
more effective if they sleep properly.
22 Walker has described how a lack of deep sleep is linked to
_____________
in young children.
Questions 23 and 24. Choose TWO letters, A-E.

The list below mentions some things that individuals can do to ensure they get the right
amount of sleep.
Which TWO of these things are recommended by Matthew Walker?
A. taking a natural product that encourage sleep

B. avoiding looking at brightly lit screens after dark
C. negotiating later start times for work with employers
D. keeping a regular record of hours spent sleeping
E. reducing your activity level at a set time of day
Questions 25 and 26. Choose TWO letters, A-E.

Which TWO of the following statements are true of Matthew Walker?
A He is sometimes reluctant to admit what his profession is.

B He has based his new book on a series of lectures.
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C He has experienced significant improvements in his health.
D He has carried out research into the meaning of dreams.
E He always makes sure he gets enough sleep each night.
READING PASSAGE 3
The future of cities
Professor of Urban Planning Sarah Holmes looks at the challenges of urban living
The World Health Organisation has produced a report predicting that 9.8 billion of us
will be living on this planet by 2050. Of that number, 72% will be living in urban areas
- a higher proportion than ever before. Presented with this information, governments
have a duty to consider how best to meet the needs of city residents, and not just for the
short-term. Certain problems associated with urban living have been highlighted by
research company Richmond-Carver in its latest global survey. At the top of the list
survey respondents' concerns is the fact that competition amongst tenants for rental
properties has driven the median price up - so much so people need to hold down two
or more jobs to meet all their expenses. Another issue the survey highlighted is the
difficulty commuters face. Overcrowding means that seats are often not available on
long journeys, but more significant is that schedules are unreliable. Many studies have
shown the effect that has on a country's productivity. Interestingly, certain problems
seem more common in some cities than others: respondents from increasingly crowded
European cities, including Manchester and Barcelona, commented on how their quality
of life was affected by loud machinery, other people's music and car alarms. Something
the survey failed to ask about was the value people placed on having access to nature
in urban neighborhoods. However, some countries are already moving forward.
Singapore is a prime example; its rooftop gardens make the city a far more desirable
place to live. It is the Singaporean government that is behind this push for sustainable
living. Perhaps some clearer government direction would benefit other cities. Take New
York City, a place where I frequently meet up with other researchers in my field.
Luckily for me, I am driven from the airport to the research centre, so do not need to
navigate the freeways and constant congestion. Admittedly my experience of the urban
lifestyle here is limited to the hotels I stay in, and the blocks within a three-kilometre
walk. But whenever I leave my room in search of an outlet providing fruit or anything
with nutritional value, none can be found. It seems ridiculous that this should be the
case. New York has made great advances in redeveloping its museums and arts centres,
but authorities must recognize that people's basic needs must be met first.
Sometimes these basic needs are misunderstood. In some urban areas, new residential
developments are provided with security features such as massive metal fences and
multiple gates in the belief that these will make residents safer. There is little evidence
such steps make a difference in this way, but we don't know they make residents feel
reluctant to go outside and walk around their neighbourhood. Instead they are more
likely to remain inactive indoors. Grassy
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areas inside fences developments are hardly used by householders and tenants either.
All this adds up to a feeling of being cut off from others.
So where are planners and developers going wrong? Inviting a group of locals to attend
a consultation event is the conventional method for discovering what a community
might want. The issue here is that it often attracts the same few voices with the same
few wishes. But the internet now makes it possible for others to contribute. A
community website can be a place where local people propose ideas for making their
neighbourhood a better place to live. Developers that pay attention to these ideas can
get a clearer picture of the things residents actually want and reduce the risk of throwing
away money on things they don't. An example of a project that truly meets the needs of
residents is Container City - a development in London's Docklands area. Constructed
from metal containers once used to transport cargo on ships, it is a five-storey
architectural masterpiece. The containers have been turned into sunny work studios,
and despite their limited size, some come with a bed, shower and kitchen unit. Smart
planning and skillful construction mean they take up very little room. Furniture and
fittings are made from recycled products. Other countries have their own versions
Container City - Amsterdam and Copenhagen have created container dormitories to
house students - but the Docklands site shows how work and living areas can effectively
be combined. The units are ideal for young entrepreneurs hoping to establish a business
while keeping costs down. Successful development is taking place in many urban areas
around the world, and city planners have a duty to see for themselves the transforming
effect this can have on residents’ lives. There is no better way to do this than to visit
these places in person. These might be neighbourhoods constructed for the first time,
or developers might have transformed what was already there. In either case, the idea
of cars determining urban planning, and indeed the whole concept of private car
ownership, is now outdated and must be abandoned. Instead, the layout of an area under
development must make it easier for people to meet up in pedestrianized zones and
community spaces. At the heart of the development should be a cultural area, providing
venues for art, music and street theatre. Such activities bring communities together, and
do far more for positive relations than a new mall or shopping precinct. For this reason,
these kinds of performance spaces should be prioritized. Finally, planners and
developers must be obliged to create, within the same neighbourhood, different types
of homes for wealthy professionals, for families, for the elderly and for young people
just starting out. This kind of mix is essential to ensure people can buy a home in an
area convenient for work, and for a community to stay alive.
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Questions 27-31
Complete the summary using the list of words, below.

Write the correct letter, A-H, in boxes 27-31 on your answer sheet.
Survey on problems facing city dwellers
The world Health Organisation has recently published data concerning
A noise pollution B recycling facilities

C green areas D employment opportunities
E population growth F affordable housing
G antisocial behaviour H public transport
27 ...........….incities. This data should indicate the governments

that they must think about ways to improve the lives of residents. According to a
Richmond-Carver survey, the worst problem facing many city dwellers was
28……………..The survey also indicated that in some cities, poor 29……………….
canimpact dramatically on the economy. Another issue seems
to be 30……………………..although this is more often mentioned by survey
participants in European countries. Questions on people’s views on the need for
31…………….. were unfortunately omitted from the survey, but countries like
Singapore already seem to be making progress in this respect.
Questions 32-35
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 32-35 on your answer sheet.
32 When staying in New York, the writer is frustrated by the fact that
A. healthy food cannot easily be obtained.
B. bad road design causes daily traffic problems.
C. certain venues cannot be reached by foot.
D. visitors are all directed to the same kinds of place.
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33 What point does the writer make about the use of security features? A It
greatly reduces levels of criminal activity.
B It helps create a sense of community.
C It discourages people from taking exercises.
D It creates unnecessary fear among residents.
34 According to the writer, the problem with some planners and developers is
that they
A distrust the use of certain technologies for communication.
B create buildings using traditional construction methods.
C tend to put profits before the needs of residents.
D rely on the opinions of a narrow range of people.
35 What is the writer doing in the fifth paragraph?
A explaining which construction materials are most sustainable
B emphasising the importance of clever design in small spaces
C comparing reasons for choosing to live in an unusual building
D proposing which specific urban locations should be developed
Questions 36-40
Complete each sentence with the correct ending, A-F, below.

Write the correct letter, A-F, in boxes 37-40 on your answer sheet
YES If the statement agrees with the claims of the writer

NO If the statement contradicts the claims of the writer
NOT GIVEN If it is impossible to say what the writer thinks about this
36 City planners should travel to urban areas that are good models of
development.
37 It is easier to plan an entirely new neighbourhood than redevelop an existing
one.
38 In the future, planners must think about the needs of car drivers as they design
urban areas.
39 Cultural venues need to take second place to retail opportunities when
developing a neighbourhood.
40 It is important that new housing developments encourage social diversity.
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LESSON 6 - SPEAKING
1. Listen to Hoi Chin talking about her family and read the first part of what she
says. Which collocations does she use to describe her family?
Examiner: Let's talk about family. So, tell me about your family.
Hoi Chin: My family? Well, my family isn't a large family. It's quite a small family -in
fact - and quite a typical family for my country. Just my parents, my older brother and
me. So, I'm the baby of the family! I think we're a close, happy family. We do a lot of
things together, particularly preparing food - and eating it of course!
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
1.______________ very often. We usually meet for special 2._______________ like
weddings. Last year, we all met for my grandparents’ 50th wedding
3._________________. It was my birthday a few weeks ago, but I didn’t
4._______________ a big party. I prefer to 5.______________ my birthday with my
family and a few close friends. My cousin, who lives in Australia, phoned to
6._________________ me a happy birthday. She got 7.____________________ last
month and is going to get 8.__________________ next year. I 9.________________
her on the great news. She’s 10.__________________ me to her wedding next year.
I'm so excited because I've never been to Australia before.
3. Listen to a candidate talking about the things he does with his family. Answer
the questions.
1. How often does he go out with his family?
2. What days of the week does he go out with his family?
3. Where do they often go?
4. What do they usually do when they get to the park?
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5. Who sometimes comes with them?
Now it is your turn to answer the following questions:

1. How often do you eat out with your family?
2. Where does your family often eat?
3. Do you often go to the cinema with your family?
4. Listen to three students answering the question Who are you most similar to in
your family?
1. Which student's answer was too short?
2. Which student didn't answer the question?
3. Which student's answer was the best?
5. Look at the answers in Exercise 1 and Exercise 2. How do the speakers expand
their ideas? Discuss with your friends.
6. Use one of the words in the box to help you complete the sentences with your
own ideas. Try to use a different word from the box in each sentence.
Also and because but so even though
1. I visit my parents every weekend...

2. We have a large family...
3 My sister is getting married next year...
4. My father works very long hours,...
5. My brother likes the same things as me,...
7. Work in pairs. Ask and answer the following questions about your family. Try
to talk for 20 seconds for each question.
When your partner is speaking, make note of your partner’s ideas and vocabulary.
1. Do you come from a large family?
2. Do you prefer spending time with your family or friends?
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3. How often do you see your grandparents?
4. Who do you like the most in your family?
5. Would you like to spend more time with your family?
Exam tips
# 1:Try to use collocations in your speaking tests
#2: Be relevant to the asked questions.
#3: Do not leave your answer too short. You need to expand your answer.
LESSON 6
SPEAKING
HOMEWORK LISTENING AND SPEAKING
LISTENING PRACTICE
Questions 1-4
Complete the sentences below
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each
answer.
1. Recent changes in society are eroding the traditional ________________________

structure.
2. Slightly fewer than 50% of American children under 13 live in
_______________________
3. Statistics show that cohabiting couples are liable _______________________ than
married couples.
4. DINKS focus on _______________________ rather than having children.
Questions 1-4
Complete the sentences below
answer.
5. How many children in the UK now live in single parent families?

_______________________
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6. According to some sociologists, who is responsible for the rise in single parenting?
_______________________
7. What has the largest group of lone parents never done?
_______________________
8. Where are single parent families more likely to live? _______________________
Questions 9-10
Choose TWO letters A-E
Which two points does the lecturer give as disadvantages for living alone?
People living alone will need help from the community.
It is more likely to foster a fragmented population.
It creates an accommodation shortage.
It is more expensive for an individual to live alone.
People may have children too late.
9. _______________________
10. _______________________
SPEAKING PRACTICE QUESTIONS

Topic: Relationship
PART 1.
1. Do you see your close friends very often?

2. How did you meet your close friends?
3. What do you like about your close friends?
4. Do you often give presents to your family?
PART 2.
Describe a person who you really like.

You should say:
● Who that 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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Describe a time when you surprised your parents.
You should say:
● What you surprised them
● When and where you surprised them
● How you prepared to surprised them
And explain how your parents reacted to your surprise
LESSON 6 - WRITING
I. LEAD IN
1. What is one traditional dish in your country? Write down steps about
how to make it and share with your friends
2. In Sri Lanka, a family meal often includes string hoppers.
To make string hoppers you need some special equipment. Choose the best
description of each piece of equipment.
1. String Hopper press

A. It has two parts which are different in shape but the
same size. It is made of a light material such as plastic.
B. It's made of heavy metal and has two parts which are
similar in shape. The center is round and there are
handles on each side. One part fits into the other.
C. It has two parts and one goes on top of the other. It is
square in shape and made of wood.
2. String Hopper mats

A. These are round shallow baskets made of thin pieces
of wood. The wood is in a criss-cross pattern to form
large holes.
B. These are cloth triangles with very small holes in
them.
C. These are thick pieces of wood with rectangular
holes in them.
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3. Rice grinder
A. It is made of metal and the top and bottom are the
same size and shape.
B. It is a metal machine with a wide base and a narrow
tray on top.
C. It is a machine made of metal with a wide tray at the
top and a narrower base.
3. The pictures show the process of making string hoppers.
3. Match the short instructions to the pictures.
a. push through the

string hopper press
onto the string
hopper mats
b. add water to the flour
c. put the rice into the
grinder and grind
into flour
d. cook in a steamer
e. serve with spicy
curries
f. mix well to form a
dough
II. THE PRESENT SIMPLE PASSIVE
We use the present simple passive to describe a process.

Eg:
We make them with rice. 🡺 They are made with rice.
You mix it with water. 🡺 It is mixed with water.
4.Complete the sentences about tea. Use the verbs in brackets in the present
simple passive.
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1. Tea leaves.......................(pick) by hand.
2. Only the best leaves ..........................(use).
3. A lot of water .......................(need) to grow tea plants successfully.
4. A lot of tea .......................(grow) in China and India.
5.Rewrite the steps you mentioned in Exercise 1 in present simple tense.

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6. Rewrite the instructions a-f in Exercise 3 in present simple tense.

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III. SEQUENCING WORDS
7.
a. Guess what kind of words can be placed in each gap in sentences 1-6.
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1. ........................ , the rice is put through a grinder.
2. ........................ that water is added to the flour.
3. ........................ it is mixed and made into a dough.
4. ........................ is to push the dough through the stringhopper press.
5. ........................ the string hoppers are placed in a steamer.
6. ........................ they are served with spicy curries.
b. Complete the sentences about making string hoppers with words from the
box.
After Finally First Next The next stage
Then
Exam tip:
1 . When describing the stages in a process, it is important to use sequencing
expressions, for example first, then, next, to clearly show the order of the stages.
IV. WRITING AN INTRODUCTION AND OVERVIEW
In Writing Task 1 your answer should include an introduction and an overview. The
introduction is usually the task question rewritten in your own words. The overview is a
summary of the process.
8. Which of these is an introduction and which is an overview?

a. There are six stages in the process of making string hoppers, beginning with
grinding the rice and making a dough and ending with using a steamer to cook the
string hoppers.
b. The diagram demonstrates the process of preparing string hoppers, a kind of
noodle.
9. Which of these are NOT overviews?

a. The process of making blue cheese can be seen in this series of pictures.
b. To make a perfect omelet you need fresh ingredients, the right equipment and the
correct technique. You must also cook it for the correct amount of time and pay
attention to the temperature.
c. The production of tea involves a range of stages, from picking the leaves from the
plant to drying and distributing it.
d. The diagram shows the various stages in the process of making strawberry jam. The
first stage is to pick the strawberries when they are ripe.
10. Write the introduction and overview for the process of cooking the
traditional dish you shared in Exercise 1.
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V. STUDYING A MODEL ANSWER AND PRACTICE
11. Study the essay below and find:

1 the introduction
2 the overview
3 sequencing expressions
4 verbs in the present simple passive
5 descriptions of the equipment
6 vocabulary from the short instructions in exercise 4
MODEL ANSWER
The diagram demonstrates the process of preparing string hoppers, a kind of
noodle dish. There are six main stages in the process: beginning with grinding
the rice and making a dough and ending with using a steamer to cook the string
hoppers.
First the dry rice is put into a rice grinder to make it into flour. Next, the flour is
mixed with water and formed into dough. After that, the dough is put into a
string hopper press, which is a metal piece of equipment with two handles and
holes in it. The dough is pushed through the holes and it comes out as thin
noodles. The noodle 'nests' are placed into individual string hopper mats, which
are round baskets made of thin pieces of wood. They are then cooked in a
steamer until they are ready. The final stage is to serve the string hoppers with a
variety of spicy curries
12. Look at the pictures, which show the process of making cherry jam.
Complete the sentences with a verb from the box in the correct form
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add check shake spread collect stick
cook take put wash remove transport
l. A sheet is ........................ on the ground and the tree is ................... to get the
cherries.
2. The cherries are and are ........................ to the processing plant.
3. The leaves and stems are ........................
4. The cherries are ........................
5. The stone is ........................ out of the middle of the cherry.
6. The cherries are and extra ingredients are ........................
7. The quality of the jam is ........................
8. The jam is ........................ into jars.
9. A label is ........................ on the jars.
13. Refer to the picture and the sentences above to write a description about the
process of making cherry jam.
Remember to:
• include an introduction and an overview
• use the present simple passive
• use sequencing expressions
• write 150 words
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WRITING
LESSON 6
HOMEWORK GRAMMAR
1. The words and phrases in bold in each sentence are wrong.
Write the correct word or phrase.
1. Every year, several prizes are giving to the best students.

...........
2. When the pizza was delivering, it was cold.
..................
3. You will be telling when you can come in.
..................
4. That song doesn't played on the radio very often, is it?
............
5. Your money was stealing out of your bag?
..................
6. We haven’t allowed to use a dictionary in the exam yesterday.
........
7. That film won't have shown in our local cinema for a long time.
........
8. I will be picked up from the station on Saturday?
..................
2. Complete using the correct passive form of the verbs in brackets.
1. When people..................(arrest), they.................. (take) to the

police station.
2. Milk ..................(usually/keep) in the fridge.
3. .................. (we/ tell) what’s in next week’s test?
4. How did people communicate over long distances before the
phone..................(invent)?
5. .................. (you/ allow) to come to the party next Saturday?
6. You..................(give) your exam results next Monday.
7. ..................(Aidan’s bike/find) yesterday?
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3. Look at the pictures and
complete the sentences. Use the
correct passive form of the verbs
in the box. Add any other words
you need.
1. At ten o’clock yesterday

morning, the local bank in
the high street ..................
2. At one minute past ten, the police ..................
3. A few minutes later, the police arrived at the bank. The crime
scene..................
4. At twenty past ten, the robbers’ fingerprints ..................
5. At half past eleven, the robbers ..................
6. Next week, they..................
4. Complete each second sentence using the word given, so that it has a similar
meaning to the first sentence. Write between two and five words.
1. Will they send the letters first class? sent
Will .................. first class?
2. I’m not sure if they eat pizza in China. is
I’m not sure if .................. in China.
3. Someone told me that they don't make cars in the UK anymore. made
Someone told me that .................. in the UK anymore.
4. Do they usually feed the animals three times a day? fed
Are .................. threetimesa day?
5. Mr Jones is ill, so he won’t give us a geography test today! be
Mr Jones is ill, so..................a geography test today!
6. Did they take her to hospital in an ambulance? she
Was .................. to hospital in an ambulance?
5. Write one word in each gap.

The National Trust
There are lots of beautiful, large houses in Britain. Many of them (1) ..................
built hundreds of years ago. In the past, they (2) .................. owned by very rich
families. Today, many of them (3) .................. owned by an organization called
The National Trust, which (4) ..................created to look after them. The houses
(5) .................. kept in perfect condition and visitors (6) ..................
Allowed to look round them. It’s interesting to learn how different life was in an
old house. Milk was (7) .................. kept in the fridge, because they didn't have
fridges. Washing machines (8) ..................only invented recently, so washing (9)
.................. done by hand. In some cases, the house (10) .................. still lived in
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today. When this happens, visitors (11) .................. only shown part of the house.
The private rooms (12) ..................kept closed to the public. These houses often
have beautiful gardens, too. The gardens (13) ..................looked after by
professional gardeners.
You usually have to pay to look round National Trust houses. Members of the
National Trust (14) .................. given a discount. This year, millions of people (15)
.................. be given the chance to see what life in an old country house was like.
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WRITING
LESSON 6
HOMEWORK READING AND WRITING

I. READING
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 wooly 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 wooly 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 some basic tools. We also know a lot about the wooly
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 African
or Asian elephants 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 wooly 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 ....................
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II. WRITING
1. 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 ..............
2. 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.
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
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3. Write about 150 words to describe the process of producing tea.
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LESSON 7 - SPEAKING
1. Listen to the recording. What does the person talk about? With the same topic,
talk to your partner.
2. Read the boy’s answer and match the place the boy talks about with A-H on the
map.
1. town hall ..... 2. library .... 3. art gallery ..... 4. cinema........
5. shopping mall .... 6. habour ...... 7. stadium ..... 8. swimming pool

......
Well, I live in a small town in the

north of my country. It has quite a few
interesting places to visit. For
example, in the centre of town, on the
north side of the square we have the
historic town hall, which was built in
1895. In front of it, there's a beautiful
fountain. Opposite the town hall
there's the library. Then if you go over
the bridge, we have the art gallery, a
big modern building, which often has
interesting exhibitions. The art
gallery is actually between the cinema (to the north) and a big shopping mall, where I
often meet up with my friends.
To the south of the town, there's a harbour, where you can take a boat to the islands.
And then next to the harbour is the stadium, where people go to watch our local football
team. And just behind it is the public swimming pool. It's an outdoor pool - lovely in
summer, but very chilly the rest of the year.
3. Compare the following text with the text in Exercise 2. How are they different?
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What is your opinion towards this new text?
Well, I live in a small town in my country. It has quite a few interesting places to visit.
For example, we have the historic town hall, which was built in 1895. There's a beautiful
fountain. There’s the library. Then, we have the art gallery, a big modern building,
which often has interesting exhibitions. The art gallery is where I often meet up with
my friends.
There's a harbour, where you can take a boat to the islands. The stadium is where people
go to watch our local football team. The swimming pool is an outdoor pool - lovely in
summer, but very chilly the rest of the year.
4. Now use appropriate prepositions of place to describe your hometown.
5. Think of the correct heading for each column.
1. ...... 2. ...... 3. ...... 4. ...... 5. ......
on the coast Busy Hot Industrial Tall

in the north-east Crowded Humid Business Historic
in the centre Dirty mid financial Ordinary
outdoor Exciting Modern
inland Lively old
quiet
With partner, add two more adjectives to each column. Then make a sentence
using at least 2 adjectives from the table to talk about your hometown.
6. Tick the correct column according to how the ending is pronounced
/t/ /d/ /id/
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1. bought
2. built
3. situated
4. called
5. located
6. changed
7. developed
8.designed
9. discovered
10. started
11. used
12. said
7. Use your own ideas to complete these sentences. Try to pronounce the verb
carefully.
1. Our family bought ....... in the middle of town.
2. The....... was built in.......
3. Our town is situated.......
4. The ............is called ‘the.......’
5. ............is located across from the ................
6. ...............have/has changed over the years in my home town. 7....................was/were
developed by the harbour.
8. ................ was designed by .......
9. Recently, scientists discovered ....... near our village.
10. Recently, many young people have started to.......
11. A long time ago many people used to.......
12 A tourist who visited recently said our town is.......
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8. Ask and answer the questions below about your hometown with your partner.
1. Can you describe the town where you grew up?
2. What places of interest are there in your hometown? Where are they?
3. Is it a good place for young people? Why?
4. Where do young people in your town meet their friends?
5. What is your town like at night?
6. How has your town changed in the last 10 years?
7. Have any new buildings been built?
8. A long time ago, where did people from your town used to work?
LESSON 7
SPEAKING
1. Complete the table below. Write NO MORE THAN TWO WORDS AND/OR
A NUMBER for each answer.
Park Hill Teen Programme

Class Day Teacher
Jazz Wednesday Diana
1. ......................... Thursday Diana
Baseball Saturday 2. .........................
3.......................... Sunday Steve
Skateboarding Monday Steve
4. ......................... Tuesday (to be Stella
confirmed)
2. Label the plan below.

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3. Complete the flowchart below
Write NO MORE THAN TWO WORDS AND/OR A NUMBER
Complete en enrolment form
Parents need to 8. ......................... an authorization form
Give forms to 9. ......................... with a fee of £20 (for an annual subscription) or pay per
visit.
You will receive your 10. ......................... in the post.
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Topic: Places
PART 1.
1. Do you live in a city or the countryside now?

2. What do you like about living in a city/countryside?
3. What do you dislike about living in a city/countryside?
4. Which place in your living area do you visit the most?
PART 2.
Describe a historical building in your hometown

You should say:
● What that building is
● When that building was built
● What the value of that building to the locals.
And explain your opinions towards that building.
Describe a time when you got lost in a strange city.

You should say:
● When you got lost
● When you got lost
● How your feelings were
And explain how you found the way home
HOMEWORK 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.
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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. The 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.
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.
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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 relax and have fun places to learn about your city’s 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 .
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 .
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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)
1. It was a beautiful evening, so we .............. (walk) along the beach.

2. I was born in Spain, but my parents ............... (move) to Switzerland when I
was a baby.
3. Last week, we ................. (visit) the History Museum. It was really interesting.
4. We ................ (plan) to spend our holiday in the countryside, but we spent
almost all the time on the beach.
5. There isn’t a university in my town, so I .............. (study) in a big city.
6. I ............... enjoy) my trip to London, but there were a lot of tourists
everywhere.
7. When we lived in the city centre, we went to the theatre every week, but we
.............. (stop) going after we moved to the suburbs.
8. I .............. (try) to contact you, but we were in a very remote house and our
phones didn’t work.
9. We .............. (stay) in a lovely guest house by the seaside – it was smaller than
a hotel, but it had everything we needed.
10. 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.
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)
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LESSON 7 - WRITING
I. LEAD IN
1. How is your hometown 7-8 years ago different from it now? Share with your
friend.
2. Look at the maps of Sunnyhill University campus in1995 and today. Which
changes can you see?
II. PREPOSITIONS OF PLACE
Prepositions are important in any task including maps. It is important to say exactly
where things are located in relation to other places.
3. Look again at the map of Sunnyhill University campus today. Which of these
sentences are true?
1 The Founder’s Building is between the Watson Building and the Scott
Library.
2 The bus stop is in the upper right-hand corner of the campus.
3 The halls of residence are opposite the Students’ Union.
4 There are two car parks on the campus.
5 There are two places to eat on the campus.
6 The main reception is in the middle of the campus.
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7 The Students’ Union moved to a different building between 1995 and today.
8 The car park was moved towards the bottom of the campus.
4. Complete the sentences about the 1995 campus map using the prepositions in
the box.
between in next to of of on opposite to
1 The tennis courts were ..........the football pitch.

2 The Founder’s Building was in the middle ..........the campus.
3 The Scott Library was .........the halls of residence and the football pitch.
4 The cafe was .......... the football pitch.
5 There were two car parks .......... the campus.
6 The gym was .......... the bottom right-hand corner of the campus.
7 The Watson Building was ............. the left of the Founder’s Building.
8 The main reception was part .......... the Watson Building.
5. Complete the sentences to describe the map of the campus today to your partner.
You can use the expressions in the box
between in front of in the top right-hand corner
next to on the left opposite
1 The halls of residence.........................................

2 The laboratories .............................................
3 The bus stop ................................................
4 The recreation area ...........................................
5 The table tennis tables.........................................
6 The Students’ Union ..........................................
III. DESCRIBING CHANGES IN A MAP

6. Read the Writing part 1 task and the model answer below. Match each part 1-4
of the model answer with their suitable meanings a-d
You should spend 20 minutes on this task.

Look at the two maps of Sunnyhills University campus in 1995 and today.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
You should write at least 150 words.
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MODEL ANSWER
(1) The two maps show changes to the campus of Sunnyhills University between 1995 and
today. (2) We can see that the university made many changes during this period, including
new buildings and recreation facilities.
(3) In the past, the Scott Library was in front of the Founder’s Building. It was relocated to
the right, and in addition, it increased in size. The old library building now contains
laboratories. In 1995 there was a car park in the top left-hand corner of the campus, whereas
now the main reception is there. The halls of residence were moved to the far left of the
campus and a new Arts Building was built opposite them.
The old sports ground, gym and tennis courts were demolished; however, in their place the
university created a new recreation area with a pond, trees and seating areas. What is more,
the university developed new sports facilities, including table tennis tables, a new gym and
squash courts. They also built two new cafes.
(4) So, it is clear that the university changed and expanded during this period.
a. the introductory sentence: a description of what the data shows

b. the concluding sentence: writing the most important points again in different words
c. the body: an elaboration of main points
d. the overview: a summary of the main points
7. Find these in the model answer:

1 verbs describing change
2 expressions describing where things are
8. The underlined words in the model answer are useful for any essay.
Among them, find two expressions which:
1 mean ‘and’
2 mean ‘but'
3 refer to time
4 refer to what you see in the chart or diagram
9. Find words in the model answer with these meanings.

1. moved to a different place
2. made (2 words)
3. knocked down
4. got bigger (2 words)
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Exam tip:
It is important to use plenty of different words in the essay to show you have a wide
vocabulary. Make a list of similar words in your notebook and try to use them when
writing your practice essays.
IV. PAST SIMPLE – REGULAR AND IRREGULAR FORMS

10. Find these past tense forms in the model answer. Which of them are irregular?
What are the infinitives of these verbs?
expanded changed created made built
increased developed moved was
11. These sentences could also be used to describe the maps. Put the verb in
brackets into the past tense to complete the sentences.
1 They .........(cut) down trees to build the halls of residence.
2 The old café ......... (become) the new library.
3 In 1995, students ......... (catch) the bus outside the Students' Union.
4 The university ......... (need) laboratories.
5 They ......... (put) table tennis tables in front of the Scott Library.
6 There .........(be) not enough halls of residence in1995.
7 They .........(dig) a pond in the recreation area.
8 They ......... (plant) lots of new trees
Two of the verbs are regular. Which ones?
V. PAST SIMPLE - ACTIVE AND PASSIVE
The university developed the campus during this period. (Active)

● The subject (The university) did the action
● The verb is a single word (developed)
New halls of residence were built. (Passive)
• The subject (new halls of residence) didn't do the action but someone else did the action
to it.
• The verb consists of two words: the correct form of be (were) + past participle (were)
12. Read the information about active and passive verbs. Are sentences 1-4 about
the map active or passive?
1 The library was relocated to the right of the Founder’s Building.

2 They also built two new cafes.
3 The university created a new recreation area.
4 The old gym and tennis courts were demolished.
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13. Change these sentences from active to passive.
1 The university expanded the campus. The campus was expanded.
2 They planted trees in the recreation area.
3 The authorities moved the bus stop.
4 They built a new main reception.
VI. PRACTICE
14. Write around 150 words to answer the task below. You can use the verbs
provided in the box if you want.
The maps below show Colwick Arts Center in 2005 and today. Summarise the
information by selecting and reporting the main features, and make comparisons
where relevant
Add build construct
create develop expand
move plant trees
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
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..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
..............................................................................................................................
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WRITING
LESSON 7
I. READING
The ballpoint pen
Most of us have at least one, but how did this popular item evolve?
One morning in 1945, a crowd of 5,000 people jammed the entrance of Gimbels
Department Store in New York. The day before, Gimbels had placed a full-page
advertisement in the New York Times for a wonderful new invention, the ballpoint pen.
The advertisement described the pen as 'fantastic' and 'miraculous'. Although they were
expensive, $12.50 each, all 10,000 pens in stock were sold on the first day.
In fact, this 'new' pen was not new at all. In 1888, John Loud, a leather manufacturer,
had invented a pen with a reservoir of ink and a rolling ball. However, his pen was never
produced, and efforts by other people to produce a commercially successful one failed
too. The main problem was with the ink. If it was too thin, the ink leaked out of the pen.
If it was too thick, it didn't come out of the pen at all.
Almost fifty years later, in 1935, a newspaper editor in Hungary thought he spent too
much time filling his pens with ink. He decided to invent a better kind of pen. With the
help of his brother, who was a chemist, he produced a ballpoint pen that didn't leak
when the pen wasn't being used. The editor was called Ladislas Biro, and it was his
name that people would associate more than any other with the ballpoint pen.
By chance, Biro met Augustine Justo, the Argentinian president. Justo was so impressed
with Biro's invention that he invited him to set up a factory in Argentina. In 1943. the
first Biro pens were produced.
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Unfortunately, they were not popular, since the pen needed to be held in a vertical
position for the ink to come out. Biro redesigned the pen with a better ball, and in 1944
the new product was on sale throughout Argentina.
It was a North American, Milton Reynolds, who introduced the ballpoint pen to the
USA. Copying Biro's design, he produced the version that sold so well at Gimbels.
Another American, Patrick Frawley, improved the design and in 1950 began producing
a pen he called the Papermate. It was an immediate success, and within a few years,
Papermates were selling in their millions around the world.
Now read each part carefully and choose the correct option, A, B, C or D.
1 People went to Gimbels to buy a ballpoint pen because
A they couldn’t get them anywhere else.
B they had been told how good the pens were.
C they had never seen a ballpoint pen before.
D they thought the price was good.
2 Why were early ballpoint pens not produced commercially?
A Nobody wanted to buy one.
B It cost too much to produce them.
C They used too much ink.
D They didn’t work properly.
3 Why was Ladislas Biro’s pen better than earlier models?
A It didn’t need to be filled with ink as often.
B It was designed by a chemist.
C The ink stayed in the pen until it was needed.
D It was easier to use.
4 Biro’s first commercially-produced pen
A was produced in a factory owned by the Argentinian president.
B only worked if used in a certain way.
C was a major success.
D went on sale in 1944.
5 Patrick Frawley’s pen
A was a better version of an earlier model.
B took time to become successful.
C was the USA’s first commercially successful ballpoint pen.
D was only successful in the USA.
II. WRITING
1. Match the prepositions with the correct pictures. Use the prepositions in the box.
Between east of near next to north of on opposite

south of west of
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1.
2.
3.
136
4.
5.
6.
137
7.
8.
9.
2. 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.
138
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.
Is ............. the South Bank.
3. 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.
139
Advantages of Location 1 Advantages of Location 2 Where Location 2 is
Introduction sentence that describes the map Where Location 1 is
1. ............................. 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.
2. ............................ The map shows two possible locations for a new sandwich shop in
central London.
3. ............................ 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.
4. .............................. 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.
5. ............................ This place would be good for the 2,000 workers who work at 10
Downing Street and nearby offices to buy sandwiches at lunchtime .
Now, reorder the essay.
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LESSON 8 - SPEAKING
I. SPEAKING PART 1
1. Match the photos with the areas of work or study in the box.
emergency services farming entertainment education

science tourism Travel and transport
1. 2.
3.
4.
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What is your opinion about each job?
2. Complete the table with suitable adjectives. There is an example to help you.
I feel/felt….. It is/It was….
amazed amazing
thrilling
boring
challenging
fascinated
Not very excited
tiring
embarrassing
interested
great
3. Choose the correct word in each sentence.

1. I've got a place on the course! I'm thrilled / thrilling!
2. It's a very interested/ interesting job - I'm learning a lot.
3. I had to give a presentation in front of my colleagues. I felt really embarrassing/ embarrassed.
4. She gets boring/bored easily, so she's changed jobs twice.
5. He works long hours and late nights and weekends in order to pay for his daughter's
university course. It must be very tired/ tiring for him.
6. She's got an amazing/amazed job. She's a journalist and she's interviewed lots of famous
people.
Now make your own sentences using those adjectives.
4. Listen to Nina answering part 1 questions. Rearrange the following in the order Nina
talks about them.
A. What job she would like to do in the future
B. How many hours a week she studies/works
C. What she does
D. What she would like to learn in the future
E. What she thinks about her studies/work
F. Where she studies/works
5. Make note and answer the following questions.
● What do you do? Do you work or are you a student?

● Are you enjoying it?
● Would you like to learn something new in the future?
● Is there any job you would really like to do in the future?
II. SPEAKING PART 2
6. Which THREE do you think are Part 2 topic areas?

1. Talk about how the education system in your country has changed.
2. Talk about a time when you learnt something new.
3. Talk about your very first day at school.
4. Talk about your ideal place to study.
142
5. Talk about how people normally travel to work in your city.
6. Talk about the kind of jobs that people do in your hometown.
7. Look at the example of a Part 2 card. Highlight or underline the key words in each
instruction. The first one has been done for you.
Describe a time when you learnt something new.

You should say:
● What you learnt

● How you learnt it
● What the result was
And explain how you felt about learning something new.
8. Look at the topic card with some student's notes on it. Complete the student's notes by
adding notes a-d to the correct part of the card.
Describe a time when you learnt something new.

You should say:
● What you learnt learnt to ski: 1................

● How you learnt it 2.............., had great instructors!
● What the result was 3. ............, got a silver cup!
And explain how you felt about learning something new. Proud: 4...............
a. was in a group
b. really thrilled
c. won a competition
d. love snow and being active.
Now listen to Nina giving her talk and check your answer.
9. Make your own notes for the above topic card and try to speak in two minutes.
LESSON 8
SPEAKING
Questions 1-4
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
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Name Simon Anderson
Student ID number 1..........................
Subject Geography
Faculty 2..........................
Address Flat 3, 24 3......................... Gardens, London, SW12 3AG
Contact telephone 07988 4..........................
Questions 5-7
Label the plan below.
Questions 8-10
Complete the notes below
Group Study booking system
To be used for group projects

Advance notice required: 48 hours
Must reserve using 8. .........................
Website booking for group study – need student name and 9. .........................
Booking confirmation received via 10. .........................
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Topic: Work and Study
PART 1.
1. Do you get on well with your boss/classmates/teachers?

2. Is your dream job different from your current job/major?
3. Which problems do you encounter in your work/study?
4. Would you recommend your current job/major to other people?
PART 2.
Describe a popular job in your country

You should say:
● What the job is
● What activities the job requires
● Why the job is popular
And explain your opinions towards that job.
Describe someone who you would like to study/work with.

You should say:
● Who this person is
● How you know this person
● What type of personality this person is
And explain why you would like to study/work with this person.
a chef a doctor a lawyer a manager a programmer a soldier

a teacher a vet an accountant an engineer
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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: ..............
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 ................ .
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.
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Exercise 4. 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 5. 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 6.
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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.
= 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 7. Correct the questions. Use the present perfect. Use contractions where
possible (e.g. hasn’t).
1. You take all your exams yet? I’ve already finished mine.
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!
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LESSON 8 - WRITING
I. LEAD IN
1. Match the diagrams with their names. Which of them describe changes to numbers
over time?
Table bar chart pie chart line graph
II. DESCRIBING CHANGES IN NUMBERS

2. Put the words into the correct column. Are they verbs (V), nouns (N) or both?
Decline decrease drop fall growth increase

rise
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3. Write the past simple and past participle forms of the verbs
Infinitive Past simple Past participle

Fall
Increase
Drop
Decrease
Decline
Rise
Grow
Can you think of some examples using the above words?
4. Use the correct verb or noun form of one of the words from above to complete the
sentences about the table.
New entrants to primary teacher training programmes 2007 - present
2007/08 16,540
2009/10 15,500
2011/12 17,630
2013/14 18,360
2015/16 20,480
This year 19,213
1 The number of new entrants to primary teaching.......during the period.

2 There was a....... from 2007/08 to 2009/10.
3 There was a steady........ in numbers from 2009/10 to 2015/16.
4 The numbers .............again this year.
III. GRAPHS AND BAR CHARTS
5. Which is the better description of the line graph: A or B? Why?

A. The graph shows the percentage of graduates in the UK
population between 1990 and 2015. In 1990 17% of the
population of the UK were graduates. This rose to 20% in
1995 and 24% in 2000. In 2005, it went up to 29%, in 2010 to
34% and up to 38% in 2015.
B. The graph shows an upward trend in the % of graduates in
the population between 1990 and 2015. The percentage rose
gradually throughout the period. It increased by about 3 to 5%
every five years, for example between 1990 and 1995 it
increased from 17 to 20%.
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Exam tip:
Select information that is important- don't include everything. You must include some
data to support your description
6. Look at the bar chart. What information will you include in your description?
Now read sentences1-9 about the bar chart, and answer the questions.
A. Which TWO sentences should NOT be included?
B. Which of the other sentences include(s) the most important information about the bar
chart?
1. There were about 330,000 18-year-olds in full-time education.

2. Work-based learning is really useful for young people.
3. 60,000 were in employer-funded training.
4. Around 70,000 of the age group were involved in work-based learning.
5. Only about 50,000 were in the 'other education and training' category.
6. There were three times more18-year-olds in full-time education than in employment.
7. The situation is very different in my country.
8. About 90,000 were not in employment, education or training.
9. More 18-year-olds were in employment than not in employment, education or training.
7. Complete the sentences with a preposition from the box.
between in from of of to by
1. 17% ..... the population are graduates.

2. The number..... graduates went up.
3. It rose .....21% .....29%.
4. It increased .....about 4%.
5. .....1992 and 1996 there was an increase.
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6. There was a rise .....graduate numbers during the 1990s.
IV. PIE CHARTS

A pie chart is used to show percentage or proportion.
8. Which country matches these phrases?

1 over a third
2 a little under a third
3 the lowest number of students
4 about 1 in 10
5 just under a sixth
6 the most popular country
7 the country in second place
8 the least popular country
V. STUDYING A MODEL ANSWER AND PRACTICE
MODEL ANSWER
The line graph shows the number of unemployed recent graduates and non-graduates in the
population of 21 to 30-year-olds in the years between 1990 and 2015. Overall, the numbers
have not changed much: we can see a fall, followed by a rise, in both groups. The non-graduates
are a larger number than the recent graduates at all points.
Between 1990 and 2000 there was a decrease in the number of unemployed recent graduates
and non-graduates. The fall was small from 1990 to 1995, but greater between 1995 and 2000.
There was a small change in the middle period. The number of non-graduates dropped and then
grew during that period. Over the five years from 2010 to 2015, the numbers of both non-
graduates and recent graduates returned almost to their 1990 figures of 14% and 10%.
Overall, it is clear that having a degree is helpful in finding employment as more non-graduates
than recent graduates are out of work.
The chart below shows the percentage of unemployed recent graduates and young non-
graduates aged 21 to 30 between 1990 and 2015.
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9. Read the model answer and find:
1 the introductory sentence
2 the overview
3 a description of data
4 some data to support the descriptions
5 past simple verb forms
6 a present perfect verb form
Why is the past simple used more than the present perfect?
10. Look at the Writing Part 1 task below. Before you start writing, answer these
questions about the graph.
1 What are the two groups in green and purple?
2 What do the vertical and horizontal axes show?
3 Which two regions had the highest literacy rates?
4 How many regions show different literacy rates for men and women?
5 Which region shows the biggest difference between men and women?
6 What are the male and female literacy rates in the least literate region?
7 What is the percentage difference between the most and least literate areas?
You should spend about 20 minutes on this task.
The bar chart shows the literacy rate (% of people who can read
and write) by region and gender in 2011.
Summarise the information by selecting and reporting the main
features, and make comparisons where relevant.
Write at least 150 words.
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LESSON 8 - WRITING
I. READING
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
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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.
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 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 is 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.
1. What is the writer doing in Paragraph B?
A. Explaining why many people will probably prefer to live in cities in the future.
B. Giving a reason why many people feel negative about cities of the future.
C. Suggesting that newspapers show a more realistic view of future cities than
films.
2. What point does the writer make in Paragraph C?
A. It is important to encourage some people to stay in their villages.
B. It is possible to maintain traditional village customs after moving to cities.
C. It is necessary to think in a creative way about city design.
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3. Paragraph D: In the writer’s opinion, architects who are responsible for planning cities
A. often make houses that are unattractive.
B. must make buildings based on people’s needs.
C. should get experience by working in foreign cities.
4. Paragraph E: The writer refers to the invention of plastic to make the point that
A. we can expect building materials to be very different in the future.
B. we must accept that good-quality materials take a long time to create.
C. we should use a variety of building materials to make our cities interesting.
II. WRITING
1. 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.
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.
2. WRITING TASK 1
The pie charts compare what male and female teenagers from Peru prefer to do in their
free time.
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Summarise the chart by selecting and reporting the main features and make comparisons
where relevant.
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WRITING
LESSON 8
HOMEWORK GRAMMAR
1. Complete using the correct present perfect simple form of the verbs in brackets.
1. I (see)............... this film already.
2. John and Julie................(had) their car for about a year.
3. She ..............(not / take) her driving test yet.
4. Sue ...............(be) a tour guide since she left university.
5. ..................(you/ride) into town on your new bike yet?
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6. This new computer...............(make) my life a lot easier.
7. We ............(not /decide) what to get Mark for his birthday yet.
8. ...............(Paul/ever/meet) a famous person?
2. Complete using the correct present perfect continuous form of the verbs in brackets.
Use short forms where possible.
Mandy: Hi Matt. How are you? What (1) (you / do) recently?
Matt:Oh, hi Mandy! Well. (2) …….. (I /study) for my exams.
Mandy: That sounds boring! (3) .... (you / work) hard?
Matt: Very! Basically, (4) …….. (I / just / sit) at my desk in my
bedroom for the past three weeks and (5)………………………… (I / not
/ go) out at all.
(6) (I / work) with Michael, my best friend, some of the time,
though, so at least I’ve had some company. How about you?
Mandy: Well, my mum and (7) (I /paint) my bedroom for the last few days.
That has been fun! And (8)………………………… (we / also /
plan) our summer holiday.
Matt:Great!Whereareyou going?
Mandy: Well, we haven't decided yet. (9)………………….. (We / look) at different
places to see which we like best.
Matt:I’m sure you'll have a great time, wherever you go. Oh, by the way,
(10)………………… (I / think) of having a party when I finish my exams.
Would you like to come?
Mandy: Sure! That would be great!
3. Circle the correct word or phrase.
1 I think I’ve heard / been hearing that song before.
2 They haven’t arrived / been arriving yet. but they should be here soon.
3 You’ve written / been writing that email for over an hour. How long is it going to
take you?
4 Have you talked / been talking on the phone since eight o’clock?
5 Jo has already invited / been inviting Shirley to dinner.
6 I’ve read / been reading an interview with Brad Pitt, but I haven’t finished it yet.
7 Have the boys played / been playing computer games since this morning?
4. Complete using the words in the box

already • ever • for • just • never • since • yet
1. I haven’t listened to their new CD ........ Is it any good?
2. We’ve been waiting for you ..........over an hour. Where have you been?
3. Have you ........ been to the UK before?
4. I’m afraid we’ve .........made plans for this weekend, so we won't be free.
5. Pedro has been having English lessons ....... he was five years old.
6. It’s strange that you mention the film Crash. I’ve ......... been reading about it in
the paper.
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7. I’ve ...... heard of a ‘sudoku’. What is it?
LESSON 9 - SPEAKING
I. SPEAKING PART 1
1. Look at these pictures and talk about the ingredients to make each dish.
Now share with your partner your favorite dish. Remember to mention its
ingredients and procedure to make it.
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2. Listen, then read Mohammed's answers to these Part 1 questions about food.
Are the phrases in bold positive or negative opinions?
Examiner: What kind of food is popular in your country?

Mohammed: These days a lot of young people actually enjoy Western food like pizza
and fried chicken. Our national food is often too spicy, especially for children and
foreigners, and also it takes too long to cook. I think that it's delicious though!
Examiner: What do you think of Western food?
Mohammed: Well, I suppose Western food is quick to make and is tasty too, so
everyone can eat it without too much trouble. I think that a lot of people like food to be
convenient because they're so busy nowadays.
Examiner: Is there any kind of food you don't like?
Mohammed: Yes, I'm not keen on sushi at all. It's so strange eating something that
hasn't been cooked. I know it's very fresh and healthy but I just don't like the taste
and I can't stand the texture - it's too chewy for me.
Positive Negative
3. Answer the three questions in exercise 2 with a partner. Use some of the positive
and negative phrases in the box.
II. SPEAKING PART 2

4. You only have one minute to make notes on the topic for Part 2, so it is a good
idea to write down key words and phrases. Match the four points on the card with
some keywords that another student wrote down (A-D).
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Describe a popular meal from your country that you like to eat.
You should say:
● What the meal is (1)

● Why it is popular in your country (2)
● Why you like it (3)
And say why you would recommend it to a visitor to your country (4)
A. We love meat, traditional, lots of sheep!, proud of our cuisine

B. better in Turkey than UK, different types (Shawarma, doner,…), most famous street
food
C. I’m busy 🡺 buy quickly, tasty, juicy, reminds me of beach holidays
D. lamb, slowly grilled, spices, garlic – serve with rice/bread/vegetables
5. Can you use the phrases in italics in an introduction (I) or a conclusion(C)?

1. I'm going to talk about my favourite food, paella.
2. I'd like to tell you about pelmeni- it's a very famous dish in my country.
3. So, it is one of the most famous foods in my country for those reasons.
4. To sum up, I think it's popular because it is easy to cook.
5. As you can see, it's a tasty and healthy dish and that's why it's popular.
6. Work in pairs. Look at the students' notes relating to the task card below. Spend
one minute thinking how you will structure those notes, then take it in turns to
practise presenting the information.
Describe your favorite food.

You should say:
● What the food is

● How often you eat it
● How the food is made
And say if you can make the meal yourself.
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Student A Student B
Pizza – delicious, easy cook, filling Vegetable soup – tasty, healthy, cheap
On Fridays – late lectures, special day At weekends, winter – long time to cook,
Oven, bread, add cheese, tomato, toppings better in cold weather
Only frozen/take away Chop vegetables, boil, wait
Conclusion – easy and tasty Yes, love cooking, relaxing, fun
Conclusion – enjoy making, filling,
economical
7. Read the task card and spend one minute preparing your talk. Try to speak for
two minutes.
Describe a special occasion when you had a really enjoyable meal.

You should say:
● What the occasion was

● Who was at the meal
● What you ate
And explain why the meal was so enjoyable.
LESSON 9 - SPEAKING
LISTENING
1. You are going to hear a woman calling an accommodation agency about an

apartment she wants to rent. Before you listen, look at the form and answer the
following questions
In which gapps do you think you will need to write:
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a a word (or words) only?.........................
b a number only?.........................
c a word (or words) and a number? .........................
Good Moves Accommodation Agency
Call taken by: Ben

Name: 1. .........................
Telephone: 2. .........................
Heard about us from: 3. .........................
Type of accommodation preferred: 4. .........................
Number of people: 5. .........................
Preferred location: Wants to be close to 6. .........................
Price: maximum 7. £......................... per person (including 8. .........................)
Additional notes:
I suggested Flat 3 at 9. ......................... Road in Bampton
I will send further details to customer by 10. .........................
2. Listen to the conversation between Eddie and Bridget about someone that Eddie
is going to interview for a magazine. Complete the notes with NO MORE THAN
TWO WODS AND/OR A NUMBER for each answer.
MAGAZINE INTERVIEW
Name: Tom 1. ..................

Occupation: 2. ..................
Has written 3. ..................
Crossed Gobi desert in 4. ..................
Title of latest book: ‘Has Anyone Seen 5. ..................?’
Has won ‘Travel Book of 6. ..................’ award.
Date of interview: Friday 7. ..................
Contact number: 8. .................. (call to arrange time)
Place of interview: 9. .................., Summertown
See his 10. .................. for more information
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Topic: Food
PART 1.
1. Who does the cooking in your family?

2. Do you like any food from foreign countries near Vietnam?
3. Which problems do you encounter in your work/study?
4. Are you allergic to any kinds of food?
PART 2.
Describe a restaurant you like

You should say:
● What the restaurant is
● What dishes the restaurant serves
● How much is each dish on average
And explain why you like that restaurant.
Describe a time when you ate a terrible dish.

You should say:
● What the dish is
● Where you got the dish from
● Who ate with you.
And explain how you feel about the dish.
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LESSON 9
SPEAKING
Exercise 1. Put the words in the correct categories to complete the table.
Lemonade chicken yogurt juice bread milkshake chili salad

Cheese basil cabbage rice lamb salt and pepper onion beef
Butter carrot
herbs and spices

dairy products
(= food that gives strong meat
(= foods made from milk)
flavours to other food)
side dishes
(= food that you eat along soft drinks vegetables
with the main course)
Exercise 2. 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 .............. .
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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 ................. to boil water.
Exercise 3. Complete the sentences. Use the adjectives in the box.
Bland delicious disgusting hot mild raw salty savoury

Spicy sweet
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 ................ chili. It’s too strong for me.
6. This meal is ............... . It tastes really nice.
7. I don’t like mashed potatoes. 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 4. 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?
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.
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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 5. 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 6. 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 7. 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!
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.
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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.
LESSON 10 - SPEAKING
1. Fill in each balloon with words you know about the topic.
TYPES OF WEATHER BEING FAMOUS
CLIMATE CHANGE TOURISM
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2. Think of some Speaking part 1 questions about 4 topics in Activity 1. Practice
answering them at home.
Your questions
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3. Interview your classmate the following questions then note down their answer
briefly. For each topic, choose at least 2 questions and you can only ask each friend
1 question.
Music
1. What kinds of music do you like?
...............................................................
2. When do you usually listen to music?
...............................................................
3. Have you ever gone to a concert?
...............................................................
4. Do you play/ Would you like to play an instrument?
...............................................................
Friends
5. Do you have many friends?
...............................................................
6. How often do you hang out with your friends?
...............................................................
7. What do you often do when you see your friends?
...............................................................
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8. Have you ever had a quarrel with your friends?
...............................................................
Keeping fit
9. Do you try to keep fit? How?
...............................................................
10. Is sport compulsory for schoolchildren in your country?
...............................................................
11. Have you ever watched a sporting event live?
...............................................................
12. Do you think you have a healthy lifestyle?
...............................................................
Now share the answers you have collected with the class using your own words.
4. Act as an examiner and ask your partner a Speaking part 2 topic among those
topics below. Give them 1 minute to take note and 2 minutes to speak. After that,
you should give feedback to your partner’s performance about:
● Their note (Was it short and effective enough?)

● Their vocabulary use (Did they use any topical vocabulary?)
● Their expressions (Did they try to paraphrase the topic?)
● Their organization (Did they use any linking words?)
● Their content (Did they cover all the points of the topic?)
1.
Describe one of your possessions which you couldn’t live without.
You should say:
● What it is
● Why you first bought it/ how you got it
● When and how often you use it
Explain why you couldn’t live without it.
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2.
Describe an important decision you had to make
You should say:
● What you have to decided
● What/Who helped you decide
● Whether you made the right decision
Explain why the decision was important.
3.
Describe a film you enjoy
You should say:
● The name of the film and where it was made
● What kind of film it was
● What happened in the film
Explain why you enjoyed it.
LESSON 10
SPEAKING
HOMEWORK SPEAKING PRACTICE
PART 1. Answer the following questions about yourself.
1. Did you often get good marks when you were a student?
2. Do you like doing a test?
3. How do/did you prepare for a test?
4. Have you ever design a test?
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PART 2. Make some notes about the following topic in one minute. Then
talk for about 2 minutes
Describe a competition/contest that you have entered

You should say:
● When the competition took place
● What you had to do
● How well you did it.
And describe how you felt about the competition
PART 3. Discuss the following questions. Give reasons and examples to

support your ideas.
1. Why are there more and more competitions nowadays?

2. Do you think competitions for young children bring benefits or drawbacks?
3. What is the value of international competitions?
4. Do you believe in the results of competitions?
LESSON 10
SPEAKING
HOMEWORK LISTENING PRACTICE
SECTION 1
QUESTIONS 1-3
Answer the questions below. Choose the correct letter, A, B or C
1. Why does Ellen want some new clothes?

A. For her birthday
B. For her new job
C. For her brother’s wedding
2. Which dress does Ellen want to buy?
A. a short sleeved dotted dress
B. a short sleeved dress with a bow
C. a long sleeved dress with a bow
3. Which hat does Ellen decided to buy?
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QUESTIONS 4-7.
Complete the form below. Write NO MORE THAN THREE WORDS AND/OR A
Delivery Form
Name: Ellen Barker

Delivery address: 4........................
Staybridge
Kent
DA4 7DF
Telephone number: 5........................
Delivery date: 12th May
Delivery time: 6...........................
Payment type: Visa
Amount: 7. £...................
QUESTIONS 8-10
Complete the plan below. Write NO MORE THAN THREE WORDS AND/OR A
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SECTION 2
QUESTIONS 11-13
Answer the questions below. Write NO MORE THAN THREE WORDS AND/OR A
11. When does the tour finish? ...............................

12. Which area is not shown on the tour?...............................
13. Which landmark does the tour guide recommend the tourists should visit?
...............................
QUESTIONS 14-17
Match the activities with the group they are recommended for. Write A-C next to 14-
17.
A. Families
B. Elderly couples
C. Young people
14. Dinner cruise ...............................

15. Climbing wall ...............................
16. Coastal walking tour ...............................
17. Wine tour ...............................
QUESTIONS 18-20
Complete the flowchart below. Write NO MORE THAN TWO WORDS AND/OR A
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Getting an Explorer Pass:
Get an application form from 18. ...............................
Complete the form
Hand it to the tour office with a fee of 19. ...............................
Your photo will be taken and added to the card.
You will get 20. ............................... at all places displaying a red Explorer symbol.
SECTION 3
QUESTIONS 21-23
Complete the notes below. Write NO MORE THAN TWO WORDS AND/OR A
Presentation focus: 21. ............................... animals

Presentation time: 20 minutes
Pros: Plenty of 22. ............................. for the presentation; interesting subject
Cons: Difficult to 23. ...............................
QUESTIONS 24-26
Choose THREE letters A-G
Which THREE ways does the tutor suggest Katie and Ian can improve their
presentation?
A. Do their research on the Internet

B. Limit the amount of detail within the presentation
C. Separate the presentation into clearer sections
D. Use some video clips
E. Focus on only a section of animals
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F. Make sure they practise the presentation
G. Think of some discussion questions for the audience.
24. ...............................
25. ...............................
26. ...............................
QUESTIONS 27-30
Complete the diagram below. Write NO MORE THAN TWO WORDS AND/OR A
SECTION 4
QUESTIONS 31-34
Complete the summary below. Write NO MORE THAN THREE WORDS AND/OR
SUNDIALS
With the sundial, daylight was measured in twelve 31. ........................ which were longer
and shorter depending on the seasons. The first known sundial is a
32. ............................... sundial from Egypt. After some development, sundials could
measure time accurately despite seasonal changes and 33. ................................ People
have sundials today as 34. ............................... items in their gardens.
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QUESTIONS 35-37
35. From whom were mechanical clocks not original built? ...........................
36. What reason is given for having a standardized time? ...............................
37. Where are the atomic clocks kept? ...............................
QUESTIONS 38-40
Choose THREE letters A-F
Match the following book titles with the recommendations in A-F

A. Gives a good general overview
B. Covers concepts of time in different cultures
C. Is the most essential text
D. Looks at more philosophical aspects
E. Provides a more in-depth analysis
F. Converse modern time technology
38. Understanding Time ................................

39. Time: Concepts and Conventions ...............................
40. The Story of Time ...............................
LESSON 10 - WRITING
REVIEW
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
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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.
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WRITING
LESSON 10
I. READING
The History of Modern American Dance
The birth of modern American dance occurred in the first years of the twentieth
century. And, perhaps unusually for academics, dance historians hold remarkably
similar views when it comes to identifying early 1900s, we can see that dancers quite
deliberately moved away from previous approaches. This included rejecting both the
formal moves of ballet dancing and the entertainment of vaudeville dancing. As a result,
dancers began the new century with a fresh start. One important figure at this time was
Loie Fuller, who performed largely with her arms, perhaps because she had limited
dance training. Fuller emphasized visual effects rather than storytelling, and pioneered
the use of artificial lighting to create shadows while dancing.
Perhaps most influential in the early years was Isadora Duncan, who was well known
in both America and Europe. Duncan refused to wear elaborate costumes, preferring to
dance in plain dresses and bare feet. She is also notable for preferring music written by
classical composers such as Chopin and Beethoven, rather than contemporary
compositions. At a similar time, Ruth St Denis was bringing the dance training academy
with her husband with the intention of passing on her approach and style to the next
generation of American dancers.
By the 1920s, the modern dance movement in America was well established.
Audiences were enthusiastic and dancers were increasingly prepared to experiment with
new ideas. Martha Graham was one of an important group who emerged in New York.
Graham looked within herself to find her dance style, examining how her body moved
as she breathed, but also observing the patterns made by her limbs when walking in
order to find a new, naturalistic approach to dance. Doris Humphrey wanted her dance
to reflect her personal experience of American life. She explored the concept of gravity,
allowing her body to fall, only to recover at the last moment. Her book The Art of
Making Dances, which detailed her approach to dance composition, was highly
influential with later generations of dancers.
By the 1930s, modern dance was becoming an accepted, respectable art form.
Universities such as Bennington College included modern dance in their performing
arts programmes for the first time. In the 1940s, German-born dancer Hanya Holm
embraced the changing times by including modern dance in mainstream musicals on
the Broadway stage. Among Holm's many other innovations was bringing her own
humour to these performances - audiences adored it.
Modern American dance has seldom stood still. Each new generation of dancers either
developed the techniques of their teachers or rejected them outright. So by the 1950s
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the techniques of traditional European ballet dancing were again influential. This was
certainly true of Erick Hawkins, who also incorporated Native American and Asian
styles. Similarly, Merce Cunningham emphasized the leg actions and flexibility of the
spine associated with ballet moves. Paul Taylor preferred his dance to reflect the
experiences and interactions of ordinary people going about their everyday lives.
Taylor's career was the subject of a documentary that provided valuable insights into
this period of dance.
The middle decades of the 20th century were certainly a dynamic time. Increasingly,
the modern dance movement recognized and reflected the fact that America was a
multi-racial, multi-cultural society. Katherine Dunham, an anthropology graduate, used
movements from Pacific, African and Caribbean dance to create her unique style. Pearl
Primus was another champion of African dance, which she passed on through her dance
school in New York. After retirement she travelled widely to universities throughout
America lecturing on ethnic dance, which became her main priority.
Modern dance since the 1980s has become a mix of multiple forms of dance, as well
as art more generally. For example, Mark Morris's hugely popular work The Hard Nut
includes sensational costumes and a stage design inspired by the comics he'd always
enjoyed. Another innovator has been Ohad Naharin, who studied in New York and has
worked internationally. Naharin's 'Gaga' style is characterized by highly flexible limbs
and backbones, while in rehearsal his dancers have no mirrors, feeling their movements
from within themselves, a break from traditional dance custom. In many ways it was a
fitting end to a 100- year period that had witnessed a transformation in dance. The
emergence of modern American dance was very much a 20th -century phenomenon.
The style drew on influences from home and abroad and in turn went on to influence
global dance culture.
Questions 1-6
Do the following statements agree with the information given in Reading Passage 1 ?
In boxes 1-6 on your answer sheet, write

If the statement contradicts the information
FALSE
1. Dance historians agree about the development of modern American dance.

2. Dancers in the early 1900s tended to copy the styles of earlier dancers.
3. Loie Fuller preferred to dance alone on stage.
4. Isadora Duncan wore complicated clothing when dancing.
5. Some dancers criticized Isadora Duncan for her choice of music.
6. Ruth St Denis wished to educate others in her style of dancing.
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Questions 7-10
Choose ONE WORD ONLY from the passage for each answer
Developments in Modern American Dance

1920s-1940s
• Martha Graham based her dance on human actions such

as breathing and 7 ……………………………………..
• Doris Humphrey wrote an important 8 ………………………………….

about her ideas.
• Dance became a respectable subject to study at university.
• Hanya Holm introduced 9 ……………………………… into dance

and musicals.
• 1950s-1970s
• Eric Hawkins and Merce Cunningham reintroduced some ballet techniques.
• An influential 10 ……………………………. outlined the working

life of Paul Taylor.
Questions 11-13
Answer the questions below.
Choose ONE WORD ONLY from the passage for each answer.
11 When Pearl Primus gave up dancing, what did she focus on doing?
12 What was an important influence for Mark Morris’s The Hard Nut?
13 Dancers working with Ohad Naharin practise without using what?
182
II. WRITING TASK 1
The graph shows the number of visitors to four international museums between 1980
and 2015.
LESSON 11
SPEAKING
1. Discussion questions:
1. How often do you go shopping?

2. What do you like to buy when you
go shopping?
3. Where do you like to go
shopping?
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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 .............
3. Complete the script of Daniel talking about his choices for shopping using the
words and phrases in the box.
afford all sorts of atmosphere convenient keen on out-of-the-
way
place original selection traditional trying on reasonable
The place where I really enjoy shopping is Covent Garden Market. It's very
1................... because it isn't far from where I live. It isn't a 2................... food
market, though at one time it used to sell fruit and vegetables. Now, it's a collection
of 3................... independent shops and stalls. There's an amazing 4................... of
things to buy- clothes, jewellery, books, art and crafts. I love it because it has a great
5................... . There are cafes outside in the square, and often you can see street
performers. It's very lively and friendly. I avoid the big malls because they're often
6................... - you need a car to get to them. And what do I enjoy buying? Well,
I'm 7................... fashion and like to go clothes shopping whenever I can. I love
8................... clothes even if I can't 9 to buy them! And I absolutely love going to
the sales! Sometimes I manage to find great designer shoes at very 10...................
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prices. And I like shopping for really fun and 11................... gifts for my friends -
things that nobody else has. Covent Garden's a great 12 ................... to do that.
Listen and check. Can you think of the opposite words of those in the box?
Share with your friends about the place where you like to go shopping. Try to
use the words in the box or their opposite words.
4. Use the script in Exercise 3 and write your own note about Daniel’s talk
Compare your own note with the following two types of notes about Daniels’ talk.
5. Work in groups and brainstorm ideas for the following topic.

Describe an item you really want to buy.
You should say
● What it is
● What it is like
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● When you intend to buy it
And explain why you want to buy.
Your space for idea brainstorming:
6. Look at your note in Exercise 5 and do the following checklist.

I could talk for 2 minutes using my notes.
My note covers all the requirements on the card.
My note is clear to follow
My note includes short phrases and no full sentences
7. Decide whether the following sentences have a positive or negative meaning.

Underline words that show the sentence tone.
1. I love shopping at the Galleria. It's amazing!

2. I wish there were more places to go shopping where I live.
3. It's a pity that so many shops here have closed down.
4. I'm really excited that they're building a new shopping mall.
Listen to the above sentences and draw out your opinions about negative and
positive tone. Imitate what you hear.
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8: Use the words described in the following pictures to make sentences about
things you have bought. Then, share your sentences with your friends using the
appropriate intonation.
1. 2.
3.
9. Prepare the note for the following topic then talk in 2 minutes.
Describe a website you have bought something from

You should say
● What the website is

● What you bought from this website
● How satisfied you were with the thing you bought
And explain what you like about the website.
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LESSON 11
SPEAKING
1. You are going to hear a college head teacher giving information to some students
about a college event. Listen and complete the table. Write NO MORE THAN
TWO WORDS OR A NUMBER for each answer.
Natural History day: morning events

All events begin at 9.30. You must attend one of these.
Name of event Theme or topic Type of event Location

Dogs might fly Animal 1. Lecture and Room 27
................. 2..................
Flowers talk How plants might 3. Video presentation 4. .................

.................
A world in your 5. Local animal and 6. ................. Local park

................. plant life
I’m not touching Snakes and other 7. Workshop 8. .............lab
that .................
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2. You are going to hear a man on the telephone booking some tickets for a book
fair. Answer questions 1-12
Question 1-7
Write NO MORE THAN TWO WORDS AND/OR A NUMBER FOR EACH
ANSWER
International Book Fair

Ticket Booking Form
First name: Angus

Last name: 1.................
Address: 2. ................, Wallington Oxford
Postcode: 3. ................
Phone number: Home 4.................
5. ................: 0872 298 1191 (between 9 a.m and 6..............p.m)
Date of visit: 7................. 7th
Questions 8-12. Choose the correct letter, A, B, or C.

8. How will the woman send the man’s tickets?
A. By email
B. By post
C. By text message
9. The author Sandra Harrington will
A. Tell people about her latest book.
B. Read extracts from one of her earlier books.
C. Explain where writers get their ideas from.
10. To go to one of the author talks, the man must
A. Reserve some tickets online before he goes.
B. Buy tickets from the Book Fair office.
C. Complete a form which the woman will send to him.
11. How will the man get to the fair from the city center?
A. By car
B. On foot
C. By public transport
12. The woman says that the cafés and restaurants at the Book Fair are
A. very good
B. extremely expensive
C. better than other places in the area
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Topic: Shopping
PART 1.
1. Do you spend much on cloth shopping?

2. Do you enjoy shopping alone?
3. Are there many shops where you live?
4. Where do you often buy food: supermarket or local market? Why?
PART 2.
Describe the most expensive item you bought

You should say:
● What it is
● Where you bought it
● How much it was
And explain why you bought it.
Describe a time when did window-shopping.

You should say:
● When it was
● Where it was
● What you looked for
And tell whether you bought it afterwards.
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LESSON 11
SPEAKING
Exercise 1. 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 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 2. 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
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4. .......... .......... .......... .......... .......... .......... .......... ?
Need think I'll a I trolley
5. .......... .......... .......... .......... .......... .......... .
To think don't need I you'll pay
6. .......... .......... .......... .......... .......... .......... .......... .
Do think go you shopping we'll When again
7. .......... .......... .......... .......... .......... .......... .......... .......... ?
There'll many you people think Do be
8. .......... .......... .......... .......... .......... .......... .......... ?
Exercise 3. 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.
Exercise 4. 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
192
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.
WRITING
LESSON 11
I. LEAD IN
1. Three of the question types you might find in Part 2 are:
1 Do you agree (or disagree) that...?
2 Do the advantages/benefits of... outweigh the disadvantages/drawbacks?
3 Discuss two different views and give your opinion.
Match the question types 1-3 with what you have to do (a-c).
a. Say if you think there are more good points than bad points,
b. Write about both sides and say what you think,
c. Give your opinion on this
In part 2, you have to write an essay of about 250 words. There are different types of
question in Part 2, and you must write a well-organised answer considering different points
of view.
2. Look at the following question.
Do you agree that supermarkets are a threat to small shops and local communities?
Decide on your own opinion. Choose from these options.

A. I strongly agree. Supermarkets will force small shops to close and this will damage
local communities.
B. I agree to some extent. There may be a slight threat to small shops and local
communities.
C. I generally disagree. There is a place for both small shops and supermarkets.
D. I strongly disagree. Supermarkets will not have an impact on small shops and local
communities.
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Avoid being totally neutral: even if you don’t have an opinion on the topic, it is better to
agree or disagree. Choose the side you can find most points for.
II. WRITING AN INTRODUCTION

It is important to begin your essay with a clear introduction.
An introduction should contain:
• background information about the topic or a description of the present situation.
(Nowadays you can find a supermarket in every town.)
• a brief plan of your essay.( I will consider both sides of the argument and give my own
view.)
An introduction may also contain:
• your opinion.(I think there are too many supermarkets.)
An introduction should not contain:
• your main points for or against. (Supermarkets give jobs to local people.)
• supporting evidence for the points.(In my city in China we have five different
supermarkets.)
3. Which of these, A or B, is the better introduction for the essay topic below? Give
reasons.
Do the advantages of supermarkets outweigh the disadvantages?
A. I totally agree that the advantages of supermarkets outweigh the disadvantages.

There are many benefits - cheap prices, plenty of choice, late opening hours, and only
a few drawbacks. In this essay I will explain my opinion.
B. Nowadays you can find a supermarket in every town. There are often several to
choose from and there is strong competition between them. This clearly has many
benefits, but there are some drawbacks too. I will consider both sides of the argument
and give my own view
4. Study the information about introductions in the box above, and then read the
following Part 2 question and a student's introduction. What are the good and bad
things about this introduction?
Some people think shopping online is better, while others prefer going to the shops.
Discuss both these views and give your own opinion.
Online shopping has increased in popularity over the last few years. People now shop
for a wide variety of items on websites. Other people still prefer going to the shops to
buy things. There are a lot of reasons why online shopping is growing. One of them is
that there is a wider choice of items. In this essay, I will consider each of these opinions
and give my own view.
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5. Check the notes below. Did you find the same points?
6. Write a three-sentence introduction to this question.

A 'cashless society' is one where people use debit/credit cards and other forms of
payment instead of cash. Do the advantages of a cashless society outweigh the
disadvantages?
Your Introduction:
..........................................................................................................................................
..........................................................................................................................................
....................................................................................
III. DEVELOPING AN ARGUMENT

To write a well-developed argument you need to include main points and examples which
support them.
7. Match the main points (1-4) with the supporting evidence (a-d).
Main points
1 Supermarkets are often in competition with each other.
2 Supermarkets keep increasing the range of services they offer.
3 Supermarket chains also offer online grocery shopping.
4 Shopping can be an enjoyable and social experience.
Examples/evidence
a You can sometimes get free delivery on some days of the week.
b When I was a child, my mother enjoyed talking to shopkeepers and neighbours while
she was shopping.
c Some supermarkets will refund money if the same goods cost less at another
supermarket.
d You can now buy insurance and foreign currency at large supermarkets.
8. Can you think of examples which support these main points?

1 Supermarkets provide jobs for local people.
2 Large supermarkets can offer a large choice of products.
3 Some large supermarkets offer loyalty cards
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IV. STUDYING A MODEL ESSAY AND PRACTICE
9. Read the essay question and answer the questions below.
Small, independent shops will have no place in the future. To what extent do you agree
with this statement?
a. Do you agree or disagree?

b. Note down some points to support your opinion.
10. Read the essay below. Compare the ideas with your own ideas. Then complete
the essay plan.
MODEL ANSWER
Many people now do most of their shopping online or in large supermarkets. Many small,
family-run shops do not have enough customers to survive. Some people believe that this
is going to happen more and more in the future. However, my view is that there will always
be a place for smaller shops.
There are many disadvantages to shopping online. Sometimes you have to wait for delivery
for several days and sometimes the goods are not what you want. I often have to return
clothes and other items because the size or colour is wrong for me. Supermarkets, too, have
their drawbacks. The goods are all the same everywhere. For example, if you buy a coat
from a supermarket, you will probably meet other people with exactly the same one.
Small, independent shops are more interesting places to shop. You can find unique items
which other people will admire. I have a friend who collects antiques and he finds them in
local shops, not supermarkets or websites. Some small shops specialise in one area, which
is very useful. For instance, in music shops, the staff are very knowledgeable about music
and instruments. You can get advice about what to buy. Finally, small, local shops give
character to a town. In my parents' village there are a few shops selling boating equipment,
which suits the place as it is near the sea.
I strongly believe that there will always be a place for small shops. However, the owners
will need to make sure they sell different things from the supermarkets and keep their shops
interesting.
Paragraph 1: Introduction
Current situation
Opinion
Paragraph 2:
Main idea 1: There are disadvantages to shopping online
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Supporting evidence: Wait for delivery, goods not what you want
Main idea 2: Supermarkets have drawbacks
Supporting evidence: a)..........................................
Paragraph 3:
Main idea 1: Small shops are interesting
Supporting evidence: b)
Main idea 2: Small shops specialise
Supporting evidence: c)
Main idea 3: d)
Supporting evidence: Boating equipment shops in parents’ village near sea
Paragraph 4: Conclusion
Briefly summarise your opinion
11. Find the following in the essay

1. two expressions for giving opinions
2. two expressions for introducing examples
3. an expression to show it is the last point
4. two different future forms.
5. two more linking expressions.
12. Read the following essay topic. Brainstorm your opinion and supporting ideas.
In the future, the main reason for going to the shopping mall will be for entertainment, not
to shop. Do you agree or disagree?
Give reasons for your answer and include any relevant examples from your own knowledge
or experience.
Now write the introduction for your essay.

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WRITING
LESSON 11
I. READING
Fighting fear using virtual reality

Computers are not just for entertainment, shopping or research purposes - as one
woman found out when she tried to cure her fears
Most people have at least one thing they are afraid of. A fear of things like snakes,
spiders, dogs, heights or open spaces affects over 90% of the population. In extreme
cases, a fear can develop into a phobia, where the fear of something is so powerful it
can affect the way the sufferer lives their life. About 10% of people suffer from a
phobia. Most sufferers never seek treatment, because the most common type of cure -
‘exposure therapy’ - involves them being exposed to the object of their fear, and this is
the last thing many of them are prepared to do.
There is now a new cure for phobias, using something called virtual reality exposure
therapy (VRET). The concept is simple. The person with the phobia wears a virtual
reality headset. A computer, controlled by a therapist, then simulates a variety of
situations in which the sufferer is gradually exposed to the object of their fear, which
they view on the headset’s screen. At the same time, the therapist explains why they
should not be afraid of it. The technique is surprisingly successful, as this case
demonstrates.
Sara Considine had a serious spider phobia, and had developed several spider-related
behaviour patterns. Before going to bed, for example, she would check her room for
spiders, then seal the windows with tape so none could get in. She had frightening
dreams about spiders every night. Eventually, she decided to get treatment.
During twelve one-hour virtual reality sessions over a three- month period, Ms
Considine started very slowly. First, she stood a long way from the virtual spider and
just looked at it. Slowly, she moved a little closer. The therapist controlling the
computer programme then made the virtual spider move. After just two sessions, Ms
Considine reported that although she still saw spiders in her dreams, they were no
longer frightening, and she had even managed to have an amusing conversation with
one of them. A few sessions later, the therapist encouraged her to hold the virtual spider
in her virtual hand, and put it in places where the presence of a real spider would cause
her fear. The next stage was to introduce touch. A large toy spider was placed next to
her.
Ms Considine then reached out to touch the virtual spider she could see on the screen,
and at the same time her real hand touched the toy spider.
After her sessions were over, Sara Considine was able to stop her spider-related
behaviour. She even took up camping, something she would never have considered
before therapy. More recently she has appeared on a television nature programme,
where for the first time she was able to hold a real spider in her hands.
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Questions 1-5
Complete the summary using the list of words and phrases. A-J. below.
Treating a phobia using VRET
Sara Considine's programme of treatments lasted for 1...........months. At first, the

sessions did not move very 2..............., as she just 3...............
the virtual spider through her headset. It only took two sessions for her to stop being
4..............the spiders in her dreams. After a while, she could hold the virtual spider in
her virtual hand, and the next stage involved making physical 5...............with a toy
spider.
A. Afraid of
B. Amused by
C. Contact
D. Held
E. Observed
F. Quickly
G. Slowly
H. Touch
I. Three
J. Twelve
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II. WRITING
In the future, the main reason for going to the shopping mall will be for entertainment, not
to shop. Do you agree or disagree?
Give reasons for your answer and include any relevant examples from your own knowledge or
experience.
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WRITING
LESSON 11
HOMEWORK GRAMMAR
1. Complete using the words and phrases in the boxes.
his •their • them • there before • that night
• the day before • the next day
1 I’m seeing Simon tomorrow,’ Mary said.

Mary said she was seeing Simon .........................................
2 ‘We moved into the area two years ago,’ Bella said.
Bella said they had moved into the area two years...........................
3 ‘Our teacher is giving us a test!’ said Michelle.
Michelle said their teacher was giving...........a test.
4 ‘My dad gave me fifty pounds!’ said Neil.
Neil said....................dadhadgivenhimfifty pounds.
5 I scored a great goal yesterday,’ Marina said.
Marina said she had scored a great goal..........................
6 ‘We saw our cousin at the fair,’ said Ben.
Ben said they had seen....................cousinat the fair.
7 ‘I left my wallet here’ Frank said.
Frank said he had left his wallet..........................
8 ‘I’ll sleep well tonight’ said Arnie.
Arme said he would sleep well.........................
2. Underline the mistake in each second sentence and write the correct words.
1 ‘There’s a mouse in the kitchen’ said Martha.
Martha said there had been a mouse in the kitchen..............
2 ‘We’ve won every match this year,’ Amy said.
Amy said they won every match that year. ..............
3 ‘I broke my leg two weeks ago,’ said Spencer.
Spencer said he had broken his leg two weeks ago...............
4 ‘We’d heard the song before,’ Rory said.
Rory said he had heard the song before. ...............
5 ‘I’ve been working since four o’clock,’ said Dad.
Dad said he was working since four o’clock. ...............
6 ‘We’re spending tomorrow by the swimming pool.’ Belinda said.
Belinda said they have spent the next day by the swimming pool..............
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3. Complete each second sentence using the word given, so that it has a similar
meaning to the first sentence. Write between two and five words.
1 ‘I’m going to bake a cake,’ said Mum. she
Mum said ..................... to bake a cake.
2 ‘Richard has passed his driving test,' Andy said. passed
Andy said ..................... his driving test.
3 ‘We’re staying in tonight to watch TV,’ Jim said. that
Jim said they ..................... to watch TV.
4 ‘I’m thinking of going on a diet,’ said George. he
George said ..................... of going on a diet.
5 ‘My sister lived in Russia for a year.’ Carol said. lived
Carol said ..................... in Russia for a year.
6 ‘I went snowboarding last year,’ Jill said. year
Jill said she ..................... before.
7 ‘I’ll call you tomorrow,’ Karl said to me. next
Karl said he ..................... day.
8 ‘We’re flying home next week,'' said Arthur. the
Arthur said they ..................... week.
4. Rewrite the sentences in reported speech using the verb given.
1 ‘I’m sorry I told everyone your secret,’ my sister said. Apologized
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2 ‘I didn’t give the money to John,’ said Ali. Denied
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3 ‘I’ll love you forever!’ Francis said to Elizabeth. Promised
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4 ‘No, I won’t open the door!’ said Mandy. Refused
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5 ‘Why don’t we give Jenny a call?’ Albert said. Suggested
...........................................................
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1.
a. Match the activities with the correct photos.
Camping playing computer games cooking gardening hiking
listening to music playing the harmonica swimming taking photos jogging
1.
2.
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3.
4.
5.
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6.
7.
8.
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9.
10.
b. Write down in the box above one adjective to express your opinion
towards each activity.
2.
a. Put the adjectives in the box into the correct column
useless enjoyable peaceful stressful
exhausting harmful healthy amusing
brilliant tiring dangerous great
Positive Negative
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b. Practice using those words to describe an activity. Try to give your
reason(s) as in the example below.
Eg: Yoga is a very relaxing activity because of its slow movements and
peaceful music.
3. Read the answer of a candidate called Serena about her favorite activity.
Identify any linking words she used.
I'm going to talk about a hobby I'd like to take up in the future. I really want to learn
ballroom dancing. This is because I love Latin music and I love the way the dancers
move and shake. Also, I want to give myself a challenge and learn something new.
Watching ballroom dancing always makes me feel excited. I don't think it'll be too
difficult for me, because I already do ballet and tap dancing. I like learning new steps.
For example, I really want to learn the tango or the samba because these are exciting
and look good to people watching. I've tried Flamenco dancing but I'm not very good.
I'm also worried about finding the right dance partner, because I'll be a little slow to
learn in the beginning. So I might fall over sometimes. In fact I'll probably fall over
quite a lot!
4. Put the phrases in the correct categories to complete the table.
On the other hand, … Overall, … Also, … Secondly, …

In conclusion … First of all, … For this reason … For instance, …
As a result, … In contrast, … For example, … In addition,....
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Listing points in order Giving an example
Introducing a contrast (e.g. the opposite

Introducing a result
view)
Summarising all your points at the end and

Adding a point to support an argument
reaching a conclusion
Can you think of more linking words to fill in those tables?
5. Complete the sentences using your own ideas and share them with your partner.
1. I love [activity], but ...
2. I'm not keen on [activity] - in fact ...
3. I love all kinds of [activity]. For example, ...
4. A lot of people in my country [activity]. They also ..
Now give a full answer to the following question: Which activity do you dislike but
still have to do?
Remember to use linking words.
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6. Work in pairs. Each of you pick a topic of the two below and ask your partner.
After that, use the table of performance assessment to give feedback to your friend.
You can also rely on it to think about self-reflection.
Student A’s card:
Talk about a new sport or hobby you would like to take up.
You should say:
• what it is
• how you would start it
• why you have not started it yet
and explain what help you would need
Student B’s card
Describe a hobby you enjoy.
You should say:
● how long you have been doing it

● how often you do it
● what benefits you get from it
and explain why you enjoy it.
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PERFORMANCE ASSESSMENT
Performer’s name:
Criteria Comments
Brainstorming note
Coverage of all points in the card
Use of adjectives to describe the activity
Use of linking words
Intonation
LESSON 12
SPEAKING
Questions 1-3

answer.
GYM MEMBERSHIP FORM

Name Brad Simmons
Telephone number 1. ......................
Email address Brad07@element.com
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Membership type 2. ......................
Payment amount £36.50
INTRODUCTION DETAILS
Date and time Saturday 3 ...................... November at 2.30
p.m
Trainer Rob Ellis
Questions 4-7
Complete the diagrams below.
answer.
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Questions 8-10
Complete the questions below.

answer.
8. Name two times that Brad will visit the gym: .................................
9. What convinced Brad to choose Smith’s gym? .................................
10. What does Brad want to achieve at the gym? .................................
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Topic: Free-time activities
PART 1.
1. How do you often spend your weekends?

2. Do you like trying extreme activities?
3. Do you prefer to watch a movie or read a book when you are free?
4. Do you think going fishing is enjoyable?
PART 2.
Describe an occasion when you wasted your free time.

You should say:
● When it was
● What you did
● Why you decided to do that
And explain why you think you wasted your free time.
Describe an activity you used to do in your free time.

You should say:
● What the activity was
● When you took up the activity
● Why you took up the activity
And explain why you stopped doing it.
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LESSON 12
SPEAKING
Exercise 1. 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 2. 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. What’s ............. sport, in your opinion? Which do you think is the hardest?
(difficult)
3. Skiing is a lot ............ in mountainous countries like Switzerland than it is in
flatter countries like England. (popular)
4. Who’s ............ runner in the world? (fast)
5. Motor racing is a lot ............. than it was, but it’s still really dangerous. (safe)
6. I don’t think he’s better or .............. than you. You’re both as good as each
other. (bad)
7. The least ............ thing you can do is watch sports on TV all day! (healthy)
8. That was the ............... goal ever! It was fantastic! (good)
9. I’m quite good at volleyball, but I’m not quite as good as my brother. He’s a bit
............. than me. (good)
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Exercise 3. Complete the text. Use the words in the box.
All discussion example hand opinion overall people

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.
LESSON 12 - WRITING
SAMPLE ANSWER
Some people are saying that people are less active than they were in the past. There are
points for and against this idea, but overall I agree with the statement. In this essay I
explained why.
In my opinion, the main reason why people less active is computers. Several years ago we
go to speak to our colleagues. We walked to their desk or office. Now we send an email
without getting up from our seat. Even our free time is less active because we playing
computer games and go on social media. Before, people were walking to a cafe to meet
their friends or they went to their house. Nowadays, though, we chat online at home. In the
twentieth century, children do many activities. In today’s world, parents are scared for their
children’s safety, so they prefer to keep them at home. For many, it is easier to stay at home
than to go out. On the other hand, some physical activities are become more popular. There
are more gyms than there used to be and it is fashionable to go running or to the gym. In
my view, though, only some people do these things. Most people join a gym but they are
not going regularly. However, they never stop playing computer games and watching TV!
Also, these days everyone took their driving test as soon as possible and starts driving. In
the past,young people walked and went by bus.
To sum up, I am agree that people are less active in their free time compared with the past.
Now people are lazier and less fit than they were before. (273 words)
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I. ORGANIZING THE ESSAY
1. Read a student’s essay on the following topic. (Ignore the highlighting for now).
What are the GOOD things about it?
People nowadays spend their free time less actively than in the past. Do you agree or
disagree?
2. Answer these questions about the essay.

1 Does it have the right number of paragraphs?
2 Is every paragraph clear?
3 Are linking expressions used?
4 Is the writer's opinion given clearly?
5 Has the writer looked at both sides (for and against)?
6 Are tenses used correctly?
7 Are there any grammatical mistakes?
3. The teacher has highlighted the student's errors. Can you correct them?
4. Find the following expressions in the essay.

1 two expressions used to give an opinion .............
2 two expressions used to introduce the opposite view.......
3 an expression to show there are two sides to the argument.......
4 an expression to introduce the conclusion............
5 an expression to show that a point is the most important.......
5.Read this Writing Part 2 question and then, before you read the essay in exercise
6, think of some advantages and disadvantages.
Some children spend most of their free time talking part in cluvs and other planned
activities. Do the advantages of this outweigh the disadvantages?
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II. LINKING EXPRESSIONS
6. Fill in the gaps in the essay with the expressions in the box.
My own view is Unfortunately Firstly Also
My own opinion One reason is that Thirdly In addition
Many parents think that their children should have many free-time activities, such as
joining sports clubs and having music lessons. Children often have no time which can
really be called free time. In this essay I will look at the advantages and disadvantages
of this and give 1 .......
2 ............, if we think of all the great artists, musicians and sportsmen and women in
the world, they all started by doing their activity as a hobby. They found they had a
talent and developed their skills to become world class. Secondly, children usually
enjoy their activities, make friends and become well-developed people. 3.............. ,
parents think that being busy will stop the children getting into trouble. Their parents
know what they are doing at all times.
4 ................, this is not always a positive trend. 5.............. children can become stressed
when they have to run from activity to activity. 6.............. , they need time to play freely
and use their imaginations. They can get to know themselves and their likes and dislikes
during this time. It is 7................. important to give them time to relax, watch TV, read
and be with their parents, grandparents and siblings.
8........... that we need to have a balance. Children should choose one or two activities
they really like, and have free time to just be themselves the rest of the time.
What do you think is the function of the expressions in the box? Why do we need
them in writing part 2 essay?
7. Use appropriate linking expressions to develop 1 body paragraph based on the

ideas you have brainstormed in exercise 5.
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III. PRACTICE
8. Read the following essay question and then write Agree (A) or Disagree (D) next
to each point 1-6 below.
Children are now less active in their free time than in the past. Therefore, sports lessons
must be compulsory in schools. To what extent do you agree or disagree? Give reasons
for your answer and include any relevant examples from your own knowledge or
experience.
1. If people are unfit, the government will have to spend a lot of money on medical care
in the future.
2. Physical activity improves children's mental well-being.
3. Sports lessons are a waste of valuable study time.
4. Schools need to spend a lot of money on sports facilities.
5. Sports help children learn discipline and working with others as a team. 6 Some
young people do not enjoy sports.
9. Write your essay using the following plan:
Paragraph 1: Introduction - a general opening sentence (a paraphrase of the question)

I agree or I disagree - in this essay I will give reasons…
Paragraph 2: Summarise the opposite view: Some people believe ...Say why you
disagree with them - give your main point
Paragraph 3 : Give your view - at least two more points, with supporting evidence
Paragraph 4: Conclusion - state your view again and give a brief summary of your
main arguments
Checklist for your essay

• Are my paragraphs clearly shown? (leave a line or indent)
• Have I used linking words and expressions?
• Have I used phrases to introduce my opinion?
• Are my tenses correct (mostly present and future)?
• Have I checked my spelling, grammar and punctuation?
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WRITING
LESSON 12
I. READING
HOLIDAYS WITH A DIFFERENCE
Tribal tourism is becoming more popular. But at what cost to the locals?
Tribal tourism is a relatively new type of tourism. It involves travelers going to remote
destinations, staying with local people and learning about their culture and way of life.
They stay in local accommodation, share facilities with local people, and join in with
meals and celebrations. At the moment, less than one percent of holidays are tribal
tourism holidays, but this is set to change.
Tribal tourism is often compared with foreign exchange visits. However, a foreign
exchange involves staying with people who often share the same values. Tribal tourism
takes visitors to places where the lifestyle is very different from that in their home
location. Those who have been on a tribal holiday explain that experiencing this
lifestyle is the main attraction. They say that it offers them the chance to live in a way
they never have before.
Not everyone is convinced that tribal tourism is a good thing, and opinions are divided.
The argument is about whether or not it helps the local population, or whether it exploits
them. The main problem is that, because tribal tourism is relatively new, the long-term
effects on local populations have not been studied in much detail. Where studies have
been carried out, the effects have been found to be negative.
Travel writer Ian Coleman recalls a recent trip to Guatemala, where he saw an example
of this. 'There is a village with a statue of a man called Maximon, who has a special
spiritual meaning for the local tribe/ he explains. ‘The statue is kept indoors, and once
a year the locals bring him out and carry him around the village. However, visitors now
pay money for them to bring the statue out and carry it around, while they take
photographs. As a result, Maximon has lost his original meaning, and is now just
another tourist attraction.'
So, is it possible to experience an exotic culture without harming it in some way? 'With
a bit of thought, we can maximise the positive impacts and minimise the negative’, says
travel company director Hilary Waterhouse. 'Remember that you are there not only to
experience a different culture, but to help it in some way. Tourists bring money to the
community, which the community can invest in local projects. However, this does not
mean you can act the way you might do back home. The most important thing is to
show respect, learn about, and be aware of. local customs and traditions. Always
remember you're a guest.'
220
Dawn Baker, manager of travel company Footprints, runs tours to tribal areas in Peru.
‘Good companies specialising in tribal tours are very careful about who they allow on
their tours/ she says. 'They won't take anyone they feel is unsuitable.' Baker offers
reading recommendations so that visitors can read about the country and its cultures.
'The rewards of a trip to this country are priceless, and the more you know in advance,
the more priceless they are.'
Tribal tourism travelers are often surprised at how basic their facilities are when they
get there. 'It's not for everyone, but for me it was all part of the experience/ says Jamie
White, who has recently returned from a trip to Borneo. 'We stayed in the same huts
that everyone was living in, with no running water and no electricity. It was basic, but
it was an ethical way to travel. Being comfortable means you use more local resources
and so have more of an environmental impact’
Questions 1-8
Complete the summary below.
Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage
for each answer.
Tribal tourism
People who take a tribal tourism holiday visit places that are 1. ............ When they
are there, they find out about the local 2 ............. and how people live.
Currently, tribal tourism accounts for less than 3............... of the tourism
industry.
Tribal tourism holidays are different from foreign exchange visits because the
travelers and the people they meet have different 4 ................... Tribal tourism
travelers experience a 5................. that they are not familiar with. For them, this is
its 6..................However,some people argue that 7...............do not benefit
from this kind of tourism. 8.............
show that the effects of
tribal tourism are not good.
Questions 9-13
Look at the following statements and the list of people below.
Match each statement with the correct person, A-D.
NB You may use any letter more than once.
9. Travelers may need to change the way they behave.
10. Some travelers would not enjoy living the way that the local people do.
11. Tribal tourism can have benefits for local people.
12. Some travelers make local people do things that they would not normally do.
13. Learning about a place before you go there makes your trip much more satisfying
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List of people
A Ian Coleman
B Hilary Waterhouse
C Dawn Baker
D Jamie White
II. WRITING
1. 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.
1. 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.
2. 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.
3. 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.
4. 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 so much money.
5. 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.
6. 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.

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.
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Give reasons for your answers and include any relevant examples from your own
knowledge or experience. You should write at least 250 words.
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Sample
At the present time, certain people believe that it is more important to like your job
than earn a lot, while others hold the opposite view. In this essay, I am going to
compare both of these options and then offer my own thoughts.
On the one hand, it is certainly true that there are advantages to liking your job.
Firstly, you are more likely to work hard if you enjoy what you do. If you work hard,
you will get promoted and if you get promoted, you will earn more money. Secondly,
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enjoying your work means that you will have a healthier mind and body. For instance,
there are studies that show that liking your job helps you sleep better and experience
less stress.
On the other hand, it is very important to have enough money. As a result, some
people believe that your salary is more important than enjoying your work. For
example, a painter might love painting, but if he cannot sell enough pictures, he will
not have enough money to eat, and if he does not eat, he will not be able to paint.
Likewise, an actor might like acting but if he cannot get enough work on TV or in
films, he will not be able to pay his rent. Also, there are a lot of people who want to be
actors who are all trying to get the same jobs.
To conclude, there are definitely advantages to liking your job. However, it is very
important to have enough money to live. Nevertheless, in my opinion, everyone who
has the opportunity to do a job that they enjoy, should try to do it.
WRITING
LESSON 12
HOMEWORK GRAMMAR
1. The phrases in bold are wrong. Write the correct phrases.

1 We'll have something to eat when we will get home.
2 I won’t book the tickets until you will tell me to.
3 11 come home as soon as the concert will finish.
4 After you are going to do this test, well play a game.
5 He’ll send you a text message before he is going to leave
6 Will you go to St. Petersburg while you will be in Russia?
2. Complete using the correct form of the verbs in the box.
be • come • finish • have • leave • return • take
1 Call me as soon as you..........anynews.
2 She’ll have to do a lot of revision before she.......the exam.
3 Are they going to visit you while they......inthe UK?
4 Do you want to go to university after you.............school?
5 Claire won’t have a break until she...... all her homework.
6 The lesson can’t start till the teacher...................
3. Circle the correct word.
1 Although / Despite the water was cold, we still went swimming.
2 Although / Despite my mum’s got a mobile, she never uses it.
3 Although / Despite looking for hours, I couldn’t find a nice pair of jeans.
4 Although / Despite taking a map, we still got lost.
5 I don’t like sweets, although / despite I do like chocolate.
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6 We enjoyed the picnic although / despite the bad weather.
4. Complete each second sentence so that it has a similar meaning to the first
sentence.
1 It the traffic isn’t bad, she’ll be here at six o’clock.
Unless the traffic..............bad, she’ll be here at six o'clock.
2 If it doesn’t rain, we'll go to the beach.
Unless it............., we’llgo to the beach
3 If I’m not tired, I’ll come to the party.
Unless.................tired, I'llcome to the party.
4 If Mrs Potts doesn’t come, we won’t have a test.
Unless Mrs Potts............, we won't have a test.
5 If Sarah comes, we’ll watch the video
Well watch the video unless Sarah......................
6 If Mum gives me some pocket money, I'll buy a new pair of jeans.
I won’t buy a new pair of jeans unless Mum..........somepocket money.
LESSON 13
SPEAKING
1. Write the name of four people in the pictures below in each blank. Discuss in
groups the given questions.
A. ..................... B. ....................
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C. ..................... D. ....................
Discussion questions:
1. What is their occupation?
2. Why are these people famous?
3. How do you think about each of them?
2. Choose 3 words among those in the box below to describe a famous person.
Remember to give supporting idea(s) for your description.
active brave charming brilliant professional talented
cruel expert generous experienced powerful honest
Eg: Donald Trump is a powerful person because he is the president of the United
States.
3.
Describe a famous person who you like or admire. You should say:
• who this person is
• why this person is famous
• where and when you saw this person
and explain why you like this person.
a. Take note of what you hear about two people talking about the above topic. You
can look at the following questions for reference.
1.Who is the famous person?
2 What does the famous person do?
3 Where did the candidate see this person?
4 When did the candidate see this person?
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5 Why does the candidate like this person?
b. Read the scripts of 2 recordings you have heard and underline linking words
and relative pronouns each candidate use.
c. Now make your own note in 1 minute then deliver your talk with your partner.
4.
1 Do you think people are too interested in the lives of famous people?
Verb tense:........... Type: ............... Example answer: ...
2 How can people use their fame to do good?
3 Are there any differences between famous people now and in the past?
4 What will people be famous for in the next few years?
5 What would be the advantages and disadvantages of being famous?
Read the above discussion questions and decide

a. the appropriate verb tense in the answer
b. the type of part 3 questions
c. the suitable example answer from the box.
A I think that people used to be famous more for what they did rather than who they
were or what they looked like.
B Charity work seems like it could be a good idea. Most famous people earn a lot of
money and it would be great if they could give some of that money to help others.
C I think we will see more normal people like you or me becoming famous over the
Internet. Anyone can upload a video now and get millions of views.
D If you are famous you can make a lot of money and be given a lot of free things to
advertise. On the other hand, it might be difficult to do normal things, like go
shopping in the supermarket.
E Well, I think that there are may be too many celebrity TV shows and magazines
these days, so that might be true.
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5. Choose one questions in Exercise 4 and write it in the balloon and make note of
your idea in the space below.
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LESSON 13
SPEAKING
Questions 1-3
Choose THREE letters A-F
Give three reasons why the Yellow Plaque scheme was started.
A. To boost tourism
B. To raise awareness of local history
C. To increase knowledge of famous people
D. For publicity
E. For architectural preservation
F. To raise national awareness
1............................
2............................
3............................
Questions 4-6
Choose the correct letter A,B or C.
4. The scheme has had the most success in

A. increasing the amount of tourism in the area.
B. raising the profiles of the famous people featured.
C. raising historical awareness.
5. Successful Yellow Plaque nominees have to
A. have a nomination and 50 signatures.
B. be approved by a central panel.
C. have done something remarkable.
6. The scheme is mainly funded by
A. the community.
B. local councils.
C. the tourist board.
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Questions 7-10
Write ONE letter A-F next to questions 7-10.
Match the plaques to the people they represent.

A. Political figures
B. Charitable figures
C. Business people
D. Sporting figures
E. Artists
F. Writers
7. Red Plaque...............
8. Grey Plaque...............
9. White Plaque...............
10. Green Plaque...............
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Topic: Fame
PART 1.
1. Who is the most popular singer in your country?

2. Do you want to become a celebrity?
3. Is there anyone in your country famous not for their talent?
4. Do you like reading about celebrities' life?
PART 2.
Describe a lesson you learnt from celebrity.

You should say:
● What lesson it was
● Who you learnt from
● When was that time
And explain why you think that lesson is useful.
PART 3.
1. How can a celebrity affect the brand image that they advertise for?
2. What do you think about the impact of celebrities’ style on young people?
3. What are some general qualities of famous people? Do they have quality
different from ordinary people?
LESSON 13
SPEAKING
Exercise 1. Complete the descriptions with the words and phrases in the box.
Celebrity fan film star lead singer paparazzi reporter role model
supporter
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1. A .......... is someone who is famous.
2. A .......... is a famous movie actor.
3. The .............. of a band is the main (and sometimes the only) singer.
4. A .......... is someone who really likes a particular person, group or team.
5. Your ............ is a person who you like and want to be like.
6. A .......... is someone who likes a particular sports team, person or group and
wants them to do well.
7. A .......... is a person whose job is to find information about news events and
describe them for a newspaper, on TV, etc.
8. The .............. are photographers who follow famous people and try to take
photos of them.
Exercise 2. Choose the best words to complete the sentences.
1. Everybody knows his name. He’s really talented/ well-known/rich .

2. He’s a really good-looking actor. He’s so popular/ handsome/famous .
3. She’s very attractive. She’s such a beautiful/ talented/ well-known woman.
4. Everybody loves that band. They’re really attractive/ pretty/popular at the
moment.
5. She’s got lots of money. She’s extremely popular/ well-known/ wealthy .
6. He can do amazing things that other people find difficult. He’s so talented/
stylish/ attractive
7. Her clothes are always really cool. She’s very fashionable/ handsome/famous .
8. They wear beautiful clothes. They look very rich/ stylish/ talented .
Exercise 3. 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
1. I don’t know why she’s famous. Her only ........................ is that her dad was a
famous singer.
2. I don’t feel too sorry for celebrities who complain about the paparazzi.
They’re just ........................... for being famous.
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3. 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.
4. 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.
5. 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
........................... .
6. It’s very difficult to ........................... in the music business. Many people try,
but only a small number succeed.
Exercise 4. 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'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.
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!
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LESSON 13 - WRITING
I. AVOIDING REPETITIONS
1. Look at this essay title and read the second paragraph (the paragraph after the
introduction) from a student’s essay on the topic. What are the good and bad
things about it?
Does being famous have more advantages or more disadvantages?
There are many advantages of being famous. If you are famous, you might also be wealthy.
You can buy a big house and an expensive car. Another advantage is that you have fans.
They take photographs of you and send you letters. One more advantage is if you are
famous you don't have to wait in queues. You can go to the front. The last advantage of
being famous is you can use your fame and money to help good causes. If you give money
to charity, others will do so too. In this way, you can make a real difference in the world.
What is the function of the first sentence?
2.The paragraph gives four advantages of being famous. Each point is supported
by evidence. Complete the table. The first point has been done for you.
Point Evidence
1 You might be wealthy You can buy a big house and an expensive care
3. Rewrite the paragraph. Instead of always using famous and advantages, try to
use some of these words:
famous: (have) fame, well-known, someone that everyone knows
advantages: benefits, good points, positive aspects
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4. Read the student's next paragraph and answer the questions.
There are also disadvantages of being famous. The main one is that you do not have a
private life. Reporters follow you everywhere. Even if you are tired or sick, they take
photographs of you. *The second drawback of being well-known is that people say bad
things about you. They even tell lies about you. The third negative aspect of fame is your
family may also suffer. Even your children may have paparazzi following them. A final
problem is that it can be very stressful. Some actors or singers are badly affected by the
pressure.
1. How does the student avoid repeating the words disadvantages and famous?
2. What are the student's FOUR main points?
3. What evidence does the student provide for each point?
II. GIVING SPECIFIC EXAMPLES

It is also good to give specific examples for some of your points.
For example, 'Many celebrities have got into trouble after getting angry with reporters and
photographers who were following them' could be added at * above to support the first
point in the student's second paragraph.
You will get more marks if you give specific examples to support your points. It can be
something that happened to you or a friend, something you read or something that happens
in your country. Make sure it provides evidence of the point you are making.
5. Where in the second paragraph could you add these sentences?

1 Even people like Bill Gates, who gives most of his money to charity, are criticised!
2 Many famous people have become ill due to overwork and always being in public
view.
3 For example, everyone has seen pictures of Harper, the young daughter of David and
Victoria Beckham.
6. Add specific support to these points. The person or situation can be from your
own country.
a. Famous people are often rich.
b. You might have a lot of fans.
c. You will be able to use your fame and money to help others
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7. Replace the repeated words.with pronouns.
1. Fan Bingbing is a popular actress in China. Fan Bingbing starred in My Fair Princess.
2. Benedict Cumberbatch is one of my heroes. I met Benedict Cumberbatch when I was
in London.
3. Our country has laws that protect people from paparazzi. Some countries' laws are
not as strict as our laws.
4. There are some reasons for my opinion. The first reason for my opinion is it is
difficult to be famous.
III. SUPPORTING YOUR POINT AND PRACTICE
8. Read the essay title. Which of the statements a-d below best matches your
opinion on the essay topic?
There should be strict laws banning people from taking photographs of people under
18 in order to protect young celebrities and the children of celebrities. To what extent
do you agree or disagree?
A. I strongly agree. Laws must be very strict to protect children.

B. I tend to agree. It is probably not a good idea to allow photos of children.
C. I tend to disagree. I think people are interested in seeing photos of famous children.
D. I strongly disagree. People have the right to take pictures of whoever they want.
‘ To what extent do you agree or disagree?” mean “ How strongly do you agree or
disagree?”
🡺 Use phrases like I strongly/tend to agree/disagree.
9. Read the essay and answer the questions about it that follow.
1. What is the writer's opinion?
2. What three pieces of specific support does the writer give?
3. Does the writer consider the opposite opinion?
4. These are all possible plans for this essay. Which one has the writer used?
Plan 1 Opinion
Opposing argument+ why I disagree
Opposing argument+ why I disagree Restate
opinion
Plan 2 Opinion
My main arguments
Opposing arguments
Restate opinion
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Plan 3 General introduction (no opinion)
Arguments for
Arguments against
My opinion (given for the first time)
MODEL ANSWER
All children have the right to a normal childhood. On the other hand, everyone is interested
in child stars and the children of celebrities. Overall, I agree that it is more important to
protect children, so we should not allow people to take photographs of people under 18.
It is true that people are interested in seeing photos of famous children. They want to see
if they look like their celebrity parents. The Beckham children, for example, are often in
the newspapers. People think the Beckham boys should play football like their father. The
little girl has to be perfectly dressed like her mother. In my opinion, this is not fair on the
children. Another problem is that people believe they have the right to see pictures of
famous children, particularly important ones like those of the British royal family. Prince
William is working hard to make sure his children, Prince George and Princess Charlotte,
can grow up with their privacy protected.
People say that 'fame has a price'. They think that if photographers take pictures of well-
known people, that is part of the price. I disagree with children 'paying for fame'. They
didn't choose to be famous. They have the right to be badly dressed or have a bad day like
everyone else. I once saw a website called 'Celebrities with ugly kids'. How will those
children feel when they see that website one day?
In conclusion, I understand that photos of famous children sell newspapers. However, I
think such photos should be banned to protect the children.
10. Think of the plan/essay structure to answer the following topic.

You may use the ideas below if you wish.
Do you agree or disagree that celebrities are paid far too much money?
Give reasons for your answer and include any relevant examples from your own
knowledge or experience.
Write at least 250 words
Agree
• Essential workers such as nurses and teachers often receive low salaries.
• Celebrities are often born with their talent for singing or acting. They have not
spent years at university like doctors and engineers.
• Most of them waste their money on expensive houses, cars and parties.
Disagree
• Celebrities do not have a private life and work very hard.
• Very few people reach the top levels of music, acting or sport - we
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should reward those that do.
• It is a case of supply and demand. We create demand by going to see
their concerts and buying their music.
Now write a full paragraph in the body.

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WRITING
LESSON 13
I. READING
THE HONEY BADGER

It looks harmless and vulnerable. But the honey badger is afraid of nothing... and will
attack and eat almost anything
The honey badger (Mellivora capensis), is an African and south-Asian mammal that
has a reputation for being one of the world's most fearless animals, despite its small
size. And in spite of its gentle-sounding name, it is also one of its most aggressive.
Honey badgers have been known to attack lions, buffalo, and snakes three times their
size. Even humans are not safe from a honey badger if it thinks the human will attack
or harm it. They are also extremely tough creatures, and can recover quickly from
injuries that would kill most other animals.
At first glance, honey badgers look like the common European badger. They are usually
between 75cm and 1 metre long, although males are about twice the size of females.
They are instantly recognisable by grey and white stripes that extend from the top of
the head to the tail. Closer inspection, which is probably not a wise thing to do, reveals
pointed teeth, and sharp front claws which can be four centimetres in length.
Honey badgers are meat-eating animals with an extremely varied diet. They mainly eat
a range of small creatures like beetles, lizards and birds, but will also catch larger
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reptiles like snakes and small crocodiles. Some mammals, such as foxes, antelope and
wild cats also form part of their diet.
The badgers locate their prey mainly using their excellent sense of smell, and catch
most of their prey through digging. During a 24- hour period, they may dig as many as
fifty holes, and travel more than 40 kilometres. They are also good climbers, and can
easily climb very tall trees to steal eggs from birds' nests, or catch other tree-dwelling
creatures.
As their name suggests, honey badgers have always been associated with honey,
although they do not actually eat it. It is the highly nutritious bee eggs (called 'brood')
that they prefer, and they will do anything to find it. They usually cause a lot of damage
to the hive in the process, and for this reason, humans are one of their main predators.
Bee-keepers will often set special traps for honey badgers, to protect their hives.
One of the most fascinating aspects of the honey badger is its working relationship with
a bird called the greater honeyguide (Indicator indicator). This bird deliberately guides
the badger to beehives, then waits while the badger breaks into the hive and extracts the
brood. The two creatures, bird and mammal, then share the brood between them.
Questions 1-8. Complete questions 1-8

Write NO MORE THAN TWO WORDS from the passage for each answer.
1) Although they are not big animals, honey badgers are fearless, ............and
tough.
2) Honey badgers will attack...................if they need to protect themselves.
3) The pattern and colours on the honey badger’s back make it.....................
4) The food they eat is meat-based and.....................
5) ...............form the biggest part of a honey badger’s diet.
6) Honey badgers find the creatures they eat by their...................
7) .................are often used to catch honey badgers which attack beehives.
8) For one particular type of food, the honey badger has a ............with
anothercreature.
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II. WRITING
Write an essay answering the following question.
Do you agree or disagree that celebrities are paid far too much money?
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WRITING SAMPLE ESSAY
Every year Forbes a list of the highest paid celebrities is published. Some stars are paid
hundreds of millions of dollars every year. Some people think they deserve this money
for their talent and hard work. I personally disagree. I don't believe anyone should have
such excessive amounts of money. In this essay, I will explain the reasons for my view.
Some people argue that the highest earning celebrities are special. They have a talent
that few of us possess and they have worked incredibly hard to become the best. My
view is that we all have our own skills and abilities and most of us work hard. Just
because someone's talent is for making things or teaching, why should they get paid so
much less?
It is true that we create the demand for celebrities that lets them become so wealthy.
However, I think we are all paying too much for tickets to concerts and sporting events.
This is unfair because people with low incomes don't have the opportunity to see these
events in person. If celebrities earned less, more people would be able to afford to buy
music and go to concerts.
In addition, I think that it is bad for society that only singers, actors and sportsmen are
valued. Children no longer want to grow up to be train drivers, carpenters, plumbers or
even teachers because they want a 'celebrity lifestyle' of expensive houses and private
jets.
To conclude, I strongly agree that famous people should have a lifestyle which is more
similar to that of ordinary people.
WRITING
LESSON 13
HOMEWORK GRAMMAR
1. Complete using the words in the box. You have to use some words more than
once.
where • which • who • whose
1 There’s a film on tonight ......... Ireally want to see.

2 Do you know any restaurants ...........they serve vegetarian dishes?
3 Can you remember........told you about the new nightclub?
4 The film, stars Tom Hanks, is based on a book by Dan Brown.
5 I’ve never met anyone before .............mother was famous!
6 Lorenzo is from Spain originally, has lived here for about ten
years.
7 Carla,............parents are from Mexico, was born in the UK.
8 Here’s a photo of the hotel........we stayed.
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2. Circle the extra word in each sentence.
1 The boy who he sits next to me in class is called Vladimir.

2 This book, which I started reading it last week, is really funny.
3 Jean, whose her mother is a nurse, wants to be a doctor.
4 My mum and dad, who they got married fifteen years ago, met over thirty years
ago.
5 The jeans which I was telling you about them are over there.
3. Rewrite as one sentence using a relative clause.
1 My grandfather was an airline pilot. He is sixty-five years old now.

My granddfather, who is sixty-five years old now, was an airline pilot.
2 Friendly People is a comedy. It's my favourite programme.
.................................................................
3 My friend Michael often comes to play with me. He hasn't got any brothers and
sisters.
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4 My sister loves wearing hats. Her hair is brown.
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5 New York is an enormous city. It's where I was born.
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6 This CD is scratched. I only bought it yesterday.
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7 My brother George has got some great shirts! He hates me borrowing his
clothes.
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8 Our neighbours have never invited us to dinner. Their house is directly opposite
ours.
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4. Look at the pictures and use the prompts to write sentences

1 A tree / tall / have / leaves
The tree which is tall doesn’t have any leaves.
B trees / have / leaves / be / short
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2 A bottle/big/full
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B bottles / small / empty
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3 A girl / has / short hair / be called / Melissa
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B girls / hair / be / long / be called / Lucy, Tina and Debbi
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4 A boy / hold / black basketball / wear / school uniform
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B boys / basketballs / be / white / wear / tracksuits
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1. Write three sentences to describe a wildlife animal. Without saying the name, let your
partner guess. Use the hints below to make sentences.
Favorite food:
Habitat:
Characteristics:
2.
a. Work with your partner. Put the following words into the correct column
Underwater Round hump Deer Dolphin

Desert Eagle Nest Big claws
Hard antlers Camel Forest Long fin
Animal Habitat Characteristics
b. Use the words in Habitat and Characteristics to describe four animals in the first column
above. Can you add other details about them?
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3. Read the answer for the topic below, decide the main content of each part and underline
useful phrases
Describe a wild animal you know
You should say:
• what the animal is and what it looks like
• what it eats
• where it lives
and explain how people feel about this animal.
Sample:
(1) Tiger is a wild animal which is very common in our country. It is the largest animal of the cat
species and they grow up quite large. It can grow up to 11 feet and can weigh more than 300 kg.
Tigers generally live about 25 years and they require a large habitat area that supports their prey
requirements.
(2) Most of the tigers of the world are found in the widely area across Asia, Turkey and Russia.
The most recognizable feature of a tiger is its dark vertical stripes on reddish-orange fur with a
lighter underside. They have got a big head and sharp teeth claws. It is a carnival animal that
mostly depends on the meat of other animals. The largest number of tigers can be found in India
and the total subspecies and the numbers of tigers are decreasing over time. Tigers are good
swimmers and are often found crossing rivers and lakes in heavy tides.
(3) Tigers usually hunt alone unlike other animals that prey in a group. They target their prey
first and then aim at it. When the target is fixed, it attacks with a sudden ferocity overpowering
the prey with the strength and size. Tigers have a great leaping ability and can run very fast.
Main idea:
(1)
(2)
(3)
Now, give your opinion about this sample.
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4. It’s your turn to talk about the topic in Exercise 3. Be prepared to share your
performance.
5. List any phrases you know to give examples and reasons in the following table.
Giving examples Giving reasons
6. Fill in the table below with your own ideas
Discussion
Your answer Your example Your reason
question
1. What should be
done to people
caught hunting
illegally?
2. Is there anything
we as individuals
can do to prevent
hunting?
3. Will there be more
or les hunting in the
7. Now listen to a candidate answering 3 questions in Exercise 6 and take note. Compare
with your ideas.
Discussion
Your answer Your example Your reason
question
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1. What should be
done to people
caught hunting
illegally?
2. Is there anything
we as individuals
can do to prevent
hunting?
3. Will there be more
or less hunting in the
8. Choose 1 discussion question from each of 2 topics below and prepare your answer.
[Topic: pets]
1 What are some of the advantages and
disadvantages of keeping a pet?
2 Do you think that dangerous animals should be
kept as pets?
3 What can children learn from looking after
pets?
[Topic: zoos]
1 Are there any differences between zoos in the past
and zoos today?
2 Do you think zoos are a good idea?
3.How can we protect endangered animals in zoos?
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LESSON 14
SPEAKING
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 lay

Amphibians (animals that live
Mammals eggs and use the sun to keep
both on land and in water)
their blood 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
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o Beaks
o Humps
o Wings .
4. Elephants 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 bird .................. is slowly going up again. The birds are
still at .................. , but hopefully we’ll be able to save them.
Already always ever just long never since so far yet
1. I’ve .......... been to a zoo and I don’t want to go. I think animals should be free.
2. The hole in the ozone layer has ........ grown very big.
3. Have you ........... seen a shark?
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4. Average temperatures around the world have risen by about 2°C ......... as a result of
global warming, and they’ll probably continue to rise.
5. Green issues have become a lot more popular ........... the 1980s and 1990s.
6. I’ve ......... seen an eagle! It flew over that field a few minutes ago.
7. Politicians keep saying they want to stop global warming, but they haven’t done much
about it ............ .
8. How .............. have scientists known about the hole in the ozone layer?
9. I’ve .............. loved plants and animals, ever since I can remember.
Exercise 5. 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.
LESSON 14
SPEAKING
Questions 1-3
Project suggestions: pros and cons
Localised weather conditions

Problem: Not enough time for 1. .....................
Seasons
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Problem: Too 2. .....................
Extreme weather conditions

Advantage: Easier to 3. ..................... into different sections, more interesting.
Questions 4-7.
Write the correct letter next to questions 4-7
Who will cover the following weather conditions?

A. Alex
B. Emma
C. Tom
D. None of them
4. blizzards .....................
5. floods .....................
6. drought .....................
7. cyclones .....................
Questions 8-10
Complete the diagram below. Write NO MORE THAN THREE WORDS AND/OR A
NUMBER for each answer

Topic: Nature
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PART 1.
1. What do you often do to protect the environment?

2. Are there any public environmental events in your country?
3. Do you recycle? What kinds of things do you recycle?
4. Do you ever liter?
PART 2.
Describe a natural park you visited.

You should say:
● Where it is
● When your trip took place
● What you did there
And describe your feelings about the trip.
PART 3.
1. How should we educate children to protect the environment?
2. Why should government be involved in protecting the environment?
3. Should zoos be remained in operation?
4. What can individual do to prevent polar ice melting?
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WRITING
LESSON 14
I. WRITING A CONCLUSION
1. Which of these may be included in a conclusion?
a. concluding phrase f. plenty of detail
b. a prediction(what will/might happen in g. a summary of your main ideas

the future)
c. supporting evidence h. what you hope (or fear) might

happen in future
d. your opinion i. your recommendations
e.an idea you haven't mentioned before j. your answer to the question
k. at least four sentences
Which of them should be included?
2. Match examples 1-6 with the features a-k in exercise 1.

1 In short, all types of pollution are increasing.
2 So, in conclusion, we can say that...
3 Personally, I feel that there is a limit to what we can do.
4 I think there will be very few wild animals left in 25 years' time.
5 I hope people will work hard to protect our beautiful planet.
6 Governments should use the law, education and clean energy to improve
the situation.
3. Which paragraph, A or B, is a better conclusion to the essay title? Why?
The individual has an important role to play in protecting the environment. To what extent do
you agree with this statement?
A. To conclude, my view is that everyone can help protect the environment. We can recycle as
much as possible, maintain our vehicles properly and ask our Member of Parliament to support
laws that prevent damage to the environment. If we all do this, we can ensure the planet is in
good condition for future generations.
B. Another issue is how we use our vehicles. We should walk or use public transport whenever
possible and only have one car per family. The main reason public transport in my home town is
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not very good is because it is not used enough.We must get our cars serviced regularly to make
sure we don't pollute the air. So this is another reason why I say, in conclusion, that people can
help protect the environment.
II. WRITING ABOUT CAUSES AND SOLUTIONS

4. Phrases 1-7 are useful in an essay. What can you use them for? Match the phrases 1-7
with the function a-g
1. In this essay, I will…. a. to introduce the opposite view
2. In my view,…. b. to introduce a main point
3. Another reason for…. c. to begin your final paragraph
4. On the other hand,…. d. to introduce an opinion
5. For instance,…. e. to introduce an example
6. It is clear that…. f. to explain your plan
7. To conclude,…. g. to introduce a similar point
5. Read this essay title. What are the requirement(s) of the task?
Many wild animals have become endangered. Why has this happened? What can governments
do to stop this from continuing to happen?
Spend two minutes noting down any ideas you have on the topic. What will you mention in
the conclusion?
Your notes:
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6. Read the essay and answer the questions below
Many species of wild animal are now endangered. For example, the number of black rhinos
has declined from over 65,000 in the 1960s to just 2,500 today. Sea animals like some types
of whale are also at risk. In this essay, I will look at some of the causes of this situation. I
will then move on to consider what governments can do to deal with this problem.
It is clear that animals are dying out because of human activity. People have hunted animals
for sport or for their fur, horns or other body parts. For instance, they hunted tigers for their
bones, which were used for medicines. Another reason for species to become extinct is that
humans have destroyed their natural habitats. One example of this is gorillas in the
rainforests, which are now endangered. Finally, pollution from industry has created
problems for many sea creatures.
Governments can help in several ways. First of all they need to make strong laws and give
punishments to those who hunt illegally. Next, they need education programmes in schools
and on television to help everyone understand the problem. Finally, governments should
invest in renewable and clean energy sources such as solar and wind power.
So, in conclusion, we can say that hunting and damage to the environment are the main
threats that animals face. Governments should use the law, education and clean energy to
improve the situation. Everyone must work together to save endangered animals.
A. Complete the chart with the main point of the essays
The causes Government actions
1 Hunting for sport or body parts Laws/punishments
B. Tick the causes and government actions that are mentioned in the conclusion.
C. Complete the sentence by choosing the correct option.
The conclusion ends with a prediction/hope/fear/recommendation.
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III. PRACTICE
7. Read the essay title. How would you organize this essay? What ideas do you have for this
topic? Quickly draft your writing plan.
Global warming is one of the biggest threats to our environment. What causes global warming?
What solutions are there to this problem?
Give reasons for your answer and include any relevant examples from your own knowledge or
experience.
Write at least 250 words
Your plan:
8. Read a student’s plan for this essay and compare it with your plan.
Paragraph 1 - Introduction
• Definition of global warming: increasing temperatures due to air pollution (climate
change)
• Plan of essay: causes/solutions
Paragraph 2 - Causes
• Cutting down trees(e.g. due to population growth)
• Burning fossil fuels(cars, power stations, factories)
• Using too much electricity(computers, TV, lights)
Paragraph 3 - Solutions
• Renewable energy (solar, wind)
• Manage the rain forests( less cutting, more planting)
• Transport solutions (share cars, use public transport)
Paragraph 4 - Conclusion
• Summarise causes and solutions
• Recommendation: we can all try to be more 'green'
9. Write a full essay for the above topic. You can rely on your own opinions or opinions
from exercise 8. You should follow the advice in the box.
• Give examples to support your ideas.

• Use linking expressions.
• Refer back to the main points of the essay in the conclusion.
• Use phrases such as 'in conclusion' or 'to conclude' for the final paragraph.
• Don't introduce any new points in the conclusion.
• In your last sentence, suggest what should happen in the future.
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WRITING
LESSON 14
I. READING
ON THE TRAIL OF THE HONEY BADGER
Researchers learn more about this fearless African predator
On a recent field trip to the Kalahari Desert, a team of researchers learnt a lot more about honey
badgers. They were rewarded with a detailed insight into how these fascinating creatures live and
hunt.
The team employed a local wildlife expert Kitso Khama, to help them locate and follow the
badgers across the desert. Their main aim was to study the badgers’ movements and behaviour
as discreetly as possible, without frightening them away or causing them to change their natural
behaviour. They also planned to trap a few and study them dose up before releasing them. In
view of the animal's reputation, this was something that even Khama was reluctant to do 'The
problem with honey badgers is they are naturally curious animals, especially when they see
something new,' he says. 'That, combined with their unpredictable nature, can be a dangerous
mixture. If they sense you have food, for example, they won't be shy about coming right up to
you for something to eat. They're actually quite sociable creatures around humans, but as soon
as they feed they might be in danger, they can become extremely vicious. Fortunately this is rare,
but it does happen.'
The research confirmed many things that were already known. As expected, honey badgers ate
any creatures they could catch and kill. Even poisonous snakes, feared and avoided by most other
animals, were not safe from them. The researchers were surprised, however, by the animal's
fondness for local melons, probably because of their high water content. Previously researchers
thought that the animal got all of its liquid requirements from its prey. The team also learnt that,
contrary to previous research findings, the badgers occasionally formed loose family groups.
They were also able to confirm certain results from previous research, including the fact that
female badgers never socialised with each other.
Following some of the male badgers was a challenge, since they can cover large distances in a
short space of time. Some hunting territories cover more than 500 square kilometres. Although
they seem happy to share these territories with other males, there are occasional fights over an
important food source, and male badgers can be as aggressive towards each other as they are
towards other species.
As the badgers became accustomed to the presence of people, it gave the team the chance to get
up dose to them without being the subject of the animals' curiosity - or their sudden aggression.
The badgers' eating patterns, which had been disrupted, returned to normal. It also allowed the
team to observe more dosely some of the other creatures that form working associations with the
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honey badger, as these seemed to adopt the badgers' relaxed attitude when near humans.
Read the passage and choose TWO letters, A-E, for each questions 1-5.
1. Why did the wildlife experts visit the Kalahari desert? Choose two reasons.
A To find where honey badgers live.
B To observe how honey badgers behave.
C To try to change the way honey badgers behave.
D To temporarily catch some honey badgers.
E To find out why honey badgers have such a bad reputation.
2 What two things does Kitso Khama say about honey badgers?
A They show interest in things they are not familiar with.
B It’s hard to tell how they will behave.
C They are always looking for food
D They do not enjoy human company.
E It is common for them to attack people.
3. What two things did the team find out about honey badgers?
A There are some creatures they will not eat.
B They were afraid of poisonous creatures.
C They may get some of the water they need from fruit.
D They do not always live alone.
E Female badgers do not mix with male badgers.
4. According to the passage, which of these two features are typical of male badgers?
A They don’t run very quickly.
B They hunt over a very large area.
C They defend their territory from other badgers.
D They sometimes fight each other.
E They are more aggressive than females.
5. What two things happened when the honey badgers got used to humans being around them?
A The badgers lost interest in people.
B The badgers became less aggressive towards other creatures.
C The badgers started eating more.
D Other animals started working with the badgers.
E Other animals near them became more relaxed.
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II. WRITING
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
You should write at least 250 words
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WRITING SAMPLE
At the present time, it is true that families often need both the mother and father to work
but that childcare can then cost too much. In my opinion, the difficulties linked to both
parents having jobs are challenging but there are clear solutions to some of them. In
this essay, I am going to discuss some of the difficulties and suggest a few answers.
On the one hand, when both the mother and father are employed full-time certain
problems occur. If the parents need to leave the house early in the morning and get
home in the late afternoon or early evening, they might need someone to take their
children to school or even take care of their children at home. Childcare becomes very
expensive. In addition, if both parents work, the family will probably need to own two
cars, which means spending even more money each year.
On the other hand, there are definitely solutions to some of these problems. Some adults
share the journey to work with other people, usually in a different person’s car each
day. This means that each family does not have to own two cars. In addition, in some
countries working parents can apply to the government for money to help with childcare
so that they can keep going to work and paying their income tax.
In summary, there are certainly problems associated with both parents working,
including the cost of childcare and transport. However, solutions include car-sharing
and government benefits. In my opinion, the challenges of a child’s mother and father
having jobs are difficult but not impossible.
(266 Words)
WRITING
LESSON 14
HOMEWORK GRAMMAR
1. Complete each second sentence using the correct form of have so that it has a
similar meaning to the first sentence.
1 Let’s arrange for someone to knock that wall down.
Let's..............that wall knocked down.
2 We paid someone to deliver the furniture.
We..................the furniture delivered.
3 I’m going to pay someone to paint this wan
I’m..............this wall painted.
4 Has anyone printed the invitations for you yet?
........you.............. the invitations printed yet?
5 You should arrange for someone to fix your mobile
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You should.............your mobilefixed.
6 When did you dye your hair?
When........you..........your hair dyed?
7 A vet is looking at Lucy at the moment.
They.............Lucy looked at byavetatthemoment.
8 I haven't taken my suit to the dry-cleaner's yet.
I ...........my suit dry-cleaned yet.
2. Complete using the correct form of the verbs in the box.
clean • cut • deliver • paint • repair • sign
1 I have my teeth ...........by a dentist every six months.

2 My mum has just had her hair.........bya hairdresser in the town centre.
3 The car broke down, so we had it.......byamechanic.
4 Let’s get a pizza...........before the filmstarts.
5 Did you get your book.........by the author?
6 Garry is going to have his face........ blue for the party!
3. If the phrase in bold is correct, put a tick (✓). If it is wrong, write the
correct phrase.
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1 Mandy is having cut her hair at the moment.
2 I might have the house redecorated next summer.
3 Our dog loves having his back scratching
4 The receptionist had the suitcases brought up to the room.
5 We're not going to have costumes make for the play.
6 How often do you have checked your teeth?
7 You don't like having your photo taken, do you?
4. Look at the pictures and complete the sentences. Use the causative.
1 Three times a day, a giraffe called Gloria does the washing-up for Mr Lazylion.
Three times a day, Mr Lazylion has the washing-up done by a giraffe called Gloria.
2 At the moment, Harry Hippo is cleaning Mr Lazylion’s car.
At the moment, Mr Lazylion...........................................
3 Later, the Mice Sisters will cook Mr Lazytion’s supper.
Later, Mr Lazylion..................................................
4 Ellie Phant has just brushed Mr Lazylion's hair.
Mr Lazylion.......................................................
5 Mr Lazylion loves it when Marty Monkey tickles his feet.
Mr Lazylion loves.................................................
6 George is making a suit for Mr Lazylion.
Mr Lazylion .................................................
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1. Work in pairs. Discuss with your partner about the Speaking part you like and
dislike. Give your reasons.
2. Practice
PART 1.
Topic: Computers and the Internet
1. How often do you use the computer? What for?
2. Do you like using the Internet? Why/Why not?
3. How did you learn to use a computer?
Topic: Free time
1. What do you enjoy doing in your free time?
2. Do you think you get enough free time? Why/Why not?
3. How important is it to use your free time usefully?
Topic: Clothes
1. What kind of clothes do you wear for work/college?
2. Do you prefer wearing formal or casual clothes? Why?
3. Do you like to get clothes as gifts from friends or family? Why/ Why not?
PART 2
1.
Describe a typical day at work, school or college.
You should say:
● What you do
● When you do it
● How long you’ve had this routine.
Explain what you would like to change in your work or study
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2.
Describe a part of the world you would like to visit.
You should say:
● Where it is
● How and what you know about it
● What you would like to do there
Explain why you would like to visit this part of the world.
3.
Describe a family event you are looking forward to

You should say:
● What the event is
● Where it will be held
● What you will do at this event
Explain why you are looking forward to this family event.
PART 3
Topic: Routines
1. What factors influence most people’s daily routines?
2. How are work and study schedules today different from those in the past?
3. How do you think people’s routines and schedules will change in the future?
Topic: Travelling
1. What makes some places very attractive to tourists?
2. How can tourism benefit local people?
3. Are there any drawbacks of tourism?
Topic: Family celebrations
1.What types of special occasions are generally celebrated in your country?
2. How important is it for family to celebrate occasions together? Why?
3. Are family occasions as important as they were for former generations?
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WRITING
LESSON 15: REVIEW
Writing Task 1. You should spend about 20 minutes on this task.

The graph below gives information about how much people in the United States
and the United Kingdom spend on petrol.
Summarise the information by selecting and reporting the main features, and make
Writing Task 2. You should spend about 40 minutes on this task.

Write about the following topic.
It is generally believed that the Internet is an excellent means of communication

but some people suggest that it may not be the best place to find information.
Discuss both these views and give your own opinion.
knowledge or experience
WRITING TASK 1
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LESSON 16: READING SECTION 1: MATCHING HEADINGS
Part 1: Language Input

1. Collocations are words that are often found together. Complete the
sentences 1-4 with the words a-f. Note how they collocate with the words in
italics.
a. abilities c. apart e. non-identical

b. adulthood d. lifelong f. older
1. Twins have a(n)........... bond that other siblings may envy: they share their own
language, play their own games from early childhood, share bedrooms and birthday
parties.
2. James and his brother Frank are........... twins, and they don't look alike at all.
3. A few years ago we sent out a questionnaire to pairs of twins asking about their
psychic ..........., and one identical twin in five reported some kind of telepathy.
4. Surprisingly, the 'twin effect' can become stronger as twins grow........... and move
............ Often the older one will be dominant until they reach ............
2. Match the words and phrases 1-12 from the passage in Exercise 3 with the
definitions a-l. The words and phrases relating to the topic of death have
been shaded.
1. widow a. a husband or wife, considered in relation to their partner

(formal)
2. widower b. a former member of an established couple
3. spouse c. to have stopped living together as a couple
4. will d. somebody's wife, husband or partner
5. inheritance e. a person who has recently died
6. ex-partner f. a woman whose husband has died and who has not
married again
7. (be) separated g. money or property which you receive from somebody
who has died
8. (be) divorced h. a man whose wife has died and who has not married again
9. other half i. a document in which a person declares what should be
(informal) done with their money and property after they die
10. estate j. to be legally separated from a husband or wife because
the marriage has ended
11. deceased k. to prove that an argument, conclusion, or result is wrong
(noun) or cause it to be wrong
12. invalidate l. all the money and property somebody leaves behind them
when they die
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Part 2: Practice Exercises: Matching headings
Exam information: Matching headings

This task tests whether you understand the organisation of texts and can identify the main idea or
topic in each section of a text.
You will be given a numbered list with headings, as well as a text divided into sections. The
headings will be in the form of short statements which summarise the information in a section.
You will need to read the text sections and decide which of the headings best fits that section.
Exam tip: You have limited time to take the IELTS exam, so read only what you need to know in
order to do the task. It is a good idea to read the first sentence of a short paragraph only. In longer
paragraphs, read the first and last sentence. This technique is called 'skim-reading'.
1. Skim-read the text below. Then write one sentence saying what it is about.Do
not look back at the text, but use your own words.
2. The content of a paragraph is linked to its structure. The questions 1-9 will
help you to understand the content and structure of the paragraphs a-c.
Paragraph a
Almost half of all grandparents lose all contact with their grandchildren after a separation or
divorce, according to a new report. It found that forty-two per cent never see their grandchildren
again after the break-up. Even more - sixty-seven per cent - are prevented from providing any sort
of childcare or taking their grandchildren on outings, even when they had done so regularly in the
past.
1. Which sentence is the topic sentence, the one that summarises the main idea(s) in
the paragraph?
2. Does the paragraph as a whole become more specific or more general?
3. The second sentence mentions 'the break-up'. What does this refer to, and why is
'the' used, and not 'a'?
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Paragraph b
The value of grandparents to children should not be underestimated. The report shows the need for
the government to address the importance of grandparents in future policy and legislation. It also
demonstrates the need to amend the Children Act 1989 to remove the obstacle that requires the
biological family to ask permission prior to making an application to the court for contact.
Especially when a family is going through difficulties, it is important that the children can turn to
someone who is not directly involved and is calm and relaxed, and that person is often a
grandparent.
4. The paragraph says 'The value of grandparents to children should not be

underestimated'. Is this the same as saying that the value of grandparents to children
is very important?
5. Which sentence expresses a similar idea to the first sentence, but with more detail?
6. Which sentence is the topic sentence?
Paragraph c
To have a society that is family-friendly, anti-discrimination laws will need to be introduced.
Parenting would become a school subject, staircases would be rebuilt so that buggies and prams
could access any building and advertising for sweets and non-educational toys would be forbidden.
Companies would be forced to only employ people who can travel to work in less than forty
minutes and there would also be a thirty-five-hour working week and more holidays. In a world
like this, there would be less divorce and crime, but we would be earning and producing less.
7. Identify the introduction, the main body, and the conclusion of this paragraph.
8. Which of these three parts gives you the most important information?
9. The first sentence mentions a society that is 'family-friendly'. You may know words
like 'environmentally friendly', 'child-friendly' and 'eco-friendly'. What does 'friendly'
mean in this context?
3. Which paragraph a-c in Exercise 2...

1. states cause and effect? .........
2. develops an argument? .........
3. gives information/a description? .........
4. Write short headings for the passages 1-3.

1. ....................................................................
Nicholson defines the traditional family as 'a unit of parents with children who live
together'. The bond between husband and wife is seen as particularly important, and the
family feels itself to be separate from other kin. This family group is often referred to
as the nuclear family.
2. ....................................................................
Traditional families have disadvantages:
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• Because both partners now tend to work, they have tremendous time pressures,
making it difficult to carry out satisfactory and rewarding childcare.
• Children who are the victims of abuse by parents have relatively little
opportunity to turn to other relatives for help.
• Traditional families place a heavy burden of expectation on the partners, and,
with work and childcare commitments, it may be difficult for them to provide the love
and companionship each partner expects.
However, traditional families do have some advantages:
• Their small size tends to encourage intimacy between family members, and,
when the relationships work, they can be rewarding and long-lasting.
• Traditional families can be economically successful because they are not usually
expected to share their resources with others.
3. ....................................................................
Having someone else's child stay overnight is quite a responsibility. Some children
begin having sleepovers with friends during the early school years, others still haven't
started by age 11. It is important not to start too early: just because they say they want
to have a sleepover at someone else's house, doesn't mean it’s a good idea. When there
is a sleepover at your house, be prepared with some strategies to get the children to stop
talking and calm down. Agree lights out time in advance and have some calmer
activities before bedtime.
5. The following passage has five sections, a-e. Choose the correct heading for
sections a-e from the list of numbered headings i-ix. Follow these steps; they will
help you do the exercise.
● In this task, there are more headings than sections, so read the sections first. (If there
were the same number of sections as headings, it would be a good idea to read the
headings first.)
● For each section of the passage, read the beginning and the end. Some of the
sentences are long so there is no need to read the whole sentence. Underline some
key words.
● Read the headings next. If they are long, underline some key words.
● You may now already be able to match some of the headings to the sections.
● Look at the remaining sections in more detail to help you match them to the
headings.
List of headings
i New families: beneficial or harmful? vi Families: then and now
ii The government reaction vii The first criticisms of 'family'
iii The typical western family viii The 'happy family' model
iv Political families ix The function of families
v The disappearance of the traditional model
Section a
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The family has often been regarded as the cornerstone of society. In premodern and modern
societies alike it has been seen as the most basic unit of social organisation and one which carries
out vital tasks, such as socialising children.
Section b
Until the 1960s few sociologists questioned the importance or the benefits of family life. Most
sociologists assumed that family life was evolving as modernity progressed, and that the
changes involved made the family better suited to meeting the needs of society and of family
members. A particular type of family, the nuclear family (based around a two-generation
household of parents and their children), was seen as well adapted to the demands of modern
societies.
Section c
From the 1960s, an increasing number of critical thinkers began to question the assumption that
the family was necessarily a beneficial institution. Feminists, Marxists and critical psychologists
began to highlight what they saw as some of the negative effects and the 'dark side' of family
Life.
In the following decades the family was not just under attack from academic writers. Social
changes also seemed to be undermining traditional families. Rising divorce rates, cohabitation
before marriage, increasing numbers of single-parent families and single-person households,
and other trends all suggested that individuals were basing their Lives Less and less around
conventional families.
Section d
Some have seen these changes as a symptom of greater individualism within modern societies.
They have welcomed what appears to be an increasing range of choice for individuals. People
no longer have to base their lives around what may be outmoded and, for many, unsuitable
conventional family structures. Others, however, have complained about the changes and
worried about their effect on society. Such changes are seen as both a symptom and a cause of
instability and insecurity in people's lives and in society as a whole. This view has been held by
traditionalists who want a return to the ideal of the nuclear family. For them, many of society's
problems are a result of increased family instability.
Section e
Alongside these developments in society and sociology, family life has become a topic of
political debate. Politicians have become somewhat more willing to comment on families.
Sometimes they have devised policies to try to deal with perceived problems surrounding the
family. In short, the family has come to be seen as more problematic than it was in the past. The
controversies that have come to surround families and households are the subject of this chapter.
Section a .......
Section b .......
Section c .......
Section d .......
Section e .......
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Part 3: Exam practice
READING PASSAGE 1
This reading passage has 5 sections, A-E.
Choose the correct heading for sections A-E from the list of numbered headings below. Write
the correct number i-viii next to sections A-E.
List of Headings
i The science of marriage
ii The importance of honest communication
iii The power of thought
iv The likelihood of marrying again
v Technological advances
vi The benefits of avoiding arguments
vii The real predictor for a lasting marriage
viii The consequences of early dissatisfaction
Section A
Marriage is a much-researched topic, and the way married couples communicate in particular
has been the subject of many studies. These days, research into marriage often involves hours
of recordings, followed by a thorough analysis of data with the help of modern software
applications.
Section B
One such study analysed five years' worth of data, obtained from 750 participating couples. At
the start of the study, participants who felt they were in a harmonious relationship reported
having happy marriages. In other words, low levels of conflict corresponded to a perceived
higher degree of happiness. At the end of the five-year period, however, many of these couples
had separated or had started divorce proceedings. The outcome of this study suggests that
keeping the peace rather than talking about problems and working through them can have
harmful effects on a relationship.
Section C
In a more recent, larger scale study, people were observed over a fifteen-year period. The
researchers recorded the timings of marriages, divorces and remarriages and discovered patterns
that helped them estimate how likely divorce was. If participants admitted the possibility of
divorce to themselves during the first year of the study, the probability of it actually happening
was ten times greater than for those couples who had not thought about it at all. Clearly, once
the idea of divorce is in somebody's mind, they are more likely to act on it.
Section D
Yet another piece of research confirms that the way men and women feel at the beginning of
their marriage makes a difference to its eventual outcome. Those who feel disappointed, perhaps
because marriage itself is different from their expectations, or because their lifestyle is not what
they had envisaged, are more likely to divorce.
Section E
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Having said that, relationships are complex and their development is the result of many different
influences. The end of a marriage is unlikely to be brought about by one particular factor, and
is more probably the result of a combination of small incidents that add up over time. It is also
worth bearing in mind that in most countries it is the minority of marriages that fail. No one can
truthfully claim that their marriage is happy or perfect all the time, but the fact remains that most
married people stay together for life. The secret of a happy marriage, it seems, lies where most
people have always thought it does: in the effort made on a daily basis by both partners to treat
each other with consideration and courtesy, and to cheerfully accept each other's faults as well
as their good qualities.
Answer:
Section A: i ('Science. relates to 'studies', 'research', 'analysis' and 'data'. Note that this paragraph
mentions modern technology (v), but that is not the main idea in the paragraph.)
Section B: ii (The main idea of the paragraph is in the last sentence. 'Honest communication'
relates to 'talking about problems and working through them'. This is 'important', as not being
honest about problems and 'keeping the peace' can have negative consequences: 'harmful effects
on a relationship'. Note that this paragraph mentions avoiding arguments (vi), but this is
described as harmful, not a benefit.)
Section C: iii (Certain thoughts can be 'powerful' because they have the ability to eventually
end relationships: 'once the idea of divorce is in somebody's mind, they are more likely to act
on it'. Note that this paragraph mentions marrying again (iv), 'remarriage' but does not talk about
the likelihood of this happening.)
Section D: viii ('Early' refers to 'at the beginning of their marriage', 'dissatisfaction' refers to
'disappointed' and 'consequences' refer to 'divorce'.)
Section E: vii (The previous paragraph suggested that early disappointment is a predictor for
divorce, whereas this paragraph suggests that, in truth, the 'real' predictor is 'the result of a
combination of small incidents that add up over time'. Conversely, a 'lasting' or 'happy' marriage
lies in 'the effort made on a daily basis by both partners'.)
READING PASSAGE 2
Questions 1-7
The reading passage has seven paragraphs, A-G.
Choose the correct heading for paragraphs A-C from the list of headings below.
i Why a particular piece of information is given
ii An unsolved problem and a solution to a problem
iii Reasons that remain a mystery
iv A source of information for some people
v Development work leading to a conclusion
vi Contrasting levels of interest in food
vii The need to change a system
viii Information connected with keeping certain kinds of food
ix How certain advice is decided on
x Ideas not put into practice
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WHAT DO YOU KNOW ABOUT THE FOOD YOU EAT?
A Most of us tend not to think about what we eat. Sure, we might have our favourite
recipes. or worry about. Whether our food has been sprayed with pesticides, but the processes
and discoveries that have gone into its production remain a closed book. Some, however, think
differently. Why, they wonder, is frozen milk yellow? Why does your mouth burn for longer
when you eat chillies than when you eat mustard? And what would happen if you threw yourself
into a swimming pool full of jelly?
B It was for such people that New Scientist developed its 'Last Word' column, in which
readers pose — and answer - questions on all manner of abstruse scientific issues, as they relate
to everyday life. Many of the issues raised have simple answers. For the questions above, they
would be: the riboflavin in milk begins to crystallise; it depends on your taste — the relevant
chemical in mustard is more easily washed away by your saliva; and, you'd float, but don't dive
in headfirst!
C Other questions allow us to explore issues that are relevant to everyone. For example,
what's the difference between sell-by dates and use-by dates? You might expect the answer to
involve overcautious health and safety regulation. But it's more complex than that. The shelf
life of food is actually determined by its manufacturers, although lab tests and government
guidelines also come into play. Food is tested periodically. at various temperatures. to check the
level of bacterial spoilage over a few hours or days — the warmer it is. the more likely your
prawn sandwich is to make you ill. After the lab tests, producers set a use-by date or a best-
before date. Fresh shellfish need to be consumed by their use-by date (the date by which you
must eat them). But tinned beans will probably last long beyond their best-before date (the date
by which it's best to eat them), although they might not taste as good as they once did.
D The same research explains why even bottled mineral water, which had previously lain
underground for decades, needs a best-before date. The problem isn't the water, but the bottling
process: either bacteria can be introduced that multiply and, over time, contaminate the water,
or unpleasant chemicals, such as antimony. leach into the water from the plastic bottles.
E Sometimes, this kind of scientific study takes us to some strange places. For example,
we now know that the amount of oxygen in the air inside green peppers is higher than in red (by
a whopping 1.23 percent), probably due to the different rate at which green peppers
photosynthesise. The relevance of this research is that green peppers will decay faster than red
if kept in sunlight: higher oxygen levels provide more resources to feed any bacteria that are
present. Generally, cooler environments preserve food best -apart from tropical fruits. Banana
skins, for example, have evolved to survive in warm conditions, because that is where they grow
best. Anything below 13.3°C damages the membranes, releasing enzymes which lead to skin
blackening. To avoid a mushy banana, keep it away from the chiller.
F It is not just fears for our health that keep food scientists busy. They are also involved in
other areas. Their precision has. for example. also been applied to bottles - in particular. to the
discovery that the optimum number of sharp pointy bits on a bottle cap is 21. Go on, count them.
Years of trial and error led to the internationally accepted German standard DIN 6099. which
ensures that almost every bottle cap is the same. This is because 21 is the ideal number when
you take into account the circumference of the cap, the likelihood of its metal splitting, and the
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chances of it sticking in the capping machine. So, next time you open a bottle with a cap on it,
pay homage to those who bothered to find out, starting with William Painter, in 1892.
G Of course, some researchers do care about the more serious stuff, driven by fear of the
future and an ever-increasing population on a warming, land-impoverished planet. Sadly, New
Scientist's correspondents concluded that there was no one foodstuff that could feed the world
on its own. However, they did come up with a menu that could feed a family of four for 365
days a year, using only eight square metres of land. Rotating crops (so that the soil didn't lose
one nutrient more than any other) would be vital, as would ploughing back dead plant matter
and maintaining a vegetarian diet. After that, you would need to grow crops that take up very
little space and grow vertically rather than horizontally, if possible.
1. Paragraph A ...vi....
2. Paragraph B .........
3. Paragraph C .........
4. Paragraph D .........
5. Paragraph E .........
6. Paragraph F .........
7. Paragraph G .........
READING PASSAGE 3
The reading passage 'Trans-Siberian Railway' has six paragraphs, A-F.
Choose the correct heading for paragraphs A-F from the list of headings. Write the correct
number, i-ix, in the boxes provided.
List of headings
i The impact the railway line had on Siberia
ii The reasons why peasants migrated to Siberia
iii The construction of the line
iv The speed and style of the train
v The controversy which surrounded the building of the line
vi The attraction of the Trans-Siberian Railway
vii The role of prisoners and soldiers in the building of the project
viii The length of time it took to build the line
ix The role the line has in the local economy
1. Paragraph A ........
2. Paragraph B ........
3. Paragraph C ........
4. Paragraph D ........
5. Paragraph E ........
6. Paragraph F ........
The Trans-Siberian Railway

A The Trans Siberian Railway has been described by some as the most memorable journey
on Earth. Measuring Nearly 9,300 km, it is the longest railway line in the world and takes
approximately a week to complete. It is one incredible train journey from Red Square to the
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Great Wall, taking in Siberia, Mongolia, the Gobi Desert and arriving in the great city of Beijing.
The journey has captured the imagination of travellers from far and wide since construction
began in 1891.
B Although officials have been building this line since 1891, it is still being expanded
today. The original Trans-Siberian Railway was built from Moscow to Vladivostok on the
orders of Tsar Alexander ill. Building the line was not an easy task as there were only a few
qualified engineers and the difficult climate often slowed progress. A lack of workmen meant
that soldiers and convicts had to be conscripted to help. Up to 90,000 men were employed in its
construction.
C From the moment building began, the project faced many difficulties. Even though it
was considered a technological marvel at the time, there were arguments about the quality of
work. Rails were considered too light and bridges not strong enough. Many claimed convicts
had sabotaged the line. Furthermore, the project also caused serious problems for the Russian
economy
D Despite criticisms, however, the railway more than paid for itself in the twentieth
century. The Siberian economy exploded when 2.5 million poor people moved there from
European Russia between 1895 and 1916. The region quickly became famous for producing
bread and butter. Without the Trans-Siberian Railway, Siberia's industrial revolution would not
have happened.
E Today, this service is used by both tourists and workers. Running at an average speed of
60 km/h, it is not designed for anyone in a hurry. Nor are the trains particularly glamorous. The
trip could never be described as dull, however, with breathtaking views from the carriage
window and the opportunity to talk to fellow passengers.
F Although the trip certainly attracts many foreign tourists, today it gets most of its use
from domestic passengers. It is responsible for 30% of Russian exports and carries more than
250,000 containers a year.
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LESSON 16 - LISTENING SECTION 1
A. FORM COMPLETION – MATCHING – MCQs

I. Language Input: On the move
1. Complete the passage about hotels below with the words a-h. There are two possible
answers for four of the gaps.
a. alternative c. old-fashioned e. sufficient g. traditional

b. common d. reasonable f. suitable h. unique
The Grand Hotel was built in 1900 and has a(n) (1) ......... style; there is nothing like it in the
local area. Although the interior design is (2) ........., the facilities are modern. The hotel has a
conference centre and meeting rooms so it is (3) ......... for business purposes. A(n) (4) .........
option is the Hotel Royal, which is a(n) (5)....... choice for tourists because the prices are (6)
........., and it is next to the beach. The hotel is not modern; in fact it is quite (7) .......... and in
need of minor repair, but it is (8) .............for a short break.
2. Match the words 1-8 with their synonyms a-h.

1. suitable a. conventional
2. traditional b. frequent
3. alternative c. dated
4. unique d. other
5. old-fashioned e. adequate
6. reasonable f. appropriate
7. sufficient g. fair
8. common h. individual
II. Question types practice: Completing forms, Matching, Answering multiple choice
questions
Exam tip: Before you listen, try and predict what the answers will be. This will help you focus
your mind as you read the questions before you hear the recording and enable you to make
better guesses. Ask yourself the following questions:
• What is the subject of the answer? For example, is it a name, a date, a country?
• What word fits grammatically? Is it a noun, a verb, an adjective or an adverb?
• What is the function of the answer? For example, is it a comparison, a list, an
instruction, a label, a question?
1. You are going to listen to two university students discussing their holiday plans.
Look at the listening task below and predict the kinds of answers you are listening for
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Listen and write the missing information. Write NO MORE THAN THREE WORDS
AND/OR A NUMBER for each answer.
Jenny’s holiday plans
Predictions Answer
Destination: 1. ................. 4. .................
Length of holiday: 2. ................. 5. .................
Type of holiday: 3. ................. 6. .................
2. Read the sentences 1-6 below and predict the answers based on the content and
grammar of each sentence. Listen to the same conversation as you heard in Exercise 1
and complete the sentences.
Steve’s holiday plans
Predictions Answers
1. Steve is going on holiday for 4. Steve is going on holiday
............................. for..........................
2. He is going on holiday with his 5. He is going on holiday with his

............................. .............................
3. He is going on holiday in order 6. He is going on holiday in order

....................French. ................French.
Exam information: Form completion (1)

In the IELTS Listening exam, you may have to complete a form. This question type can
often be found in Section 1. Normally, each answer is one or two words. In Section 1, the
information is factual; for example, dates, places and times.
3. Complete the form below. Write NO MORE THAN THREE WORDS AND/OR A
NUMBER for each
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ROOM BOOKING
Name: 1. Duncan
Telephone number: 5762 23821
Date of arrival: 2. .......
Date of departure: 23rd September
Room type: Twin room
Cost: 3. £......
Payment method: 4. .......
Exam tip: In the IELTS Listening exam, it is very unusual for the words you read to be
the words you hear on the recording. You should listen for different ways of expressing the
same idea.
Exam information: Matching (1)

In the IELTS Listening exam, you may have to match pieces of information. Such tasks can
be found in any section of the exam.
4. [03 CD1] Listen to the conversation between a customer and a travel agent. Match
the hotels to the facilities they offer. Write a-d next to questions 1-4.
1. Hotel Sunshine a. fitness facilities

2. The Highland Hotel b. business facilities
3. Hotel Carminia c. training courses for water sports
4. The Royal d. entertainment facilities
Exam information: Multiple choice (1)

In the IELTS Listening exam, there are different types of multiple-choice questions. The
first type has a number of questions, each of which has three answer options. You have to
choose the answer option which is correct according to the recording. This is called a
multiple-choice single-answer question.
5. Listen and choose the correct answer.

1. Why can't John go on the boat trip?
a. He doesn't feel well.
b. He has booked theatre tickets.
c. He's scared of the water.
6. Listen and answer the questions about John and Sam's holiday.
1. Where does Sam recommend going for dinner?
a. Joe's Café
b. The Captain's Table
c. Mangan's
2. Who is going to reserve the table?
a. John
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b. Sam
c. The hotel receptionist
III. Exam practice
Exam tip: Don't always write down the first thing you hear. The recording often
refers to a number of possible answers, but only one answer the question correctly.
Look at this example conversation between a tourist and a travel agent about the
date of a flight:
Tourist: I'd like to fly out on the twenty-third of July ... that's the Sunday,
isn't it?
Travel agent: No, that's the Saturday ... the twenty-fourth is the Sunday ...
Tourist: Then the twenty-fourth ... Yes, I'd like to go on the Sunday.
The answer would be July 24th, not July 23rd.
Section 1
QUESTIONS 1-4
City Bus Tour Booking Form

Number of passengers: 2
Passenger name(s): Susan Field and James 1........
Contact telephone number: 07988 2. .........
Hotel: 3. .........
Bus tour time: 4. ........P.m.
Bus tour date: 14th August
QUESTIONS 5-6
Choose the correct letter A, B or C.
5. Why does a ticket for the museum cost £10?

A. The money is needed to fix parts of the building.
B. The collection of Latin American art is unique.
C. It is the only art museum in Europe.
6. The tourist office assistant suggests going to the next town for a good restaurant
because
A. they overlook the sea.
B. the restaurants are bigger.
C. there are more restaurants to choose from.
QUESTIONS 7-10
Match the restaurants with their descriptions.
Write ONE letter A-E next to questions 7-10.
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7. The Betteview
8. The Lighthouse Cafe
9. Harvey's
10. Stonecroft House
A. It is visited by famous people who work in entertainment.

B. This restaurant has recently been bought by a new family.
C. One family has managed the restaurant for over 100 years.
D. It is expensive but serves high quality food.
E. It has been decorated in a modern style.
QUESTIONS 11-15
In this exercise, you will hear some complex numbers, including a price and measurements.
Listen to the estate agent and client and complete the information sheet.
Property for sale

Price 11£ ...................
Room sizes Kitchen: 3.10 x 2.25 m
Lounge 1: 12. ...................
Lounge 2: 6.50 x 4.25 m
Front garden: 10 x 8 m
Rear garden: Rear garden: 13. ...................
m, patio, lawn and flower beds
Bedroom 1:14. ...................
Bedroom 2: 15. ...................
Bedroom 3: 3.25 x 2.5 m
(Source: Mindset for IELTS student’s book 2)
QUESTIONS 16-19
Listen to the final conversation between the estate agent and client and answer these questions.
16. What information does the estate agent need?

17. How will the client get the money to pay for the house?
18. How long does the estate agent think it will take to sell the house?
19. The most important thing for the client is
A. to stay a little longer where she is living now.
B. to help her husband travel to work more easily.
C. to move in before the end of the school holiday
QUESTIONS 20-24
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Listen to the final conversation again and choose the correct letter, A, B or C.
20. At the moment, Caroline lives in
A. Prendergast Road.
B. Lanchester Road.
C. Riverside Road.
21. Caroline wants to make a first offer of

A. £300,000.
B. £350,000.
C. £340,000.
22. Caroline and her family

A. have sold their house.
B. are selling their house now.
C. will sell their house in two months' time.
23. It may take longer to sell the house if

A. the bank does not check the house quickly.
B. there are plans to do some building near the house.
C. her husband has problems at work.
24. If the sellers do not accept her first offer, Caroline will need to
A. increase her offer.
B. come to an agreement in a week.
C. contact her bank and ask for more money.
LISTENING SECTION 2
A. MAP LABELLING – FORM/NOTE COMPLETION

I. Language Input: Education
1. Learning which suffixes are used with verbs, nouns, and adjectives is a useful way
to improve your grammatical accuracy in the IELTS Listening exam. Complete the
table with the correct word forms.
astronomer astronomical astronomically

1. ...........
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philosophy philosopher philosophical
2. ...........
sociology sociologist sociologically

3. ..........
statistics statistical statistically

4. ...........
politician political politically
5. ...........
biology biological biologically

6. ...........
economics economist economically

7. ...........
physics physical physically

8. ...........
2. Complete the sentences 1-5 with the correct form of words from Exercise 1
1. I find it so frustrating that.........never give a straight answer when they are
being interviewed on television. After all, we voted for them and they should be
answerable to us.
2. I don't want to go out with John again. He's always asking.........questions and making
me think about the meaning of life. I would rather just talk about what happened during
the day.
3. While.........can be always useful, people can always manipulate numbers to suit their
needs.
4. .........is the study of the nature of matter and energy.
5. I bought my friend a new telescope for her birthday. She loves looking at the
stars; she's an amateur.........
II. Question types practice: Labeling maps or plans, Completing forms,

Completing notes
Exam information: Labelling a map or plan
In the IELTS Listening exam, the maps and plans are usually very simple, with some parts
labelled. You should use the labelled parts as a guide when listening
1. Listen and match the pictures 1-5 with the sentences you hear a-e. Write the letters
a-e next to the question numbers 1-5
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Exam tip: If you have to label a map or plan, think of ways you can describe where places are
before you listen. You will need to think of vocabulary for directions, for example; on the left,
first right, along the road and vocabulary for place or position, such as opposite, next to, behind,
at the end of the street.
2. To complete a map, you need to be able to follow directions. Look at the map and
complete the directions a-e with the numbers 1-5 on the map.
a. To get to ........... you need to go along the road from the supermarket.
b. Turn right out of the supermarket and take the first right. ........... is at the end of the
road.
c. Walk over the bridge and just keep going straight along the road and you'll find ...........
d. Go left out of the Post Office and take the first left. ........... is on your right.
e. Go over the bridge and make a left turn. Then take the first right .......... is on the left
hand side of the street
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3. Look at the map again. You are going to hear two young people discussing what
there is for university students to do in their town. Listen and write the names of
the places 1-5 from the map in Exercise 2. You will not hear the same directions
that were used in 2
1. ............................. 4. .............................
2. ............................. 5. .............................
3. .............................
Exam information: Form completion (2): Addresses

In the IELTS Listening exam, you may have to complete a form. Sometimes the missing
information is an address or part of an address.
In English speaking countries addresses are written like this:
24 Farm Road (first line: the house number and the street name)
Adlington (second line: the town or city)
Surrey (third line: (optional) the state, country, province or region)
CR0 5XD (last line: the code for the town or city)
When you hear an address, there will be pauses between the parts. If the address is on one line,
put commas between each section: 24 Farm Road, Adlington, Surrey, CR0 5XD
There are a variety of synonyms for 'street' and 'road', which you should know how to spell:
Street, Road, Avenue, Crescent, Drive, Lane, Hill, Gardens
4. Listen for the pauses in the addresses 1-3. The pauses show where the information
is separated. Mark the pauses with commas on the addresses below.
1. 78A High Trees Street Sydney 2316

2. 354 Castle Avenue Edinburgh E5 7HU
3. 86 The Drive New York 45008
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5. You are going to hear a conversation between a student who is enrolling at
university and a university administrator. Listen and complete the form below.
Write NO MORE THAN THREE WORDS AND/OR A NUMBER.
Enrolment form
Name: Peter 1 ..............
Course: BSc Economics
Faculty: 2 ..............
University address: Room 112, 3 ............ Residence, Duke Street, Newcastle
Home address: 56, Grove Street, Manchester, 4 ..............
Exam information: Note completion (2)

In the IELTS Listening exam, you may have to complete notes. Notes are different from
full sentences. In a sentence there is a subject and a verb, which is often followed by an
object. In notes one or more of the parts of a sentence are not always needed.
You will hear the words you need in the recording; you will not need to paraphrase the
words to complete the notes.
6. You are going to hear a student asking questions about the Students' Union
services. Listen and complete the notes. Write NO MORE THAN TWO WORDS
AND/OR A NUMBER
Students' Union services

3 main areas:
• Give advice and information
• Organise 1. ........ events
• Campaign for students' rights
6 advisors: specialists in 2. ........ and travel
Location of 24-hour helpline number: 3. ........
III. Exam practice

QUESTIONS 1-4
Name Simon Example: Anderson
Student ID number 1. .........
Subject Geography
Faculty 2. .........
Address Flat 3, 24 3. ........ Gardens, London, SW12 3AG
Contact telephone 07988 4..........
QUESTIONS 5-7
Label the plan below
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QUESTIONS 8-10
Group Study booking system
To be used for group projects

Advance notice required: 48 hours
Must reserve using 8. ...........
Website booking for group study room - need student name and
9. ...........
Booking confirmation received via 10............
QUESTIONS 11-15
Listen to the Director of Sports giving directions from one sports centre to another.
Write the letters in the correct position on the map.
A. roundabout
B. junction
C. traffic lights
D. crossroads
E. flyover
F. bend
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QUESTIONS 16-20
Listen to the descriptions of sports 1-5 and write the correct number next to each sport A-E.
A. gymnastics ..............
B. basketball ...............
C. weightlifting .............
D. badminton ..............
E. table tennis ..............
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LESSON 17 - READING: COMPLETING DETAILS
A. Completing tables
1. For each of the words in italics 1-4 in the passage below, find a synonym or
antonym in the same sentence.
Accidents are the main reason for deaths in children aged more than twelve months,
accounting for nearly 400 (1) fatalities a year. Falls are the most common accident,
accounting for forty-three percent of accidental injury to children at home. Burns are
common, too, with ten children under five getting burnt or (2) scalded every day.
'Some people appear to be reassured by owning a first aid (3) kit, but if they are going
to help someone then they must have first aid knowledge and skills as well as
equipment,' a first aid specialist said. The results of the Red Cross survey revealed
alarming levels of (4) ignorance, with many parents relying more on stories than on
knowledge or common sense when faced with an emergency.
Part 2: Practice Exercises: Completing tables

Exam information:
Completion tasks (1)
Completion tasks test your ability to find and understand detailed or specific information in a text.
Completing a table, diagram, or picture: You will have to read a passage and complete a table,
diagram, or picture. The information in the passage will not necessarily be in the same order as the
questions. The table, diagram, or picture may relate to a section of the passage rather than the
whole.
You will be told how many words you should use (e.g. no more than two words, one word only,
no more than two words and a number). Numbers can be written in numbers (e.g. 5) or words (e.g.
five). Hyphenated words count as one word (e.g. state-of-the-art counts as one word).
Exam tip: When you are looking for specific information (e.g. places, names, phrases), move your
eyes down the text, looking only for words and phrases related to the information you want. Do
not read word for word, do not stop if there are words you do not know, and ignore any information
you do not need. This technique is called 'scanning'. You can also use the text style or formatting
to help you. Sometimes, numbers, uppercase letters, italics, bold print, quotation marks and other
visual information within a text can help you locate the information you want.
1. Scan the passage below to find information about the topics 1-7 in the table.
There are clues to help you find the information. The first one has been done for
you.
Questions Clues Specific information
What is another name for Look for capital letters; find the words 1 Report on Social
the Beveridge Report? 'Beveridge Report' and scan the text around Insurance
'Beveridge Report'.
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Date of report: Scan the text for a four-digit number, which 2. ...........
is how years are usually expressed.
What was the subject of Look at the name of the report. 3. ...........
the report?
How many obstacles to Scan the text for a number expressed in digits 4. ...........
progress did the report or in words.
mention?
What were the obstacles Look for a bulleted list. 5. ...........
to progress?
What is 'Squalor'? Scan the text for 'Squalor' and read the words 6. ...........
in brackets: they explain the meaning.
Why was the report Scan the text for forms of the words 7. ...........
commissioned? 'commission', 'reason' or 'why'.
The 1940s saw the development of legislation that reflected an agreement across the main political
parties that the state should take an increased responsibility for the funding and provision of
welfare services. The specific measures taken were based on the proposals of Sir William
Beveridge (1879-1963) and published in his Report on Social Insurance (1942), more commonly
known as the Beveridge Report. Beveridge based
his recommendations on his concern to defeat five 'giant evils' that, despite earlier measures, were
still hindering social and economic progress in Britain. These were:
• Want (poverty)
• Squalor (poor housing and homelessness)
• Disease (ill health and high mortality rates)
• Ignorance (inadequate education)
• Idleness (unemployment)
The existence of poverty in Britain was the underlying reason for commissioning the report, but
legislation was passed and services introduced that addressed each of the 'five giants'.
2. Scan the passage below about vulnerable people in society (i.e. those people
who are in more danger of being harmed, physically or emotionally, than others).
Then complete the table with notes.
Care for vulnerable people
State responsibility:
Support from the church:
1 In all societies there are groups of people who are potentially vulnerable.
These include children, older people, people with disabilities, and the poor, for
example. Whether they are supported and how they are supported, however, varies
from society to society and at different times in history.
2 In some societies, the care of the vulnerable is seen as the responsibility of
the family or the village. In others, it is principally the responsibility of the state,
through community provision. In Israeli kibbutzim*, for example, the care of
children is seen as the responsibility of the whole community, and not principally
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the concern of the birth parents. In other societies the care of children is the prime
responsibility of their parents, and in some it is the responsibility of the extended
family. Attitudes to the vulnerable vary. Those on benefits may be seen as 'lazy
scroungers', or their situation may be seen as the result of poor parenting or the
inevitable consequence of economic changes. The response to their needs will vary
according to the dominant attitudes in the society, the views and priorities of the
government, the wealth of the nation, and how that wealth is distributed and
managed.
3 In England, the state has had some involvement in providing for the poor
since Elizabethan times. The 1601 Poor Law allowed officials to collect money
from each household in their parish and to distribute it to the needy. However, it
was thought that the poor only had themselves to blame. The political approach
at the time was informed by a view that the government should not interfere in
the workings of the economy or in the provision of welfare services. The church
and other voluntary groups provided charitable support, but the state 'left well
alone'. Not until the opening years of the twentieth century did the state begin to
take a proactive role in the care and welfare of its citizens.
Glossary:
kibbutzim: [singular: kibbutz) communal settlements, typically farms in Israel
3. Look at the passage in Exercise 2. Write a sentence for each of the three
paragraphs, summarising what its function is. The first one has been done for
you.
Paragraph 1: This introduces the topic of vulnerable people (and the support they
receive) by giving a definition.
Exam tips:
• When you do a completion task, read the instructions carefully and note how many words
you are allowed to write. Sometimes you will have to summarise the information in order to keep
within the word limit.
• Charts or diagrams give a summary of the information and show visual links, so think
about the relationship between the ideas in a text. The different parts of a chart/diagram may not
be in the same order as the information in the text. The chart/diagram may not show all the
information included in the text.
• The answers in a particular section of the chart/diagram must belong to the same
grammatical category, e.g. they should al. be nouns, or all verbs.
• The chart/diagram may not use the same word as-the text but synonyms or paraphrases.

READING PASSAGE 1
Choose NO MORE THAN THREE WORDS from the passage for each answer.
The rising problem of obesity has helped to make diabetes treatments the
biggest drug bill in primary care, with almost £600 million of medicines prescribed
by doctors last year, according to the NHS Information Centre.
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Analysts said that young people contracting the condition, which is often
associated with obesity, were helping to push up costs as doctors tried to improve
their long-term control of the disease and prevent complications.
A total of 32.9 million diabetes drugs, costing £599.3 million, were prescribed
in the past financial year. In 2004-05 there were 24.8 million, costing £458 million.
More than 90 per cent of the 2.4 million diabetics in England have type 2 diabetes,
with the remainder suffering from type 1, the insulin-dependent form of the disease.
There are thought to be 500,000 undiagnosed cases of diabetes.
While the rates of type 1 have shown slight increases in recent years, type 2 has
risen far more rapidly — a trend linked to the increasing number of people who are
overweight or obese. Almost one in four adults in England is obese, with predictions
that nine in ten will be overweight or obese by 2050. Obesity costs the NHS £4.2
billion annually. This year the Government started a £375 million campaign aimed
at preventing people from becoming overweight by encouraging them to eat better
and exercise more.
An NHS Information Centre spokeswoman who worked on the report, which was
published yesterday, said that diabetes was dominating the primary care drug bill as
better monitoring identified more sufferers and widely used medications for other
conditions such as statins became cheaper. She said that the data suggested a
growing use of injectable insulin in type 2 diabetes care, which was helping to push
up costs.
Doctors agreed that more expensive long-acting insulin, which can cost about £30
per item, was being used more often, as well as more expensive pills and other
agents.
The report, an update of the centre's June publication Prescribing for Diabetes in
England, shows that the number of insulin items prescribed last year rose by
300,000 to 5.5 million, at a total cost of £288.3 million. It marked an 8 per cent rise
on the £267 million spent in the previous year. However, while the number of anti-
diabetic drugs, which are mostly in tablet form, also rose, the cost dropped slightly
to £168.1 million.
'Type 2 is increasing. We are seeing it in younger people, and because it is a
progressive disease, people are needing an increasing number of interventions as
time goes by,' the spokeswoman said, adding that long-acting insulins such as
Glargine were now common. 'For people who are struggling to control their type 2
diabetes it makes sense, but it is quite a big clinical change from five or ten years
ago.'
Other anti-diabetic items, such as use of the subcutaneous injection exenatide,
have also increased and cost £14.3 million. Laurence Buckman, chairman of the British
Medical Association's general practice committee, said that he had observed a trend
with drugs such as exenatide, which costs £80 per item. He said that younger patients
could start on cheaper tablets such as metformin, which costs £3.70 per box, but were
needing increasingly sophisticated treatments to keep their condition in check.
'You are talking about an ever larger number of people getting a large range of
drugs to reduce long-term complications. Type 2 is a common chronic illness that is
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getting commoner. It's in everyone's interest to treat people early and with the most
effective drugs, and these are the more expensive tablets and long-acting insulins,' he
said.
Glossary:
primary care: health care provided in the community, e.g. when people make their
first appointment with a doctor
insulin: a hormone produced in the pancreas (an organ in the body) which regulates
the amount of glucose (a type of sugar) in the blood. Lack of insulin causes a form of
diabetes.
obese: very overweight
subcutaneous: applied under the skin
Exam tip: For some texts there may be a glossary for words that IELTS candidates are not expected
to know or have come across before. It is a good idea to check if difficult or technical terms are
explained here.
Name of drug Cost per item

insulin 1.
exenatide 2.
metformin 3.
Total for ... Cost of medicine in million pounds

diabetes last year 4.
diabetes 2004-5 458
insulin last year 5.
insulin 2 years ago 6.
B. Completing diagrams, sentences

1. Match the words 1-12 with the definitions a-l.
1. anatomy a. the scientific study of animals
2. astronomy b. the branch of medicine concerned with the bodily

structure of living beings, as revealed by the separation of
parts
3. biology c. the branch of science concerned with fossils (= the
remains of prehistoric plants or animals embedded in
rock)
4. botany d. the branch of science which deals with stars, space,
etc.
5. ecology e. the branch of medicine concerned with the uses and
effect of drugs
6. geometry f. the branch of biology that deals with the relations of
organisms to one another and to their physical
surroundings
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7. palaeontology g. the scientific study of plants
8. pharmacology h. the branch of mathematics concerned with the

properties and relations of point, lines, solids, etc.
9. physics i. the study of living organisms
10. meteorology j. the branch of science concerned with the

atmosphere, especially as a means to forecasting the
weather
11. geology k. the science which deals with the physical structure
and substance of the earth
12. zoology l. the branch of science concerned with the nature and
properties of matter and energy
Part 2: Practice Exercises: Completing diagrams, sentences

Exam information: Completion tasks (2)
Completion tasks assess your ability to find and understand detailed or specific information in a
text.
• Completing a diagram or picture
You will be asked to read a description in a passage and use words from it to complete labels on a
diagram or picture.
The answers will often come from the same part of the text, but may not be in the same order as
the questions.
• Completing sentences
You will be asked to complete sentences with words from a passage.
The answers will be in the same order as the questions: you should be able to find the answer to
question 1 before the answer to question 2, and so on.
In both types of task you will be told how many words to use, e.g. NO MORE THAN TWO
WORDS, ONE WORD ONLY, NO MORE THAN TWO WORDS AND A NUMBER, NO
MORE THAN THREE WORDS OR NUMBERS.
• If you use more words, you will not get a mark.
• Numbers can be written in numbers (e.g. 5) or words (e.g. five).
• Hyphenated words count as one word (e.g. state-of-the-art counts as one word).
1. Skim-read the passage and find the sections that refer to:
a. size, weight or other physical properties of brains
b. intelligence
Dolphins have been declared the world's second most intelligent creatures
after humans, with scientists suggesting they are so bright that they should be
treated as 'non-human persons'.
Studies into dolphin behaviours have highlighted how similar their
communications are to those of humans and that they are brighter than
chimpanzees. These have been backed up by anatomical research, showing that
dolphin brains have many key features associated with high intelligence. The
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researchers argue that their work shows it is morally unacceptable to keep such
intelligent animals in amusement parks or to kill them for food or by accident when
fishing. Some 300,000 whales, dolphins and porpoises die in this way each year.
'Many dolphin brains are larger than our own and second in mass only to the
human brain when corrected for body size,' said Lori Marino, a zoologist at Emory
University in Atlanta, Georgia, who has used magnetic resonance imaging scans
to map the brains of dolphin species and compare them with those of primates.
'The neuroanatomy suggests psychological continuity between humans and
dolphins and has profound implications for the ethics of human-dolphin
interactions', she added.
Dolphins have long been recognised as among the most intelligent of animals.
Recently, a series of behavioural studies has suggested that dolphins, especially
species such as the bottlenose, whose brains weigh about 5lb, could even be
brighter than chimps, which some studies have found can reach the intelligence
levels of three-year-old children. The studies show how dolphins have distinct
personalities, a strong sense of self and can think about the future.
It has also become clear that they are 'cultural' animals, meaning that new
types of behaviour can quickly be picked up by one dolphin from another. In one
study, Diana Reiss, professor of psychology at Hunter College, City University
of New York, showed that bottlenose dolphins could recognise themselves in a
mirror and use it to inspect various parts of their bodies, an ability that had been
thought limited to humans and great apes. In another, she found that captive
animals also had the ability to learn a rudimentary symbol-based language.
Other research has shown dolphins can solve difficult problems, while those
living in the wild co-operate in ways that imply complex social structures and a
high level of emotional sophistication. In one recent case, a dolphin rescued from
the wild was taught to tail-walk while recuperating for three weeks in a
dolphinarium in Australia. After she was released, scientists were astonished to
see the trick spreading among wild dolphins who had learnt it from the former
captive. There are many similar examples, such as the way dolphins living off
Western Australia learnt to hold sponges over their snouts to protect themselves
when searching for spiny fish on the ocean floor. Such observations, along with
others showing, for example, how dolphins could cooperate with military
precision to round up shoals of fish to eat, have prompted questions about the
brain structures that must underlie them.
Size is only one factor. Researchers have found that brain size varies hugely
from around 7oz for smaller cetacean species such as the Ganges River dolphin
to more than 19lb for sperm whales, whose brains are the largest on the planet.
Human brains, by contrast, range from 2lb-4lb, while a chimp's brain is about
12oz. When it comes to intelligence, however, brain size is less important than its
size relative to the body. What Marino and her colleagues found was that the
cerebral cortex and neocortex of bottlenose dolphins were so large that 'the
anatomical ratios that assess cognitive capacity place it second only to the human
brain'. They also found that the brain cortex of dolphins such as the bottlenose
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had the same convoluted folds that are strongly linked with human intelligence.
Such folds increase the volume of the cortex and the ability of brain cells to
interconnect with each other. 'Despite evolving along a different neuroanatomical
trajectory to humans, cetacean brains have several features that are correlated with
complex intelligence,' Marino said.
'Marino and Reiss will present their findings at a conference in San Diego,
California, next month, concluding that the new evidence about dolphin
intelligence makes it morally repugnant to mistreat them. Thomas White,
professor of ethics at Loyola Marymount University, Los Angeles, who has
written a series of academic studies suggesting dolphins should have rights, will
speak at the same conference. 'The scientific research ... suggests that dolphins
are "non-human persons" who qualify for moral standing as individuals,' he said.
Glossary
oz: an ounce in weight (1oz = 28g)
lb: a pound in weight (1lb = 454g = 16oz)
Exam tip: When you read texts, think about how you would represent information in a
visual way.
2. Use the text on pages 53-54 to complete the diagrams below.
3. The phrases a-e are from the passage in Exercise 1. Match the sentence
beginnings 1-5 with the words a-e. The resulting sentences give information in the
same order as the information in the passage.
1. There are reasons to believe that dolphins deserve to be a. morally

regarded as.............. unacceptable.
2. One of the consequences of this is that using them for b. brain
entertainment, as we do now, would be.............. structures.
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3. In order compare dolphin and human brains, scientists c. non-
have used............ human persons.
4. The way dolphins can cooperate and their levels of d. brain
problem solving have made scientists think again about cortex.
dolphins' ............
5. Scientists have also observed that the intelligence of certain e. imaging scans
dolphins is suggested by the physical structure of
their................

READING PASSAGE 1
Using NO MORE THAN THREE WORDS from the passage, complete each gap in
the diagram below.
Holidaymakers faced disruption yesterday because of new plumes of ash from

an Icelandic volcano, which forced the closure of airports in Spain and Portugal.
The cancellations - which mainly affected Ryanair and easyJet services operating out
of Stansted and Gatwick - came as scientists produced the first internal map of
Eyjafjallajokull's network of magma chambers, which extend 12 miles below the
ground.
A new ash cloud has risen 30,000ft into the air and drifted south after a pulse of
meltwater and ice poured into the Eyjafjallajokull volcano last week. The water caused
huge explosions as it hit the hot lava, generating more ash plumes. European aviation
regulators have imposed a maximum safe limit of 0.002 grams of ash per cubic metre
of air, meaning that if levels rise above this, flights cannot enter that airspace.
The map shows how the volcano's tubes plunge deep down through the earth's
crust to the start of the mantle, which is made of semi-molten rock. It reveals the huge
scale of the eruption and the potential for a far greater one. This is because the magma
chamber of Eyjafjallajokull is dwarfed by the much larger one under Katla, a volcano
15 miles to the east. Two of Katla's eruptions, in 1612 and 1821, are thought to have
been triggered by those of its neighbour. While Katla is not part of the same
underground network of magma channels and chambers, it is close enough to be
affected by changes in pressure in Eyjafjallajokull's system. There is also a chance that
a horizontal sheet of magma, known as a dike, beneath Eyjafjallajokull could stretch
out far enough to penetrate a magma chamber beneath Katla. Hitting the roots of its
neighbour would almost certainly trigger an eruption. The three eruptions of
Eyjafjallajokull on record have each been associated with a subsequent eruption of
Katla. There have, so far, been no signs of turbulence beneath Katla's surface but,
having last erupted in 1918, volcanologists say that a new blast is overdue.
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The workings of the volcanoes have been provisionally drawn up by Professor
Erik Sturkell, a geologist at the Nordic Volcanological Centre, University of Iceland.
Sturkell suggests the Eyjafjallajokull eruption has been building since 1994, when new
lava began rising, forming two reservoirs three miles beneath the volcano. A surge of
earthquakes under Katla means it has experienced a similar influx of lava, Sturkell said.
'This suggests the volcano is close to eruption.'
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300
C. Completing notes, summaries, or flow charts
1. Match the job sectors and industries 1-6 with the definitions a-f.
a. the way shops and businesses organise the

1. hospitality sale of their products, for example the way they
are displayed and the prices that are chosen
b. the business of selling houses, buildings, and

2. merchandising
land
3. recruitment c. the business of giving expert advice on a
particular subject to a company or organisation
d. the business of providing food, drink, and
other privileges for visitors or clients at major
4. real estate sporting or other public events
e. the business of building things such as
5. consultancy houses, factories, roads, and bridges
f. the process of selecting people for an
6. construction2 organisation and persuading them to join
Part 2: Practice Exercises: Completing notes, summaries, or flow charts

Exam information: Completing notes, summaries, or flow charts
This task tests your ability to understand the main ideas in a section of text or to understand details.
You are given a summary of information from a text, but there will be information missing which
you have to find in the text. The summary may consist of connected sentences of text or a flow
chart, which is a series of steps linked by arrows to show a sequence of events.
The answers are unlikely to be in the same order as you will find them in the text, but you usually
only have to look at a section of text, not the whole.
You have to select a certain number of words (e.g. one, two or three) from the text or choose the
right word from a list of possible answers.
Exam tip: When you are completing notes or a summary, try to predict what kinds of words may
be missing by using your knowledge of grammar.
1. Scan the passage

The current graduate job market is the toughest in recent memory. The traditional
recruiters are taking on fewer graduates, and the class of 2010 are, in many cases,
competing with the class of 2009 for those posts available. But the difficulties for students
do not end there: for those either starting or returning to a course this autumn, the market
for part-time work is just as tough.
For the majority of full-time undergraduates, part-time employment is a vital source of
supplementary income. Most studies show that at least 50 percent of students work during
term time, and around 90 per cent in vacations. About 70 per cent of those in work say that
they do so to cover basic living expenses, so this is not just to fund socialising either.
301
It seems likely, however, that the current cohort of students may find it more difficult
than their predecessors to find such employment. There are fewer jobs to find, and much
greater competition from the non-student population for those that still exist -recent
estimates put the number of people in part-time employment at record levels, as fewer full-
time posts are available in the general economy.
But if you are a student looking for additional income, there are steps that you can take
to maximise your chances of getting a job. Most universities will have a job shop, operated
by the institution or the students' union. As these cater specifically for students, they will
at least make the search easier. In addition, most if not all will, to some extent, filter the
jobs to ensure that the employers are not completely evil, and will offer help with key job
application skills such as writing CVs, personal statements and interview techniques. You
can find a list at www.nases.org.uk.
Students' unions themselves often employ large numbers of student staff, usually with
relatively good pay and conditions. The trick here is to apply well before term starts, as any
jobs are usually gone by freshers' week (not least because the staff need to be in place by
then).
If you do not like the idea of a boss, you could also consider self-employment. For
example, if you have particular skills, such as design or computer programming, you can
advertise these on sites such as Student Gems (www.studentgems.com).
For those of you who do find work, there are also various points to keep in mind. The
National Union of Students is often asked to put a figure on the maximum hours that a
student should work. There are a range of opinions on this: often the figure of 16 hours a
week is mentioned, whereas Cambridge University forbids its students from taking up
employment during term time. Of course, what is suitable for you will depend on your
circumstances - a history student with ten hours of formal classes a week might be able to
work more than a medicine student with 35.
Research has shown that there is a correlation between a high number of hours worked
and the likelihood you will end up with a lower degree classification, so you should be
careful about balancing any work with your studies. You might also want to consider when
you work: night shifts might pay better but they can have a harmful effect on your
coursework.
Then there is the issue of what sort of work. In an ideal world, students would be able
to find employment in areas that are relevant to their future careers, or at least which pay
well. Alas, this was never easy, and may well be all the more difficult now. In any case,
most students are still to be found in low-paid and low-skilled jobs in catering and retail.
But whether you are bar staff or an agency nurse, you need to know your rights. Employers
have to obey the law, no matter how challenging the job market is. For example, you should
be paid at least the minimum wage - from October it is £4.92 an hour if you are 18-21 or
£5.93 an hour if you are older. All employees are entitled to a written contract, and a rest
period if your shift is six hours or longer. Part-time employees cannot be treated less
favourably than full-time workers, although if you work through an agency, you can be
treated less favourably at present than permanent employees in certain circumstances, so
be careful. A full list of rights is available at www.direct.gov.uk/employees.
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One way to ensure that your rights are upheld is to join a trade union. They can help
you discuss employment matters with your bosses and bargain for better rights in your
workplace. Student workers often get a rough deal - but there is safety in numbers.
Talking of numbers, one last thing to watch out for is tax. Students are actually liable
for income tax, contrary to popular belief. Fear not, though, as at present 80 per cent of
students don't earn above their 'personal allowance' (the amount everyone can earn before
tax is applied, which is £6,475 in 2010/11, rising to £7,475 in 2011/12). However, because
of their erratic work patterns, and the way tax is calculated, students can sometimes end up
paying tax erroneously - so if you think you have, contact HM Revenue and Customs about
a refund - www.hmrc.gov.uk/incometax.
2. Complete the summary using NO MORE THAN TWO WORDS taken from the
text for each gap. Refer only to the relevant part of the text
Students who work need to make sure that they are not being taken advantage of. If they
are aware of (1) ..........., they can ensure that their employers treat them fairly. If they are
(2) ........... than twenty-one years old, they should be earning just under £6.00 per hour. The
law is also clear about the right to certain breaks and to a (3) ...........However, agency
workers have fewer rights than (4) ........... student workers also have responsibilities, for
example, they have to pay (5) ...........
Answer: 1 their rights, 2 older, 3 written contract, 4 permanent employees, 5 tax
3. Find the section of the text in Exercise 1 that is relevant to the flowchart below.
Then complete the flowchart using NO MORE THAN TWO WORDS from the
text for each gap.

READING PASSAGE 3
Complete the summary below with words from the text underneath. Use NO MORE THAN
THREE WORDS for each answer.
Summary:
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Up until recently, students expected to earn good money after graduation. However,
there has been a dramatic (1) .......................in attitude, and a minority now think that they will
work in a field that they are (2) .......................for. It is still worth doing higher studies in the
UK because the gap in earning between university graduates and the people who do not have
university degrees is greater than anywhere else (3) .......................Because of the current
economic situation, there may be fewer employment opportunities available, so for (4)
....................... qualifications are very important.
The recession has brought about an abrupt change of mood on university campuses up
and down the country. A five-year boom in the graduate job market has been stopped in its
tracks and salary expectations, which hit record levels last year, are heading southwards. No
wonder only one in five of 16,000 final year students questioned for a recent survey by High
Flyers Research said that they expected to get a job for which they are qualified by the time
they graduate this summer.
Despite the gloom, the financial case for going to university remains compelling.
International surveys continue to show the salary premium enjoyed by UK graduates over those
who choose not to go to university as among the highest in the world. In the post-recession
world, a university degree is likely to be even more of an advantage to job-seekers than before.
But choosing the right degree course and the right university will also be more
important than ever. This does not necessarily mean that students should go only for job-related
degrees, but it will put a premium on marketable skills. And it may mean that more universities
can be expected to follow the lead of Liverpool John Moores University, which puts all of its
undergraduates through a World of Work (WoW) course designed to give them the problem-
solving and communications skills they will need at work.
The Times Good University Guide 2010, published by HarperCollins, offers a wealth
of essential information to help candidates to navigate the maze of university choice, as well
as advice on student life. It is the most authoritative guide to universities in the UK and is an
essential and comprehensive tool for students and parents.
The online version of the Guide allows students and parents to create their own
individual university rankings and to compare the strengths and weaknesses of different
institutions by sorting universities according to one of eight criteria - from student satisfaction
to research quality and degree results. The table sees Oxford maintain its leadership, despite
coming below Cambridge in most of the subject tables. Cambridge has the better record on
student satisfaction, research, entry standards, completion and graduate destinations, but
Oxford's lead in staffing levels, degree classifications and particularly in spending on libraries
and other student facilities makes the difference.
The biggest climbers at the top of the table include Liverpool (up from 43 to 28), Leeds
(up from 31 to 27), Sheffield (up from 22 to 18), Edinburgh (up from 18 to 14) and Exeter (up
from 13 to nine). St Andrews remains the top university in Scotland, while Cardiff is well clear
in Wales.
The key information is contained in the 62 subject tables, which now cover every area
of higher education. The number of institutions in this year's tables has increased by only one
because a fourth university - the West of Scotland - has instructed the Higher Education
Statistics Agency not to release its data. It joins Swansea Metropolitan, London Metropolitan
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and Liverpool Hope universities in blocking the release of data to avoid appearing in league
tables.
A. LABELLING MAPS OR PLANS - COMPLETING TABLES -

COMPLETING FLOWCHARTS
I. Language Input: Youth
1. Match the words 1-5 with the definition a-e
1. youth a. the period between childhood and maturity

2. youth hostel b. a place that provides leisure activities for young people
3. youth club c. inexpensive accommodation for young people travelling
cheaply
4. youth culture d. a person between the ages of thirteen and nineteen
5. teen/teenager e. distinct styles, behaviours, and interests characterised as
being of and from young people
2. Understanding word formation is very important, as your answers will need to be

grammatically correct. Complete the table with the correct word forms. The first
one is done for you.
Verb Noun Adjective Adverb

act action/activity active actively
motivate 1. ......... 2. .......... -
3. ........ 4.......... practised/practising -
5......... 6........... 7............ successfully

8.......... instruction 9............ 10.........
concentrate 11........... 12........... -
13.......... capable 14..........
15.......... 16.......... expressive 17.........
II. Question types practice: Labelling maps or plans, completing tables, completing
flowcharts
Exam tip: It is important to answer questions using the correct format. Look carefully at
the layout and the style used in the questions. For example:
• How are names written? First name only? Surname only? First name and surname?
Are initials used?
• How are numbers expressed? In words? In figures? As percentages?
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Exam information: Table completion (1)
In the IELTS Listening exam, you may have to complete a table. This question type can be
found in any section of the exam.
You have to complete the table with words or options from a list.
1. Listen and complete the following table. Write NO MORE THAN TWO
Shimmers Dance Classes Timetable
Class Instructor Day Time Price

Ballet 1.......... Tuesday 6.30-8.00 2. £........
3........ Janine 4........ 7.00-8.00 £7.50

Tap Andrew Saturday 5 8.30-....... £11.00
Exam tip: If the instructions state that your answer should be one or two words, do not write
three words. If you write three words, your answer will be marked incorrect.
2. Answers can be more difficult than names and numbers. You are going to hear
a talk about websites for young people. Listen and complete the table. Write
NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer
Website Age range Useful for

Playtime Online 4-6 Learning skills for games
Moving Up 1. Developing maths and language skills
Net Aware 12-16 Understanding 2.
Chat Electric 13-16 Making 3.
4. 16-18 Exam hints and tips
Exam information: Labelling a map or plan (1)

In the IELTS Listening exam, you may have to label a map or plan. This question type
can be found in any section of the exam.
There will be some visual information (a map or plan( which you have to label by
writing the information yourself or choosing the answer from a list of options. The
information you need in order to answer the questions is in the same order as it is on
the recording.
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3. Listen and label the plan below. Write NO MORE THAN THREE WORDS
AND/OR A NUMBER for each answer.
Exam information: Flow chart completion (1)

In the IELTS Listening exam, you may have to complete a flow chart. A flow chart is
a diagram that shows the order in which things happen, or a process. Each box usually
shows a separate stage in the order or process. The boxes are normally separated
by a line or arrow, which shows the flow or order. This question type can be found in
any section of the exam.
4. You are going to hear a talk about completing the Duke of Edinburgh's Award.
Listen and complete the flowchart below. Write NO MORE THAN THREE
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Getting the Bronze Award
III. Exam practice

QUESTIONS 1-4
Park Hitt Teen Programme

ClasClass Day Teacherer
Diana
Jazz Wednesday Diana
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1. Thursday Diana
Baseball Saturday 2.
3. Sunday Steve
Skateboarding Monday Steve
4. Tuesday (to be confirmed) Stella
QUESTIONS 5-7
Label the plan below.
QUESTIONS 8-10
Complete the flowchart below.
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IV. Homework
Now listen and answer Questions 1-10.
QUESTIONS 1-5
Choose the correct letter. A, B or C.
1. The speaker says that the conference includes issues which
A. were requested by participants.
B. are seldom discussed.
C. cause disagreement.
2. The speaker says that in the past, this subject
A. caused problems in the workplace.
B. was not something companies focused on. C did not need to be addressed.
C. did not need to be addressed.
3. The speaker mentions a connection between health and fitness and
A. keeping employees.
B. employees' performance.
C. a company's reputation.
4 What does the speaker say about the people attending the conference?
A. Some of them may feel that there is not much they can learn.
B. All of them have attended the conference before.
C. Most of them are familiar with the speakers.
5. The speaker says that in the sessions, participants will
A. work together in pairs.
B. pretend to have various roles.
C. describe real events.
(Source: Complete IELTS bands 5-6.5 workbook)
QUESTIONS 6-10
Label the map below. Write the correct letter. A-H, next to questions 6-10.
6. Setting Up a Fitness Centre ........

7. Healthy Eating Schemes ........
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8. Transport Initiatives........
9. Running Sports Teams ........
B. MATCHING SENTENCE FRAGMENTS - ANSWERING MULTIPLE

CHOICE QUESTIONS - CHOOSING ANSWERS FROM A LIST.
I. Language Input: Fame
1. Some words are made negative by using a prefix, for example:
• un + imaginable - unimaginable = not imaginable
• in + flexible - inflexible = not flexible
Complete the table by adding the correct prefix, un, im, dis, in, it to the words.
Word Word + prefix
equality 1
trust 2
perfect 3
responsible 4
aware 5
2. Complete the words 1-6 in the passage with the correct prefixes
I love being a musician because I get to use my creativity and talent. The only problem is
that the work is so (1) .......... regular; I never know when I'm going to get paid. I'd love to
make a (2) .......... million-pound deal with a record label, but that's (3) .......... likely to
happen. I like to dream, though! I played a few concerts last month, but if work doesn't
start coming in soon, I'm going to have to (4) .......... think about my options. Some people
think I'm (5) ..........responsible, but I just want to do the thing I love. Is that (6) ..........
reasonable?
II. Question types practice: Matching sentence fragments, answering multiple choice
questions, choosing answers from a list.
1. If you paraphrase someone's words, you express what they have said or written in
a different way. For example:
The new action film is being released on Sunday. --> The new action movie is
coming out on Sunday.
Both these sentences have the same meaning, but some of the words are different.
Changing the word form and substituting synonyms are two common
ways of paraphrasing. Look at the following examples:
● Substituting synonyms:
Helen Davies is the most famous person in this town. —> Helen Davies is
the most well-known person in this town.
● Changing word forms:
Andrew Johnson replaced Jack Sullivan as the hero. Andrew Johnson was
Jack Sullivan's replacement as the hero.
Paraphrase the sentences 1-4 by changing word forms
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1. Johanne De Vrie was the composer of 'Jules' Theme'.
Johanne De Vrie ................. 'Jules' Theme'.
2. Thomas Howard is recognised by the nation as the best president the country
has ever had.
Thomas Howard is ........... recognised as the best president the country has
ever had.
3. She performed really well in the new play.
She gave an excellent .......... in the new play.
4. The actor and director had creative differences.
The actor and director differed .............
Now paraphrase the sentences 5-8 by substituting synonyms.
5. It's the final night of the show.
It's the ......... night of the show.
6. Nicole was nervous because it was the premier of her film.
Nicole was nervous because it was the ........ of her film.
7. The prize for Best Score goes to Harriet James for the theme song 'Leaving
Mississippi'.
The ......... for Best Score goes to Harriet James for the theme song
'Leaving Mississippi'.
8. The lead actor was fired from the film because of his bad behaviour.
The lead actor was ..........from the film because of his bad behaviour.
Exam information: Matching (2)
In the IELTS Listening exam, you may have to match sentence beginnings with
sentence endings. The words you read will not be the same as the ones you hear, so
be prepared to listen for synonyms or paraphrases.
Look at the example below: the names 1-4 will not change, but the phrases/answers
a, b, c, d will change:
1 Anna Collins
2 James Harman
3 Ian Cheriton
4 Sylvia Daniels
a has had ten bestselling books.
b was inspired by Tanbridge.
c had a job in Tanbridge.
2. You are going to hear a recording of a guide talking about the town of
Tanbridge. Listen and match the people 1-4 with the sentence endings a-
d
1 Anna Collins a. has had ten bestselling books
2 James Harman b. was inspired by Tanbridge.
3 Ian Cheriton c. had a job in Tanbridge.
4 Sylvia Daniels d. is buried in the town.
Exam information: Multiple choice (2)
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As you saw in Unit 1, in the IELTS Listening exam, you may have to answer multiple-
choice single-answer questions. Another type of multiple-choice question gives you
a sentence stem (i.e. the beginning of a sentence) and you have to choose the ending
from three answer options.
The words you read will not be the same as the ones you hear, so be prepared to listen
for synonyms or paraphrases.
3. You are going to hear a reviewer talking about films. Listen and choose
the correct answer a—c.
1. What Happens in the Night is based on
a. a story the director was told.
b. the director's childhood.
c. a comic book.
2. The reviewer thinks What Happens in the Night is
a. the best horror film this year.
b. visually stunning.
c. difficult to understand.
3. In real life, the stars of Happy as Larry
a. didn't get on.
b. fell in love.
c.are best friends.
4. The reviewer recommends you watch Happy as Larry if
a. you are a woman.
b.you like romantic films.
c.you liked Sonya's other films.
Exam information: Choosing answers from a list (2)

In the IELTS Listening exam, you may have to choose a number of correct answers
from a list. You are likely to hear all the answer options, but only some of them will
be correct; the other options will be incorrect in some way.
4. Read the question and the answer options a-e.

How has fame changed?
a More people are famous nowadays.
b Talent is irrelevant in becoming famous.
c The public now knows almost everything about famous people.
d Famous people have lost their mystery.
e Fame is more short-lived.
The sentences i-v are examples of sentences you might hear on the recording. Read
the sentences and decide which answer options a-e above are correct.
i Famous people have maintained their mystery.
ii People are now famous for only short periods.
iii It still takes immense talent to become famous.
iv Compared to the past, the number of celebrities has almost doubled.
v All aspects of a celebrity's life are made known to the public.
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5. You are going to hear a writer talking about fame. Listen and answer the
questions.
How has fame changed? List THREE ways from below.
a. The public now knows almost everything about famous people.
b. Famous people have lost their mystery.
c. More people are famous nowadays.
d. Fame is more short-lived.
e. Talent is irrelevant in becoming famous.
1...........
2 ...........
3 ...........
Who are the 'losers' in fame? List THREE from below.
a. Celebrities
b. Photographers
c. Executives
d. The public
e. Writers
4 ...........
5 ...........
6 ...........
III. Exam practice

QUESTIONS 1-3
Choose THREE letters A-F.
Give three reasons why the Yellow Plaque scheme was started.
A. to boost tourism
B. to raise awareness of local history
C. to increase knowledge of famous people
D. for publicity
E. for architectural preservation
F. to raise national awareness
1............ 2. ........... 3. ...........
QUESTIONS 4-6
Choose the correct letter A, B or C.
4. The scheme has had the most success in
A. increasing the amount of tourism in the area.
B. raising the profiles of the famous people featured.
C. raising historical awareness.
5. Successful Yellow Plaque nominees have to
A. have a nomination and 50 signatures.
B. be approved by a central panel.
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C. have done something remarkable.
6. The scheme is mainly funded by
A. the community.
B. local councils.
C. the tourist board.
QUESTIONS 7-10
Match the plaques to the people they represent.
Write ONE letter A-F next to questions 7-10
A. political figures
B. charitable figures
C. business people
D. sporting figures
E. artists
F. writers
7. Red Plaque .............

8. Grey Plaque .............
9. White Plaque .............
10. Green Plaque .............
IV. Homework
1. Now listen to the next part of the conversation and choose the correct answer, A,
B or C.
1. Dr Thornton's main interest is in
A. what kinds of people take part in projects like this.
B. how she can be a psychology expert on the project.
C. how people interact in long periods of isolation together.
2. Dr Thornton thinks it's good that
A. it took some time for the first serious conflict to take place.
B. problems like these happen on this type of project.
C. the project is not like a television series or soap opera.
3. Simon states that
A. Joe could cause problems for the environment of the building if he stays.
B. Joe successfully dealt with a serious environmental situation.
C. they could solve any environmental problems if Joe left.
2. Listen to the final part of the conversation and choose the correct answer, A, B or
C.
1. Simon is going to base his main study on
A. why just over half of the participants stayed until the end of the project.
B. how to make sure that people can survive on a real trip to Mars.
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C. how much the project was covered in the news media.
2. One surprising result of the project was that
A. it was reported as a major news item.
B. the participants were in danger of losing their lives.
C. information from the project will be used in a new design.
3. One thing that Dr Thornton is interested in finding out about the people in the Mars
project is
A. why they had health problems.
B. how they coped physically with living close together.
C. how their physical well-being might develop in the future.
4. Maria intends to
A. make a contribution to an important scientific publication.
B. write about how well the participants performed while living in a small space.
C. focus only on the psychological issues affecting the participants.
5. In the end, the total spent on the Mars project was
A. just over the planned amount.
B. twice the planned amount.
C. just under the planned amount.
6. The person who would absolutely refuse to be a participant in a repeat project is
A. Simon.
B. Dr Thornton.
C. Maria.
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LESSON 18 - READING: SHORT-ANSWER QUESTIONS
A. Answering short-answer questions

I. Language Input
1. Match the words 1-10 with the definitions a-j.
1. a day school a. a school for pupils between the ages of 11 or 12
and 17 or 18
2. a special needs school b. a school for children between the ages of 5 and
11
3. a boarding school c. a school suitable for the majority of children
4. a mainstream school d. a school in Britain for children aged between 11
and 18 who have a high academic ability
5. a secondary/senior school e. a state school in which children of all abilities
are taught together
6. a private school (Britain) f. a school for children who need special help or
care, for example because they are physically or
mentally disabled
7. a college g. a school which is not supported financially by
the government and which parents have to pay for their
children to go to
8. a primary school h. a school where the students go home every
evening and do not live at the school
9. a grammar school i. an institution where students study after they
have left school
10. a comprehensive school j. a school which some or all of the pupils live in
during the school term
Notes:
• In Britain, a public school is a private independent secondary school. It is fee-
paying and normally a boarding school. In the United States, a public school is a
school supported by public funds.
• primary school (Britain) = elementary school (USA)
II. Practice Exercises: Answering short-answer questions

Exam information: Short-answer questions
In this task type, you are asked about factual details. The task tests your ability to find
and understand specific information in a text. Your answers will consist of no more than a
certain number of words or numbers. Note:
● Numbers can be written as words (e.g. eight) or figures (e.g. 8).
● Hyphenated words count as one word (e.g. merry-go-round).
The questions are normally in the same order as the information in the text. In other words, the
answer to question 1 occurs in the text before the answer to question 2, and so on.
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1. Skim-read the passage and decide what type of information is in each
paragraph. Make short notes about this information
Plans to allow universities to charge unlimited tuition fees were today greeted
with dismay from students and lecturers but welcomed by vice-chancellors at top-
flight institutions. Fees of up to £6,000 a year would go directly to universities, but
above that figure they would pay a levy that would increase for each additional
£1,000, restricting the extra income, under proposals set out by a review of higher
education funding. Graduates would also repay their loans later and over a longer
period.
Lord Browne of Madingley proposed a new system under which one graduate
in five in lower-paid jobs would repay less than today but higher-earning graduates
would pay more. His proposals, following a review of higher education finance
lasting almost a year, will form the basis of a new system for funding universities
from autumn 2012. 'Under these plans universities can start to vary what they
charge,' he said, 'but it will be up to students whether they choose the university.
The money will follow the student, who will follow the quality. The student is no
longer taken for granted, the student is in charge.'
Aaron Porter, president of the National Union of Students said: 'If adopted, Lord
Browne's review would hand universities a blank cheque and force the next
generation to pick up the tab for devastating cuts to higher education. The only thing
students and their families would stand to gain from higher fees would be higher
debts. A market in course prices between universities would increasingly put
pressure on students to make decisions based on cost rather than academic ability
or ambition.'
The review recommends:
• Graduates would not start to repay student loans until they earn £21,000 a year.
This threshold would rise in line with earnings to protect graduates with lower
incomes. The current threshold is £15,000.
• Repayments would stay at 9 percent of income but graduates with higher
earnings would pay a higher interest rate of 2.2 per cent above inflation, equal to
the Government's cost of borrowing. Lower-paid graduates would continue to pay
no real interest rate on loans.
• Student loans would be paid over a maximum of 30 years, after which they
would be written off. The current maximum is 25 years.
• Student support should be simplified, with a flat living loan of £3,750 for all
undergraduates and maintenance grants of up to £3,250. Full grants would go to
students whose family income was £25,000 or less and partial grants to those with
household income up to £60,000.
Professor Steve Smith, president of Universities UK, which represents vice-
chancellors, said: 'We are extremely pleased that Lord Browne's proposals build on
the fair and progressive elements of the current system. No parent or student would
have to pay tuition fees upfront, only a graduate would pay when they are earning
£21,000 per year. This will be crucial in supporting those from disadvantaged
backgrounds through university.'
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But union leaders and representatives of newer universities warned of the
'devastating' impact on families if the recommendations are implemented. Professor
Les Ebdon, chair of million+, which represents new universities, said: 'There is a
real risk that some students who would have gone to university will decide not to
go and that opportunity and social mobility will be fatally undermined.'
Lord Browne, the former group chief executive of BP, said that despite higher
fees the number of people going to university should expand. His plans allow for a
10 per cent increase in the number of student places over the next four years. Part-
time students would also have access to student loans to cover the cost of their
tuition fees, giving more people a second chance to study for a degree later in life,
he said. His plans would create a market in higher education, with many research
universities likely to charge £6,000 or £7,000 a year, a handful of top universities
charging higher fees, but many newer universities that focus on teaching charging
less.
Paragraph 1: Introduction of the plans
Paragraph 2: ...................................................
Paragraph 3: ...................................................
Paragraph 4: ...................................................
Paragraph 5: ...................................................
Paragraph 6: ...................................................
Paragraph 7: ...................................................
2. Look at the following question about the passage in Exercise 1 above.

From the point of view of students, what would be the negative consequences of higher tuition
fees?
Which of the strategies 1-6 do you think would be useful to find the answer?
1. underlining the important information in the text
2. underlining the key words in the questions
3. reading the text before reading the questions
4. reading the questions slowly before reading the text
5. numbering the paragraphs in the text
6. scanning the text (moving your eyes down over the text to find the
information you are looking for, without reading the text word for word)
Exam tip: In order to find the correct answer in a text, focus on what you are looking for.
One way to do that is to think about the key words in the questions.
Example: What is your favourite memory of your time in school?
The question word ('What') is important. The nouns ('memory' and 'school') also carry a lot
of information. Words like 'your' and 'of' are not necessary to understand the question. Note
that 'time' is not a keyword: the question asks about memories, not time
3. Rewrite the answers 1-9 in no more than three words. Do not use any verbs
in your answers.
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Example:
Question: What sort of technical difficulties has the school been having?
Answer: There have been problems with the systems that are currently used by
the computers.
computer system problems
1. Q: What idea has the Head Teacher come up with?
A: Her idea is to adapt the way the college communicates.
............................................
2. Q: What action do they need to take first?
A: They need to correct the information in the timetables.
............................................
3. Q: What is even more urgent than improving communications?
A: They need to find methods to help them save time.
............................................
4. Q:Name one of the aims that are mentioned on the final list.
A: The school library wants to increase the number of books it lends out.
............................................
5. Q: What is the main priority in terms of after-school activities?
A: They would like to put on plays during term time only.
............................................
6. Q: What else would they like to increase?
A:They also aim to do more sports activities after school.
............................................
7. Q:What is the school satisfied with?
A: They are happy with the way they keep control of their resources.
............................................
8. Q: What aspect of the school's performance still needs to be determined?
A: They need to assess how satisfied the students are
............................................
III. Exam practice

Using NO MORE THAN THREE WORDS for each, answer the following
questions.
1. Why do private providers feel they need to pay as much as children's centres?
............................................
2. What is the most a senior nursery nurse could earn?
............................................
3. Out of all children, how many take up places in private nurseries?
............................................
4. What types of nurseries do fathers and mothers prefer?
............................................
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Parents face a sharp increase in nursery fees from January as new government-
subsidised children's centres drive up staff costs for private daycare.
Children's centres are offering up to £7,000 a year more for managers and
nursery nurses to staff their premises, forcing private providers to match the pay
offer or risk losing their best employees. Fees are private nurseries' only source of
income so they have no option but to pass on the 12-15 per cent salary increases to
parents. Salaries account for 80 per cent of running costs and fees are an average of
£140 a week.
The annual pay survey for Nursery World magazine found that the salary of a
nursery manager in the private sector had risen by an average of 12.3 per cent this
year, to £21,547, as owners attempted to hang on to their staff. Despite the increase,
children's centres are offering about £27,000 for a manager. Senior nursery nurses
have had an average 17 per cent increase this year, with salaries of about £14,000,
but could still earn up to £17,000 if they switched to a children's centre.
'Children's centres are heavily subsidised and are offering much bigger salaries
than anywhere else in the sector,' said Claire Schofield, head of membership at the
National Day Nurseries Association. 'Shouldn't the subsidy be available across the
board?' Private providers currently account for 78 percent of all nursery places. The
Government plans to open 3,500 children's centres by 2010 — five in each
parliamentary constituency. Each centre will offer daycare and other services for
children and parents. The Department for Education and Skills estimates that the
cost of each place will be about £250 a week, well above private sector fees. But a
generous subsidy administered by local authorities brings the fees down to about
£137 a week.
Liz Roberts, editor of Nursery World, predicted that many nurseries would face
financial difficulties as a result. 'Nurseries will put up their fees a bit, but there is a
limit to what parents can afford so it is becoming terribly difficult. Some nursery
owners barely pay themselves as it is, so may just decide to close,' she said.
A Department for Education and Skills study found that only 25 percent of
private nurseries made a profit, with 31 per cent breaking even. While children's
centres will offer parents value for money at first, there is no guarantee that the
Government will continue to pay the subsidy. If the funding is reduced, parents will
have no choice but to pay more for their nursery places, especially if local private
nurseries have been driven out of business.
Parents have also made clear during public consultations that they like private
and voluntary sector nurseries, which are often smaller and more intimate than local
authority providers, and the Government has said that it is committed to diversity
of supply.
B. Matching sentence endings, information, features

I. Language Input
1. Match the nouns 1-7 to the words a-g with a similar meaning.
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1. Sweat a. vapour
2. Rain b. purification
3. Steam c. perspiration
4. Watering d. irrigation
5. Cleaning e. beverage
6. Drink f. immersion
7. Dunking g. precipitation
II. Practice Exercises: Matching sentence endings, information,

features
Exam information: Matching sentence endings
This task tests your ability to understand the main ideas in a text.
You are given a number of incomplete sentences and you need to complete them by
choosing from a list of options. There may be more options than you need.
The sentences are based on a text and will be in the same order as the information in the
text.
Exam tip: Try to predict how each sentence will end before looking at the list of endings.
1. The questions 1-4 are about the text below. They should be in the same
order as the information in the text but they have been mixed up. Put the
questions in the right order. You do not have to answer them.
1. What would happen in financial terms if more businesses took their
environmental obligations seriously?
2. Give an example of a small action that can have big consequences.
3. Give two reasons why small and medium enterprises do not always comply
with environmental guidance.
4. What language in the text suggests that it will take a long time before
businesses understand the benefits of following environmental guidelines?
Small and medium-sized enterprises (SMEs) are responsible for up to 80 per

cent of environmental crimes and more than 60 per cent of the commercial and
industrial waste produced in England and Wales, according to research by the
Environment Agency. The body says, however, that between 70 and 75 percent of
SMEs are unaware of their environmental obligations. Many SMEs also believe that
environmental compliance would be too costly and the benefits limited. Only few
businesses realise how much energy spending could be reduced by doing something
simple such as switching off machines that are not in use.
White a fundamental shift in business attitudes is desired, agencies like
Envirowise are aware that profit incentives may instead be the answer. For instance,
Westbury Dairies, in Wiltshire, has introduced a system to collect and reuse
condensation formed during the milk evaporation process. This has reduced the
demand for mains water by about 90 per cent. Cost savings from purchasing water
alone exceed £340,000 per year. But businesses like Westbury Dairies are still in the
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minority. It is estimated that UK businesses could save a further £3 billion through
improved environmental performance.
2. Look at the topics in the sentence beginnings a-d. In which paragraphs of

the passage below can you find information about them?
a. Rising sea levels ... Paragraphs ...... ......
b. Tsunamis ... Paragraphs ...... ...... ...... ......
c. Giant waves ... Paragraphs ...... ...... ...... ...... ...... ...... .....
d. Water sports ... Paragraphs ...... ......
Giant Waves: Exhilaration and Devastation
1. Laird Hamilton, Brett Lickle and a small group of their surfer friends are
among the first people ever to ride waves higher than 40 feet. They created the
sport of tow surfing - dragging people onto big waves with jet skis or even
helicopters - in the early 1990s. 'No one had ridden waves this size,' Hamilton
says. 'It was the unknown, like outer space. We didn't know if we were going to
come back.'
2. Of the two men, the better known is Hamilton, 46, who has worked as a
model, actor, stunt double (for Pierce Brosnan in Die Another Day, and Kevin
Costner in Waterworld) and television presenter. Hamilton and his friends have
inspired many others - enthusiasts who tune into weather reports, and catch the
first plane to wherever the big waves are expected to hit land. Some of the
younger surfers know what they're doing; others - perhaps tempted by a
$500,000 prize for anybody who rides a 100-foot wave - are not ready. The fact
that ocean waves are getting bigger must be exhilarating for all of them.
3. For the rest of us, however, big waves are very bad news indeed. History
is full of examples of devastation being wrecked by waves like these. The
biggest wave ever recorded was the one that hit Alaska in 1958, after a huge
landslide created a tsunami that peaked at 500 metres above sea level. That's not
a misprint: it was more than twice as high as the tallest building in Britain today
- Canary Wharf Tower. Scientists know how high it was because the towering
wave scraped trees and soil off nearby mountains up to that height.
4. The Alaskan wave is believed to have been a tsunami, caused by a
landslide. Italy has been hit by as many as 67 tsunamis in the past 2,000 years,
though none with the devastating force of that which killed 230,000 people
around the Indian Ocean on Boxing Day 2004.
5. It's useful to distinguish between tsunamis, which are caused by
geological events (such as landslides or earthquakes), and giant waves generated
by weather, such as those Hamilton and Lickle ride, or the water deposited on
New Orleans by Hurricane Katrina. But it is anticipated that both types will
become a lot more common as a result of worldwide global warming.
6. According to the Intergovernmental Panel on Climate Change, the
oceans now absorb more than 80 percent of the heat added to the climate system.
As the waters heat up, wind velocity increases, storm tracks become more
volatile, polar ice and glaciers melt, and sea levels rise.
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7. Everything in the oceans seems to be rising: wave heights, sea levels,
surface temperatures, wind speeds, storm intensities, coastal surges, tsunami
risks. Now is the time to prepare for great floods,' a July 2009 editorial in New
Scientist advised. The future of the UK's coastal cities is in jeopardy due to
rising sea levels,' reported Lloyd's. Similarly, nine out of the world's ten largest
cities are located on low-lying coastal land.
8. And it's not only on land that higher seas and bigger waves pose a threat.
Merchant shipping carries around 90 per cent of international trade, on
approximately 50,000 boats worldwide, with crew numbers of around a million.
Over the past decade, around 100 ships with a cargo capacity of 500 gross tons
have been lost each year, or damaged beyond repair - the equivalent of two large
ships every week.
9. But this is not new. For centuries, sailors told of the existence of
monstrous waves up to 100 feet high that could appear without warning in mid-
ocean, against the prevailing current and wave direction, and often in perfectly
clear and calm weather. Such waves were said to consist of an almost vertical
wall of water preceded by a trough so deep that it was referred to as a 'hole in
the sea'. Scientists were sceptical, until the existence of freak waves was
confirmed in 1995 in Norway, where an 84-foot wave occurred amid seas where
the average of the tallest 33 percent of waves was 39 feet. This wave changed
everything: the emphasis shifted from explaining why freak waves were
impossible, to figuring out why they occurred in the first place.
III. Exam practice

READING PASSAGE 2
Complete each sentence with the correct endings A-F from the box below. Note that
there may be more than one correct ending for each beginning, but that you cannot
use all of the endings.
1. Geothermal Engineering ...
2. The geothermal industry ...
A. is focusing on Cornwall because of its tin and copper resources.
B. builds power stations underground.
C. plans to drill a number of wells.
D. can rely on previous research.
E. has always been a global business.
F. has not proven what it can do yet.
In the coming months, a 170-foot-high drilling rig will transform waste ground
near Redruth into a new landmark. The drill belongs to a group that is planning to
develop Britain's first commercial-scale geothermal plant on the site. Geothermal
Engineering has chosen this part of Cornwall - once renowned for its tin and copper
- because of its geology. It sits on a bed of granite whose temperature can reach
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200°C. Water will be pumped deep underground and will return to the surface as
steam, which will power turbines to generate electricity.
'Cornwall is a real hotspot. It is like someone has put a power station below
ground and you are simply tapping into it,' said Ryan Law, founder and managing
director of Geothermal Engineering.
Law, a former consultant to the geothermal industry, plans to have three wells
at the plant, which together he estimates will produce 10MW of electricity, enough
to power 20,000 homes, and 55MW of thermal energy, capable of heating ten
hospitals 24 hours a day. The challenge is that the rock is 4.5 kilometres below the
earth's surface, meaning that months of precise drilling will be required before any
energy is produced. The company has a head start. In 1976, the government-funded
Hot'' Dry Rock Research Project began deep drilling to study the area's geology.
Law plans to use the detailed maps the team produced over fifteen years to direct
his efforts.
Geothermal energy is not new. The world's first conventional geothermal power
station, in southern Tuscany, has been producing electricity for almost 100 years.
In Iceland, a quarter of the country's electricity comes from geothermal power.
Investment in geothermal projects in Australia is expected to reach $2 billion (E1.3
billion) by 2014. The industry is also well established in America and Germany. In
Britain, schemes are under way in Southampton and Newcastle.
Conventional geothermal power relies on naturally occurring steam pockets
near the earth's surface so it tends to be confined to volcanically active regions or
areas close to fault lines. Law claims the process his company uses removes this
limitation, making the industry viable almost anywhere in the world.
However, despite billions of pounds in public and private investment and a raft
of big projects, the industry has so far failed to demonstrate it can fulfil its promise.
Critics argue it is costly, reliant on high-risk, time-consuming drilling and struggles
to produce large amounts of energy capable. of making a real contribution to the
world's needs. Law refuses to let such doubts dampen his ambitions. 'What other
renewable energy gives you 24-hour supply? The potential is enormous and we are
planning another 25 plants.'
Glossary
geothermal: relating to the internal heat of the earth
READING PASSAGE 3
Questions 1-4 Complete the notes below.
for each answer.
Vigdor and Ladd's research
• looked at over 1. ...........
• found that lower 2. ...........and home computer use were linked
• indicated that the effects of greater home computer use could not be described
as
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3. ...........
• concluded that 4. ........... should be involved in home computer use
Questions 5-7
for each answer.
5. Which invention was criticised by an 18th century French politician?
.................
6. According to studies that can be trusted, what is the maximum amount of time
per day that children spend looking at screens? .................
7. Which products have become more popular recently? .................
IS CONSTANT USE OF ELECTRONIC MEDIA CHANGING OUR

MINDS?
The power of modern electronic media - the net, mobile phones and video games
- to capture the attention of the human mind, particularly the young mind, and then
distract it, has lately become a subject of concern. We are, say the worriers, losing
the ability to apply ourselves properly to a single task, like reading a book in its
entirety or mastering a piece of music on an instrument, with the result that our
thinking is becoming shallower.
Nicholas Carr, the American science writer, has explored this theme for his new
book, The Shallows, in which he argues that new media are not just changing our
habits but our brain too. It turns out that the mature human brain is not an immutable
seat of personality and intellect but a changeable thing, subject to 'neuroplasticity'.
When our activities alter, so does the architecture of our brain. 'I'm not thinking the
way I used to think,' writes Carr. 'I feel it most strongly when I'm reading.' Years of
Internet use have, he suspects, dented his ability to read deeply, to absorb himself
in books: 'My brain wasn't just drifting. It was hungry. It was demanding to be fed
the way the net fed it' He describes getting fidgety when faced with a long text:
'When we go online, we enter an environment that promotes cursory reading,
hurried and distracted thinking, and superficial learning'
Carr cites research by Gary Small, a professor of psychiatry at UCLA. who
concluded that constant exposure to modern media strengthens new neural
pathways while weakening older ones. lust five hours of internet use is enough to
awaken previously dormant parts of the brain's prefrontal cortex, concluded Small.
For Carr, this is proof that the net can rewire the mind. He sees dangers. Deep
thought, the ability to immerse oneself in an area of study, to follow a narrative, to
understand an argument and develop a critique, is giving way to skimming. Young
users of the Internet are good at drawing together information for a school project,
for example, but that does not mean they have digested it.
But is a changing mind a more stupid one? Lake Vigdor and Helen Ladd are
researchers at Duke University, North Carolina. In a study spanning five years and
involving more than 100,000 children, they discovered a correlation between
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declining test scores in both mathematics and reading and the spread of home
computers and broadband. 'The decline in scores was in the order of one or two
percent but it was statistically significant,' says Vigdor. 'The drop may not be that
great but one can say that the increase in computer use was certainly not positive'
The cut-off year for the study was 2005, when socialising was more primitive. Since
then, social networking sites have become enormously powerful consumers of
young people's time. Vigdor and Ladd concluded that the educational value of home
computing was best realised when youngsters were actively supervised by parents.
This tendency to skim is compounded by the temptation of new media users to
'multi-task'. Watch a youngster on a computer and he could be Facebook-ing while
burning a CD or Tweeting on his mobile phone. Modern management tends to
promote multi-tasking as an expression of increased efficiency. Science, on the
other hand, does not. The human brain is, it seems, not at all good at multitasking -
unless it involves a highly developed skill like driving. David Meyer, a
neuroscientist at the University of Michigan, says: 'The bottom line is that you can't
simultaneously be thinking about your tax return and reading an essay, just as you
can't talk to yourself about two things at once. People may think otherwise but it's
a myth. With complicated tasks, you will never, ever be able to overcome the
inherent limitations in the brain'.
Paying attention is the prerequisite of memory: the sharper the attention, the
sharper the memory. Cursory study born of the knowledge that information is easily
available online results, say the worriers, in a failure to digest it. In addition, the
brain needs rest and recovery time to consolidate thoughts. Teenagers who fill every
moment with a text or Tweet are not allowing their minds necessary downtime. All
rather worrying, but is it that bad?
We have been here before, of course. The Ancient Greeks lamented the
replacement of the oral tradition with written text, and the explosion in book
ownership resulting from the printing press was, for some, a disaster. In the 18th
century, a French statesman railed against a new device that turned people into
'dispersed' individuals, isolated in 'sullen silence. He was talking about the
newspaper.
The net is supposed to consume the lives of young people, yet the only reliable
studies about the time spent online, collated by the World Health Organisation,
suggest children spend between two and four hours in front of screens, including
television screens, and not six or seven, as often suggested. Moreover, there is
evidence that youngsters who use social networking sites have more rewarding
offline social lives than those who do not.
A study on children and new technology in the UK included a 'study of studies' by
Professor David Buckingham of the University of London's Institute of Education.
He concluded: 'Broadly speaking, the evidence about the effects of new media is
weak and inconclusive -and this applies to both positive and negative effects'
Certainly the 'old' media don't seem to be doing that badly. An annual survey
shows that sales of children's books this year were 4.9 percent greater than last year,
with more than 60 million sold. The damage, if any, done by excessive computer
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time may not be so much to do with what is being done online as what is being
missed - time spent with family or playing in trees with friends.
A. LABELLING A DIAGRAM - COMPLETING NOTES -

CLASSIFYING.
I. Language Input: Nature and the environment
1. Complete the sentences 1-8 with the words a-h to form common weather
collocations. You can use one word more than once.
a. clear c. heavy e. light g. strong

b. flash d. high f. scorching h. thick
1. There is a chance of ........./ ......... rain in the morning, so take an umbrella

with you.
2. There are ......... winds on the coast, so be very careful if walking near the
cliffs.
3. There have been ......... floods in the south of the country and many
people have had to evacuate their homes at short notice.
4. The north has been affected by .........snow, and many people are snowed in
at home.
5. Today will be sunny with ......... blue skies.
6. There is ......... fog in the west and driving might be dangerous.
7. There will be ......... temperatures in the afternoon, so make sure you drink
plenty of water.
8. We advise people not to talk their children out in the ......... heat.
2. Complete the passage with the words a-h.

a. during e. simultaneously
b. initially f. the next step
c. then g. ultimately
d. prior h. when
Preparing for a Heat Wave
Make sure you are always prepared for any kind of extreme weather (1) ............
to it occurring. You can do this by checking the weather forecast regularly. Heat
waves can often be predicted days and even weeks in advance. Heat waves are
(2) ............ seen as fun, a chance to get outside in the sun, and a hazard, which
can cause illness. Make sure you drink plenty of water (3) ............ this time,
otherwise you may become dehydrated. (4) ............you feel hot, try to find some
328
shade. It is also important to watch for signs of heatstroke. A person may (5)
............ become slow and lethargic, and (6) ............ become confused or
incoherent. If you see these second symptoms, get the person into the shade
immediately and give them water. If the symptoms do not go away instantly, (7)
............ would be to call an ambulance. If left untreated, heatstroke can (8)
............ lead to death.
II. Question types practice: Labelling a diagram, completing notes, classifying.

1. In Section 3 of the IELTS Listening exam, you will hear up to four speakers
and it is important to recognise the speakers.
You are going to hear a conversation with four speakers: John, Steven, Linda
and Joanne. Listen and write how many times you hear each speaker. Two have
been done for you.
John: 3 Linda: 2
Steven ....... Joanne .......
Exam information: Classification (1)

In the IELTS Listening exam, you may have to decide which category or group items
belong to. The categories are usually lettered (A, B, C, etc.) and the items are numbered
(1, 2, 3). Your answer is usually a letter.
2. You are going to hear a group of students talking about their Natural Earth
presentation. Listen and match the tasks 1-5 with the person who will do them
(a-c).
Natural Earth presentation: Who is doing which tasks?
a. Alice
b. Karl
c. Jenny
1. organise the research ..........

2. make the PowerPoint presentation ..........
3. source cloud images ..........
4. write cue cards ..........
5. present the conclusion ..........
Exam information: Labelling a diagram (1)

In the IELTS Listening exam, you may have to label a diagram which describes a process. This
question type can be found in any section of the exam.
You have to complete the diagram by writing the information yourself or choosing
the answer from a list of options. You will need to study the diagram before you listen to
understand the order of events. The information you need in order to answer the questions is in the
same order as it is on the recording.
Exam tip: You may know the answers due to your general knowledge, but your answers cannot
depend on that: you will need to listen to what the speakers say to identify the answer.
329
3. Look at the diagram which shows how acid rain is formed. Use the clues in
the diagram and put the events a-d in the order they occur.
a. The wind carries the mixture of pollutants high into the atmosphere.
b. These fall in wet and dry forms.
c. Polluting emissions from cities enter the atmosphere.
d. The wet form runs into rivers, causing more pollution.
........ ........ ........ ........
Exam tip: If you have to label a diagram, always write the words you hear on the recording;
do not use your own words.
4. You are going to hear two students discussing an assignment. Listen and
complete the diagram in Exercise 3. Write NO MORE THAN THREE
Exam information: Note completion (1)

In the IELTS Listening exam, you may have to complete notes. This question type can be
found in any section of the exam. You will need to think about the topic and look at the
notes carefully to decide what kind of word fits grammatically in each space.
5. Read the notes and write what kind of word completes each space
grammatically: a noun, a verb or a quantity/amount?
Lightning Safety: Presentation Plan

Part 1: Planning for lightning
● Important to be prepared
● Go inside before it 1 ........
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Part 2: If inside
● Stay away from water, doors, windows, and telephones
● Turn off 2 ........
Part 3: If outside
● Avoid trees, open spaces, and metal objects
● If the lightning comes near you, 3 ........ and cover your ears
Part 4: If someone gets hit

● Get help from a 4 ........
● Call an ambulance
● Don't worry: 5 ........ of lightning victims survive!
6. You are going to hear two students talking about a project. Listen and
complete the notes in Exercise 5 above. Write NO MORE THAN THREE
III. Exam practice

QUESTIONS 1-3
Complete the notes below
Project suggestions: pros and cons
Localised weather conditions

Problem: Not enough time for 1. ...........
Seasons
Problem: Too 2. ...........
Extreme weather conditions

Advantage: Easier to 3. ........... into different sections, more interesting
QUESTIONS 4-7
Who will cover the following weather conditions?
A. Alex
B. Emma
C. Tom
D. None of them
Write the correct letter, A, B, C or D next to questions 4-7.

4. blizzards ........
5. floods ........
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6. drought ........
7. cyclones ........
QUESTIONS 8-10
Complete the diagram below. Write NO MORE THAN THREE WORDS AND/OR
IV. Homework
Now listen and answer Questions 1-10.
QUESTION 1-4
Questions 1-2
Which TWO areas of work did Beth include in her dissertation?
A. retail
B. banking
C. call centres
D. tourism
E. translation
Questions 3-4
Which TWO aspects of the dissertation were impressive, according to the tutor?
A. summary of academic research
B. analysis of videos
C. observation of live interactions
D. interviews
E. analysis of data on the outcomes
QUESTION 5-8
Which comments do the speakers make about each section of the dissertation?
332
Choose FOUR answers from the box and write the correct letter, A-F, next to
Questions 5-8.
Sections of Dissertation
5. Dealing with Complaints ............
6. Collaborating with Colleagues ............
7. Interacting with Managers ............
8. Giving Instructions............
A. There is not enough evidence.
B. The conclusion is confusing.
C. It highlights a real problem.
D. It is particularly well organised.
E. There are too many examples.
F. It includes new ideas.
QUESTION 9-10
Answer the question below.
Which TWO aspects of communication does Beth emphasise in her conclusion?
9. ................... 10. ...................
(Source: Complete IELTS bands 5-6.5
workbook)
B. COMPLETING FLOWCHARTS - COMPLETING SENTENCES/SUMMARIES.

I. Language Input: Science and technology
1. The words below all relate to energy. Put the words into the correct groups.
Some words belong in more than one group.
boil freeze liquid oil
burn fuel melt oxygen
chemical gas metal solar
cool heat nuclear substance
electricity
Noun Verb Adjective
2. Complete the newspaper article with the words a-j.

a. argued d. fossil g. recommended
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b. claim e. nuclear h. run out
c. contamination f. radioactive waste i. solar
power
The Future of Energy

The future of energy is changing. Scientists (1) ........... that (2) ........... fuels need
to be replaced by alternative forms of energy. These older fuels, such as oil and
gas, are in short supply and may (3) ........... in the near future. So what are the
alternative forms of energy that could be used? (4) ........... is quite a popular
choice for many. Harnessing the sun for its energy has been (5) ........... by the
government's Department for Energy as a cost-effective and long-term solution
for both businesses and individuals. However, although cost-effective in the
long run, the setup costs can be high. Others have (6) ........... that (7) ...........
energy would be a better solution. This, however, is very contentious. The issue
of (8)........... is always raised by its detractors because of the fear of (9)...........
if something goes wrong.
II. Question types practice: Completing flowcharts, completing

sentences/summaries.
Exam tip: In the IELTS Listening exam, you need to be able to identify the opinions and
attitudes of the speakers in conversations and understand if they agree or disagree with each
other. Speakers can express their opinions and attitudes in various ways. For example, they
may use an adjective that is positive or negative (e.g. interesting, boring), a verb (e.g. agree,
don't believe) or a phrase (e.g. That's what I think too, I'm not sure that's right).
Exam information: Flow chart completion (2)

A flow chart is designed to help people understand a process. It usually contains the key points
or main ideas, rather than supporting points
Exam tip: When listening, it is important to identify which are the key points and which are
the supporting points. Main points give general information, whereas supporting points give
explanations and examples, or expand on something.
1. You are going to hear a tutor and a student discussing the process of doing
a research project on alternative energy. Listen and complete the flowchart
below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER
for each answer.
Alternative energy research project: process
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Exam information: Short-answer questions (2)
In some short-answer questions, you may have to identify two or three pieces of
information. The question words include phrases such as 'List 2 reasons', 'Name 3
places ', 'Which 3 factors'. The answers are often close together in the recording and
can be similar grammatically or thematically.
Exam tip: The question will help you focus on the type of answer you need to give in
terms of grammar and topic so make sure you underline the key words in the question.
2. Read the questions 1-3 and underline the key words. Then decide what kind
of answer is needed in terms of grammar and topic, and suggest possible
answers. Write NO MORE THAN THREE WORDS AND/OR A NUMBER
for each answer.
1. List 3 energy-saving methods.
........... ........... ...........
2. Name 2 substances which contribute to climate change?
........... ...........
Now listen and answer the question below.
List the 3 forms of energy Mary will write about in her essay. Write NO
MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
........... ........... ...........
Exam tip: In this type of short-answer question you will have to write one-, two- or three-
word answers. If more than one word is required, think carefully about the grammar of your
answer because it will need to be correct. You should think about the common grammatical
combinations of words which will be tested, such as adjective + noun (e.g. solar energy), noun
+ noun (e.g. power station) verb + adverb (e.g. decrease dramatically) or verb + object (e.g.
improve the system).
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3. You are going to hear three students discussing their environmental
science presentation. Listen and answer the question.
What 2 pieces of information do the students agree to remove from the
presentation?
answer.
1. ................................ 2. ................................
Exam information: Summary completion (2)

As you saw in Unit 4, in the IELTS Listening exam, you may have to complete a summary.
Sometimes you have to choose the answers from a list of options in a box. There will be
more options than you need.
Exam tip: In summary-completion tasks where you are given answer options, it is a good
idea to identify which words are grammatically possible answers. That way, when you
listen, you are choosing between a smaller number of options
4. Which words a-l could complete the spaces 1-5 in the summary? There is
more than one possible answer for each space
a. alternative d. dangers g. nuclear j. research
b. benefits e. different h. price k. seminar
c. cost effective f. evidence i. problems l. Tutorial
The students are preparing for their (1) .......... discussion by discussing the various
theories presented by academics in the field of (2) ..........energy. Overall, they agree
with the academics that the most sustainable long term (3) ..........energy source is
nuclear but they are concerned about the (4) ..........based on past disasters around
the world. The students are unable to agree on the cost-to-benefit ratio of sources
such as wind and solar because the academic (5) ..........appears to be inconclusive.
5. Now listen and complete the summary in Exercise 4 above with the correct
words a-l.
a. dangers d. cost effective g. different j. benefits
b. price e. problems h. nuclear k. tutorial
c. alternative f. evidence i. research l. seminar
1 ..........
2 ..........
3 ..........
4 ..........
5 ..........
III. Exam practice

QUESTIONS 1-4
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answer.
According to Phil, what are the 2 problems with some renewable energy sources?
1. .............................
2. .............................
List 2 things that Professor Jenkins wants to see in the students' report.
3. .............................
4. .............................
QUESTIONS 5-7
answer.
Solar energy production costs forecast
QUESTIONS 8-10
Complete the summary below using words from the box.
Write ONE option A-H next to 8-10.
Project content summary
The alternative energy project will cover 3 main areas; a comparison, a price (8)
.............. and an analysis. The students will use information given to them by their
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tutor and government (9) ..............Using a system of comparison between the data
sets they will (10) ..............any discrepancies for further analysis.
A. data
B. highlight
C. statistics
D. demonstrate
E. prediction
F. evaluate
G. reduction
IV. Homework
Listen to Jane and Bill, who are discussing the results of a survey about changes to
their town, Ashtown, over the last 25 years, and choose the correct answer, A, B or C.
1. In Bill's opinion, why are there fewer buses in Ashtown?

A. The buses are old and uncomfortable.
B. Fares have gone up too much.
C. There are not so many routes.
2. What change does Bill think has benefited the town centre the most?
A. the construction of a bypass
B. the development of cycle paths
C. the banning of cars from certain areas
3. Which area does Bill think most people are employed in?
A. manufacturing
B. services
C. education
What changes have been made to the facilities? Choose FIVE answers from the box
and write the correct letter, A-G, next to facilities 4-8.
Action
A. it has moved to a new location
B. it is now used for a different purpose
C. it uses more technology than in the past
D. it has been closed down
E. it is less popular than it used to be
F. it has been sold to a different organisation
G. it has been expanded
Facilities
4. railway station car park ..........
5. cinema ..........
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6. indoor market ..........
7. library ..........
8. art college ..........
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LESSON 19 - READING: MULTIPLE CHOICE
I. Language Input
1. Underline at least ten words or phrases related to the topic of
communication in the text below.
Poor communication between NHS hospitals and care homes may be putting
elderly people at risk of contracting MRSA and other infections, the health and
social care regulator has warned. The Care Quality Commission (CQC) found
nearly one in five homes in England were not being told if patients discharged from
hospitals were or had been infected.
Hospitals are meant to include a written infection history on discharge
summaries. But the survey revealed 17 per cent of care homes said they did not
receive information from hospitals, while another 28 per cent complained of
incomplete and illegible data.
Ambulance crews were also often left uninformed. Where there was communication
about patients, it was verbal and not written down. A spokesperson said: If we are
to tackle infections effectively we need to check that all providers of care are talking
to each other.'
Suggested answers:
Poor communication between NHS hospitals and care homes may be putting
elderly people at risk of contracting MRSA and other infections, the health and
social care regulator has warned. The Care Quality Commission (CQC) found
nearly one in five homes in England were not being told if patients discharged from
hospitals were or had been infected.
Hospitals are meant to include a written infection history on discharge
summaries. But the survey revealed 17 per cent of care homes said they did not
receive information from hospitals, while another 28 per cent complained of
incomplete and illegible data.
Ambulance crews were also often left uninformed. Where there was
communication about patients, it was verbal and not written down. A spokesperson
said: 'If we are to tackle infections effectively we need to check that all providers
of care are talking to each other.'
2. Match the sentence fragments 1-7 with the sentence fragments a-g.
1. When the company asked me to sign A. up for the army.

the form, I didn't realise I was signing
2. I have to stay home because I need to B. before they can go upstairs.
sign
3. I've decided what I want to do in the C. on the dole.
future: I'm going to sign
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4. My dinner is ready so I need to sign D. for a parcel I'm expecting.
5. She lost her job so she's signing E. away my rights to compensation.
6. I really need faster Internet, so I'm F. off now.
going to sign
7. All visitors must sign G. up for the broadband offer.
II. Practice exercises: Answering multiple choice questions

Exam information: Multiple-choice questions
This task tests your ability to understand the main ideas in a text or your understanding of
specific points or details.
You will have to choose one answer out of four options, two answers out of five options, or
three out of six options. These options may be sentence endings or answers to questions.
The questions will be in the same order as the information in the text.
1. The questions 1-4 are about the text below. They should be in the same
order as the information in the text but they have been mixed up. Put the
questions in the right order.
1. How important are communication skills in sales? 3. What is good
communication?
2. What is active listening? 4. What is good
management?
The key to good communication is to pay attention to what other people have to
say. Good communicators are definitely not those who like the sound of their own
voice. Forget the gift of the gab; communication is all about establishing a rapport with
your customers, work colleagues or boss.
'The ability to sell is the ultimate test of communication skills. But in the modern
world salesmen do not sell, customers choose to buy', says Jon Naylor, the customer
service director of PC World. 'You have to empathise with the customer and build a
relationship. Listening to the information given and asking the right questions is very
important.'
Not listening costs money in the hard world of sales - returned goods, refunds
and the loss of repeat custom. But the ability to listen is as important on the top floor as
it is on the shop floor and can have just as profound an effect on the bottom line. 'If you
ask what makes a good manager, people almost always say -they listen to what we have
to say and consider our needs-,' says Dr Paul Dobson, a senior lecturer at Cass Business
School.
Dr Dobson gives MBA students lessons in 'active listening', which is listening
and asking appropriate questions, then clarifying and responding to the answers. 'The
fundamental thing is to listen to what people say, which means that you have to be
motivated to want to know the answers,' Dr Dobson says.
Answer: The right order is 3, 1, 4, 2.
1: second paragraph, 2: fourth paragraph, 3: first paragraph, 4: third paragraph
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2. Summarise the ideas in the short extracts 1-4 in your own words. Try not
to use phrases from the text unless absolutely necessary.
Example:
The idea that human musical appreciation stems from the same evolutionary root as the
vocalisations that primates use to bond and alert others to danger is not new but it has always
been hard to test because monkeys do not generally respond to music.
Summary: Monkeys tend not to react to music, so it is difficult to prove the old
belief that our appreciation of music and the calls that monkeys use to communicate
have the same evolutionary origin.
1. When monkeys have been played music, from classical to hard rock, they
generally prefer silence. The sole exception has come from one experiment in which
monkeys appeared to be calmed down by listening to the heavy metal band Metallica.
2. However, research carried out by Professor Charles Snowdon of the University
of Wisconsin-Madison has shown that cotton-top tamarin monkeys, who normally
turn a deaf ear to music, show marked changes in mood when they are played tunes
composed with their voices and hearing in mind.
3. The findings suggest that the historical roots of human appreciation of music
may stretch deep into our evolutionary past, to the common ancestors we share with
monkeys.
4. Professor Snowdon took his new experimental approach to the subject at the
suggestion of David Teie, who also works at the University of Maryland.
3. Underline the key words in the questions 1-3 and use them to scan the text
below. Then answer the questions using bullet points.
1. What made the sounds on the recorded song for the monkeys in the experiment?
2. What behaviour did the monkeys display when they were played the 'threat'
song?
3. What happened when the monkeys were played a calming song?
When Mr Teie listened to the calls made by the cotton-top tamarin colony kept
at the Wisconsin-Madison psychology department, he immediately recognised
emotional states. He said, This is a call from an animal that is upset; this is from an
animal that is more relaxed-; Professor Snowdon said.
Mr Teie then used these insights to compose music using features he had noticed
in the monkeys' calls, such as rising and falling pitch and the typical length of
particular sounds. His aim was to produce 30-second 'songs' that were tuned to the
tamarins' musical sense, rather than to the human ear. The first piece Mr Teie wrote
contained rhythmic, staccato beats, based on the type of calls tamarins use to
indicate a threat or stress. The second piece featured long, melodic tones, with a
descending pitch, that was more like the calming, 'affective' calls the monkeys use
during bonding behaviour. All were recorded using the cello and the human voice.
When the monkeys were played the 'threat' song, they moved around more and
showed more anxious and social behaviour, all of which are signs of heightened
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alertness. The monkeys were also more likely to face towards the hidden speaker
from which the music was played.
The 'affective' song, by contrast, led to less movement and social behaviour,
calmer reactions, and increased feeding - all of which suggest the animals were less
stressed and on their guard. Human music that was designed to be calming or
threatening produced few reactions among the monkeys.
Monkeys interpret changes in pitch and tone in different ways to humans, but
the new research suggests they also use musicality to communicate. Professor
Snowdon said: 'People have looked at animal communication in terms of conveying
information - "I am hungry" or -I am afraid". But it's much more than that.' He said
that monkeys did more than simply convey information. 'I am not calling just to let
you know how I am feeling, but my call can also stimulate a similar state in you,'
he said. 'That would be valuable if a group was threatened. In that situation, you
don't want everybody to be calm, you want them to be alert.'
4. Underline the key words in the questions 1-4 and use them to scan the text
below. Then answer the questions using your own words, not words from
the text.
1. What is innovative about the predictive texting system that has been developed
by Sanjay Patel?
2. What types of hardware and software could work differently in the future
because of this invention?
3. What characteristics of the new systems make them so fascinating for the
general public?
4. Why is this invention important for Scotland?
'It was so good that my brother, Hash, can type faster than most people using
both hands,' said the managing director and founder of KeyPoint Technologies,
based in the Innovation Centre, Hillington, Glasgow. 'It helped him use his left hand
effectively - and it gave him the confidence to paint again with that hand.'
Hash's accident, which left him disabled, was also the genesis of the software
application, written and devised by Sanjay Patel, now 38, that is set to change the
way we punch information into our mobile phones and computer keyboards.
Patel and his associates, John Locker, a former games developer, and Dr Mark
Dunlop of Strathclyde University and a leading authority on user interface systems,
have created AdapTex, a language processing system that cuts down keystroking
by around 80%. The software analyses the user's writing patterns and predicts
words, cutting down on the number of keystrokes required. It has seen some of the
technology industry's biggest players knocking at Patel's door.
'Originally it was an ergonomic idea targeting people with disabilities, but the
more research I did, I thought this applies to more than disabled people. The driving
force was to reduce the actual physical activity. So in 1997 I started working on
creating a piece of software for the mass market that would learn your language
traits. It made me realise how inefficient we were when it comes to writing
information with e-mail, text messaging, and word-processing on a keyboard.
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Everybody wants to go faster, so they build the technologies to move faster; what
hasn't changed is the human ability to use that technology more effectively,' he said.
'We don't want to change people's practises, we have to complement or improve
them. But you can't expect people to change unless you make things better, simpler
to use and non-intrusive. I think that's why AdapTex intelligence systems are
creating such interest.'
Over the past 15 years, Patel has worked within systems architecture in telecoms
and finance. He worked for Nucleus Consulting and project-managed the setting-
up of a system for the Merchants' Exchange of St Louis, under the guidance of the
Chicago Board of Trade. He completed the two-year contract in a little over a year.
Today Sanjay Patel lives in Partick in Glasgow. Previously from Croydon, he
was encouraged to move to Scotland by the prospect of support from Scottish
Enterprise, Scottish Development International and by the availability of specialist
facilities at the Innovation Centre.
Patel's software takes the predictive text used on mobile phones to the next level:
'A mobile phone is predictive, which uses guesswork, it isn't natural. What we have
created is pre-emptive because it is relevant and uses the context. It learns and
reshapes itself dynamically. It is about recognition of the patterns you use and is
therefore unique to the user. It remodels itself from any document to reflect the
author's natural vocabulary, language traits and topics,' he said.
Patel's family arrived in the UK in the 1970s after fleeing from Idi Amin's
regime in Uganda. He was brought up in London and, even before his brother's
accident, he was fascinated with the science of language patterns. The great selling
point is that this pre-empts text in any language because it recognises the patterns,'
he said.
Patel is now in discussions with several large international companies interested
in incorporating AdapTex into their next-generation computers. Some are more
cautious than others, but we are on the verge of signing with one of the big PC
makers, and hopefully this will mean that they all follow suit,' said Patel.
He is delighted with the support he has been given in Scotland. 'I came because
people understood what I was talking about. The business network here, through
Global Scot, has given me introductions to the highest levels in the USA. This has
been imperative.'
Paters advisers include John Falconer, a former director of Xerox, who said:
The market is worth millions and Sanjay could become a very rich man. It could
become a significant success story for Scotland.'
5. Using your answers to the questions in Exercise 4 above, choose one correct
answer for each question 1-4.
1. What is innovative about the predictive texting system that has been developed
by Sanjay Patel?
a. It can help his disabled brother.
b. It uses guesswork.
c. It processes language very fast.
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d. It works in a way that is unique to each writer.
2. What types of hardware and software could work differently in the future
because of this invention?
a. mobile phones, PCs, e-mail, text messaging, word-processing
b. Adaptex intelligence systems
c. mobile phones and computers
d. telecoms and finance
3. What characteristics of theme new systems make them so fascinating for the
general public?
a. It completely changes the way people do things.
b. It works with what people already do and makes it better.
c. It can help disabled people.
d. It reduces physical activity.
4. This invention is not just important for Sanjay, his family and the computer
business but also for Scotland because
a. the country has made him feel welcome.
b. it has given him financial support.
c. of the business network links with the USA.
d. the country has helped him become successful.
III. Exam Practice

Exam tip: When deciding between the answers to multiple choice questions, do not be misled
by answers that look similar to what you have read in the text. For example, there is a difference
between 'experts agree' (= all experts agree) and 'some experts say' (= not all experts agree, just
some).
Look at the passage below. For each question choose one answer from the letters
A—D.
1. Complex information
A. can only be communicated by human beings.
B. is described as intelligent, self-aware and based on context.
C. is communication across species.
D. is too difficult for Campbell's monkeys to understand properly.
2. Chimpanzees
A. are not as intelligent as birds.
B. can be taught language.
C. can play the keyboard.
D. have the language skills of a four-year old child.
3. Birds have shown evidence of being able to
A. teach themselves to solve problems.
B. use multiple tools better than humans do.
C. read numbers as well as people do.
D. sleep better after taking tests.
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A scientist based in Scotland claims to have found the first evidence of a
common language shared by different animal species. The calls, which are
understood by monkeys and birds, were discovered by Klaus Zuberbuhler, a
psychologist at St Andrews University. According to Zuberbuhler, animals and
birds can communicate complex ideas not just to their peers but across species.
The findings have been heralded as a significant breakthrough in the quest to
discover the origins of human language and proof that the ability to construct a
complex form of communication is not unique to man. Zuberbuhler made the
discovery after spending months observing the calls of Diana monkeys in the Tai
Forest in Ivory Coast, in West Africa. He and his colleagues recorded thousands of
monkey calls and spent hundreds of hours listening to the animals' noises. They
noticed that the monkeys adapted their calls to change the meaning to warn one
another about different threats or opportunities. For example, the sight of a leopard
prompted a 'krack' alarm call. However, when they merely repeated calls made by
other monkeys they added an 'oo'.
The researchers found that the calls could be understood by other species of
monkey as well as by some birds. 'What our discovery showed is that the alarm calls
were far more complex than we had thought,' said ZuberbOhler. 'They were
conveying information that was contextual, self-aware and intelligent. We then tried
playing these calls back to other monkeys and they responded in ways that showed
they knew the meaning. What's more, the same calls would be recognised by other
species, like Campbell's monkeys. So they are communicating across species. And
since then we have found that hornbill birds can understand these calls and they too
can understand all the different meanings.'
Among scientists, the idea that animals and birds might be sentient has been
around a long time. Chimpanzees are perhaps the most obvious species for
comparisons with humans, but their abilities can still surprise, as when researchers
at Georgia State University's language research centre in Atlanta taught some to
'speak'. They taught the animals to use voice synthesisers and a keyboard to hold
conversations with humans. One chimp developed a 3,000-word vocabulary and
tests suggested she had the language and cognitive skills of a four-year-old child.
Perhaps the most surprising signs of intelligence have been found in birds —
whose tiny heads and small brains were long assumed to be a complete barrier to
sentience. All that is changing fast, however, with many species showing powerful
memories and reasoning power. A few years ago Irene Pepperberg of the
Massachusetts Institute of Technology taught a parrot to recognise and count up to
six objects and describe their shapes.
Last year that was topped by Alex Kacelnik, a professor of behavioural ecology
at Oxford, who discovered that crows are capable of using multiple tools in complex
sequences, the first time such behaviour had been observed in non-humans. In an
experiment seven crows successfully reeled in a piece of food placed out of reach
using three different lengths of stick. Crucially, they were able to complete the task
346
without any special training, suggesting the birds were capable of a level of abstract
reasoning and creativity normally associated only with humans.
Last week it emerged that researchers from Padua University in Italy had found
that birds were able to read numbers from left to right, as humans do, and count to
four even when the line of numbers was moved from vertical to horizontal. They
also showed that birds performed better in tests after a good night's sleep.
All this is powerful evidence against the idea that people are unique.
Glossary:
species: a class of plants or animals whose members have the same main
characteristics and are able to breed with each other
peer: (here) members of the same species
sentient: capable of experiencing things through its senses
READING PASSAGE 2
Questions 1-5
Choose the correct letter, A. B, C or D.
1. The writer says that some groups of people use a 'private language' because
A. they do not want outsiders to be able to understand them.
B. they want to show their superiority over other groups.
C. they want to impress other members of their group.
D. they do not want to use the same language as other groups.
2. According to the writer, some academics are capable of
A. making sense to people outside their group.
B. writing very clearly for learned journals.
C. changing the way they communicate within their own group.
D. explaining other people's work to the general public.
3. When discussing the writing of academics about their research, the writer
emphasises
A. his own lack of knowledge of the academic world.
B. his desire to understand what they describe.
C. his sympathy for some of the academics.
D. his dislike for the style used in their writing.
4. The writer says that the kind of language used by academics in journals
A. is becoming more widely understood by non-academics.
B. is attracting a lot of criticism from other academics.
C. will only change if they are forced to change it.
D. appeals only to highly intelligent people.
5. The writer's opinion of the Internet is that
A. it is making people more aware of the poor use of language.
B. it is encouraging standards of language use to fall.
C. it is enabling people to compare poor use of language.
D. it is making it harder for published.
STRICTLY ENGLISH
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British newspaper columnist Simon Heffir talks about his new hook, 'Strictly
English: the Correct Way to Write ... and Why It Matters’, aimed at native speakers.
For the last couple of years I have sent a round-robin email to my colleagues at
this newspaper every few weeks pointing out to them mistakes that we make in our
use of the English language. Happily, these are reasonably rare. The emails have
been circulated on the Internet - and are now available on the paper's website - and
one of them ended up in the inbox of a publisher at Random House about this time
last year. He asked me whether I would write a book not just on the Internet – and
are now available on the paper’s website – and one of them ended up in the inbox
of a publisher at Ransom House about this time last year. He asks me whether I
would write a book not just on what constituted correct English, but also why it
matters. The former is relatively easy to do, once one has armed oneself with the
Oxford English Dictionary (OED) some reputable grammar books by way of
research materials. The latter, being a matter for debate, is less straightforward.
I suppose my own interest in language started at school. Having studied French.
Latin and Greek. I saw clearly how those languages had exported words into our
own. When I studied German later on, I could see even more clearly why it was the
sister tongue and what an enormous impact it had had on English. I saw that words
had specific meanings and that, for the avoidance of doubt, it was best to use them
in the correct way. Most of all, I became fascinated by grammar, and especially by
the logic that drove it and that was common to all the other languages I knew. I did
not intend in those days to earn a living by writing; but I was keen to ensure that my
use of English was, as far as possible, correct.
Studying English at university forced me to focus even more intently on what
words actually meant: why would a writer choose that noun rather than another and
why that adjective - or. in George Orwell's case, often no adjective at all. Was the
ambiguity in a certain order of words deliberate or accidental? The whole question
of communication is rooted in such things. For the second part of my degree I
specialised in the history of the English language. studying how words had changed
their meaning and how grammar had evolved. Language had become not just a tool
for me, but something of a hobby.
Can English, though, ever be fixed? Of course not: if you read a passage from
Chaucer you will see that the meaning of words and the framework of grammar has
shifted over the centuries, and both will continue to evolve. But we have had a
standard dictionary now ever since the OED was completed in 1928, and learned
men, many of whom contributed to the OED, wrote grammars a century ago that
settled a pattern of language that was logical and free from the danger of ambiguity.
It is to these standards that 1 hope Strictly English is looking. Our language is
to a great extent settled and codified, and to a standard that people recognise and
are comfortable with. All my hook does is describe and comment that standard, and
help people towards a capable grasp of the English tongue. We shall always need
new words to describe new things; but we don't need the wrong word to describe
the right thing, when the right word exists. Also, English grammar shouldn't be a
matter for debate. It has a coherent and logical structure and we should stick to it.
348
Some groups of people - state officials, academics, lawyers, certain breeds of
scientists - talk to each other in a private language. Some official documents make
little sense to lay people because they have to be written in a language that combines
avoidance of the politically incorrect with constant use of the contemporary jargon
of the profession. Some articles written by academics in particular are almost
incomprehensible to those outside their circle. This is not because the outsiders are
stupid. It is because the academics feel they have to write in a certain style. dense
way in order to be taken seriously by their peers.
Many officials seem to have lost the knack of communicating with people
outside their closed world. Some academics, however, are bilingual. If asked to
write for a publication outside the circle - such as a newspaper - they can rediscover
the knack of writing reasonably plain English. They do not indulge themselves in
such a fashion when they write for learned journals. It is almost as though the
purpose of such writing is not to be clear: that the writer is recording research in
order to prove to peers or superiors that he has discovered something. It does not
seem to bother such people that their style is considered ugly and barbaric by anyone
of discernment. It is repetitious, long-winded, abstract and abstruse. Those who
write in such a way probably will not easily be discouraged, unless what is
considered acceptable within their disciplines changes.
The ideal style is one comprehensible to any intelligent person. If you make a
conscious decision to communicate with a select group, so be it: but in trying to
appeal to a large audience, or even a small one that you wish to be sure will
understand your meaning, writing of the sort mentioned above will not do. This sort
of writing used to be kept from the general public thanks to the need to find someone
to publish it. The advent of the Internet means that it is now much more widespread
than it used to be; and the fact that it is now so common and so accessible means
that this sort of writing is having a harmful effect on the language and causing it to
be corrupted.
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A. ANSWERING SHORT QUESTIONS - COMPLETING -

SENTENCES/SUMMARIES, SELECTING FROM A LIST
I. Language Input: Family structures
1. Match the words a-d with the family trees 1-4 below.
a. an extended family ........
b. a step-family ........
c. a nuclear family ........
d. a one-parent family ........
2. Read 1-8 and complete the words.

1. a member of your family r. . at. . . (n)
2. to legally become husband and wife in a special ceremony m. . .y (v)
3. a father or mother p. . . nt (n)
4. money or property which you receive from someone who has in. . . . . an. .
died
5. all the people in a family or group who live together in a house h. . . .h. .d (n)
6. when two people are this, they have agreed to marry each e. .a.ed(adj)
7. take someone else's child into your own family and make a. .pt(v)
him/her legally your son or daughter
8. the child of your uncle or aunt c. .s. .(n)
3. Match the verbs 1-10 with the prepositions a-j that usually follow them.
1. participate a. with (person)
about (thing)
2. struggle b. with
3. disapprove c. from
4. concentrate d. of
5. succeed e. in
6. care (look after) f. at
350
7. refer g. to
8. suffer h. on
9. agree i. in
10. aim j. for
Exam tip: In the IELTS Listening exam, your answers will need to be grammatically correct.
It is important to read the questions carefully and decide what kind of word is missing. For
example, some words must be followed by specific prepositions, and knowing which these are
will help you write a grammatically correct answer. When you learn new verbs, make sure you
know if they have a dependent preposition. A good dictionary will usually tell you this.
4. Complete the sentences 1-8 with verbs and prepositions from Exercise 3. You may
need to change the verb form.
1. Family members don't always ............each other. In fact, they often argue!
2. Marion ............her elderly mother, who is very frail.
3. Some people............unmarried couples living together; they think it's wrong.
4. The government plans are ............ helping poor families.
5. Young mothers often ............ looking after their newborn babies; the first couple of
months can be very difficult.
6. Children should ............ many physical activities when they are young to keep them fit
and healthy and help them socialise.
7. Parents can ............many government websites for information about family support.
8. Today, some mothers are the main earners in families while the father stays at home
and............raising the children as his main responsibility.
II. Question types practice: Answering short questions, completing

sentences/summaries, selecting from a list
Exam tip: In Section 4 of the IELTS Listening exam, you will hear an academic lecture. When
you listen to a lecture, it is important to be able to identify the key points and understand which
direction it is taking. You can do this by identifying signposting words and phrases. For example,
the function of 'but' is to introduce contrasting information.
1. Put the signposting words and phrases in the correct category according to their
function.
a case in point is for example next
also for instance on the other hand
the reason for this is furthermore the crucial factor is
an illustration of this is however the main point is
as a result in addition thus
due to in other words what I am essentially arguing is
firstly lastly
Order Reason Result Repetition/Clarification

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Contrast Addition Example Emphasis
Exam information: Short-answer questions (1)

In the IELTS Listening exam, you may have to answer questions by giving short answers.
This question type can be found in any section of the exam.
You have to give your answer in no more than the stated number of words and/or a number.
You do not write sentences for your answer.
2. Read the questions 1-4 and underline the key words. The first one is done for you.
Then match the questions to the answers a—j. There is more than one correct
answer for each question. Assign all letters to one question.
1. On average, when do people get married? .............
2. What is the key reason given for the increase in divorce numbers? .............
3. Who believe that families are the key to the functioning of wider society?............
4. What is the average number of family members in the UK? .............
a. People usually get married in their f. Sociologists believe families are the
thirties. key to the functioning of wider society.
b. The average family has five g. 5
members. h. Because there was a change in the
c. Sociologists law.
d. Legal changes i. Because of legal changes.
e. In their thirties j. Five
1. On average, when do people get married?

2. What is the key reason given for the increase in divorce numbers?
3. Who believes that families are the key to the functioning of wider society?
4. What is the average number of family members in the UK?
3. You are going to hear a lecture about adults who continue to live with their
parents. Before listening, underline the question words and the key words in the
questions 1-4. The first one is done for you.
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1. What percentage of women in their early thirties still live with their parents?
2. When were house prices only three times the average yearly income?
3. What is the reason that people return to their parental home after university?
4. Who does the Affordable Housing Scheme aim to help?
Now listen and answer the questions in NO MORE THAN THREE WORDS
AND/OR A NUMBER
1. 5%/5 per cent/five per cent
2. 1980s/nineteen eighties (Note: '1980' would
not be a correct answer. The speaker is referring to the entire decade.)
3. student debt
4. first time buyers/first-time buyers
Exam information: Sentence and summary completion (1)

In the IELTS Listening exam, you may have to complete sentences or a summary. This
question type can be found in any section of the exam.
You have to complete the sentences or summary by writing the information yourself or
choosing the answers from a list of options. The missing words must fit the space
grammatically.
4. You are going to hear a lecture about family structures. What kind of information
is needed to complete the sentences 1-4
Example: Nowadays, the elderly are less likely to rely + on + noun.

• 'on': The verb rely' is usually followed by the dependent preposition 'on'.
• a noun: This sentence has a subject and a verb. To complete the sentence we
need an object. This needs to be a noun because the verb 'rely on' is followed by an
object. There may be a possessive adjective in front of the noun (e.g. 'their siblings'.),
or an article (e.g. 'the government'.).
1. The ........... family structure has changed greatly in the last fifty years.
2. Strong family structures used to be necessary due ...........
3. People often ........... the wealth of their parents.
4. More than ........... children have no siblings nowadays.
Now listen and complete the sentences using NO MORE THAN THREE WORDS
AND/OR A NUMBER
Exam information: Choosing answers from a list (1)

In the IELTS Listening exam, you may have to answer a question by choosing a number of
correct answers from a list. This question type can be found in any section of the exam.
You have to write the correct letters (A, B, C, etc.) and you may write these in any order.
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5. You are going to hear a lecturer describing life for Victorian families. Listen and
choose TWO letters (a—e) to answer the question.
Which of the following are myths about upper-class Victorian families?
a. Families lived with servants.
b. Children were mainly home schooled.
c. Fathers occasionally taught their children Latin.
d. The Victorians were not generous to the poor.
e. Parents were strict with their children.
III. Exam practice

QUESTIONS 1-4
Complete the sentences below.
1. Recent changes in society are eroding the traditional ............. structure.
2. Slightly fewer than 50% of American children under 13 live in ............
3. Statistics show that cohabiting couples are more liable ............. than married
couples.
4. DINKS focus on ............. rather than having children.
QUESTIONS 5-8
5. How many children in the UK now live in single parent families? .............
6. According to some sociologists, who are responsible for the rise in single parenting?
.............
7. What has the largest group of lone parents never done? .............
8. Where are single parent families more likely to live? .............
QUESTIONS 9-10
Choose TWO letters, A—E.
Which two points does the lecturer give as disadvantages for living alone?
A. People living alone will need help from the community.
B. It is more likely to foster a fragmented population.
C. It creates an accommodation shortage.
D. It is more expensive for an individual to live alone.
E. People may have children too late.
9. .............
10. .............
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IV. Homework
1. In the Listening test you might need to complete sentences which summarise the
information from the listening with ONE OR TWO WORDS AND/OR A NUMBER. The
lecturer is now talking about the structure, advantages and disadvantages of limited liability
companies. Listen and complete the sentences.
1. Shareholders in a limited liability company do not lose their .............. or property to

pay debts because liability is limited to the business.
2. A limited company must have a registered address where the company keeps its
..............and ..............
3. The shareholders must pay .............. on any money they take out of the company as a
salary.
4. For many people who think about setting up a business, it is a good idea to start as a
.............. .............. and form a limited company later.
2. In the Listening test, you may need to complete notes with ONE OR TWO WORDS
AND/OR A NUMBER from the recording. In this exercise, the lecturer is talking about the
structure, and the advantages and disadvantages of partnerships. Listen and complete the
notes with the correct words or phrases from the box.
accounts borrow money contracts pay debts tax
1. Partnership: easier to .............. than sole trader

2. If simple partnership fails, all partners may lose personal possessions to ..............
3. LLP members must send .............. to Companies House
4. LLP better chance of getting .............. from larger organisations
5. Members of partnership may pay more .............. than owners of limited liability
companies
B. CLASSIFYING - LABELLING A DIAGRAM - COMPLETING TABLE

I. Language Input: Migration
1. Match the words 1-12 with their definitions a-l
1. census (n) a. all the qualities, traditions, or features of life of a country that
have continued over many years and have been passed on from
one generation to another
2. civilian (n) b. (of events) described or shown in the order in which they
happened
3. demography (n) c. (of people or things) belonging to the country in which they
are found, rather than coming there or being brought there from
another country
4. indigenous (adj) d. a country which is controlled by a more powerful country
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5. migration (n) e. the practice by which a powerful country directly controls
less powerful countries and uses their resources to increase its
own power and wealth
6. overpopulation (n) f. the study of the changes in numbers of births, deaths,
marriages, and cases of disease in a community over a period
of time
7. heritage (n) g. the problem that an area has when there are more people
living there than can be supported properly
8. monarch (n) h. the movement (of people) from one place to another,
especially in order to find work or to live somewhere for a short
time
9. ancestors (n) i. an official survey of the population of a country that is carried
out in order to find out how many people live there and to
obtain details of such things as people's ages and jobs
10. chronologically (adv) j. anyone who is not a member of the armed forces
11. colony (n) k. the people from whom you are descended
12. colonialism (n). l. the king, queen, emperor, or empress of a country
2. Underline the correct word in italics in the sentences 1-6.

1. Human beings have been migrating/migration for many centuries for a variety of
reasons.
2. The current monarch/monarchy of the UK is Queen Elizabeth II.
3. Mozambique is a former colonialism/colony of Portugal.
4. The traditions and culture of a country are part of its inheritance / heritage.
5. Overpopulation /Overpopulated is a major problem in many parts of the world.
6. Demography/ Demographic information is useful when it comes to planning for the
future.
3. Section 4 of the IELTS Listening exam is an academic-style lecture, in which the

speaker often talks about how something has changed. This could be a change in
appearance (making something look different), in quality (making something better
or worse), or in quantity (making something more or less, bigger or smaller, etc.)
Read the sentences 1-10 and put the words in italics into the right groups, according to what
kind of change they usually express. Some words fit in more than one group.
1. They were going to restore the building to its original state.
2. After recommendations from my boss, I amended the report.
3. The view of the government was distorted by the stories in the media.
4. The government manipulated the employment statistics.
5. The number of single parent families boomed in the 1990s.
6. The state of the economy deteriorated in the recession.
7. The number of healthcare professionals has diminished due to poor wages.
8. Poverty was almost eradicated with the introduction of welfare.
9. The number of immigrants shrank when the new act was introduced.
10. The value of the pound tailed off after the tax rise.
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Change in appearance Change in quality Change in quantity
II. Question types practice: Classifying, labelling a diagram, completing table
Exam information: Classification (2)

In a classification question, the options will be talked about in the order they appear in the
question.
Exam tip: In classification questions, it is important to identify which set of options will be
paraphrased: the A, B, C list, or the question list. You will hear the actual words of the list which
is not paraphrased and this will help you match the lists. Lists containing names of people, places,
countries, etc. are very likely to remain the same.
1. Look at the exam question below in which you are asked to match each family type
1-5 with the part of the city they live in a-c. Which list is more likely to be
paraphrased, and why?
a. Eastgate 1. Middle-class families ............

2. High-income couples with no children ............
b. The Latin Quarter 3. Retired couples ...........
4. Working-class families ............
c. Park Royal Gardens 5. Rich families............
1. ............
2. ............
3. ............
4. ............
5. ............
Exam tip: If the instructions are to write A, B, or C on the answer sheet, you must do just
that. If you write the words, your answer will be marked incorrect.
2. Look at the exam question below and decide which information is likely to be
paraphrased, a-c or 1-5. Think about ways to paraphrase the information before
you listen.
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You are going to hear a lecturer talking about resources for researching migration and
family history. Listen and match the list of resources 1-5 with the types of access a-c in
the box. Write a, b or c next to questions 1-5.
a. free to access
b. academic use only
c. requires payment
1. Family Records Centre and website ....................

2. Genes Reunited ....................
3. The National Census Association's statistical data ....................
4. Journal of Historical Migration ....................
5 Journal of Social Demography ....................
Exam information: Labelling a diagram (2)

Sometimes labelling a diagram will require you to relate information to a visual representation
of the information you hear. The extent of the visual clues will vary.
Exam tip: When you are labelling a diagram, use the information given in order to prepare
yourself for the recording. Firstly, notice how the numbers are arranged so you know in which
order the information will be presented. Then look at the parts of the diagram that have already
been labelled. You can use these as reference points while you are listening. Finally, try to
understand the diagram by thinking about how the different parts relate to each other.
3. The diagram below illustrates the process of adapting to new cultures. Study the
diagram and think about the order in which the information might be presented
in a recording.
Put the list a-f in the order you think you would hear it on the recording. Use the
information in the diagram to help you.
a. External factors d. Positive coping strategies
b. Negative internal factors e. Positive internal factors
c. Results f. Negative coping strategies
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4. The diagram below illustrates the same process as the one in Exercise 5, but in a
different way. Study the diagram and then listen and complete the spaces. Write
NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
Exam information: Table completion (2)

A table is a way of summarising information which can be categorised, e.g. date, price, time.
Exam tip: In table-completion questions, listening for the key words in the table will help you
follow the recording. Remember that the answers will be in order on the recording but the
information in the table may not. Having a good knowledge of English sentence structure will
help you.
5. You are going to hear a lecturer talking about immigrants to Britain. Listen and
complete the table. Write NO MORE THAN THREE WORDS AND/OR A
Act and date Reason for the act Conditions to live in Britain
1793 Aliens Act control refugees from 1 .......... on arrival
French Revolution
1844 Naturalisation Act ● know more about ● give personal
1870 Naturalisation Act immigrants information
● regulate immigrants ● resident for 2 ..........
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1914 Alien Registration Act prevent 3 ............. register with police speak
English
1948 4 ........... Act encourage immigration for desire to work
post war reconstruction
1962 Commonwealth restrict Commonwealth Obtain 5 ...............
Immigration Act immigrants
III. Exam practice

QUESTIONS 1-3
Label the diagram below.
Ellis Island immigration procedure
QUESTIONS 4-6
Match the areas of New York to the reasons affecting population change A-D in the box.
Choose ONE option for each question 4-6.
A. Political reasons
B. Economic reasons
C. Employment reasons
D. Cultural reasons
4. Manhattan ...............
5. Brooklyn ...............
6. Queens ...............
QUESTIONS 7-10
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Brooklyn Case Study
1900 1950 2000

Main economic 7. .............. Manufacturing Financial services and
activity construction
Population 1.5 million 2 million 8. ..............
Transportation 9. .............. Subway Subway

links
Cultural Coney Island Development of the 10. ..............
Attractions amusement park film industry of Prospect Park
IV. Homework
1. The lecturer is talking about the tracking process. Listen and complete the diagram
with NO MORE THAN ONE WORD AND/OR A NUMBER for each answer.
2. The lecturer is talking about post-16 educational opportunities - the choices which
pupils can make between the ages of 16 and 18. Listen and complete the diagram. Write
ONE OR TWO WORDS in each gap.
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LESSON 20 - READING: T-F-NG, Y-N-NG
A. True/ False / Not given

I. Language Input
1. The words and phrases 1-15 are all ways of referring to old people. Do they usually
have positive or negative connotations, or are they neutral? Write P (positive), N
[negative), or NL (neutral).
1. advanced in years ....... 9. octogenarian .......

2. ancient ....... 10. over the hill .......
3. decrepit ....... 11. past it .......
4. elderly ....... 12. past one's prime .......
5. getting on ....... 13. senile .......
6. mature ....... 14. senior .......
7. not as young as one was ....... 15. septuagenarian .......
8. not long for this world .......
2. Match words from Exercise 1 above with their definitions a-f

a. old and weak ..................
b. confused and no longer able to remember things or look after yourself because of
old age ..................
c. a person who is between eighty and eighty-nine years old ..................
d. approaching death ..................
e. a person who is between seventy and seventy-nine years old ................
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f. very old, or having existed for a long time .................
II. Practice Exercises: True/ False / Not given

Exam information: True / False / Not Given
This type of question tests if you can identify whether information is correct or not.
You are given a factual statement and you have to check in a text if it is true. It is important
not to use your own knowledge to answer the questions; the answer must come from the text.
• If the text confirms the statement, your answer should be 'TRUE'.
• If the test says the opposite is true, your answer should be 'FALSE*.
• If it is impossible to know from the text if the statement is true or not, your answer
should be NOT GIVEN'.
The information in the text will be in the same order as the questions.
Exam tip: As the answers are in the same order as the text, do not waste time going back to
the beginning of a text to find the answer to a question. Always keep reading on
1. Paraphrase the expressions a-c in as many ways as you can.

a proportion b unemployed c the highest level
Now look for the answers to the questions 1-3 in the text below.
1. What proportion of people under 25 are unemployed at the moment?
2. How many people between 16 and 25 are unemployed?
3. What is the highest level of unemployment so far?
The increase in youth unemployment, as those with little or no job experience lose out
to older workers in increasingly competitive appointment processes, has given rise to
concern. More than one in six young people are out of work, raising fears of a 'lost
generation' of potential workers.
Official data showed yesterday that in the three months to June, the number of those
under 25 and out of work had soared by 50,000, or 6 per cent, to 928,000 as school- and
college-leavers have been unable to find jobs. Some 722,000 of these are aged 18 to 24,
while the remaining 206,000 are aged 16 to 17.
The jobless rate among the 18-24 age group, at about one in six, is closing in on the all-
time high of 17.8 per cent set in March 1993, after the 1990s recession.
Exam tip: Improving your reading speed can also help you with your timing. Work on
adapting your speed according to your reading purpose: you can read fast to get the main
information, but when you are looking for detail, you may need to read more slowly.
2. You will need a watch for this exercise.

The two texts below are of the same word length. They are both about the current trend
of thirty-something marriages. In Text 1 the writer argues in favour of them, whereas in
Text 2 the writer suggests that getting married younger could be better.
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Start with Text 1. Make a note of your starting time. Read each paragraph as fast as you
can, without stopping for unknown vocabulary, but make sure you try to understand what
you read. You can check this each time by answering the (simple) question at the end of
each paragraph, first of all without looking back at what you have just read. If you cannot
answer this question, you were probably reading too fast and you will have to read the
paragraph again to answer the question. If you can answer it correctly, move on to the next
paragraph but try to read it a little faster than the one before. Make a note of your finishing
time.
Now do the same for Text 2. Check if you managed to complete Text 2 in less time than
Text 1.
Text 1
I married in both my twenties and my thirties. I was 28 the first time and my wife was 22.
While we're talking about numbers, it’s probably worth mentioning that our combined
emotional age was about 17. We were both carrying baggage, not from previous relationships
but from childhood and adolescence, which meant that we were both still working on our
identities. We weren't unusual in this respect; 21st-century Westerners enjoy a protracted
adolescence, during which it can be risky to make any 'commitments'.
How many times has the writer been married?
Anyway, we had been together for two years before we blundered into marriage. Our reasons
were laudable enough — love, wanting to be together, that kind of thing. What we hadn't done
was to talk seriously about what we wanted from life, in terms of kids, careers, where to live,
what values to hold dear and so on, probably because we didn't have a clue. About three years
into the marriage it became apparent that our views on these matters were diverging. The
relationship began to unravel and I was divorced by the age of 33
Did the author divorce because he and his wife had very different backgrounds?
After a three-year courtship I remarried last month, at 37. When Clara and I met, we both
had well established careers, friends, values, wants and tastes. Far from making us
inflexible, part of the fun has been exploring each other's substantial worlds. I met Clara's
host of interesting friends; she met both of mine. I showed her how to eat oysters; she taught
me that some flowers are edible. I was introduced to the wonders of Cornwall; Clara was
surprised
to find out about my love of musicals. We both had disposable income and our own flats,
so our courtship was characterised by great meals out, holidays, lazy Sunday mornings ...
It was sophisticated, hedonistic and fun.
True or false: the writer is saying that it is better to get married when both partners have already
established their own identities.
Not in a way that left us unprepared for toil and practicality, though. We had our first child
a year ago and our life is unrecognisable from that described above, but we love it - and
each other - even more, because we were ready and we knew what we wanted. So, for me,
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unless you are a particularly precocious or self-aware twenty-something, the thirties are a
better bet for marriage.
True or false: the writer suggests that his experience is clear evidence that getting married in
your thirties is always better.
Text 2
I got married when 1 was 26 and my husband 28. It was a whirlwind romance and although
my friends and family said they were delighted, they were also clearly shocked at the speed of
events. There were even bets at the office where we both worked as to whether we'd last until
Christmas. That was eight years ago and - at the risk of sounding super-smug - I am pleased to
report that not only are we still together but we are still happy. Although marriage is usually
part of a predictable progression within a relationship, for us to do something so ordinary
seemed out-of-the-ordinary, partly because none of our friends had plans to settle down but
mostly because neither had we until we met each other.
True or false: the writer was surprised at her own decision to marry in her twenties.
We saw marriage as the beginning of a great adventure. The first five years were spent having
fun. We now have two beautiful daughters and a massive mortgage, and although I would be
lying if I said we feel like love-struck teenagers every day, when times get tough we draw
strength not only from each other but also from the knowledge that our family is built on
foundations forged entirely from love, not convenience, body-clock-related desperation or
unromantic inevitability.
Do the writer and her husband own their own house?
Our first year of marriage was probably the hardest as we learnt to adjust to the rhythm not
only of each other but of married life. For example, he liked staying in bed. I rose with the
lark. I liked long walks. He preferred short taxi rides. His ideal Sunday was in the pub
watching football, mine in Ikea's soft furnishing department. I liked rock music. He liked
Leonard Cohen.
True or false: the writer found it hard to get used to living with somebody who is different to
her and also to being married.
We are still very distinct people but we have learnt to compromise and appreciate our
differences. These days I am a connoisseur of the all-day lie-in, while he loves walking. I
still hate football but realise that for him, hell is Ikea. We saw Leonard Cohen last month
and both agreed it was the best concert ever. Neither of us can really remember what life
was like before we met, and without wanting to sound too irritating, I think we'd have
married even earlier had we met in time.
True or false: the writer thinks that a successful marriage is more about finding the right person
than about marrying at a certain age
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3. Do the statements on the left answer the questions on the right? Put a tick when
they do, and write 'not given' if they do not.
Statements Questions v/ not given

The report showed According to the report, are 1.
changing lifestyles and new women getting chances they did
opportunities for women. not have before?
The average age at first Does this mean that women 2.

marriage for women is now often have more than one
two months before their marriage?
thirtieth birthday.
The proportion of babies Does this mean that fewer babies 3.
born to those under twenty- are being born?
five has halved since 1971.
Women now outnumber Do we know if there are more 4.
men in further and higher women than men who continue
education. their education after secondary
school
III. Exam practice
READING PASSAGE 1
Do the following statements agree with the information given in the following text?
Write:
TRUE if the text confirms the statement
FALSE if the text confirms the opposite of the statement
NOT GIVEN if it is impossible to know from the text
Statement Your answer:
On average, women marry men who are older than them.
Married couples in their forties are more likely to divorce than others.
Women often stay at home while men go out to work.
People in their thirties usually have not made much money yet.
People's experiences in their previous relationships can damage their
current relationships.
People who marry in their thirties are pressured by their families to
have children quickly.
The trend is to get married later in life, but Andrew G. Marshall argues that the earlier
you commit, the greater your chances of a long, happy partnership.
Over the past 35 years we have been waiting longer before settling down. According to
the Office for National Statistics, men are getting married for the first time seven years later
and women six years later. This means that the average man is aged 32 when he asks 'Will you
marry me?' and the average woman is 29 when she says 'Yes'. But is this trend towards the
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thirty-something marriage making us happier and more satisfied? And when it comes to the
forty-something crunch - the most common age for divorce - who is most vulnerable: those
who took the plunge early at twenty-something or the ones who waited until thirty-something?
When couples seek my help as a marital therapist, I start by asking for the history of
their relationship. People who married in their twenties often report tough times at the
beginning: living with in-laws, financial problems or moving around the country as one partner
climbed the career ladder. Also, couples who marry relatively early can grow apart, especially
when one partner has been successful at work, travelled, met new people and grown in
confidence while the other has been home-based.
However, the greatest threat to the twenty-something marriage is reaching 40 and
wondering if the grass could be greener elsewhere. This is particularly dangerous when
someone who married his or her first love starts fantasising about what he or she has missed.
The temptation to have an affair can be overwhelming and very damaging. By contrast, the
thirty-something marriage seems to sidestep these problems. At this age people are more
established in careers and can start a relationship on a firm financial footing. They have a clearer
idea of who they are and what they need from a relationship. When these couples reach their
forties, they are less likely to be nostalgic or curious about the single life.
Yet, when faced with forty-something couples in crisis, I always feel more optimistic
about the outcome for those who married in their twenties than those who married in their
thirties. Why should this be? If you marry later, you are more likely to bring old baggage into
your relationship. In some cases, I help couples to unravel the influence of someone from
maybe two or three relationships back. For example, to someone who once had a suspicious
partner - forever quizzing them about their movements - an innocent inquiry such as 'What time
will you be back?' can sound aggressive.
Another problem of marrying later is higher expectations. This is because one of the
best ways of recovering from a failed relationship and starting to look again is to tell yourself:
'I deserve better', or 'Next time I'll meet Mr or Miss Right'. There is nothing wrong with this
strategy. But unfortunately, if the next relationship does not deliver, the bitterness becomes that
bit greater and the desire for perfection that bit stronger.
The final issue about getting married at thirty-something, particularly your late thirties,
is the need to start a family almost immediately. Many couples have no time to get to know
each other properly or put down solid roots together. If a relationship has been built on long
weekend lie-ins and brunches, the demands of small children can be a shock. This sense of
isolation is worse if the grandparents are correspondingly older, too, and not fit enough to help.
Although the ultimate deciding factor for the success of a relationship is the character,
determination and generosity of each partner (and that is not determined by age), my advice is
always to seize the day and commit.
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B. Yes / No / Not given
I. Language Input
1. Underline the words or phrases that are related to the topics of transport or tourism
in the short texts 1-7.
1. Medium-size cars have become less popular in recent years, so many more crashes
involve a big vehicle hitting a small one.
2. The study found that the rise in sales of 4x4s and people-carriers was causing more
than 20 extra deaths and serious injuries a year among people in small cars.
3. There is massive public demand for bicycle lanes. A lot of people who are new to
cycling think they are the only way they can be safe on the road, but what is really needed
is for drivers to be trained to interact safely with cyclists, and cyclists to understand how
to travel in congested traffic.
4. According to the council, a number of areas have been identified where maintenance
has been poor and there are obstacles in the cycle paths. It claims to be addressing the
problems.
5. He believes measures such as the ban on trucks in the city centre and the bicycle rental
and bike-to-work schemes have been more effective in promoting cycling.
6. Travel is about gaining a greater understanding of other cultures: in today's survey
70% said it was important to experience cultures in other countries
7. North America and Britain are Ireland's strongest tourist markets.
2. Make collocations with the words in 1-5 and words or phrases from the texts in
Exercise 2. The definition of the word or phrase you are looking for is in brackets.
Example: a rise in sales (an increase in)
1. ................ demand (very large in size, quantity, or extent)
2. ................ traffic (extremely crowded and blocked with vehicles and people)
3. ................ maintenance (of a low quality or standard, in bad condition)
4. ................ a problem (to try to understand or deal with)
5. ................ an understanding (to gradually get more of something)
II. Practice Exercises: Yes / No / Not given

Exam information: Yes/No/Not Given
This task tests whether you understand the writer's point of view.
The questions are in the form of statements, all of which express an opinion. You have to read
the text to find out if the writer expresses the opinion in the statement or not.
• If the writer expresses it, your answer will be YES.
• If the writer contradicts the statement, your answer will be NO.
• If it is impossible to know from the text if the writer expresses the opinion or not, your
answer will be NOT GIVEN.
The information in the text will be in the same order as the questions.
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1. An opinion does not have to be based on fact or knowledge and we cannot prove it
right or wrong. Read the statements 1-3 and write F if the statement is a fact or 0 if it
expresses an opinion.
1. Frankfurt International airport serves the most international destinations
2. Thai Airways has the best airport services
3. Thai Airways has won a prize for the 'Best Airport Services'
2. Read the short text and the statements 1-3. Write YES if the statement is expressed
in the text or NO if it is not. For each statement, underline the one word in the text that
helped you determine whether the answer was YES or NO.
Since then, controls on outbound travel have been relaxed further, partly through the
simplification of private passport and visa applications, which has helped the demand for
independent travel, particularly among young people.
Example: Controls on outbound travel were already relaxed in the past. YES ('further')
1. Young people are the only group that want to travel independently
2. There is more than one way in which controls on outbound travel have been relaxed.
3. The relaxation of the controls on outbound travel is only one of the reasons why the
demand for independent travel has increased
3. Read the passage. Then read the statements 1-5 and write YES if the statement
expresses the writer's opinion or NO if it contradicts the writer's opinion.
1. The reasons why the Chinese visited last year were, in order of importance, tourism,
business and social reasons
2. Three reasons for visiting are Britain's historic buildings, shopping and Premier League
football
3. The Chinese like luxury goods
4. Burberry, Gucci, Louis Vuitton and malt whisky are not basic items
5. People can buy luxury items in China at lower prices than in Britain
Last year's visitors from China were split fairly evenly between holidaymakers,
businessmen and people visiting friends and relatives. Britain's historic buildings and
shopping are among the biggest attractions for holidaymakers, although the VisitBritain
report highlights strong interest in Premier League football.
London's shopping emporia satisfy the Chinese appetite for luxury goods such as
Burberry, Gucci and Louis Vuitton fashion items and malt whisky. Import tariffs and taxes
mean that such goods are 30 per cent cheaper than the equivalent items in China — and
they are less likely to be fakes.
Other big factors in the rising tide of Chinese visitors are the increasing ease and
cheapness of travel, as new airports increase flight capacity, and the wider introduction by
employers of paid leave and the easing of rules on taking money out of the country. In 2005,
the UK was granted approved destination status, which opened up the market to groups on
trips booked through licensed travel agents.
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4. Read the sentences 1-5. Then read the statements a-c and write YES if the
statement is expressed in the text, NO if it contradicts the statement and NG (not
given) if the information is not in the sentence.
1. One traveller in five is avoiding travel agents and buying holidays from home.
a. Twenty percent of people are staying at home rather than booking a holiday
through a travel agent
b. Twenty percent of travellers have had bad experiences with travel agents
c. Twenty percent of travellers are booking their holidays directly, without help
from travel professionals
2. Holiday companies say that customers are becoming more confident about booking
packages by phone or over the Internet.
a. Travel agents have noticed that their customers are more confident than they
used to be
b. Travel agencies have noticed that people now feel more able to book their
holidays online or by phone.
c. More holidays are booked by phone or over the Internet than by travel agents.
3. This puts increasing pressure on Britain's estimated 9,000 agents, which have already
been suffering from competition from low-cost airlines.
a. The British travel industry has had some setbacks
b. Travel agents do not understand that competition can be positive
c. After competition from low-cost airlines, business is now getting better for
travel agents
4. The sales and marketing director of the Cosmos company said that travel agents will
have to be faster on their feet and closer to their customers to survive.
a. The sales and marketing director thinks that travel agents have always been
slow to react
b. The sales and marketing director thinks that travel agents are at risk of having
to close
c. The sales and marketing director thinks that travel agents react quickly to
customers' needs
5. He added that in five years there will probably be a third fewer travel agents than now.
a. He said that there may be some more travel agencies in the future
b. Five years from now, there are likely to be two thirds of the amount of travel
agents there are now
c. In the next decade a lot of travel agencies will go bankrupt
IV. Exam practice

READING PASSAGE 2
Read the following passage. Do the statements agree with the views of the writer? Write:
YES if the statement agrees with the views of the writer.
NO if the statement contradicts what the writer thinks.
NOT GIVEN if it is impossible to know what the writer's point of view is.
370
1. The route between Papa Westray and Westray is officially the shortest scheduled
domestic flight in the world.
2. There is more than a mile between Papa Westray and Westray.
3. Loganair does not charge to fly Westray Junior High pupils to school.
4. Pupils from Papa Westray and from Westray go to Orkney to study for their Highers.
5. The airline claims that the flight is useful for tourists as well as residents.
6. Music, art, craft, physical education and home economics are rarely taught on the islands.
Some children moan about having to get a bus to school. Six teenagers on a remote
Scottish island, however, have the rather more exciting prospect of going to school by plane
on what is believed to be the world's shortest domestic flight.
The journey from Papa Westray to Westray in the Orkney Islands takes 96 seconds,
covering a distance of just over a mile. With a tail wind, it can take as little as 47 seconds.
Normally the teenagers go by ferry but when the vessel was taken out of service for
refurbishment, Loganair, an airline company, stepped in and offered to fly them to Westray
Junior High. Six students, all aged 13-14, will be flown to and from school until the end of
the year when the ferry, the Golden Mariana, is scheduled to return, Loganair said.
Papa Westray has a population of 70 and no secondary school. Westray, home to more
than 600 residents, has about 70 pupils enrolled at the junior high and nine full-time
teachers. The school provides education to Standard Grade level. The six teenagers from
Papa Westray take the flight every Tuesday morning, stay with host families for two nights
and then catch a return flight on Thursday after school. Pupils from either island choosing
to study for their Highers* must travel to Kirkwall, the capital of Orkney.
Loganair, which operates the eight-seater service in an Islander plane, has changed its
schedule to ensure that the children get to school on time. The company said that the flight
was the shortest in the world and with favourable tail winds could be over in less than a
minute. The distance is shorter than the length of the main runway at Edinburgh Airport.
Jonathan Hinkles, the commercial director of the airline, said: 'While it is a popular
tourist route for many visitors to Scotland, it is also a vital lifeline for those residents who
live, work or do business in the Orkneys and it will make all the difference to ensuring that
those children who live on Papa Westray can continue their schooling throughout the winter
months.'
Willie McEwen, acting head teacher at Westray Junior High, said: 'We're delighted that
Loganair has come forward with this solution. Our children will enjoy the flying especially
as, at this time of the year, it can be quite rough on the boat. This kind of flexibility is an
essential part of island life and the youngsters take it all in their stride.'
The Islander air service, which carries around 20,000 passengers each year, is critical for
local residents during the winter months. It delivers food, mail and newspapers, and
provides a lifeline between the islands and Kirkwall on mainland Orkney.
In addition, Loganair regularly carries visiting teachers out to the islands to lead lessons
in subjects including music, art, craft, physical education and home economics.
The Guinness World Records said that it did not recognise the world's shortest scheduled
domestic flight. "The category is currently under research,- a spokesman said.
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LESSON 20 - LISTENING: FOUR PARTS
I. Exam practice 1
SECTION 1
QUESTIONS 1-3
Answer the questions below. Choose the correct letter, A, B or C.
1. Why does Ellen want some new clothes?
A for her holiday
B for her new job
C for her brother's wedding
2. Which dress does Ellen want to buy?
3. Which hat does Ellen decide to buy?
QUESTIONS 4-7
Complete the form below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER
for each answer.
Delivery Form
Name: Ellen Barker

Delivery address: 4 ..................
Staybridge
Kent
DA4 7DF
Telephone Number: 5 ..................
Delivery date: 12th May
Delivery time: 6 ..................
Payment type: Visa
Amount: 7 £ ..................
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QUESTIONS 8-10
Complete the plan below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER
for each answer.
Department store layout:
SECTION 2
QUESTIONS 11-13
11. When does the tour finish? ..........................
12. Which area is not shown on the tour? ..........................
13. Which landmark does the tour guide recommend the tourists should visit? ..........................
QUESTIONS 14-17
Match the activities with the group they are recommended for. Write A-C next to 14-17.
A. Families
B. Elderly couples
C. Young people
14. Dinner cruise .............
15. Climbing wall .............
16. Coastal walking tour .............
17. Wine tour .............
QUESTIONS 18-20
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Complete the flowchart below. Write NO MORE THAN TWO WORDS AND/OR A
Getting an Explorer Pass
SECTION 3
QUESTIONS 21-23
Complete the notes below. Write NO MORE THAN TWO WORDS AND/OR A NUMBER
for each answer.
Presentation focus: 21 .............. animals
Presentation time: 20 minutes
Pros: Plenty of 22 .............. for the presentation; interesting subject
Cons: Difficult to 23 ..............
QUESTIONS 24-26 [Track 37]

Choose THREE letters A-G.
Which THREE ways does the tutor suggest Katie and Ian can improve their presentation?
A. Do their research on the Internet
B. Limit the amount of detail within the presentation
C. Separate the presentation into clearer sections
D. Use some video clips
E. Focus on only a selection of animals
F. Make sure they practise the presentation
G. Think of some discussion questions for the audience
24. .................
25. .................
26. .................
QUESTIONS 27-30
374
Complete the diagram below. Write NO MORE THAN TWO WORDS AND/OR A NUMBER
for each answer.
SECTION 4
QUESTIONS 31-34
Complete the summary below. Write NO MORE THAN THREE WORDS AND/OR A
NUMBER for each answer. .
SUNDIALS
With the sundial, daylight was measured in twelve 31. ...............which were longer and shorter
depending on the seasons. The first known sundial is a 32. ............... sundial from Egypt. After
some development, sundials could measure time accurately despite seasonal changes and 33.
...............People have sundials today as 34. ............... items in their gardens.
QUESTIONS 35-37
35. For whom were mechanical clocks not originally built? .......................
36. What reason is given for having a standardised time? .......................
37. Where are the atomic clocks kept? .......................
QUESTIONS 38-40
Choose THREE letters A-F.
Match the following book titles with the recommendations in A-F.
A. Gives a good general overview
B. Covers concepts of time in different cultures
C. Is the most essential text
D. Looks at more philosophical aspects
375
E. Provides more in-depth analysis
F. Covers modern time technology
38. Understanding Time ..................

39. Time: Concepts and Conventions ..................
40. The Story of Time ..................
II. Exam practice 2

SECTION 1
Questions 1-6
The Volunteer Agency
● Has recruited 1 ............people for

environmental projects
● project abroad involves doing 2 ............ or going into the rainforest
● major project for dealing with 3 ............ in the countryside
● project for improving conditions for 4 ............
● 5 ............ projects in urban areas
● some projects do not have any 6 ............
Questions 7-10
Write ONE WORD for each answer.
Name of organisation Numbers Example volunteer activity
Wildlife Link 24,000 volunteers getting information about
7 ................. of wildlife
Wildlife Watch 300 8 ................ doing administrative work
9 ................ Earth 908 projects building 10 ........... and walls
SECTION 2
Questions 1-3
Label the diagram below.
376
Questions 4-8
Do the following statements agree with the information given in the reading passage?
Write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
4. Sally Bailey intends to find locations for White Stuff in shopping centres.
5. Sally Bailey started White Stuff.
6. The buyer at Tesco initially rejected Oven Pride.
7. The buyer's mother often gives him advice on products.
8. Matt Stockdale discovered important information about Tesco after contacting the company.
Questions 9-13
Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each
answer.
377
SECTION 3
Questions 1-5
Choose the correct letter, A. B or C.
1. Maya chose the topic of lifelong friendships because
A. it was an unusual area of research.
378
B. she had a particular interest in it.
C. someone suggested it to her.
2. Maya says that the sample of people she used
A. was smaller than she wanted it to be.
B. was typical of the population in general.
C. was the basis for further work.
3. The problem with the questionnaire was that
A. it wasn't well constructed.
B. the subjects couldn't engage with it.
C. too much time was required to complete it.
4. Maya says that when she conducted the interviews,
A. she kept brief notes.
B. the subjects were all very relaxed.
C. they followed a clear structure.
5. What does Maya say about other research in the area?
A. A lot of it contradicted her findings.
B. It wasn't very easy to find.
C. It was carried out in the same way as hers.
Questions 6-10
Write NO MORE THAN TWO WORDS for each answer
379
SECTION 4
Questions 1-10
Complete the sentences below.
1 The word jeans may have originated in a material used in clothes worn by ............... from
Italy.
2 One difference between jean and denim material concerned the ............... used to
create them.
3 Denim was used in the clothes worn by people whose place of work was ...............
4 Strauss's first name was originally ...............
5 The miners' problem concerned the ............... on their clothes.
6 Strauss's clothes solved the problem because they used ...............fasteners.
7 The label Strauss added showed his waist overalls connected to ...............
8 In the 1930s, the clothes became more popular because people saw characters in ...............
wearing them.
9 In the 1940s, people in other countries saw the clothes being worn by ............... from the U.S.
10 In the 1950s, teenagers called the clothes ................
III. Homework
SECTION 1
Dr Reynolds is telling Dr Saunders about the students' suggestions. Listen and complete the
table with NO MORE THAN TWO WORDS AND/OR A NUMBER.
Suggestions from the discussion on the festival
Suggestion and reason accepted Suggestion and reason rejected

Music Local bands and student bands: Using replacement bands: too
encouraging people to take part complicated
Crafts Fashion show: good idea as it can Stop pottery and glass exhibition:
involve many international students need to encourage all 1.......... of
art, not just the popular ones
Theatre and Poetry Plays and poems by students: it would -
help to raise 2 .................
Works in different languages: help
international students feel more at
home and valued
Photography - Digital and non-digital exhibition:
not next year because of the
3 ....................
Accommodation - Using the holiday park unlikely to
be ready in time, but a good
possibility for future festivals
Catering Encourage students to take part in -
cooking: helps their
4 ....................
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Professional help/ Find better organisers: have a better Using Former students instead of
volunteers selection system professional organisers: not really
possible- too much trouble to find
and employ them
Security Encourage students to be more careful: -
it will increase 5 ....................
among students
Finance Encourage businesses to sponsor Encourage students to have more
events and advertise: would encourage events to raise money: would take
more interest in the university and their attention away from their
improve relationships with business 6 ....................
SECTION 2
A student who is about to finish university is discussing opportunities for further study with a
tutor. Listen and complete each sentence with NO MORE THAN TWO WORDS.
1 If you want to teach in a school, the best option is to complete a ................ in Education.
2 You can also apply to study on a ................ of ................ course.
3 If you want to do a ................ like a PhD, it may take at least three years to complete.
4 A ................ provides a good opportunity to gain commercial experience in your chosen
profession.
5 If you want to find work, a good idea would be to attend a ................, which gives you the
opportunity to talk to many potential employers in one place.
SECTION 3
The lecturer is talking about the future of fracking and other forms of energy. Listen and choose
the correct answer, A, B or C.
1. The problem with fracking is that it
A. has caused carbon dioxide levels to rise by more than a third.
B. will not help countries meet their energy requirements.
C. will make the world climate warmer by 1 degree Celsius.
2. One result of climate change is
A. lower levels of rain in some parts of Europe.
B. serious problems for food production in some African regions.
C. increased risk of ice in populated areas by the sea.
3. A reason renewable energy sources are not being developed quickly is that
A. fracking is the best way to reduce global warming at the moment.
B. governments want to find other long-term solutions.
C. energy companies are afraid the cost will affect their businesses.
4. To develop renewable sources further
A. commercial organisations need external help.
B. governments need to produce less gas and oil.
C. countries should work together to change their economies.
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5. Environmental groups believe that
A. fracking can help reduce global warming in the short term.
B. non-renewable sources can continue alongside renewable sources.
C. only renewable sources will be able to provide energy in the future.
SECTION 4
Listen to the lecturer presenting three different case studies to illustrate each business type.
Complete the notes with information from the listening.
Write TWO WORDS OR ONE WORD AND/OR A NUMBER in each gap.
Sanjay and Tanya 1 Plan to set up business to provide ........... to ...........

2 Better to set up a ........... company if employ their own staff
Melissa and Jane 3 Intend to spend ...........on ........... to use in the business
4 Limited company best as have enough ...........and ........... to be
successful
Barry 5 Could use one of his ...........
6 Could set up as sole trader, or start a limited company with relative as
........... ...........
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TABLE OF CONTENTS
LESSON 1 - LISTENING……………………………………………………………………1
I. MULTIPLE CHOICE QUESTIONS..........................................................................1
II. SHORT ANSWER QUESTIONS.............................................................................2
HOMEWORK LISTENING......................................................................................................4
LESSON 1 - READING...........................................................................................................6
I. LEAD IN.....................................................................................................................6
II. SKIMMING AND SCANNING................................................................................6
III. SHORT ANSWER QUESTIONS............................................................................9
IV. SENTENCE COMPLETION QUESTIONS……………………………………..12
HOMEWORK READING.......................................................................................................15
LESSON 2 - LISTENING .....................................................................................................18
I. SENTENCE COMPLETION QUESTIONS............................................................18
II. CLASSIFICATION QUESTIONS .........................................................................20
HOMEWORK LISTENING....................................................................................................23
LESSON 2 - READING ........................................................................................................24
I. MULTIPLE-CHOICE QUESTIONS .......................................................................25
II. MATCHING QUESTIONS ....................................................................................29
HOMEWORK .........................................................................................................................31
I. MULTIPLE CHOICE QUESTIONS .......................................................................34
II. MAP LABELLING QUESTIONS..........................................................................36
LESSON 3 - READING ........................................................................................................43
I. LEAD IN ..................................................................................................................43
383
II. MATCHING HEADINGS.......................................................................................45
III. TRUE/FALSE/NOT GIVEN QUESTIONS…………………………….………..47
HOMEWORK..........................................................................................................................44
I. FLOW-CHART COMPLETION .............................................................................53
II. NOTE COMPLETION ...........................................................................................57
LESSON 4 - READING ........................................................................................................64
I. LEAD IN ..................................................................................................................64
II. NOTE AND SUMMARY COMPLETION…………………………...…………..65
HOMEWORK..............................................................................................................68
I. REVIEW AND PRACTICE EXERCISES ..............................................................71
II. A PRACTICE TEST ...............................................................................................73
LESSON 5 - REVIEW...........................................................................................................81
READING PASSAGE 1.......................................................................................................... 81
READING PASSAGE 2.......................................................................................................... 84
READING PASSAGE 3.......................................................................................................... 87
HOMEWORK READING……………………..…….………………………………………92
LESSON 6 - SPEAKING ................................................................................................... 103
HOMEWORK LISTENING AND SPEAKING.…………………………………………….89
LESSON 6 - WRITING........................................................................................................107
I. LEAD IN.……..…………………………………………………………………..107
II. THE PRESENT SIMPLE PASSIVE………………………...…………………..108
384
III. SEQUENCING WORDS………………………..……………………………...109
IV. WRITING AN INTRODUCTION AND OVERVIEW ………………………..110
V. STUDYING A MODEL ANSWER AND PRACTICE………..………………..111
HOMEWORK GRAMMAR .................................................................................................114
HOMEWORK READING AND WRITING........................................................................ 117
LESSON 7 - SPEAKING ................................................................................................... 120
HOMEWORK LISTENING AND SPEAKING................................................................... 123
HOMEWORK GRAMMAR AND VOCABULARY…………………………...………….125
LESSON 7 - WRITING........................................................................................................129
I. LEAD IN ................................................................................................................129
II. PREPOSITIONS OF PLACE .............................................................................. 129
III.DESCRIBING CHANGES IN A MAP.................................................................130
IV. PAST SIMPLE - REGULAR AND IRREGULAR FORMS................................132
V. PAST SIMPLE - ACTIVE AND PASSIVE...........................................................132
VI. PRACTICE ..........................................................................................................133
HOMEWORK READING AND WRITING.........................................................................134
LESSON 8 - SPEAKING ....................................................................................................141
I. SPEAKING PART 1 ..............................................................................................141
II. SPEAKING PART 2…………………………………………..…………………142
HOMEWORK LISTENING AND SPEAKING .................................................................. 143
SPEAKING PRACTICE QUESTIONS ............................................................................... 145
HOMEWORK GRAMMAR AND VOCABULARY………………..……………………..145
LESSON 8 - WRITING....................................................................................................... 149
I. LEAD IN ……………............................................................................................149
II. DESCRIBING CHANGES IN NUMBERS .........................................................149
385
III. GRAPHS AND BAR CHARTS ..........................................................................150
IV. PIE CHARTS........................................................................................................152
V. STUDYING A MODEL ANSWER AND PRACTICE .......................................152
HOMEWORK GRAMMAR…………………….…...……………………………………..157
LESSON 9 - SPEAKING ....................................................................................................159
I. SPEAKING PART 1...............................................................................................159
II. SPEAKING PART 2..............................................................................................160
HOMEWORK GRAMMAR AND VOCABULARY……………………………...……….165
LESSON 10 - SPEAKING...................................................................................................168
HOMEWORK SPEAKING AND PRACTICE…………………………………………….171
HOMEWORK LISTENING PRACTICE……………...………………..………………….172
LESSON 10 - WRITING.....................................................................................................177
LESSON 11 - SPEAKING ...................................................................................................183
HOMEWORK LISTENING AND SPEAKING ...................................................................188
SPEAKING PRACTICE QUESTIONS ................................................................................190
HOMEWORK GRAMMAR AND VOCABULARY………………………………………191
LESSON 11 - WRITING......................................................................................................193
I. LEAD IN ............................................................................................................... 193
II. WRITING AN INTRODUCTION........................................................................194
III. DEVELOPING AN ARGUMENT.......................................................................195
IV. STUDYING A MODEL ESSAY AND PRACTICE ...........................................196
386
HOMEWORK GRAMMAR………………………………………………………………..201
LESSON 12 - SPEAKING ..................................................................................................203
HOMEWORK LISTENING AND SPEAKING ...................................................................210
HOMEWORK GRAMMAR AND VOCABULARY………………………………………214
LESSON 12 - WRITING......................................................................................................215
I. ORGANIZING THE ESSAY..................................................................................216
II. LINKING EXPRESSIONS...................................................................................217
III. PRACTICE ..........................................................................................................218
HOMEWORK GRAMMAR………………………….…………………………………….224
LESSON 13 - SPEAKING ..................................................................................................225
SPEAKING PRACTICE QUESTIONS ............................................................................... 231
HOMEWORK GRAMMAR AND VOCABULARY…………........................................... 231
LESSON 13 - WRITING.....................................................................................................234
I. AVOIDING REPETITIONS...................................................................................234
II. GIVING SPECIFIC EXAMPLES ........................................................................235
III. SUPPORTING YOUR POINT AND PRACTICE...............................................236
HOMEWORK GRAMMAR..................................................................................................241
LESSON 14 - SPEAKING ..............................................................………………………244
HOMEWORK GRAMMAR AND VOCABULARY…………………...………………….248
HOMEWORK LISTENING AND SPEAKING....................................................................250
387
LESSON 14 - WRITING......................................................................................................253
I. WRITING A CONCLUSION ................................................................................253
II. WRITING ABOUT CAUSES AND SOLUTIONS..............................................254
III. PRATICE………………………………………………………..………………256
HOMEWORK GRAMMAR..................................................................................................261
LESSON 15 - SPEAKING...................................................................................................264
LESSON 15 - WRITING.....................................................................................................266
LESSON 16 - READING ....................................................................................................268
LESSON 16 – LISTENING ……………………..…………………………………..……278
LESSON 17 – READING……...…………………………………………………………..290
A. Completing tables .................................................................................................290
B. Completing diagrams, sentences…………………………………………………294
C. Completing notes, summaries, or flow charts……………………………………301
LESSON 17 – LISTENING…………….…………………………………………………305
A. LABELING MAPS OR PLANS - COMPLETING TABLES - COMPLETING

FLOWCHARTS………………………………………………………….…………305
B. MATCHING SENTENCE FRAGMENTS - ANSWERING MULTIPLE CHOICE

QUESTIONS - CHOOSING ANSWERS FROM A LIST………………311
LESSON 18 – READING……………………...…………………………………………..317
A. ANSWERING SHORT-ANSWER QUESTIONS ...............................................317
B. MATCHING SENTENCE ENDINGS, INFORMATION, FEATURES...............321
LESSON 18 – LISTENING.………………………………………………………………328
A. LABELING A DIAGRAM - COMPLETING NOTES - CLASSIFYING. .........328
B. COMPLETING FLOWCHARTS – COMPLETING……………………...…….333
LESSON 19 – READING………………..…………………………………………….…..340
388
I. LANGUAGE INPUT………………………………………….……………….…340
II. PRATICE EXERCISES……………………………………………………….…341
III. EXAM PRACTICE……………………………………………………………..345
LESSON 19 – LISTENING…………………………………………………………….…350
A. ANSWERING SHORT QUESTIONS - COMPLETING SENTENCES/

SUMMARIES - SELECTING FROM A LIST………….…………………….……350
B. CLASSIFYING - LABELING A DIAGRAM - COMPLETING

TABLE………350
LESSON 20 – READING.……………………………………..…………………………..362
A. TRUE/ FALSE / NOT GIVEN..............................................................................362
B. YES / NO / NOT GIVEN......................................................................................368
LESSON 20 – LISTENING….……………………………………………………………372
I. Exam practice..........................................................................................................372
II. Exam practice........................................................................................................376
III. Homework............................................................................................................380
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(IELTS 4.5 - 5.5) Giáo trình học

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(IELTS 4.5 - 5.5) Giáo trình học

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LESSON 1 - LISTENING

I. MULTIPLE CHOICE QUESTIONS

1. a goodbye party a. members of the same family

2. Find the appropriate nouns of the adjectives on the left.

1. Who are the two speakers?

II. SHORT ANSWER QUESTIONS

1. What did the speakers order in the restaurant?

6. Listen to a part of conversation 1 and 2 and answer the questions.

7. Listen to the conversation and choose the correct answers.

Why are the other answers incorrect?

1. What kind of tour did the woman do? ______________________________

1. The market is now situated

2. Listen to the telephone conversation between a student and the owner of a

1. How much is the beginner’s course?

4. Who does the Affordable Housing Scheme aim to help?

1. With your partner, discuss the advantages and disadvantages of living in an

II. SKIMMING AND SCANNING

BLOOD IS THICKER THAN WATER

Skimming: reading the passage quickly to get an idea of what it is about.

1. IDENTIFYING THE KEY WORDS IN A QUESTION

Now answer the questions in exercise 5

Answer these questions. Choose NO MORE THAN TWO WORDS AND/OR

Question 1 What percentage of children in South Africa live with their

7. Look at 4 pictures below and answer the question.

1. The treehouse had everything we needed.

2. Some houseboats can be moved to other parts of the river.

3. One house in Chile was built from 12 containers.

IV. SENTENCE COMPLETION QUESTIONS

Look at this example: Houseboat occupants like living _______

This is a paraphrase of the following sentence from the passage:

People who live on houseboats enjoy being close to nature.

How to do sentence completion questions

SOCIAL MEDIA AND THE MEANING OF FRIENDSHIP

Answer the questions below. Choose NO MORE THAN THREE WORDS

HOME FROM HOME

2. Answer the questions.

How our sweet tooth is hurting us

1. Which country consumes the least sugar per person? __________________

I. SENTENCE COMPLETION QUESTIONS

Example: Nowadays, the elderly are less likely to rely + on + Noun

2. She has recently completed a

1 Anna has got a job as a _______

1. The title of the course the student wants to do is _________

II. CLASSIFICATION QUESTIONS

Which options didn’t match any of the shops?

A .China B. Japan C. Korea

I.1. FINDING THE ANSWER

2. All of these are advantages of globalized education except:

GLOBALIZATION OF EDUCATION AND THE WORKPLACE

1 abroad 5 make better

I.3. IDENTIFYING THE MAIN IDEA

4. Which FOUR sentences represent the main ideas of the passage?

1. There are both advantages and disadvantages to the globalisation of education.

I.4. MULTIPLE-CHOICE QUESTIONS: ANOTHER WAY TO DO THEM

5. Write your own answers to these questions.

II.1. LOCATING INFORMATION IN A TEXT

9. Quickly find the following information in the text.

1. a food that can be used as a 'glue' _______

10. Match questions 1-6 with the evidence a-f.

a. ... we forget that not everyone in the world understands vegetarianism.

EDUCATION AND THE WORKPLACE IN THE UK.

A. There has been a trend towards creating a closer connection between

B. Jamie Oliver 2. One of the first TV chefs

4. New Road 5. Sarah's house 6. Oak Avenue

1. the main hall by the door 2.____ reception and