Unit 3: Exercise 1

In this unit, you will read a text called ‘Cities of the future’. In the text, there are
some opinions given about problems our societies may face.

Match the topics with the correct pictures.

Population building materials traffic jam pollution new technology

1.

2.
3.

4.

5.

Unit 3: Exercise 2
Quickly read the first paragraph of the text ‘Cities of the future’.

How many people talked about each of these topics in the questionnaire?
Choose the correct answers for the topics.
 Paragraph A

Researchers recently gave 1,000 people a questionnaire about ‘Cities of The Future’. To
answer the questions, the people had to imagine and describe what they thought our cities
might look like in the year 2050. Interestingly, a large number of people were anxious that
they would become ‘dark, dangerous places’, which had endless traffic jams and very few
green spaces. This group also predicted an increase in the level of pollution and thought
people would always need to wear facemasks in order to breathe. They also believed that it
would be less safe to walk on the street as there would be ‘more stealing’ and other criminal
behaviour. A smaller number thought cities might become a lot cleaner, and might be built
from more interesting materials. They were also looking forward to new technology such as
flying cars and moving pavements. In general, they believed that the cities of the future
would offer a much more convenient way of living. A few people were uncertain; for
example, they thought the size of apartments might reduce as the population of the city grew,
but they also thought that public transport would become bett

1. building materials some people/most people/not many people .

2. criminal behavior some people/most people/not many people .
3. new technology some people/most people/not many people .
4. pollution some people/most people/not many people .
5. population some people/most people/not many people .
6. traffic jams some people/most people/not many people .

Unit 3: Exercise 3
In IELTS Reading multiple choice questions, you may be asked questions about
either the whole text or a paragraph. Read the paragraph again and then answer
the question .

When you answer questions about a paragraph or paragraphs, you must read very carefully
(and sometimes more than once). Try to think about how the information in the paragraph is
organised. This will help you to quickly find the information you need to answer multiple
choice questions.

Paragraph A

Researchers recently gave 1,000 people a questionnaire about ‘Cities of The Future’. To
answer the questions, the people had to imagine and describe what they thought our cities
might look like in the year 2050. Interestingly, a large number of people were anxious that
they would become ‘dark, dangerous places’, which had endless traffic jams and very few
green spaces. This group also predicted an increase in the level of pollution and thought
people would always need to wear facemasks in order to breathe. They also believed that it
would be less safe to walk on the street as there would be ‘more stealing’ and other criminal
behaviour. A smaller number thought cities might become a lot cleaner, and might be built
from more interesting materials. They were also looking forward to new technology such as
flying cars and moving pavements. In general, they believed that the cities of the future
would offer a much more convenient way of living. A few people were uncertain; for
example, they thought the size of apartments might reduce as the population of the city grew,
but they also thought that public transport would become better.

Read the question and choose the best answer. Read the text on page 1 again if
you need to.

How is the information in the paragraph organised?

o By describing all the negative things about future cities (e.g. crime) and then all the
positive things (e.g. better public transport).
o By the most popular answers to the questionnaire (i.e. which questions had the most
answers).
o By the topics in the questionnaire (e.g. transport problems, pollution, crime, etc.).

Unit 3: Exercise 4
Read the paragraph again carefully. Choose the correct answer to the question.

Paragraph A

Researchers recently gave 1,000 people a questionnaire about ‘Cities of The Future’. To
answer the questions, the people had to imagine and describe what they thought our cities
might look like in the year 2050. Interestingly, a large number of people were anxious that
they would become ‘dark, dangerous places’, which had endless traffic jams and very few
green spaces. This group also predicted an increase in the level of pollution and thought
people would always need to wear facemasks in order to breathe. They also believed that it
would be less safe to walk on the street as there would be ‘more stealing’ and other criminal
behaviour. A smaller number thought cities might become a lot cleaner, and might be built
from more interesting materials. They were also looking forward to new technology such as
flying cars and moving pavements. In general, they believed that the cities of the future
would offer a much more convenient way of living. A few people were uncertain; for
example, they thought the size of apartments might reduce as the population of the city grew,
but they also thought that public transport would become better.

1. What do the results of the questionnaire show?

o A Most people feel worried rather than pleased about the way that cities will
develop.
o B People imagined that no one would use their own vehicles any more.
o C People think that crime will be the worst problem that future cities will
have.
o D Some people believe that there will not be enough houses in the city for
everyone.
Unit 3: Exercise 5
Read the information. Then read the paragraph again. Which of the numbered
parts in bold (1–4) in the text do the options A–D relate to? Match the options
and the numbered parts.

When you answer an IELTS Reading four-option multiple choice question, you should
remember that:

• each option (A, B, C, D) is usually connected to a piece of information in the same

paragraph
• only one option says exactly the same thing as a piece of information in the text
• three options say something slightly different to the pieces of information in the text
• the options do NOT always come in the same order as the pieces of information in the
text.

Paragraph A

Researchers recently gave 1,000 people a questionnaire about ‘Cities of The Future’. To
answer the questions, the people had to imagine and describe what they thought our cities
might look like in the year 2050. (1) Interestingly, a large number of people were anxious
that they would become ‘dark, dangerous places’, which had endless traffic jams and
very few green spaces. This group also predicted an increase in the level of pollution and
thought people would always need to wear facemasks in order to breathe. (2) They also
believed that it would be less safe to walk on the street as there would be ‘more stealing’
and other criminal behaviour. A smaller number thought cities might become a lot cleaner,
and might be built from more interesting materials. They were also looking forward to new
technology such as flying cars and moving pavements. In general, they believed that the cities
of the future would offer a much more convenient way of living. A few people were
uncertain; for example, (3) they thought the size of apartments might reduce as the
population of the city grew, but (4) they also thought that public transport would become
better.

1. A Some people believe that there will not be enough houses in the city for everyone.

o 1
o 2
o 3
o 4

2. B People think that crime will be the worst problem that future cities will have.

o 1
o 2
o 3
o 4
 3. C Most people feel worried rather than pleased about the way that cities will
develop.

o 1
o 2
o 3
o 4

4. D People imagined that no one would use their own vehicle any more.

o 1
o 2
o 3
o 4

Unit 3: Exercise 6
Read the paragraph again. Which of the options A–D is correct? Choose the
correct answers.

Paragraph A

Researchers recently gave 1,000 people a questionnaire about ‘Cities of The Future’. To
answer the questions, the people had to imagine and describe what they thought our cities
might look like in the year 2050. (1) Interestingly, a large number of people were anxious
that they would become ‘dark, dangerous places’, which had endless traffic jams and
very few green spaces. This group also predicted an increase in the level of pollution and
thought people would always need to wear facemasks in order to breathe. (2) They also
believed that it would be less safe to walk on the street as there would be ‘more stealing’
and other criminal behaviour. A smaller number thought cities might become a lot cleaner,
and might be built from more interesting materials. They were also looking forward to new
technology such as flying cars and moving pavements. In general, they believed that the cities
of the future would offer a much more convenient way of living. A few people were
uncertain; for example, (3) they thought the size of apartments might reduce as the
population of the city grew, but (4) they also thought that public transport would become
better.

1. A Some people believe that there will not be enough houses in the city for everyone.

o Correct
o Incorrect

2. B People think that crime will be the worst problem that future cities will have.

o Correct
 o Incorrect

3. C Most people feel worried rather than pleased about the way that cities will
develop.

o Correct
o Incorrect

4. D People imagined that no one would use their own vehicle any more.

o Correct
o Incorrect

Unit 3: Exercise 7
Read the information. Then read Paragraphs B–E as quickly as possible.
Answer the question.

In an IELTS Reading test, it is a good idea to very quickly skim through a text to get a
general idea of the overall topic, and also the particular topics of each paragraph.

Paragraph B

What do the results from this questionnaire tell us? In a way, we shouldn’t be amazed by the
descriptions of the largest group. So many Hollywood films show cities of the future as
frightening places. Online newspapers are also responsible for spreading this same belief.
Headlines such as ‘Global population rises – cities become crowded’ are becoming more
frequent. Journalists rarely discuss how future cities might be a good place to live.

Paragraph C

The facts are these: 50% of people now live in cities, even though cities only occupy 2% of
the world’s land. By 2050, it is predicted that the number of people living there will rise to
70%. Some people are worried that villages in the countryside will become empty as
everyone leaves for the city, and so traditional ways of life will be lost. This may be true, but
we have to accept changes like this as part of human development. Rather than being
negative, we should be hopeful that we can improve people’s lives as they move to cities. The
way to do this is through intelligent planning.

Paragraph D

Architects have a big role to play in our future cities. In the past, the architects who were
responsible for planning our cities often designed buildings that they were interested in; but
now it is time for them to listen carefully to what people living in cities are asking for. In
many countries around the world, people are choosing to have smaller families or to wait
longer before they start a family. For this reason, not everyone needs a large house. Smaller
and cheaper houses are what they need. But ‘small’ doesn’t have to be the same as ‘ugly’ or
‘boring’. Western architects could perhaps look at some of the architecture in Japanese cities,
where very stylish houses are built on small pieces of unused land.

Paragraph E

And what might cities of the future be made from? Engineering companies have produced
some interesting new products, for example, wood-like material made from recycled
newspapers or old drink cartons. One engineering team are even working on a project that
uses mushrooms to create a hard building material. These new materials may seem strange,
but we should remember that plastic was only invented in 1907 – at the time people thought
that this was an unusual product, but now it is something we cannot manage without.
Building a city of the future requires imagination and an open mind.

Look at the paragraphs on page 1 again. In which paragraphs are the topics
below mentioned? Choose the correct answers.

1. the duties and responsibilities of the people who design our cities Paragraph
B/Paragraph c/Paragraph D/Paragraph E
2. the influence of cinema and the media on people’s view of the future Paragraph
B/Paragraph c/Paragraph D/Paragraph E
3. the types of material that future buildings might be made from Paragraph
B/Paragraph c/Paragraph D/Paragraph E
4. some information and opinions about people living in cities and living in the
countryside Paragraph B/Paragraph c/Paragraph D/Paragraph E

Unit 3: Exercise 8
Read Paragraphs B–E again, then answer the questions.

Paragraph B

What do the results from this questionnaire tell us? In a way, we shouldn’t be amazed by the
descriptions of the largest group. So many Hollywood films show cities of the future as
frightening places. Online newspapers are also responsible for spreading this same belief.
Headlines such as ‘Global population rises – cities become crowded’ are becoming more
frequent. Journalists rarely discuss how future cities might be a good place to live.

Paragraph C

The facts are these: 50% of people now live in cities, even though cities only occupy 2% of
the world’s land. By 2050, it is predicted that the number of people living there will rise to
70%. Some people are worried that villages in the countryside will become empty as
everyone leaves for the city, and so traditional ways of life will be lost. This may be true, but
we have to accept changes like this as part of human development. Rather than being
negative, we should be hopeful that we can improve people’s lives as they move to cities. The
way to do this is through intelligent planning.

Paragraph D

Architects have a big role to play in our future cities. In the past, the architects who were
responsible for planning our cities often designed buildings that they were interested in; but
now it is time for them to listen carefully to what people living in cities are asking for. In
many countries around the world, people are choosing to have smaller families or to wait
longer before they start a family. For this reason, not everyone needs a large house. Smaller
and cheaper houses are what they need. But ‘small’ doesn’t have to be the same as ‘ugly’ or
‘boring’. Western architects could perhaps look at some of the architecture in Japanese cities,
where very stylish houses are built on small pieces of unused land.

Paragraph E

And what might cities of the future be made from? Engineering companies have produced
some interesting new products, for example, wood-like material made from recycled
newspapers or old drink cartons. One engineering team are even working on a project that
uses mushrooms to create a hard building material. These new materials may seem strange,
but we should remember that plastic was only invented in 1907 – at the time people thought
that this was an unusual product, but now it is something we cannot manage without.
Building a city of the future requires imagination and an open mind.

Read the questions and the options carefully. Choose the correct answers.

1. What is the writer doing in Paragraph B?

o Explaining why many people will probably prefer to live in cities in the future.
o Giving a reason why many people feel negative about cities of the future.
o Suggesting that newspapers show a more realistic view of future cities than
films.

2. What point does the writer make in Paragraph C?

o It is important to encourage some people to stay in their villages.

o It is possible to maintain traditional village customs after moving to cities.
o It is necessary to think in a creative way about city design.

3. Paragraph D: In the writer’s opinion, architects who are responsible for planning
cities

o often make houses that are unattractive.

o must make buildings based on people’s needs.
o should get experience by working in foreign cities.
 4. Paragraph E: The writer refers to the invention of plastic to make the point that

o we can expect building materials to be very different in the future.

o we must accept that good-quality materials take a long time to create.
o we should use a variety of building materials to make our cities interesting.

Unit 3: Exercise 9
In an IELTS Reading text about the future, you are likely to see words and
phrases that are used to make predictions.

Match the meanings with the underlined words and phrases. Use the words in
the box.

Certain impossible possible probable uncertain

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

2. There is a very good chance that there will be no more oil by 2050.
3. Driverless cars will be very popular – but not with taxi drivers!
4. There is no possibility of people living on Mars by 2050.
5. It is not clear whether in the future people would consider going back to the
countryside from cities.

Unit 3: Exercise 10
Think about what you’ve learnt in this unit.

Complete the advice. Use the words in the box.

appear in the same order find information quickly the same information

topic of each paragraph

1. For an IELTS Reading multiple choice task, first read the whole text quickly to get an
idea of the _____________________________ .
2. Thinking about how a paragraph is organised can help you
________________________________.
3. Make sure the option you choose as correct provides exactly
________________________________ as the text.
4. Remember that the options do not always ________________________________ as
the pieces of information in the text.
Unit 4: Exercise 1
In this unit, you will answer IELTS Reading matching information questions
and read a text called ‘How technology has changed the way we communicate’.

What do you know about the development of the telephone? Match the decades
with the correct photos.

1980s 1970s 2000s 2010s 1920s

1.

2.
3.

4.

5.

Unit 4: Exercise 2
What words and phrases do you already know for describing communication?

Match the words and phrases with the definitions.

Formal interaction online forum relationship social media

social network to get in touch to keep in touch to respond
 1. to begin communicating with someone, for example, by email or telephone:
___________________________
2. to continue communicating with someone, for example, by email or
telephone:________________________
3. new information on a particular topic: ________________________
4. the different groups of people that you know: ____________________________
5. websites and computer programs that allow people to communicate on the
internet:______________________
6. a time when two or more people communicate with or react to each other:
_______________________
7. to say or do something in reply to something that has been said or done earlier:
____________________

8. describes language, clothes and behaviour which is used in important and serious
events, for example a job interview: _______________________
9. a place on the internet where people can leave messages or discuss particular topics:
__________________________
10. the way in which two or more people feel and behave towards each other:
________________________

Unit 4: Exercise 3
Read the information. Then match the phrases describing types of information
with the words in bold in the statements.

In an IELTS Reading matching information task, you will read a text and some statements
about it.

It is important to understand what types of information the statements need you to find. The
types of information might be:

• an example of / some examples of …

• a comparison between …
• a description of …
• a reference to …
• a prediction about …

a comparison between a description of a prediction about a reference to

an example of
1. Young students use Instagram far more than they use SnapChat. _____________
2. Digital devices will probably replace books in all UK schools by 2030.
____________________
 3. The new phone has a great camera and a clever feature which makes apps easy to use.
_______________________
4. The first email message was sent in 1971. ______________________
5. There are many reasons why I stopped using social media, such as the huge amount
of time it took up. ______________________

Unit 4: Exercise 4
Read this paragraph from the text. What information does it contain? Choose
the correct answer.

How technology has changed the way we communicate

Paragraph A

It’s often impossible for teenagers to imagine that in the past we all had to make our social
arrangements either face-to-face or using a telephone landline. Just 20 years ago, trying to
organise a visit to the cinema meant that you had to call your friends at least a day in
advance and hope they’d be home when you rang. If someone didn’t turn up, you could try to
call them from a public telephone box. If their parents were home, you could leave a
message, but your plans for the evening would probably be ruined.

The information in Paragraph A is:

o a comparison between the advantages of old and new technology.

o a description of the difficulties people used to have before they had mobile phones.
o a reference to the way technology can make relationships better or worse.

Unit 4: Exercise 5
Read the information. Then match the types of information with the sentences.

When reading an IELTS Reading text, it is important to think about what type of information
it covers. Other types of information could be:

• a reason for ...

• details of ...
• a description of ...
• a suggestion ..
 a description of a reason for a suggestion details of

1. Perhaps we should focus more on face-to-face communication than digital

communication? _____________________
2. Fewer people are sending letters by post because stamps are very expensive
nowadays. ________________________
3. Mervyn's YouTube channel had a huge number of followers. His videos were about
his daily life in New York and where people could go to find the best R’n’B music in
Manhattan. ________________________
4. 75% of teens in the 12–17 age group own mobile phones. Every month, girls send out
approximately 3,952 messages, and boys send about 2,815.
_______________________

Unit 4: Exercise 6
Read the next paragraph. Then match the information statements (A–D) with
the numbered parts of the paragraph (1–3). There is one information statement
that you do not need.

Paragraph B

Nowadays, getting in touch is a lot easier. Almost every aspect of human communication has
changed: we have email, text, Skype, Facebook and Instagram, and we are certainly busy
using them to build and maintain our relationships. According to recent reports, the top social
networks now each have more than a billion monthly active users. And keeping in touch isn’t
just something we do in class or at work any more: we continue to communicate with friends,
strangers, family and colleagues (1) while we’re on the train, in the living room and at the
dinner table, for instance. One recent British study indicated that (2) 79% of teens even
put their phone under their pillow so they can keep up-to-date with whatever is
happening on social media day and night, and not miss out on updates. As for adults, a
recent survey showed that (3) they now spend 20 to 28 hours a week on social media and
have on average 275 personal connections. However, in contrast, only 11% of these
same people actually meet their social connections in an actual physical environment on a
regular basis.

A a comparison between the time spent online with friends and time spent in real places

B some examples of typical locations in which digital technology may be found

C the reason why some young people feel the need to keep a digital device with them at all
 times

D the suggestion that adults could learn about digital communication from their children

1.
2.
3.

Unit 4: Exercise 7
Read the next paragraph. Then complete the matching information statements
for the numbered parts of the paragraph. Use the words in the box.

Paragraph C

Email is now one of the most common means of communication. At the moment, over 100
billion emails are sent and received per day for business purposes. (1) This trend is expected
to continue, and business email will account for over 132 billion emails sent and
received per day two years from now. The number of letters which are sent through the
post, however, has decreased dramatically. (2) A consequence of this is that many town
and village post offices have closed. These were once places where a great deal of social
interaction used to take place between local people. Now it is no longer possible for
neighbours or workers in the area to meet up with each other like this, and older people
in particular are often unhappy about this development. But certainly the advantages of
email cannot be ignored: in the past, the post would only be delivered once or twice a day. If
a letter was sent to an overseas destination, it could take months. Without doubt, email has
made it easier to do business.

a description a prediction community form of communication

1. ______________________ of how a particular _____________________

2. ______________________ of how the loss of a public service has affected the
______________________

Unit 4: Exercise 8
Quickly skim read the next paragraphs. Then do the exercise.

Paragraph D

However, there are several downsides to this form of technology. Firstly, no one would
disagree that email puts pressure on people to respond immediately as soon as they find a
new message in their inbox. A recent French report says that anxiety and general tiredness
has risen dramatically amongst office workers, largely because they carry their digital devices
with them, feeling obliged to constantly check for new mail from clients. A further problem
is how to write an email, especially when communicating with people we don’t know well. In
the past, everyone knew that it was ‘correct’ to begin a letter ‘Dear Sir/Madam’ and end with
‘Yours faithfully’. Nowadays, these phrases often feel too formal. No one wants to give the
wrong impression when writing an email, but without ‘rules’, this can easily happen.

Paragraph E

Another significant impact technology has had on methods of communication is in the field
of education. Traditionally, if someone wanted to take a higher education course, they would
have to travel to attend lessons on a university campus. Nowadays, it is possible to take a
range of courses through distance learning, and the number of these is likely to rise in the
next few years. What is the appeal of studying this way? Many online courses encourage
students to take part in online forums and post comments about their learning experiences,
reading assignments and projects. They must also comment on their classmates’ posts. In one
way, this approach certainly appears to encourage communication.

Paragraph F

However, some surveys have found the opposite to be true. Because online students are
physically separated, and indeed may never have met, they do not have the opportunity to
build a good relationship. Students who come to campus regularly have the chance to get to
know and support each other, and feel part of a community, so when they are asked to
comment on the other person’s work, they can do this in ways they know the other person
will appreciate. For example, some students prefer their peers to be direct in their criticism,
whereas others might prefer a more sensitive approach. But when students are asked to
comment on the work or opinions of people they have never met, they are often reluctant to
do so. Interestingly, one of the main reasons why people give up studying on their online
courses is that they miss the face-to-face interaction with others. Certainly technology has
made our lives more ‘convenient’ but perhaps also more complicated. There are many
questions still to be answered about how we can and should use our modern digital tools to
enable effective communication, an evolutionary skill that has been centuries in development.

Match the paragraphs with the general topics. Look at the text on page 1 again if
you need to.
 1. the advantages of studying online

o D
o E
o F

2. problems that occur at work and in formal situations because of digital

communication

o D
o E
o F

3. the disadvantages of studying online

o D
o E
o F

Unit 4: Exercise 9
Read the paragraphs again, this time carefully. Then do the exercise.

Paragraph D

However, there are several downsides to this form of technology. Firstly, no one would
disagree that email puts pressure on people to respond immediately as soon as they find a
new message in their inbox. A recent French report says that anxiety and general tiredness
has risen dramatically amongst office workers, largely because they carry their digital devices
with them, feeling obliged to constantly check for new mail from clients. A further problem
is how to write an email, especially when communicating with people we don’t know well. In
the past, everyone knew that it was ‘correct’ to begin a letter ‘Dear Sir/Madam’ and end with
‘Yours faithfully’. Nowadays, these phrases often feel too formal. No one wants to give the
wrong impression when writing an email, but without ‘rules’, this can easily happen.

Paragraph E

Another significant impact technology has had on methods of communication is in the field
of education. Traditionally, if someone wanted to take a higher education course, they would
have to travel to attend lessons on a university campus. Nowadays, it is possible to take a
range of courses through distance learning, and the number of these is likely to rise in the
next few years. What is the appeal of studying this way? Many online courses encourage
students to take part in online forums and post comments about their learning experiences,
reading assignments and projects. They must also comment on their classmates’ posts. In one
way, this approach certainly appears to encourage communication.

Paragraph F

However, some surveys have found the opposite to be true. Because online students are
physically separated, and indeed may never have met, they do not have the opportunity to
build a good relationship. Students who come to campus regularly have the chance to get to
know and support each other, and feel part of a community, so when they are asked to
comment on the other person’s work, they can do this in ways they know the other person
will appreciate. For example, some students prefer their peers to be direct in their criticism,
whereas others might prefer a more sensitive approach. But when students are asked to
comment on the work or opinions of people they have never met, they are often reluctant to
do so. Interestingly, one of the main reasons why people give up studying on their online
courses is that they miss the face-to-face interaction with others. Certainly technology has
made our lives more ‘convenient’ but perhaps also more complicated. There are many
questions still to be answered about how we can and should use our modern digital tools to
enable effective communication, an evolutionary skill that has been centuries in development.

Which paragraph contains the following information? You may use any letter
more than once. Read the text on page 1 again if you need to.

1. a reason why some learners do not complete an academic programme

o D
o E
o F

2. a reason for an increase in levels of stress in employees

o D
o E
o F

3. a prediction about the way that an academic service might develop in the future

o D
o E
o F

4. an example of a traditional practice in writing that people used to use more often

o D
o E
o F

5. a comparison between the ways that different people like to be given feedback on
their work
 o D
o E
o F

Unit 4: Exercise 10
Think about what you’ve learnt in this unit.

Complete the advice. Use the words in the box.

a description of, a comparison more than one statement skim read the text

references to, reasons or examples of underline key words and phrases

what type of information

1. Before you look at the task, it is a good idea to ____________________________ to

understand the main idea of each paragraph.
2. Before you complete the task, _____________________________ in the matching
information statements.
3. The key words in matching information statements tell you
_________________________________ you need.
4. Some examples of key words in matching information statements are
___________________________________ .
5. Look carefully to see if any key words are plural, for example
__________________________________ .
6. Remember that sometimes a paragraph may match
___________________________________ .
Unit 5: Exercise 1
In this unit, you will do IELTS Reading matching heading tasks and read a text
on the topic of family history (also called ancestry).

What vocabulary do you already know on the topic of ancestry? Match the
words with their definitions.

a descendant a generation a record a relative a will an ancestor

birth certificate family background great - + noun run in the family

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

____________________________________
2. a person who is related to you but lived and died before you were born:
____________________________________
3. a person who is related to you and who will live after you in the future (e.g. your
grandchildren’s children): _________________________________
4. a group of people who are all about the same age:
_________________________________
5. the history of your family, for example, where they came from, what jobs they had:
_________________________________
6. used with a word for a family member from an older generation (e.g. your mother’s
grandmother): ___________________________________
7. a piece of important information you write on paper or store on a computer:
_________________________________
8. a legal document that explains what a person has decided should be done with their
money and property after they die: ___________________________________
9. a phrase that describes a feature, quality, ability or disease that people from the same
family share: ________________________________
10. a legal document that contains information about a new baby such as its name, the
names of its parents and the time and place it was born:
_____________________________________

Unit 5: Exercise 2
Read the information, then read the sentences from Paragraphs A–H. Do the
exercise .

The IELTS Reading matching headings task tests your understanding of the gist of a
paragraph – this means how well you understand the main idea or topic of the paragraph.

It is often possible to quickly get a general understanding of the main ideas and topic of a text
by reading only:

• the final sentence of the introduction (i.e. the first paragraph in the text)
• the first sentence of all the paragraphs in the main body (i.e. all the paragraphs
between the introduction and the conclusion)
• the final sentence of the conclusion (i.e. the last paragraph in the text).

Final sentence of Paragraph A: ‘… It was also necessary for landowners to know their
family background – so they could prove that a large castle or manor house really belonged to
them, and not to another person further along a branch of the family tree who wanted it for
themselves.’

First sentence of Paragraph B: ‘An interest in knowing who your ancestors were and what
they did is, of course, something which is common in all cultures.’

First sentence of Paragraph C: ‘While some people are still interested in family trees as a
way of making sure they can receive money or valuable items from a great-uncle or great-
great grandparent, others have different motivations.’

First sentence of Paragraph D: ‘Part of what makes family-tree research so fascinating is

the sense of uncovering a mystery as you find more clues – just like a detective would.’

First sentence of Paragraph E: ‘Before the age of the internet, if you wanted to find out
about your family history, you would have needed to travel to different locations.’

First sentence of Paragraph F: ‘Researching your family tree has now become an ever
more popular activity, partly for the reason that it has become much easier, faster and more
convenient.’

First sentence of Paragraph G: ‘Despite the advances of modern technology, it can still be
a challenge to find your distant ancestors.’

Final sentence of Paragraph H: ‘… Rather than writing out the family tree in a book in the
traditional way, they record stories, images and voices using audio and video recordings for
their descendants to see one day.’

Match the main ideas with the sentences from Paragraphs A–H. Read the text
on page 1 again if you need to.

A description of how people feel about ancestry

A method of learning about ancestry

 A method of storing information about ancestry

A reason why people enjoy researching their family history

A reason why people needed to know their ancestry in the past

Different reasons why people might be interested in ancestry

Problems in learning about ancestry

Reasons why more people are learning about ancestry now

Paragraph A
Paragraph B
Paragraph C
Paragraph D
Paragraph E
Paragraph F
Paragraph G
Paragraph H

Unit 5: Exercise 3
Read the information. Then skim read the paragraph and choose the correct
heading.

Remember! To skim read a text, focus only on the main information. To do this, focus on the
nouns, verbs and adjectives (in bold in the paragraph below).

Ancestry in the UK

Paragraph A

Up until relatively recently, English school children were often obliged to learn the names
of the kings and queens that ruled the country from the 8th century to the 18th, and
understand how they were related. This was no easy task. Sometimes a king would pass
his kingdom to his son, but very often it would be a much more distant relative that took
over. To become king, you would have to show you had royal blood in the family tree,
and to do this, you would need to know exactly who all your ancestors were. It was also
necessary for landowners to know their family background – so they could prove that a
large castle or manor house really belonged to them, and not to another person further
along a branch of the family tree who wanted it for themselves.

The correct heading for Paragraph A is:

o How knowing your family tree could bring power and property
o The kind of buildings that wealthy relatives used to live in
o Which academic subjects most students would prefer not to study

Unit 5: Exercise 4
Read the information. Then skim read the next paragraphs and answer the question .

In an IELTS Reading matching headings task, there will always be at least one more heading
than the number of paragraphs. So, for example, if there are five paragraphs, you might have
to choose from seven or eight headings.

Skim reading the text to get the gist of each paragraph can help you get a general idea of
which headings might match one of the paragraphs.

Ancestry in the UK

Paragraph B

An interest in knowing who your ancestors were and what they did is, of course, something
which is common in all cultures. Not all cultures, however, have a phrase which translates as
family tree for when they want to describe earlier generations of the same family. We use this
particular phrase because it was traditional in the past in some countries to put the oldest
generations at the top of a drawing and the youngest generation at the bottom – sometimes
just the child of a recently married couple. This meant the image would be wider at the top
and narrower at the bottom – just like a tree.

Paragraph C

While some people are still interested in family trees as a way of making sure they can
receive money or valuable items from a great-uncle or great-great grandparent, others have
different motivations. Some people choose to research their family tree because they are
simply curious about their origins. Or perhaps they have heard an unusual story about an
ancestor and wish to discover the truth. They may even have a more serious and useful
purpose, for example wanting to find out about a medical condition which runs in the family.

Choose the correct headings for the paragraphs. Look at the text again on page
1 if you need to.

1. The correct heading for Paragraph B is:

o Practical and personal reasons for finding out about ancestors

o The appeal of making unexpected discoveries
o The problems people face in carrying out family-tree research
o Why we use ‘family tree’ to refer to our family background
o Traditional ways of researching family trees

2. The correct heading for Paragraph C is:

o The appeal of making unexpected discoveries

o Practical and personal reasons for finding out about ancestors
o The problems people face in carrying out family-tree research
o Traditional ways of researching family trees
o Why we use ‘family tree’ to refer to our family background

Unit 5: Exercise 5
Read the information. Then read the paragraphs again, this time with their
headings. The key words in the headings have been underlined. Then do the
exercise.

In IELTS Reading matching headings tasks, it is a good idea to underline key words in the
headings and match them with synonyms and paraphrases in the text. You can do this to
check your answers.

Paragraph B

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

An interest in knowing who your ancestors were and what they did is, of course, something
which is common in all cultures. Not all cultures, however, have a phrase which translates as
family tree for when they want to describe earlier generations of the same family. We use this
particular phrase because it was traditional in the past in some countries to put the oldest
generations at the top of a drawing and the youngest generation at the bottom – sometimes
just the child of a recently married couple. This meant the image would be wider at the top
and narrower at the bottom – just like a tree.

Paragraph C

Practical and personal reasons for finding out about ancestors

While some people are still interested in family trees as a way of making sure they can
receive money or valuable items from a great-uncle or great-great grandparent, others have
different motivations. Some people choose to research their family tree because they are
simply curious about their origins. Or perhaps they have heard an unusual story about an
ancestor and wish to discover the truth. They may even have a more serious and useful
purpose, for example wanting to find out about a medical condition which runs in the family.

Match the synonyms and paraphrases from the paragraphs (the words in the
box) with the key words from the headings (1–7). Look at the text again on page
1 if you need to.

a more serious and useful purpose motivations origins to research

perhaps they have heard an unusual story about an ancestor and wish to discover the truth

we use this particular phrase who your ancestors were and what they did

1. we say ‘family tree’

__________________________________________

2. our family background

__________________________________________

3. practical (reasons)

__________________________________________

4. personal (reasons)

__________________________________________

5. reasons

__________________________________________

6. finding out about

__________________________________________
 7. ancestors

__________________________________________

Unit 5: Exercise 6
Read the information. Then read the headings that the student has chosen, the paragraphs and
the reasons for the student’s answers. The student’s answers are incorrect. Then do the
exercise.

In the IELTS Reading matching headings task, it is easy to choose the incorrect answer. The
extra headings that you don’t need, called ‘distractors’, often seem to be logical answers.

Paragraph D:
Creating family trees for future generations

Part of what makes family-tree research so fascinating is the sense of uncovering a mystery
as you find more clues – just like a detective would. This kind of process was shown in the
hugely popular programme ‘Who Do You Think You Are?’, which featured well-known TV
personalities exploring their family origins. The show’s researchers often found surprising
information. One person, interviewer Jeremy Paxman, was disinterested at first. He believed
it was more important to be ‘forward-looking’ – and think about the future rather than the
past. Then he learnt that his great-grandmother had managed to raise nine children by herself
after her husband died, even though she was extremely poor. He soon wanted to know
more. Certainly this kind of programme has encouraged people to look for their own
ancestors.

Student’s reason:
I chose this heading for Paragraph D because the word ‘future’ is in the heading, and you
can also see it in Paragraph D, in the sentence ‘He believed it was more important to be
“forward-looking” – and think about the future rather than the past.’

Paragraph E:
The problems people face in carrying out family-tree research

Before the age of the internet, if you wanted to find out about your family history, you would
have needed to travel to different locations. People used to visit churches to look at their
records, for example of the names of people who were born and died in the area. Another
way to investigate family history would be to look through old newspapers that were stored
in the basements of libraries, or to search through birth and marriage certificates at the local
town-council building. Not all of these visits, of course, would be successful. You needed to
be very patient and have a lot of spare time to find out about your past.
Student’s reason:
I chose this heading for Paragraph E because the word ‘problems’ is in that heading – and at
the end of Paragraph E, the writer says ‘You needed to be very patient and have a lot of
spare time to find out about your past.’ That sounds like a problem to me.

Think about the mistakes that the student made on page 1. Choose the correct
answers to complete the advice. Read the student’s answers on page 1 again if
you need to.

1. After you read for gist, read the paragraph more carefully to check for the question
or main idea/ synonyms and paraphrases of key words in the heading.
2. Make sure the heading matches one sentence in the paragraph/ the main idea of the
whole paragraph .
3. The main idea of the paragraph can be found in one sentence in the paragraph/ all
the way through the paragraph.
4. Don’t choose a heading just because it uses exactly the same word(s) or phrase(s)/
the same idea(s) that you can see in the paragraph.
5. Make sure the heading paraphrases more than one word or phrase/ just one word or
phrase in the paragraph.

Unit 5: Exercise 7
Read the information. Then match the numbers with the Roman numerals.

In an IELTS Reading matching headings task, each heading has a number. These numbers are
always Roman numerals, so make sure you are familiar with them.

Only write the Roman numeral on the answer sheet. Do not write the whole heading. If you
write the Roman numeral incorrectly, your answer will be marked wrong.

Example:
Roman numeral i = 1

2 8 5 3 4 10 7 6 9

x
 v
iv
ii
iii
ix
vii
vi
viii

Unit 5: Exercise 8
Read the options in bold (ii, iii, v, vi and x) from the list of headings and then
read the paragraphs. Which heading should be used with each paragraph? Write
the correct option numbers (ii, iii, v, vi or x).

i The problems people face in carrying out family-tree research

ii How technology has helped people research their ancestors
iii How businesses benefit from the growing interest in family trees
iv Practical and personal reasons for finding out about ancestors
v How ancestors are remembered and celebrated in different countries
vi Traditional ways of researching family trees
vii Creating family trees for future generations
viii How knowing your family tree could lead to power and property
ix Why we say ‘family tree’ to refer to our family background
x What people enjoy about making unexpected discoveries

Paragraph D

Part of what makes family-tree research so fascinating is the sense of uncovering a mystery
as you find more clues – just like a detective would. This kind of process was shown in the
hugely popular programme ‘Who Do You Think You Are?’, which featured well-known TV
personalities exploring their family origins. The show’s researchers often found surprising
information. One person, interviewer Jeremy Paxman, was disinterested at first. He believed
it was more important to be ‘forward-looking’ – and think about the future rather than the
past. Then he learnt that his great-grandmother had managed to raise nine children by herself
after her husband died, even though she was extremely poor. He soon wanted to know more.
Certainly this kind of programme has encouraged people to look for their own ancestors.
 Paragraph E

Before the age of the internet, if you wanted to find out about your family history, you would
have needed to travel to different locations. People used to visit churches to look at their
records, for example of the names of people who were born and died in the area. Another
way to investigate family history would be to look through old newspapers that were stored
in the basements of libraries, or to search through birth and marriage certificates at the local
town-council building. Not all of these visits, of course, would be successful. You needed to
be very patient and have a lot of spare time to find out about your past..

Heading for Paragraph D ___________

Heading for Paragraph E ___________

Unit 5: Exercise 9
Read the options in bold (i, ii, iii, v and vii) from the list of headings and then
read the next paragraphs. Write the option numbers that match the paragraphs.

i The problems people face in carrying out family-tree research

ii How technology has helped people research their ancestors
iii How businesses benefit from the growing interest in family trees
iv Practical and personal reasons for finding out about ancestors
v How ancestors are remembered and celebrated in different countries
vi Traditional ways of researching family trees
vii Creating family trees for future generations
viii How knowing your family tree could lead to power and property
ix Why we say ‘family tree’ to refer to our family background
x What people enjoy about making unexpected discoveries

Paragraph F

Researching your family tree has now become an ever more popular activity, partly for the
reason that it has become much easier, faster and more convenient. Councils have uploaded
many public records to their websites, including details of marriages, names of taxpayers and
property owners, and the wills of people who have died. Many museums and libraries have
also become involved, and offer guidance about the best tools and apps to use when searching
for ancestors. One online company which helps people trace their ancestors was recently
bought for over £2.4 billion – showing just how popular this method of research has become.

Paragraph G
Despite the advances of modern technology, it can still be a challenge to find your distant
ancestors. Before the 11th century, a person would only sometimes share their
parents’ surname. This was because a surname usually showed the town or region where you
came from, e.g. John of Kent, or your occupation, e.g. John (the) Baker. So, if a child was
born in a different place to a parent or had a different job, they might have had different
surnames. This system also meant that thousands of people had exactly the same surnames
even when they were not related. For wealthy people, it would also have been possible to
have two different surnames if they owned land or property in two different locations. Of
course, many old records have also been lost or destroyed, too.

Paragraph H

Many people who are keen on producing a family tree are interested in looking forwards
rather than back. They recognise their role as an ancestor of people who haven’t even been
born yet, and who may live in many different parts of the world. They want to create records
for them – showing the different branches of the family today. Rather than writing out the
family tree in a book in the traditional way, they record stories, images and voices using
audio and video recordings for their descendants to see one day.

Heading for Paragraph F ___________

Heading for Paragraph G ___________

Heading for Paragraph H___________

Unit 5: Exercise 10
Think about what you’ve learnt in this unit.

Complete the advice. Use the words in the box.

headings than paragraphs synonyms and paraphrases for key words the key words

the main idea the first or last sentences the main nouns, verbs and adjectives

1. In an IELTS Reading matching headings task, it is important to understand the gist or

____________________________________ of a paragraph or text.
2. You can quickly understand the general topic of a text by reading
________________________________ of each paragraph.
3. You can also skim read each paragraph by focusing on
______________________________________
4. There will always be more __________________________________ in the text.
5. It is a good idea to underline __________________________________ in the
headings.
6. Remember to check the paragraph for _________________________________ in
the heading.
 Can Scientists tell us: What happiness is?

A
Economists accept that if people describe themselves as happy, then they are happy. However,
psychologists differentiate between levels of happiness. The most immediate type involves a feeling;
pleasure or joy. But sometimes happiness is a judgment that life is satisfying, and does not imply an
emotional state. Esteemed psychologist Martin Seligman has spearheaded an effort to study the science
of happiness. The bad news is that we’re not wired to be happy. The good news is that we can do
something about it. Since its origins in a Leipzig laboratory 130 years ago, psychology has had little to
say about goodness and contentment. Mostly psychologists have concerned themselves with weakness
and misery. There are libraries full of theories about why we get sad, worried, and angry. It hasn’t been
respectable science to study what happens when lives go well. Positive experiences, such as joy,
kindness, altruism and heroism, have mainly been ignored. For every 100 psychology papers dealing
with anxiety or depression, only one concerns a positive trait.
B
A few pioneers in experimental psychology bucked the trend. Professor Alice Isen of Cornell University
and colleagues have demonstrated how positive emotions make people think faster and more creatively.
Showing how easy it is to give people an intellectual boost, Isen divided doctors making a tricky
diagnosis into three groups: one received candy, one read humanistic statements about medicine, one
was a control group. The doctors who had candy displayed the most creative thinking and worked more
efficiently. Inspired by Isen and others, Seligman got stuck in. He raised millions of dollars of research
money and funded 50 research groups involving 150 scientists across the world. Four positive
psychology centres opened, decorated in cheerful colours and furnished with sofas and baby-sitters.
There were get-togethers on Mexican beaches where psychologists would snorkel and eat fajitas, then
form “pods” to discuss subjects such as wonder and awe. A thousand therapists were coached in the
new science.
C
But critics are demanding answers to big questions. What is the point of defining levels of haziness and
classifying the virtues? Aren’t these concepts vague and impossible to pin down? Can you justify
spending funds to research positive states when there are problems such as famine, flood and epidemic
depression to be solved? Seligman knows his work can be belittled alongside trite notions such as “the
power of positive thinking”. His plan to stop the new science floating “on the waves of self- improvement
fashion” is to make sure it is anchored to positive philosophy above, and to positive biology below.
D
And this takes us back to our evolutionary past Homo sapiens evolved during the Pleistocene era (1.8 m
to 10,000 years ago), a time of hardship and turmoil. It was the Ice Age, and our ancestors endured long
freezes as glaciers formed, then ferocious floods as the ice masses melted. We shared the planet with
terrifying creatures such as mammoths, elephant-sized ground sloths and sabre-toothed cats. But by the
end of the Pleistocene, all these animals were extinct. Humans, on the other hand, had evolved large
brains and used their intelligence to make fire and sophisticated tools, to develop talk and social rituals.
Survival in a time of adversity forged our brains into a persistent mould. Professor Seligman says:
“Because our brain evolved during a time of ice, flood and famine, we have a catastrophic brain. The way
the brain works is looking for what’s wrong. The problem is, that worked in the Pleistocene era. It
favoured you, but it doesn’t work in the modem world”.
E
Although most people rate themselves as happy, there is a wealth of evidence to show that negative
thinking is deeply ingrained in the human psyche. Experiments show that we remember failures more
vividly than success. We dwell on what went badly, not what went well. Of the six universal emotions,
four anger, fear, disgust and sadness are negative and only one, joy, is positive. (The sixth, surprise, is
neutral). According to the psychologist Daniel Nettle, author of Happiness, and one of the Royal
Institution lectures, the negative emotion each tells us “something bad has happened” and suggest a
different course of action.
F
What is it about the structure of the brain that underlies our bias towards negative thinking? And is there
a biology of joy? At Iowa University, neuroscientist studied what happens when people are shown
pleasant and unpleasant pictures. When subjects see landscapes or dolphins playing, part of the frontal
lobe of the brain becomes active. But when they are shown unpleasant images a bird covered in oil, or a
dead soldier with part of his face missing the response comes from more primitive parts of the brain. The
ability to feel negative emotions derives from an ancient danger-recognition system formed early in the
brain’s evolution. The pre-frontal cortex, which registers happiness, is the part used for higher thinking,
an area that evolved later in human history.
G
Our difficulty, according to Daniel Nettle, is that the brain systems for liking and wanting are separate.
Wanting involves two ancient regions the amygdala and the nucleus accumbens that communicate using
the chemical dopamine to form the brain’s reward system. They are involved in anticipating the pleasure
of eating and in addiction to drugs. A rat will press a bar repeatedly， ignoring sexually available partners,
to receive electrical stimulation of the “wanting” parts of the brain. But having received brain stimulation,
the rat eats more but shows no sign of enjoying the food it craved. In humans, a drug like nicotine
produces much craving but little pleasure.
H
In essence, what the biology lesson tells us is that negative emotions are fundamental to the human
condition and it’s no wonder they are difficult to eradicate. At the same time, by a trick of nature, our
brains are designed to crave but never really achieve lasting happiness.

1 An experiment involving dividing several groups one of which received positive icon

2 Review of a poorly researched psychology area

3 Contrast being made about the brains’ action as response to positive or negative stimulus

4 The skeptical attitude toward the research seemed to be a waste of fund

5 a substance that produces much wanting instead of much liking

6 a conclusion that lasting happiness is hardly obtained because of the nature of brains

7 One description that listed the human emotional categories.

8. A few pioneers in experimental psychology study what happens when lives go well. Professor Alice
divided doctors, making a tricky experiment, into three groups: besides the one control group, the other
two either are asked to read humanistic statements about drugs or received …………..
9. Professor Seligman countered in an evolutional theory: survival in a time of adversity forged our
brains into the way of thinking for what’s wrong because we have a ……………
10. There is bountiful of evidence to show that negative thinking is deeply built in the human psyche.
Later, at Iowa University, neuroscientists studied the active parts in brains to contrast when people are
shown pleasant and unpleasant pictures. When positive images like…………… are shown, part of the
frontal lobe of the brain becomes active.
11. But when they are shown unpleasant image, the response comes from……… of the brain.
READING PASSAGE 1

You should spend about 20 minutes on Questions 1–13, which are based on Reading
Passage 1 on the following pages.

Questions 1–7

Reading Passage 1 has seven paragraphs, A–G.

Choose the correct heading for each paragraph from the list of headings below.

Write the correct number, i–x, in boxes 1–7 on your answer sheet.

List of Headings

i A unique sensory experience

ii Getting back to basics
iii The gift that keeps on giving
iv Variations in alcohol content
v Old methods of transportation
vi Culinary applications
vii Making kefir
viii A fortunate accident
ix Kefir gets an image makeover
x Ways to improve taste

1 Section A
2 Section B
3 Section C
4 Section D
5 Section E
6 Section F
7 Section G

© The British Council 2012. All rights reserved. 2

 The MAGIC of KEFIR

A The shepherds of the North Caucasus region of Europe were only trying to
transport milk the best way they knew how – in leather pouches strapped to the side of
donkeys – when they made a significant discovery. A fermentation process would
sometimes inadvertently occur en route, and when the pouches were opened up on
arrival they would no longer contain milk but rather a pungent, effervescent, low-
alcoholic substance instead. This unexpected development was a blessing in disguise.
The new drink – which acquired the name kefir – turned out to be a health tonic, a
naturally-preserved dairy product and a tasty addition to our culinary repertoire.

B Although their exact origin remains a mystery, we do know that yeast-based

kefir grains have always been at the root of the kefir phenomenon. These grains are
capable of a remarkable feat: in contradistinction to most other items you might find
in a grocery store, they actually expand and propagate with use. This is because the
grains, which are granular to the touch and bear a slight resemblance to cauliflower
rosettes, house active cultures that feed on lactose when added to milk. Consequently,
a bigger problem for most kefir drinkers is not where to source new kefir grains, but
what to do with the ones they already have!

C The great thing about kefir is that it does not require a manufacturing line in
order to be produced. Grains can be simply thrown in with a batch of milk for
ripening to begin. The mixture then requires a cool, dark place to live and grow, with
periodic unsettling to prevent clumping (Caucasus inhabitants began storing the
concoction in animal-skin satchels on the back of doors – every time someone entered
the room the mixture would get lightly shaken). After about 24 hours the yeast
cultures in the grains have multiplied and devoured most of the milk sugars, and the
final product is then ready for human consumption.

© The British Council 2012. All rights reserved. 3

D Nothing compares to a person’s first encounter with kefir. The smooth,
uniform consistency rolls over the tongue in a manner akin to liquefied yogurt. The
sharp, tart pungency of unsweetened yogurt is there too, but there is also a slight hint
of effervescence, something most users will have previously associated only with
mineral waters, soda or beer. Kefir also comes with a subtle aroma of yeast, and
depending on the type of milk and ripening conditions, ethanol content can reach up
to two or three percent – about on par with a decent lager – although you can expect
around 0.8 to one per cent for a typical day-old preparation. This can bring out a tiny
edge of alcohol in the kefir’s flavour.

E Although it has prevailed largely as a fermented milk drink, over the years
kefir has acquired a number of other uses. Many bakers use it instead of starter yeast
in the preparation of sourdough, and the tangy flavour also makes kefir an ideal
buttermilk substitute in pancakes. Kefir also accompanies sour cream as one of the
main ingredients in cold beetroot soup and can be used in lieu of regular cow’s milk
on granola or cereal. As a way to keep their digestive systems fine-tuned, athletes
sometimes combine kefir with yoghurt in protein shakes.

F Associated for centuries with pictures of Slavic babushkas clutching a shawl

in one hand and a cup of kefir in the other, the unassuming beverage has become a
minor celebrity of the nascent health food movement in the contemporary West.
Every day, more studies pour out supporting the benefits of a diet high in probiotics1.
This trend toward consuming probiotics has engulfed the leisure classes in these
countries to the point that it is poised to become, according to some commentators,
“the next multivitamin”. These days the word kefir is consequently more likely to
bring to mind glamorous, yoga mat-toting women from Los Angeles than austere
visions of blustery Eastern Europe.

G Kefir’s rise in popularity has encouraged producers to take short cuts or alter
the production process. Some home users have omitted the ripening and culturation
process while commercial dealers often add thickeners, stabilisers and sweeteners.

1
Probiotic = substance containing beneficial and intestine-friendly microorganisms

© The British Council 2012. All rights reserved. 4

But the beauty of kefir is that, at its healthiest and tastiest, it is a remarkably
affordable, uncluttered process, as any accidental invention is bound to be. All that is
necessary are some grains, milk and a little bit of patience. A return to the
unadulterated kefir-making of old is in everyone’s interest.

© The British Council 2012. All rights reserved. 5

Questions 8–11

Answer the questions below using NO MORE THAN TWO WORDS from the
passage for each answer.

Write your answers in boxes 8–11 on your answer sheet.

8 What do kefir grains look like?

9 What needs to happen to kefir while it is ripening?
10 What will the yeast cultures have consumed before kefir is ready to drink?
11 The texture of kefir in the mouth is similar to what?

Questions 12 and 13

Choose TWO letters, A–E.

Write the correct letters in boxes 12 and 13 on your answer sheet.

Which TWO products are NOT mentioned as things which kefir can replace?

A Ordinary cow’s milk

B Buttermilk
C Sour cream
D Starter yeast
E Yoghurt

© The British Council 2012. All rights reserved. 6