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Giới thiệu
Thân gửi các bạn học viên của học viện đào tạo IELTS Izone,
Như chúng ta đã biết, IELTS (International English Language Testing System) là một kỳ thi quốc tế
do Đại học Cambridge tổ chức và điều hành. Bởi vậy, việc sử dụng các tài liệu do Cambridge và
các trường Đại học hàng đầu khác với độ chuẩn hóa cao là cần thiết cho việc giảng dạy. Việc
làm này giúp học viên có sự chuẩn bị tốt nhất và cái nhìn xác thực về bài thi.
Mục tiêu khóa học và phương pháp sử dụng những tài liệu này tại các trình độ lớp học khác nhau
của Izone có sự điều chỉnh phù hợp và không giống nhau. Lấy ví dụ, với phần Grammar (ngữ
pháp) là một phần kiến thức các bạn học viên ở trình độ 3-4 và 4-5 đều được học, nhưng mục tiêu ở
mỗi khóa là khác nhau (ở 3-4, học viên chú trọng vào việc tiếp cận và nắm được các quy tắc, trong
khi ở 4-5 là sử dụng đúng các quy tắc Ngữ Pháp này trong nói và viết). Với mục tiêu này, trong
nhiều trường hợp, Izone chỉ tham khảo/sử dụng một phần nội dung của tài liệu gốc và thiết kế
cách tiếp cận riêng (lý thuyết và bài tập) để phù hợp với mục tiêu khóa học. Mục tiêu này cần xét
đến các yếu tố như trình độ của học viên, các vấn đề học viên thường gặp phải ở trình độ đó,
phương pháp tối ưu hóa thời gian nhất cho học viên và các yếu tố khác.
Bộ giáo trình lớp IELTS (5-6) các bạn đang cầm trên tay, có tham khảo các nguồn tài liệu sau:
1. Marks, J. and Langenscheidt Bei Klett (2017). IELTS advantage - Speaking & listening skills.
Stuttgart] Ernst Klett Sprachen Gmbh Surrey Delta Publishing.
2. Cullen, P., French, A. and Jakeman, V. (2014). The official Cambridge guide to IELTS : for
academic & general training. Student’s book with answers. Cambridge: Cambridge University
Press.
3. Mccarter, S. and Whitby, N. (2007). Improve your IELTS writing skills. London: Macmillan.
4. Simon (2019). ielts-simon.com. [online] ielts-simon.com. Available at: https://ielts-simon.com/
[Accessed 5 Dec. 2019].
5. Hopkins, D. and Cullen, P. (2007). Cambridge grammar for IELTS with answers : self-study
grammar reference and practice. Cambridge: Cambridge University Press.
6. Cullen, P. (2013). Cambridge Vocabulary for IELTS advanced with answers : self-study
vocabulary practice. Cambridge: Cambridge University Press.
7. IELTS simulation tests. (2013). Tp. Hcm.: Tổng Hợp Tp. Hồ Chí Minh.
8. Cambridge IELTS. 1-15, Examination Papers from University of Cambridge ESOL
Examinations: English for Speakers of Other Languages. (2009). Singapore: Cambridge University
Press.
9. Mccarter, S. (2014). IMPROVE YOUR SKILLS : reading for IELTS 4.5-6.0 student’s book with
key & mpo pack.
Table of Content
WRITING TERM 2 1
WRITING LESSON 5 1
WRITING LESSON 6 9
WRITING LESSON 7 34
WRITING LESSON 8 61
LISTENING TERM 2 83
LISTENING WEEK 5 83
LISTENING WEEK 6 98
LISTENING WEEK 7 116
LISTENING WEEK 8 134
READING TERM 2 147

READING WEEK 5 147
READING WEEK 6 166
READING WEEK 7 189
PROGRESS TEST TERM 2 209

PROGRESS TEST 5 209
PROGRESS TEST 6 229
PROGRESS TEST 7 244
READING GLOSSARY TERM 2 264

Reading Lesson 5 Vocabulary 264
WRITING LESSON 5
GIÁO TRÌNH IELTS 56 1

Grammatical accuracy in Grammatical Range
1 and Accuracy Criterion in Writing Task 2.
Task Response Coherence and Lexical Resource Grammatical

Cohesion Range and
Accuracy
9 • fully addresses • uses cohesion • uses a wide range of • uses a wide
all parts of the in such a way vocabulary with very range of
task that it attracts no natural and sophisti- structures
• presents a fully attention cated control of lexi- with full flex-
developed posi- • skilfully manag- cal features; rare mi- ibility and ac-
tion in answer to es paragraphing nor errors occur only curacy; rare
the question with as ‘slips’ minor errors
relevant, fully ex- occur only as
tended and well ‘slips’
supported ideas
8 • sufficiently ad- • sequences in- • uses a wide range of • uses a wide

dresses all parts formation and vocabulary range of
of the task ideas • fluently and flexi- structures
• presents a • logically bly to convey precise • the majority
well-developed • manages all as- meanings of sentences
response to the pects of cohesion • skilfully uses uncom- are error-free
question with well mon lexical items but • makes only
relevant, extend- • uses paragraph- there may be occa- very occa-
ed and support- ing sufficiently sional inaccuracies in sional errors
ed ideas and word choice and col- or
appropriately location inappropria-
• produces rare er- cies
rors in spelling and/or
word formation
7 • addresses all • logically organ- • uses a sufficient • uses a vari-

parts of the task ises information range of ety of com-
- presents a clear and ideas; there vocabulary to allow plex struc-
position through- is clear progres- some tures
out the response sion flexibility and preci- • produces
• presents, ex- throughout sion frequent er-
tends and sup- • uses a range of • uses less common ror-free sen-
ports main ideas, cohesive devic- lexical items with tences
but there may es appropriately some awareness of • has good
be a tendency to although there style and collocation control of
ove r g e n e r a l i s e may be some un- • may produce occa- grammar
and/or support- der-/ over-use sional errors in word and punc-
ing ideas may • presents a clear choice, spelling and/ tuation but
lack focus central topic or word formation may make a
within each para- few errors
graph
2 IZONE - IELTS TRAINING ACADEMY

Looking at the band descriptor, you can see:
+ Band 7: Produces frequent error-free sentences; Has good control of

grammar and punctuation but may make a few errors
+ Band 8: The majority of sentences are error-free; Makes only very oc-
casional errors or inappropriacies
+ Band 9: Uses a wide range of structures with full flexibility and ACCU-
RACY; rare minor errors occur only as “slips”
→ To get 7.0 or above in the grammatical accuracy factor, the writer needs
to be able to write sentences correctly, almost without errors (if any, only
minor errors and only occur with very low frequency)

2 The common grammar mistakes in Writing
Mistake 1: S-V agreement

Example: (Demonstrating how students’ behavior is getting worse) It is
true that the behavior of school pupils in some parts of the world have
been getting worse in recent years.
→ Chủ ngữ của vế sau “that” là “the behavior”, nên động từ cần chia ở số
ít.
→ It is true that the behavior of school pupils in some parts of the world
HAS BEEN getting worse in recent years.
Mistake 2: Modal verb

Example: (Suggesting several solutions to reduce traffic accident rates)
Penalties for dangerous drivers must introduced on a large scale to
keep people from repeating the same offence.
→ Chủ ngữ của câu là “Penalties”, đi với động từ “introduce” nên cần
dùng thể bị động.
→ Penalties for dangerous drivers MUST BE INTRODUCED on a large

scale to keep people from repeating the same offence.
→ Tuy nhiên, ở đây người viết đang muốn đưa ra một giải pháp cho một
vấn đề, nên “must” sẽ mang sắc thái hơi mạnh, tạo cảm giác áp đặt và
thiếu khách quan.
→ Penalties for dangerous drivers CAN/COULD/SHOULD BE INTRO-

DUCED on a large scale to keep people from repeating the same of-
fence.
Mistake 3: Conditionals
Example: (Demonstrating why some people are in favour of animal ex-
perimentation) Supporters of animal experimentation believe that a
certain amount of suffering on the part of animals can be justified if
human lives were saved.

→ Cấu trúc câu điều kiện loại 1 là “If S1 + V(present simple) + O1, S2 + will/
other modal verbs + O2”.
→ Supporters of animal experimentation believe that a certain amount

of suffering on the part of animals can be justified if human lives ARE
saved.
→ Lưu ý: Trong trường hợp này, câu điều kiện loại 2 có thể được sử dụng,
khi người viết cho rằng giả thiết “if human lives were saved” là một giả
định khó xảy ra trong hiện tại hoặc tương lai. Khi đó, chúng ta sửa “can
be” thành “could be”. Trong writing task 2, có rất nhiều trường hợp có
thể sử dụng cả câu điều kiện loại 1 và loại 2, tùy thuộc vào ý của người
viết. Tuy nhiên, cần đảm bảo dạng của động từ ở cả 2 vế giả định và kết
quả phù hợp với nhau.
Mistake 4: Relative clause

Example: (Problems caused by ageing population)
The main issue is that there will obviously be more people of retirement
age, that will be eligible to receive a pension.
→ Mệnh đề quan hệ “that will be eligible to receive a pension” là mệnh

đề quan hệ không xác định, bổ nghĩa cho “people of retirement age”.
Trong trường hợp này, “that” không được sử dụng
→ The main issue is that there will obviously be more people of retire-
ment age, WHO will be eligible to receive a pension
Mistake 5: Active and Passive

Example: As people live longer and the populations of developed coun-
tries grow older, several related problems can be happened.
→ Chủ ngữ đi với động từ “happen” là “several related problems”, do đó

động từ “happen” cần chia ở dạng chủ động thay vì bị động.
→ As people live longer and the populations of developed countries grow

older, several related problems can HAPPEN.

3 How to fix common grammar mistakes in Writing
Below is a checklist of common types of grammar mistakes in Writing Task

2. After writing an essay, the writer uses this checklist to check and correct
these types of mistakes in the essay. If any of these errors are encountered,
the writer should check the “Tick” column, then write down the details of
the mistakes made in the “Details” column. The “Reference Materials” col-
umn provides additional material on these 5 types of mistakes, so that the
writer can self-study and consolidate parts of uncertainty.

Checking Reference
No Mistake Example
Materials
Tick Details
1 S-V It is true that the behav- Book
agreement ior of school pupils in “Cambridge
some parts of the world Grammar in
have been getting use”, page 1-
worse in recent years. 54
→ Has been
2 Modal verb Penalties for danger- Book
ous drivers must intro- “Cambridge
duced on a large scale Grammar in
to keep people from use”, page 107-
repeating the same of- 120
fence.
→ Can/could/should be
3 Conditionals Supporters of animal Book
experimentation believe “Cambridge
that a certain amount Grammar in
of suffering on the part use”, page
of animals can be justi- 144-160
fied if human lives were
saved.
→ are
4 R e l a t i v e The main issue is that Book
clause there will obviously be “Cambridge
more people of retire- Grammar in
ment age, that will be use”, page 173-
eligible to receive a pen- 180
sion
→ who
5 Active and As people live longer Book
Passive and the populations of “Cambridge
developed countries Grammar in
grow older, several re- use”, page 191-
lated problems can be 197
happened.
→ happen

WRITING WEEK 6

WRITING WEEK 6
WRITING TASK 1
I. In-class
Unit 1
a. Describing trends – Language: Change
Cách nói tăng mạnh, tăng nhẹ theo kiểu V + adv
b. Related verbs & nouns – Language: Change
Cách nói tăng mạnh, tăng nhẹ theo kiểu Adj + N
c. Understanding data – Structure: Overview
Biết cách đọc thông tin và bước đầu tiếp cận cách chọn info cho over-
view
Unit 2
a. Comparing information – Language: Compare
b. Adverbs in comparisons – Language: Compare
c. Comparing & Contrasting – Language: Compare
các cụm từ whereas, in comparison with, while, although,…
Unit 3
a. Making predictions – Language: will, expect, predict,…
b. Factual accuracy
Check độ chính xác của thông tin viết trong bài essay
II. Homework
1. Line
2. Bar

Unit 1: Changes and consequences
Unit aims:
Task 1 Task 2
Describing trends Understanding question
Related verbs and nouns Expressing solutions
Understanding data Linking phrases
Using trigger words
Task 1 Describing trends
Technique
To help you read the graph, write the names of the cafes at the end of
each line.
The graphs relate to sales of media technology. Which graph a-h

1
do you think shows sales for each item in the photos 1-4?
b —
• —* —•

Match each graph (a-h ) with the most appropriate description
2
below (1-10).
1. Sales of audio cassettes fell steadily.____g_____

2. iPod sales rose gradually ______
3. Plasma TV sales fluctuated wildly, but the trend was upward ______
4. Sales of video cassettes fluctuated wildly, and the trend was down-
ward______
5. Total digital camera sales dropped slightly.______
6. Sales of audio cassettes fell and then levelled off.______
7. The sales of MP3-players rose gradually and then climbed sharp-
ly______
8. Purchases of video cassette recorders declined dramatically
9. Sales of games consoles decreased and then levelled off ______
10. CD sales dropped suddenly ______
3 Underline the verbs in 2 used to describe trends.

Example: Sales of audio cassettes fell steadily.
The verbs in 2 are modified by adverbs such as steadily. Find the

4
adverbs and decide whether they mean slow or fast changes.
Complete the lists below.
Slow Steadily, __________________________________________________

Fast __________________________________________________________
Sentences containing verb phrases such as fell steadily can often

5
be rewritten using the correct form of there is/are and a related
noun. Read the examples. Then rewrite sentences a-j below.

Examples
The consumption of chocolate fell steadily. (verb + adverb)
There was a steady fall in the consumption of chocolate. ( there was a +
adjective + noun )
There has been a dramatic rise in the production of films. ( there has been
a + adjective + noun )
The production of films has risen dramatically. (verb + adverb)
a. Spice exports from Africa fluctuated wildly over the period.

There were ___________________________________________________________
b. The development of new products fell gradually.
There was ____________________________________________________________
c. There has been a noticeable decrease in research investment.
Research _____________________________________________________________
d. The purchases of tickets dropped significantly last month.
There was ____________________________________________________________
e. On the Internet, the number of sites rose significantly.
There was ____________________________________________________________
f. There was a sudden decrease in the sale of mangos.
The sale ______________________________________________________________
g. At the theme park, there were very slight fluctuations in the number of
visitors.
The number___________________________________________________________
h. There was a gradual decline in sugar imports.
Sugar ________________________________________________________________
i. The quality of food in supermarkets has increased slowly.
There has _____________________________________________________________
j. The number of air travellers fluctuated remarkably.
There ________________________________________________________________
Technique
Include a variety of structures in your writing. Use both verb + adverb
and adjective + noun structures in your Task 1 answer. Express nouns as
the ... of or as two nouns

Phrases such as the consumption of chocolate can often be re-
6
written as just two nouns. Read the examples. Then find and re-
write other examples in 5.
Examples:
The consumption of chocolate can become Chocolate consumption.
The production of films can become Film production, (not Films
production).

Understanding data
Read the graph and the Task 1 question. What was the income in
7
dollars for:
a. The Tea Room in January? $160,000

b. Internet Express in July? ___________
c. Wi -fi Cafe in November? ___________
d. Cafe Cool in December? ___________
e. The Tea Room in February? ___________
Task 1 Changing trends in cafe income

200
You should spend about 20 minutes on this task. f
180 -
160
The graph shows the income of four cafes
in New York over last year. 140 1 V-*
S ^1000
1
Summarize the information by selecting a

and reporting the main features, and S
§ 80
make comparisons where relevant . 60 -
40
Write at least 150 words . * — The Tea Room
Internet Express
20
— Wi- fi Cafe 0 1
Cafe Cool J ' F 'M' A ' M' J 'J ' A' S ' O ' N' D
8 Answer these questions about the graph.
a. What do the letters J, F, M, etc along the bottom of the graph mean?
b. What does 000s mean?
c. What patterns can you see?
d. What comparisons can you make?
14 I IZONE - IELTS TRAINING ACADEMY

Read the model text and decide whether each missing phrase is
9
a verb, a noun, or an adverb.
Example
1 adverb
Model text
The graph provides information about the income trends of four cafes over
the last year.
There are two basic general trends: downward and upward. As regards
the first, the earnings for The Tea Poom, were down over the year, falling
(1)__________ from almost $160,000 earnings a month to just under $50,000
in December.
By contrast, the income for the other three cafes went up by varying de-
grees. There was (2)__________ in cafe Cool’s sales over the first ten months,
followed by a sudden increase to $120,000. Furthermore, the income for
both Internet Express and the Wi-fi Cafe (3)__________ in December. The
former experienced (4)__________ to June, but after that, income rose
(5)__________ ending the year at approximately $130,000. Likewise, the trend
for Wi-fi was upward, between January to July, earnings (6)__________ from
$50,000 to nearly $100,000 and (7)__________ to around $190,000.
It is noticeable that the income for The Tea Poom is lower in the winter
months than for the other three cafes.
10 Match options a-g with gaps 1-7 in the model text.
a. steadily
b. then rocketed
c. doubled
d. significantly
e. also ended the year up
f. a steady fall
g. a rise

Unit 2: The importance of the past
Unit aims:
Task 1 Task 2
Comparing information Using it/they/this/these
Adverbs in comparisons Planning essays
Comparing and contrasting Developing ideas
Task 1 Comparing information
The pictures and text show some inventions and who invented
1
them. Answer the questions
Ballpoint pen, First mercury thermometer,

Laszlo Biro Tin can patented
by Peter Durand
Gabriel Fahrenheit
Paper money in China
Safety pin,
Walter Hunt
a. Which is the oldest invention?

b. Which is the most recent invention?
c. Which do you think are the most and least important inventions?
d. What other important historical inventions are not included here?

The chart shows the results of a survey about the most important inventions
2 in the lastMost
300 years. Answer
important in the test 300 years
the questions.
inventions
Male Female
Bicycle Car
B -
Computer Mobile
phone
Radio
T
1
Internet TV
i
a. What is the most striking feature of the chart?

b. What voting patterns can you see for females?
c. What voting patterns can you see for males?
Technique
In the test, circle and number important details in pencil.
You can use a range of structures to make comparisons. Read

3
these examples describing the chart in 2. Then complete
sentences a-j with suitable information based on the chart.
Examples
More males than females chose the TV. ( more + noun + than )
Fewer females than males chose the TV. ( fewer + noun + than )
The TV was more popular among males than females, ( more/less + adjec-
tive + than )
The most popular form of communication was the Internet, ( the most/
least + adjective)
a. More females ______________ males chose the bicycle

b. The bicycle was more ______________ than any other invention
c. The car was ______________ popular among females than males
d. ______________ invention among both sexes was the TV
e. ______________ women than men voted for the mobile phone
GIÁO TRÌNH IELTS 56 l 17

f. ______________ invention among both sexes was the bicycle
g. ______________ males than females picked the radio
h. The computer was ______________ for women than for men
i. More people selected the bicycle ______________ any other invention
j. The TV was ______________ popular than any other invention
You can also compare information by using as many ... as when

4
numbers are very close, or by using not as many ... as.Read the
examples. Then compare male and female attitudes to cars and
mobile phones.
Examples
As many females as males chose the computer.
Not as many females as males chose the radio.
Make comparative sentences based on notes a-g below and the

5
chart in 2. Use the passive or active form of the verb in italics.
Examples
females/males/select /the bicycleMore females than males selected

the bicycle,
males/females/select/the bicycle Fewer males than females selected
the bicycle.
the bicycle/choose/females/males The bicycle was chosen by more
females than males
a. males/females/choose/the car
_____________________________________________________________________
b. women/men /select /the mobile phone
_____________________________________________________________________
c. the Internet/choose/males/females
_____________________________________________________________________
d. females/males/pick/the radio
_____________________________________________________________________

e. males/females/pick/the radio
_____________________________________________________________________
f. the computer/choose/females/males
_____________________________________________________________________
g. the bicycle/select/males/females
_____________________________________________________________________
You can add adverbs to comparisons to make them more pre-

6
cise, such as significantly (more) or almost (as many). Read the
examples. Then underline the adverbs in sentences a-i.
Examples
Significantly more people voted for the bicycle than the other inventions.
The bicycle was chosen by almost as many males as females.
a. Slightly more women than men voted for the bicycle.

b. In the past, considerably more people lived in the countryside than towns.
c. Many more people can use a computer today than thirty years ago.
d. Substantially less time is now spent doing housework than before.
e. There are significantly fewer people now working in manufacturing than
in the past.
f. Sports programmes are watched by practically as many people now as in
previous years.
g. The exhibition about cinema attracted far fewer visitors than expected.
h. Illiteracy is much less common than in previous generations.
i. Nearly as many children as adults watch programmes about ancient
history.
7 Which adverbs above mean:
a. almost? b. a lot? c. just a few?
8 Look again at the sentences you wrote in 5. Add suitable adverbs

Comparing and contrasting
9 Answer these questions about the bar chart.
a. What do you think the bar chart provides information about?

b. What could the numbers on the left relate to?
c. What do you think the words along the bottom of the chart relate to?
d. What could the numbers in the box refer to?
e. Is there a time reference for the graph?
70
fl 20-30
60
45-65
50
40 B -*
30
d
20
10
0
j
Match sentence beginnings 1-6 with endings a-f to form correct
10
sentences about the chart.
1. The arts and crafts society has the greatest number of 20-30 year-olds,
2. Only 23 people from the younger age group are members of the histor-
ical society,
3. Some societies are clearly more popular with one of the age groups,
4. The keep fit and social clubs have slightly more members in the younger
age bracket.
5. In general, the 20-30 year-olds are more actively involved in societies
6. The keep fit and social clubs attract a broader range of people

a. whereas the archaeological society is equally popular with both.
b. in comparison with the historical society.
c. but it is one of the least popular clubs with the older age group.
d. compared with the older age group.
e. while the figure for 45-63 year-olds is about 50.
f. although they are fairly popular with both age groups.
In which of the sentences in 10 could the ending a-f come first?

11
Which connecting words in italics are followed by a noun phrase
only?
Read the description of the chart in 9. For each of 1-6, two options
12
are possible and one is incorrect. Delete the incorrect option.
Technique
In the test, make a quick list of the comparison structures you know be-
fore you write
Model text
The chart provides information about how two age groups participate in
several clubs at a centre for adults.
We can see from the data that the archaeological, Keep fit, and social clubs
are popular with both older and younger people. (1)While/However/By con-
trast, the historical and arts and crafts societies clearly appeal more to one
of the age groups. In the historical society, 50 of the members are between
45 and 65, (2)but/while/however there are only 25 from the younger age
group. For the arts and crafts society, the pattern is reversed.
There are about 60 members aged between 20 and 30, (3)but/whereas/in
comparison with the number of people in the 45 to 65 age group is (4)far/
slightly/ considerably lower. The keep fit and social clubs are popular with
both age groups, (5)however/but/although there are slightly fewer older
people, Membership of the archaeological society stands at 45 for both
groups.
In general, the younger age group are (6)significantly/almost/noticeably

more involved in the various societies than the 45-65-year-old.

Unit 3: Nature
Unit aims:
Task 1 Task 2
Making predictions Articles
Factual accuracy Writing conclusions
Task 1 Making predictions
1 Answer questions a-d.
a. What aspect of the future do the photos relate to?

b. What environmental developments do you think will happen in your
country in the near future?
c. What other developments are happening in your country which are not
happening elsewhere in the world?
d. What will your country be like in ten years’ time? in 25 years’ time?
Look at the bar chart and description below. Then answer

2
questions a-c.
The bar chart shows the predicted number of buildings that will be
powered by solar and wind energy in the future.
Wind power
Solar enegy
millions
a. What does the chart show?

b. What do the numbers relate to?
c. What is the range of the numbers along the bottom of the chart?

The structure will + infinitive or a range of prediction verbs are
3
used to talk about future statistics. Complete sentences a-d with
the words will, prediction, or predicted.
Technique
Before you start writing make a list of ‘predict’ verbs to use as trigger
words
a. The number of solar-powered buildings ________________ increase to 500

million in 2025
b. It is ________________ that the number of solar-powered buildings
________________ increase in the future.
c. The ________________ is that the number of buildings powered by solar
energy ________________ increase.
d. The number is ________________ to increase to 500 million in 2025.
4 Answer these questions about the sentences in 3
a. Which of these words could replace the word prediction?
projection assumption forecast anticipation

b. Which of these words could replace the word predicted?
projected anticipated forecast said

c. Which other words do you know to replace prediction and predicted?
Complete sentences a-h with the correct forms of the verbs in

5
brackets
a. It ________________ (predict) that in 2023, solar energy ________________

(provide) energy for 500 million buildings worldwide
b. In 2015, about 25 million buildings ________________ (expect) to receive
energy from wind power
c. In 2025, much more energy to power buildings ________________ (come)
from solar energy compared to wind power
d. In the future, solar energy ________________ (forecast) to be a much great-
er source of energy than wind power

e. In the future, wind power ________________ (not expect) to be as great a
source of power as solar energy.
f. In years to come, it ________________ (project) that wind power
________________ (be) a less important source of energy than solar energy.
g. Solar energy ________________ (set) to assume greater importance as a
source of energy in the future.
h. In 2015, it ________________ (anticipate) that solar energy and wind power
each ________________ (provide) approximately the same amount of energy.
Which of the sentences below describes something which will

6
happen before a future time? Which describes something in
progress at a time in the future?
a. By 2025, 500 million buildings will have converted to solar power, ( will
have + past participle)
b. In/By 2025, 500 million buildings will be using solar power, ( will be + -ing
form)
Complete sentences a-e with the correct form of the verbs in

7
brackets. Use will + infinitive, will have + past participle, or will be
+ -ing form. You may also need to use the passive.
a. By 2020, it is expected that 30 million buildings ________________ (use )

wind power.
b. By 2025, very few people ________________ (live ) in the countryside.
c. In 2010, more bicycles ________________ (sell).,
d. By 2020, it is predicted that many animals________________ (become )
extinct.
e. By the year 2015, it is anticipated that many natural habitats ________________
(destroy).

Factual accuracy
8 Look at the charts. Then answer questions a-f
Forecast for reforestion rate Current interest

in selected areas of the world in reforestation
1.8
1.6
1.4
1.2
Concerned
% 1.0 39%
0.8
Very
0.6 concerned
0.4 1
25%
0.2 Not concerned
1 1
0 36%
Ireland Thailand Hungary Tasmania
2006 2015 2025
a. Which chart provides more general information? Which chart can be

used for the conclusion?
b. In general, is the reforestation projected to increase or decrease?
c. Which region is projected to have the highest rate?
d. For which region does the chart show the greatest difference between
2006 and 2025?
e. Which chart contains information which could be used for a conclusion?
f. In general, are most people concerned about reforestation or not?
9 Find and correct six factual errors in the text below
The charts show forecasts for the annual deforestation rate in selected re-
gions and worldwide together with the current attitude towards concern
for tree loss.
Generally, it forecast that the reforestation rate in the four regions will grow
until 2025, though at varying rates. It is projected that Ireland will have the
highest rate in 2015 at 1.5 percent followed closely by Tasmania. The fore-
cast for both regions for 2015 is the same at 1.5 percent. Hungary, by con-
trast, with the lowest projected rate throughout the period, will experience
the greatest overall increase. It is anticipated that the figure will climb f rom
0.5 percent in 2015 to 0.6 percent and then rise more sharply to 1.1 percent.
GIÁO TRÌNH IELTS 56 I 25

It also worth noting that the reforestation rate in Thailand is anticipated
to be exactly in line with the worldwide average for both 2015 and 2025, 1.3
percent and 1.0 percent respectively. Meanwhile, Hungary will be below the
international rates, while both Ireland and Tasmania will exceed them.
From the pie chart, can be seen that there is some obvious concern about
the need for planting more trees (concerned’ 39 percent, and ‘not very con-
cerned’ 15 percent), while at the same time there is a sizeable proportion of
people who are not concerned.
In each of sentences a-f there is a word missing. Add the missing

10
word.
a. It predicted that the use of solar energy will become more important.
b. We see from the chart that largest amount of money was spent on the
water conservation project.
c. The chart shows the different types of trees are found in different regions.
d. From the pie chart, can be seen that hydroelectric power constitutes sev-
en percent of the world energy demand.
e. It is clear that majority of people are very concerned about climate change.
f. Recently, a number of campaigns have encouraged people plant trees.
Look again at the text in 9. There is a missing word in each of

11
the last three paragraphs. Add the missing words in the correct
places.
Read the table, which describes in thousands the estimated and

12
actual numbers of houses built in the UK by region in 2002. An-
swer questions a-h to identify the correct facts.

Regions Actual Estimated
Scotland 3,000 3,200
Northern Ireland 5,000 2,500
Wales 6,300 2,900
North of England 13,500 9,300
Central England 16,200 8,100
Southern England
77,500 51,100
(exc. London)
London 47,800 24,800
a. What information does the table give?

b. How many regions of the UK is it divided into?
c. Usually, was the estimated number above or below the actual number?
d. In which three regions were the highest numbers of houses built? How
did the figures for these regions compare with the estimates?
e. Which region had a disparity of just over four thousand between the es-
timate and the actual figure? What were the figures for this region?
f. Which other two regions followed the usual trend? What were the fig-
ures for these two regions?
g. In which region was the lowest number of houses built?
h. Which region is an exception to the general trend? What were the fig-
ures for this region?
Using the facts identified in your answers to the questions above,

13
summarize the table by selecting and reporting the main fea-
tures, and make comparisons where relevant. Write at least 150
words.

HOMEWORK 1
The graph below shows the average number of UK commuters travel-

ling each day by car, bus or train between 1970 and 2030.
w
E
.2
16
a
&
o
o
o
4
3
E
1970 19B0 1990 2000 2010 2020 2030

Year
— Car Bus Train
Biểu đồ đường so sánh số liệu di chuyển hằng ngày của công nhân ở UK
sử dụng 3 loại phương tiện giao thông khác nhau trong khoảng thời
gian 60 năm.
Rõ ràng rằng, ô tô là phương tiện phổ biến nhất đối với người đi làm trong
suốt giai đoạn này. Hơn nữa, trong khi số lượng người sử dụng xe ô tô và
tàu tăng lên một cách dần dần, số người sử dụng xe buýt giảm đều đặn.
Vào năm 1970, khoảng 5 triệu hành khách ở UK đi lại bằng ô tô hằng
ngày, trong khi xe buýt và tàu được sử dụng bởi lần lượt 4 triệu và 2 triệu
người. Trong năm 2000, số người lái xe đi làm tăng lên 7 triệu và số người
đi lại bằng tàu đạt 3 triệu. Tuy nhiên, có một sự giảm nhẹ khoảng 0.5 triệu
ở số lượng người sử dụng xe buýt.
Đến năm 2030, số người đi làm bằng xe ô tô được dự đoán đạt gần 9 triệu
người, và số người sử dụng tàu cũng được dự đoán tăng lên, đến gần 5
triệu. Ngược lại, xe buýt được dự đoán sẽ trở thành sự lựa chọn ít phổ biến
hơn, với chỉ khoảng 3 triệu người sử dụng hằng ngày.
28 i IZONE - IELTS TRAINING ACADEMY

Exercise 1 – Answer the following questions
- How many paragraphs are there in total?
- The number of sentences + The main aim of each paragraph
Paragraph No. of sentences Main aim

number
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
- Which years are mentioned in the description of the chart? Why? Why
are the remaining years intentionally omitted?
- How are the body paragraphs divided? Can you think of any reasons for
the data to be paragraphed in such a manner (Hint: What does the first
paragraph aim to tackle? How about the second paragraph?)
Exercise 2 – Translate the Vietnamese text above into English
Vocabulary suggestion
phương tiện giao thông – forms of transport/means of transport
trong suốt - throughout
hành khách – commuters & passengers
Đến năm 2030 – By 2030
Câu 1 + 2 + 3: Biểu đồ đường so sánh số liệu di chuyển hằng ngày của

công nhân ở UK sử dụng 3 loại phương tiện giao thông khác nhau trong
khoảng thời gian 60 năm.
Rõ ràng rằng, ô tô là phương tiện phổ biến nhất đối với người đi làm trong
suốt giai đoạn này. Hơn nữa, trong khi số lượng người sử dụng xe ô tô và
tàu tăng lên một cách dần dần, số người sử dụng xe buýt giảm đều đặn.

Câu 4 + 5 + 6: Vào năm 1970, khoảng 5 triệu hành khách ở UK đi lại bằng
ô tô hằng ngày, trong khi xe buýt và tàu được sử dụng bởi lần lượt 4
triệu và 2 triệu người. Trong năm 2000, số người lái xe đi làm tăng lên 7
triệu và số người đi lại bằng tàu đạt 3 triệu. Tuy nhiên, có một sự giảm nhẹ
khoảng 0.5 triệu ở số lượng người sử dụng xe buýt
Câu 7 + 8: Đến năm 2030, số người đi làm bằng xe ô tô được dự đoán đạt
gần 9 triệu người, và số người sử dụng tàu cũng được dự đoán tăng
lên, đến gần 5 triệu. Ngược lại, xe buýt được dự đoán sẽ trở thành sự lựa
chọn ít phổ biến hơn, với chỉ khoảng 3 triệu người sử dụng hằng ngày.

HOMEWORK 2
The bar graph shows the global sales (in billions of dollars) of different
types of digital games between 2000 and 2006.
Mob-te Fhotter Games ** Online Games Console Games w HamSIield Game?
2000
Biểu đồ cột so sánh doanh thu (tính theo đô la) từ việc bán trò chơi điện tử
trên 4 platforms khác nhau, đó là lần lượt là điện thoại di động, trực tuyến,
bảng điều khiển và các thiết bị cầm tay từ năm 2000 đến năm 2006.
Rõ ràng rằng, doanh thu bán bán trò chơi của 3 trong số 4 platforms tăng
lên mỗi năm, dẫn đến sự tăng lên đáng kể trong tổng số doanh thu toàn
cầu qua giai đoạn 7 năm. Số liệu bán hàng của trò chơi cầm tay tăng gấp
ít nhất hai lần so với bất cứ platforms nào khác trong hầu hết các năm.
Vào năm 2003, doanh thu trên thế giới của các game cầm tay đứng ở
mức khoảng 11 tỉ đô, trong khi các console games kiếm được được dưới 6 tỉ
đô. Không có số liệu cho trò chơi online hoặc trên điện thoại trong năm đó.
Trong 3 năm tiếp theo, doanh thu của các trò chơi cầm tay tăng khoảng 4
tỉ đô, tuy nhiên số liệu của trò chơi sử dụng bảng điều khiển giảm khoảng
2 tỉ đô.
Các trò chơi trên di động và trực tuyến (online) bắt đầu phổ biến, với do-
anh thu đạt khoảng 3 tỉ đô vào năm 2003.Vào năm 2006, doanh thu của
các trò chơi trên thiết bị cầm tay, trực tuyến và di động đạt đỉnh ở mức lần
lượt là 17 tỉ, 9 tỉ và 7 tỉ đô.Ngược lại, doanh thu từ các game sử dụng bảng
điều khiển giảm xuống mức thấp nhất, vào khoảng 2.5 tỉ đô.

Paragraph No. of
Main aim
number sentences
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
- Which years are mentioned in the description of the chart? Why? Why
are the remaining years intentionally omitted?

Dịch: Việt – Anh
doanh thu - turnover/sales revenue
lần lượt là (khi muốn liệt kê ít nhất 2 thứ) - respectively
đó là (giải thích rõ một thứ bạn vừa đề cập) - namely
số liệu của - figure for
đứng ở mức - stand at
thu được, kiếm được - earn
the lowest point - mức thấp nhất
Câu 1: Biểu đồ cột so sánh doanh thu (tính theo đô la) từ việc bán trò chơi
điện tử trên 4 platforms khác nhau, đó là lần lượt là điện thoại di động,
trực tuyến, bảng điều khiển và các thiết bị cầm tay từ năm 2000 đến năm
2006.

Câu 2 + 3: Rõ ràng rằng, doanh thu bán bán trò chơi của 3 trong số 4 plat-
forms tăng
lên mỗi năm, dẫn đến sự tăng lên đáng kể trong tổng số doanh thu toàn
cầu qua giai
đoạn 7 năm. Số liệu bán hàng của trò chơi cầm tay tăng gấp ít nhất hai
lần so với bất cứ platforms nào khác trong hầu hết các năm.
Câu 4 + 5 + 6: Vào năm 2003, doanh thu trên thế giới của các game cầm
tay đứng ở
mức khoảng 11 tỉ đô, trong khi các console games kiếm được được dưới 6 tỉ
đô. Không có số liệu cho trò chơi online hoặc trên điện thoại trong năm đó.
Trong 3 năm tiếp theo, doanh thu của các trò chơi cầm tay tăng khoảng 4
tỉ đô, tuy nhiên số liệu của trò chơi sử dụng bảng điều khiển giảm khoảng
2 tỉ đô.
Câu 7+ 8+ 9: Các trò chơi trên di động và trực tuyến (online) bắt đầu phổ
biến, với
doanh thu đạt khoảng 3 tỉ đô vào năm 2003.Vào năm 2006, doanh thu
của các trò chơi trên thiết bị cầm tay, trực tuyến và di động đạt đỉnh ở mức
lần lượt là 17 tỉ, 9 tỉ và 7 tỉ đô.Ngược lại, doanh thu từ các game sử dụng
bảng điều khiển giảm xuống mức thấp nhất, vào khoảng 2.5 tỉ đô.

WRITING WEEK 7

WRITING WEEK 7
WRITING TASK 1 - LESSON 2
I. In-class
Unit 4
a. General & specific statements
Specific statements: contain reference to data
General statements: does not contain reference to data
b. Comparing information – Language: Compare
Ôn tập của Lesson 6 cách nói lớn hơn, nhỏ hơn
c. Describing proportions – Language: Describing figures
Unit 5
a. Concluding statements – Language: một số structures để viết over-
view
b. Concession
Although, Despite
II. Homework
1. Pie
2. Table

1 Fundamentals of Task 1
Suggest time length 20 minutes

Suggested length no less than 150 words (or you will be penalized)
Weight allocated accounts for 1/3 of your total
writing score
Marking criteria Task response
Coherence & cohesion
Lexical resource
Grammatical range and accuracy
Suggested - Introduction – 1 sentence
tructures - Overview – 1-2 sentences
- 2 Body paragraphs, each stretching over 3-4
sentences (with the occasional paragraphs being
only 2 sentences)
2 Types of Task 1
1. Line graph
2. Bar graph
3. Table
4. Pie chart
5. Maps
6. Process

3 Task I structure analysis
The graph below shows the average number of UK commuters travel-

ling each day by car, bus or train between 1970 and 2030.
£
16
e
a
-I o
0
3
0
1970 1980 1990 2000 2010 2020 2030
Year
— Car Bus Train
The line graph compares figures for daily travel by workers in the UK us-
ing three different forms of transport over a period of 60 years.
Nhiệm vụ: câu Introduction của bài, giới thiệu thông tin chính (daily trav-
el by workers), địa điểm so sánh (U.K.), các categories đưa ra so sánh.
It is clear that the car is by far the most popular means of transport for
UK commuters throughout the period shown. Also, while the numbers
of people who use the car and train increase gradually, the number of bus
users falls steadily.

Nhiệm vụ: Overview – đưa ra những thông tin nổi bật nhất của bài: (1)
car – most popular means of transport và (2) Car & train ↑, Bus ↓ - Không
trích số liệu cụ thể
In 1970, around 5 million UK commuters travelled by car on a daily basis,

while the bus and train were used by about 4 million and 2 million people
respectively. In the year 2000, the number of those driving to work rose to
7 million and the number of commuting rail passengers reached 3 million.
However, there was a small drop of approximately 0.5 million in the num-
ber of bus users.
Nhiệm vụ: Body đầu tiên của bài – tả các số liệu trong giai đoạn từ năm
1970 đến năm 2000
- Câu 1: Bắt đầu tả các số liệu cụ thể năm 1970 (5, 4 and 2 million)
- Câu 2: Group chung 2 categories có tăng (car và train) – đến năm

2000
- Câu 3: tương phản sự tăng trên với giảm trong bus users
By 2030, the number of people who commute by car is expected to reach

almost 9 million, and the number of train users is also predicted to rise, to
nearly 5 million. By contrast, buses are predicted to become a less popular
choice, with only 3 million daily users.
Nhiệm vụ: Body thứ hai của bài – tả các thay đổi về số liệu từ năm 2000
đến năm 2030
- Câu 1: Tiếp tục group chung sự tăng trưởng về số người sử dụng car
và train
(lưu sự tăng trưởng này là tăng trưởng dự đoán)
- Câu 2: Tương phản tăng trưởng này với giảm ở bus (còn 3 million)

Exercise 1 – Fill in the blanks with descriptions of tasks
The bar graph shows the global sales (in billions of dollars) of differ-
ent types of digital games between 2000 and 2006.
Mobrte Phone Games a

* Online Games Console Games Handheld Game?
2000
The bar chart compares the turnover in dollars from sales of video games
for four different platforms, namely mobile phones, online, consoles and
handheld devices, from 2000 to 2006.
Nhiệm vụ:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
It is clear that sales of games for three out of the four platforms rose each
year, leading to a significant rise in total global turnover over the 7-year
period. Sales figures for handheld games were at least twice as high as
those for any other platform in almost every year.
Nhiệm vụ:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

In 2000, worldwide sales of handheld games stood at around $11 billion,
while console games earned just under $6 billion. No figures are given for
mobile or online games in that year. Over the next 3 years, sales of hand-
held video games rose by about $4 billion, but the figure for consoles de-
creased by $2 billion. Mobile phone and online games started to become
popular, with sales reaching around $3 billion in 2003.
Nhiệm vụ:
__________________________________________________________________________
Câu 1:____________________________________________________________________
Câu 2:___________________________________________________________________
Câu 3:___________________________________________________________________
Câu 4:___________________________________________________________________
In 2006, sales of handheld, online and mobile games reached peaks of

17, 9 and 7 billion dollars respectively. By contrast, turnover from console
games dropped to its lowest point, at around $2.5 billion.
Nhiệm vụ:
__________________________________________________________________________
Câu 1:____________________________________________________________________
Câu 2:___________________________________________________________________

Unit 4: Education
Unit aims:
Task 1 Task 2
General and specific statements Avoiding overgeneralization
Comparing information Developing reasons
Describing proportions
Task 1: General and specific statements
The statements below give students’ reasons for choosing a

1
particular university. Which of these statements do you agree
with?
a. The lecturers’ qualifications are more important than the quality of the
teaching.
b. The sports facilities are as important as the academic resources.
c. Good library facilities are the most important factor for postgraduate
students.
d. A pleasant environment is more important than the university’s
reputation.
Look at the pie charts and the Task 1 question. Answer ques-
2
tions a-e below.
The pie charts below illustrate the number of journal articles read per
week by all students, PhD students, and junior lecturers at an
Australian university.
Number of journal articles Number of journal articles Number of journal articles
read by all students read by PhD students read by junior lecturers
5% 1%
24 % I
1 to 5 Stott 1 2» I
Summarize the information by selecting and reporting the main features,
and make comparisons where relevant .

a. What does each pie chart describe?
b. What do the numbers on each pie chart represent?
c. What does the box at the bottom of the pie charts refer to?
d. What noticeable feature can you see in each chart?
e. What general statements can you make about each chart?
3 Complete sentences a-g using the phrases below.
that respectively for example

how but which
meanwhile whereas and
a. The three pie charts illustrate ______________ journals are read weekly by
PhD students compared to other students at an Australian university.
b. ________________ the overwhelming majority of those studying doctor-
ates read at least twelve articles per week in comparison with the average
student.
c. The figures were 80 percent and twelve percent
________________________.
d. Furthermore, only five percent of PhD level students read between one
and five articles, __________________ many articles from academic junior
lecturers the average for all students in this category is a hefty 67 per cent.
e. ________________, for junior lecturers the pattern appears to be slightly
different.
f. Most read six or more articles per week (99 per cent ), ______________ out
of this total 24 per cent read twelve or more, _________________ is almost
third of the corresponding figure for PhD level students.
g. It is clear _________________ those students who are researching for a
PhD read more articles than either junior lecturers or other students.

The sentences in 3 form a model text. Group the sentences into
4
four paragraphs.
Paragraph 1:__________
Descriptions contain general and specific statements. Specific

5
statements contain a reference to data, whereas general state-
ments do not. Which statements in 3 are general? Which are
specific?
Divide the following sentences into general and specific

6
statements.
Examples
General: Postgraduate students tended to be better off than other stu-
dents.
Specific: Seventy-five percent of school children read comics each week.
a. Far fewer female lecturers as opposed to male lecturers are employed

at the university, 25 and 75 respectively.
b. We can see that there are considerable differences in the proportion
of nationalities in each course.
c. Only ten percent of students preparing for their Masters attended
taught classes.
d. Overall, women were more likely to read novels than men.
e. Students preparing for their doctorate read the greatest number of
journal articles.
f. The sales for all four companies showed similar trends.
g. The pattern for senior lecturers was very different.
h. The vast majority of those students preparing for PhDs read twelve or
more journal articles each week.

Comparing information
Rewrite the following sentences using the given words so that

7
the meaning is the same.
a. Far more PhD students read over twelve articles a week compared
with junior lecturers.
Far fewer_____________________________________________________________
______________________________________________________________________
b. The average student reads fewer journal articles than the average
junior lecturer.
The average junior lectuer____________________________________________
______________________________________________________________________
c. The other students at the university do not read as many articles as
the average PhD student.
The average PhD student____________________________________________
______________________________________________________________________
d. Junior lecturers do not have as much time to read articles as those
students who are researching for a PhD.
Those students who are researching for a PhD_________________________
______________________________________________________________________
Technique
Aim to make at least one general statement in the middle of your text
Comparing information
The phrases in the list are alternative ways of describing

8
proportions. Divide the list into four groups that each have
similar meanings.
three quarters nearly half three out of four

almost half 26 percent just under one half
one-third 48 percent just over a quarter
75 percent about one in four close to one half
one in three 33 percent

These adjective-noun collocations can also be used to describe
9
proportions. Write the adjectives next to the correct meaning in
the table.
the vast majority a hefty 85 percent

a tiny minority a mere 12 percent
a massive 85 percent an overwhelming majority
a modest 12 percent
Very big __________________________________________

Very big (used
before numbers) __________________________________________
Very small __________________________________________
Very small __________________________________________
Rewrite sentences a-e, replacing the phrases in italics with an

10
alternative expression.
a. We see from the chart that 23 percent of students failed to finish their
university degree.
_______________________________________________________________________
_______________________________________________________________________
b. In 1990, nine out of ten engineering students were male, but by 2000
this figure had fallen to exactly three quarters.
_______________________________________________________________________
_______________________________________________________________________
c. In 1960, 34 percent of science graduates went into the teaching profes-
sion but in 1970, the figure was just ten percent.
_______________________________________________________________________
_______________________________________________________________________

d. Exactly one-half of the student population were members of the union
in 2001, but five years later the figure was 64 percent.
_______________________________________________________________________
_______________________________________________________________________
e. Ninety-two percent of people surveyed felt that mixed sex schools were
preferable.
_______________________________________________________________________
_______________________________________________________________________
Technique
Vary the way you express proportions - sometimes use words instead of
numbers.
11 Read the Task 1 question below and answer questions a-e.
The pie charts below show the number of hours spent in a British uni-
versity library by undergraduates, postgraduates, and the total stu-
dent population.
Proportion of all students Proportion of undergraduates by Proportion of postgraduates by

by time spent in library time spent in library lime spent in library
ItoT O S to 14 B I S*
Summarize the information by selecting and reporting the main features, and make
comparisons where relevant.
a. What are the similarities between postgraduate and all students?

b. What are the main differences between undergraduate and postgradu-
ate students?
c. What tendency can you observe as students move from undergraduate
to postgraduate?
d. What is the most interesting feature of the three charts?
e. What general conclusions can you draw?

Choose the most suitable alternative to complete the
12
sentences below about the data in 11.
a. Meanwhile, the pattern/amount/majority for postgraduate students

was substantially different.
b. Overall, the pattern/size/ proportion of postgraduate students who
spent fifteen hours a week or more in the library was very close to the
entire student body who spent 1-7 hours in the library,
c. The most striking difference in the data for undergraduates was that
a sizeable majority/minority/number spent only 1-7 hours per week in
the library.
d. A majority/minority/total of undergraduates (nine per cent ) used the
library for fifteen or more hours per week.
e. There is a clear trend/ progress/ drift towards using the library more
as students move towards graduation and post-graduation.
f. Undergraduate students were less likely than postgraduate students
to use the library with just under one quarter/one-third/two-thirds of
the former spending 1-7 hours there.
g. About a third/quarter/minority of undergraduate students as op-
posed to nearly a third of postgraduate students spent between eight
and fourteen hours studying.
In your own words, write two sentences about each pie chart
13
and one summarizing sentence.

Unit 5: Culture
Unit aims:
Task 1
- Concluding statements Task 2
- Concession (1) - Expressing advantages and
disadvantages
- Advantage and disadvantage
vocabulary
- Concession (2)
Task 1: Concluding statements
Rank the ideas in the list below 1-10 according to how important
1
they are in developing understanding between different cul-
tures (1 = most important; 10 = least important). Think of exam-
ples to justify your ideas.
______ Organized student exchanges

______ Language learning
______ International trade agreements
______ Similar climate and landscape
______ Joint cultural events
______ Transport links
______ Tourism
______ Shared scientific and technological know-how
______ Positive media images
______ Similarities in lifestyle and culture
Which of the ideas in 1 can be carried out by individuals? Which

2
can be carried out by governments? Which are difficult to
change?

Statements a-c were used to conclude descriptions of data. Put
3
the words in italics in the correct order.
a. It is clear that majority/ people/overwhelming /of/the/were/of/ favour/in

school visits between countries.
_______________________________________________________________________
b. Overall, just over half the people surveyed found the climate in the trop-
ics the most difficult thing to adapt to, a/number/with/smaller/naming/
and/ lifestyle/food.
_______________________________________________________________________
c. The three languages in question, Spanish, Arabic, and Chinese, were

named as important/the/languages/most after English by about/of/
equal/ people/numbers.
_______________________________________________________________________
4 Answer these questions about the sentences in 3.
a. Which topic in 1 do they relate to?

b. Which pie chart among 1-4 below would be a good illustration of each
concluding statement in 3? Use the proportions in each sentence to help
you.

Pie charts are frequently used to summarize data. Therefore,
5
they can often be used as the basis for concluding statements.
Match each of the following conclusions to one of the pie charts
1-4 above.
a. To conclude, only a small minority of people felt that the language bar-
rier would prevent the development of cultural links.
b. It is evident that opinions are split almost equally between the three
options as regards the benefits of joint cultural ventures.
c. It would seem that the vast majority of people think that the develop-
ment of trade links has the greatest impact on international relations.
d. Just under half the people surveyed are of the opinion that China
would be the biggest cultural influence in the world by 2020.
e. About half of the holidaymakers visited Italy because they were in-
terested in the art and culture, whereas the food and the climate were
named as the most important factors by approximately equal numbers of
remaining tourists in the survey.
Technique
Aim to include several key features in your description: a paraphrase of
the question, a proportion phrase, some comparison, some general and
specific statements, and a concluding statement.
Rewrite the sentences below using a suitable phrase from the

6
list.
nearly a third almost equal numbers the vast majority
a tiny minority just under half nearly two-thirds
Examples
Government subsidies accounted for 63 per cent of all funding.
Government subsidies accounted for nearly two-thirds of all funding.

a. Eighty-seven per cent of holiday makers to China were very satisfied
with their experience.
_______________________________________________________________________
b. It is clear that about 50 per cent of both sexes favoured increased
cultural contacts.
_______________________________________________________________________
c. Only eleven per cent of filmgoers thought films helped promote
cultural awareness.
_______________________________________________________________________
d. In conclusion, the trend is clearly upward with 47 per cent of companies
establishing new trade and cultural links in 2005.
_______________________________________________________________________
e. To sum up, 32 per cent of all tourists were on some form of package
holiday.
_______________________________________________________________________
Look again at the sentences in 3, 5, and 6. Make a list of phrases

7
which are used to indicate conclusions.
8 Read the Task 1 question and answer questions a-c.
The table below shows the age profile of tourists on backpacking

holidays ant guided tours in New Zealand in 2005, and the pie chart
gives the satisfaction rating of their stay.
Satisfaction rating Age profile Backpacking Guided tours

Not sure
18-30 62% 7%
31-40 23% 22%
Yes /
41-50 10% 57%
83%
Other 5% 14%

Summarize the information by selecting and reporting the main
features, and make comparisons where relevant.
a. How does the age profile of people on each holiday type differ?
b. Which age group is almost equally represented on each type of holiday?
c. How would you describe the opinion of the majority of visitors?
Complete the model text with verbs from the box. The first gap
9
has been done for you.
comes accounts for belong provides (used as an example)

enjoyed is rated make up include
Model text
The table 1. provides a breakdown by selected age group of those on back-

packing and guided tours in New Zealand in 1006, with the pie chart indi-
cating whether they 2._________________ their holiday.
As can be seen from the table, the age profile of people on the two dif-
ferent types of holiday varies considerably for example, the majority (62
percent) of those on backpacking holidays 3.__________________ to the 18-
30 age range, but the same age group 4._________________ a small propor-
tion (seven percent) of those on guided tours. However, the pattern is the
complete reverse when it 5._______________ to 41-50 year-olds. These people
6.________________ 57 percent of those on guided tours, despite accounting
for onty ten per cent of backpackers.
By contrast, the profiles for both backpacking and guided tours

7._________________ roughly equal proportions from the 31-40 age group:
23 and 11 percent respectively
It is clear from the pie chart that New Zealand 8.___________________ as

a popular holiday destination among the majority of all holiday-makers,
with a massive 83 per cent from both groups stating they enjoyed their
holiday.
Which phrase is used to indicate a concluding statement in the

10
model text?

Concession (1)
11 Read the example sentences below. Then answer questions a-c.
Examples
Fifty-seven percent of people on guided tours were aged 41-50, although

only ten percent of backpackers belonged to this age group.
Fifty-seven percent of people on guided tours were aged 41-50. Neverthe-
less, only ten percent of backpackers belonged to this age group.
a. Which linking phrases are used to introduce a contrast?

b. How are the phrases used differently?
c. Find three examples of similar phrases in the model text in 9. Which
phrases in the example sentences are they like? Which phrase can only
be used before a noun or an -ing form?
Match a-e below with suitable follow-ons 1-5 to create correct

12
statements about the data in 8.
a. Despite accounting for nearly equal proportions of each holiday type,

b. Although people aged 41-50 were dominant on guided tours,
c. Guided tours were least popular among people in the 18-30 age group,
d. One in ten people said that they didn’t enjoy their holiday.
e. Only fourteen per cent of people from the ‘other’ category chose guid-
ed tours.
1. they still accounted for one in ten backpackers.

2. Nevertheless, most clearly expressed satisfaction.
3. this age group still accounted for under a quarter of each.
4. However, that was still a higher proportion than the 18-30 age group.
5. but they were most popular with the oldest group.
Technique
Show that you can combine ideas into complex sentences.

13 Join each of the following sentences using the phrase given.
a. The vast majority of visitors to Britain come from Europe. However, they
stay for fewer than ten days on average.
Although_______________________________________________________________
b. Forty-five percent of people speak a foreign language. Nevertheless,

the vast majority are at a low level.
Although forty-five percent_____________________________________________
c. It has good weather. However, southern France is visited by only two

percent of Asian tourists.
Despite________________________________________________________________
d. The cost of student exchanges went up. Nevertheless; exchanges rose.

The number of student exchanges_____________________________________
e. The event was promoted to teenagers. Nevertheless only 32 per cent of

the audience.
Although_______________________________________________________________

HOMEWORK 1 - DẠNG PIE CHART
The pie charts below compare water usage in San Diego, California
and the rest of the world
San Diego County California Worldwide
|Residential Industry Agriculture
Các biểu đồ tròn đưa ra thông tin về nước được sử dụng cho hộ dân cư,
mục đich công nghiệp và nông nghiệp ở San Diego, California và cả thế
giới.
Đáng chú ý rằng, nước được tiêu thụ nhiều hơn bởi các hộ gia đình so với
công nghiệp và nông nghiệp ở 2 vùng của nước Mỹ. Ngược lại, nông ng-
hiệp chiếm đại đa số nước được dùng trên toàn cầu.
Ở hạt San Diego (San Diego county) và bang California, việc tiêu thụ nước
của hộ gia đình chiếm 60% và 39% tổng lượng nước sử dụng. Ngược lại, chỉ
khoảng 8% nước được dùng trên toàn thế giới thuộc về các hộ gia đình. Có
thể thấy được xu hướng đối lập khi ta nhìn vào lượng tiêu thụ nước cho
nông nghiệp. Lượng này chiếm tới 69% việc sử dụng nước toàn cầu, tuy
nhiên chỉ lần lượt chiếm 17% và 28% lượng nước được sử dụng ở San Diego
và California.
Sự khác biệt lớn/dữ dội như vậy không xuất hiện khi chúng ta so sáng số
liệu của sử dụng nước ngành công nghiệp. Tỉ lệ phần trăm tương tự (23%)
được dùng bởi ngành công nghiệp ở San Diego và trên toàn thế giới, trong
khí số liệu của California là cao hơn 10%, ở mức 33%.


number
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
Cho hộ dân cư, mục đích công nghiệp và nông nghiệp – for residential,
industrial and agricultural purposes
Đáng chú ý rằng – it is noticeable that
Đại đa số - the vast majority
Thuộc về - go on (went on)
Có thể thấy được xu hướng đối lập – the opposite trend can be seen…
Sự khác biệt lớn/dữ dội – dramatic differences
Câu 1 + 2 + 3: Các biểu đồ tròn đưa ra thông tin về nước được sử dụng cho
hộ dân cư, mục đích công nghiệp và nông nghiệp ở San Diego, California
và cả thế giới.
Đáng chú ý rằng, nước được tiêu thụ nhiều hơn bởi các hộ gia đình so với
công nghiệp và nông nghiệp 2 ở vùng của nước Mỹ. Ngược lại, nông ng-
hiệp chiếm đại đa số nước được dùng trên toàn cầu.

Câu 4 + 5 + 6: Ở hạt San Diego (San diego County) và bang California,
việc tiêu thụ nước của hộ gia đình chiếm 60% và 39% tổng lượng nước sử
dụng. Ngược lại, chỉ khoảng 8% nước được dùng trên toàn thế giới thuộc
về các hộ gia đình. Có thể thấy được xu hướng đối lập khi ta nhìn vào
lượng tiêu thụ nước cho nông nghiệp. Lượng này chiếm tới 69% việc sử
dụng nước toàn cầu, tuy nhiên chỉ lần lượt chiếm 17% và 28% lượng nước
được sử dụng ở San Diego và California.
Câu 7 + 8: Sự khác biệt lớn/dữ dội như vậy không xuất hiện khi chúng
ta so sánh số liệu của sử dụng nước ngành công nghiệp. Tỉ lệ phần trăm
tương tự (23%) được dùng bởi ngành công nghiệp ở San Diego và trên toàn
thế giới, trong khi số liệu của California là cao hơn 10%, ở mức 33%.

HOMEWORK 2 - DẠNG TABLE
The tables below give information about sales of Fairtrade-labeled

coffee and bananas in 1999 and 2004 in five European countries
Sales of Fairtrade-labelled coffee and bananas (1999 & 2004)
1999 2004
Coffee
(millions of euros) (millions of euros)
UK 1.5 20
Switzerland 3 6
Denmark 1.8 2
Belgium 1 1.7
Sweden 0.8 1
1999 2004
Bananas
UK 15 47
Switzerland 3 5.5
Denmark 0.6 4
Belgium 1.8 1
Sweden 2 0.9
2 bảng biểu cho thấy số tiền chi tiêu cho 2 mặt hàng cà phê và chuối Fair-
trade trong 2 năm khác nhau ở UK, Switzerland, Denmark, Belgium and
Sweden.
Rõ ràng rằng, từ năm 1999 đến 2004 , doanh thu của cà phê tăng tại cả 5
nước nhưng doanh thu của chuối chỉ tăng ở 3 trên tổng số 5 quốc gia. Nhìn
chung, nước Anh là nước có mức chi tiêu vượt trội cho 2 mặt hàng này.
Năm 1999, Switzerland có doanh thu cao nhất ở mặt hàng cà phê, ở mức
3 triệu euro, trong khi đó doanh thu mặt hàng chuối Fairtrade cao nhất
ở nước Anh , ở mức 15 triệu euro. Tuy nhiên, đến năm 2004, doanh thu cà
phê Fairtrade ở Anh tăng tới 20 triệu euro–và con số này cao gấp hơn 3 lần

doanh thu ở Thụy Sĩ năm đó. Năm 2004 cũng chứng kiến sự tăng mạnh/
dữ dội trong chi tiêu vào mặt hàng chuối Fairtrade ở Anh và Thụy Sĩ, với
một khoảng tăng là 32 triệu euro và 4.5 triệu euro lần lượt ở 2 nước.
Doanh thu của cả 2 sản phẩm Fairtrade này thấp hơn nhiều ở 3 nước Dan-
mark, Belgium và Sweden. Có thể nhìn thấy sự tăng nhẹ trong doanh thu
cà phê, tuy nhiên doanh thu này vẫn giữ ở mức 2 triệu euro hoặc thấp hơn
ở cả 3 nước trong cả 2 năm. Cuối cùng, đáng chú ý rằng, số tiền chi tiêu cho
mặt hàng chuối thực ra là giảm ở 2 nước Belgium và Sweden.


number
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
Nhìn chung - Overall

có mức - see/witness (e.g. có mức thay đổi lớn nhất trong năm 1990 – saw
the greatest change in 1990)
vượt trội – by far the most
tăng mạnh/dữ dội – dramatic

Câu 1: 2 bảng biểu cho thấy số tiền chi tiêu cho 2 mặt hàng cà phê và chuối
Fairtrade trong 2 năm khác nhau ở UK, Switzerland, Denmark, Belgium
and Sweden.
Câu 2 + 3: Rõ ràng rằng, từ năm 1999 đến 2004 , doanh thu của cà phê tăng
tại cả 5 nước nhưng doanh thu của chuối chỉ tăng ở 3 trên tổng số 5 quốc
gia. Nhìn chung, nước Anh là nước có mức chi tiêu vượt trội cho 2 mặt
hàng này.
Câu 4 + 5 + 6: Năm 1999, Switzerland có doanh thu cao nhất ở mặt hàng cà
phê, ở mức 3 triệu euro, trong khi đó doanh thu mặt hàng chuối Fairtrade
cao nhất ở nước Anh , ở mức 15 triệu euro. Tuy nhiên, đến năm 2004, doanh
thu cà phê Fairtrade ở Anh tăng tới 20 triệu euro –và con số này cao gấp
hơn 3 lần doanh thu ở Thụy Sĩ năm đó. Năm 2004 cũng chứng kiến sự tăng
mạnh/dữ dội trong chi tiêu vào mặt hàng chuối Fairtrade ở Anh và Thụy
Sĩ, với một khoảng tăng là 32 triệu euro và 4.5 triệu euro lần lượt ở 2 nước.
Câu 7+ 8+ 9: Doanh thu của cả 2 sản phẩm Fairtrade này thấp hơn nhiều ở
3 nước Danmark, Belgium và Sweden. Có thể nhìn thấy sự tăng nhẹ trong
doanh thu cà phê, tuy nhiên doanh thu này vẫn giữ ở mức 2 triệu euro hoặc
thấp hơn ở cả 3 nước trong cả 2 năm. Cuối cùng, đáng chú ý rằng, số tiền
chi tiêu cho mặt hàng chuối thực ra là giảm ở 2 nước Belgium và Sweden.

WRITING WEEK 8

WRITING WEEK 8
WRITING TASK 1 - LESSON 3
I. In-class
Unit 6
a. Adverbs – Language
b. Using adverbs to evaluate data
Clearly,…; Considerably,…
c. Avoiding irrelevance
Unit 7
a. Varying vocabulary
Language nhiều thể loại (cái này giống mấy cái gạch chân trong bài
mẫu Simon)
b. Checking spelling
Unit 8
a. Word order
b. Linking using “with”
c. Task 1 Revision
II. Homework: NO

Task I structure analysis: DẠNG PIE CHART
The pie charts below compare water usage in San Diego, California
and the rest of the world.
San Diego County California Worldwide
|Residential L Industry Agriculture
The pie charts give information about the water used for residential, in-
dustrial and agricultural purposes in San Diego County, California, and the
world as a whole.
Nhiệm vụ:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
It is noticeable that more water is consumed by homes than by industry

or agriculture in the two American regions. By contrast, agriculture ac-
counts for the vast majority of water used worldwide.
Nhiệm vụ:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
In San Diego County and California State, residential water consumption

accounts for 60% and 39% of total water usage. By contrast, a mere 8% of
the water used globally goes to homes. The opposite trend can be seen
when we look at water consumption for agriculture. This accounts for a
massive 69% of global water use, but only 17% and 28% of water usage in
San Diego and California respectively.

Nhiệm vụ:
_____________________________________________________________________
Câu 1:
_____________________________________________________________________
Câu 2:
_____________________________________________________________________
Câu 3:
_____________________________________________________________________
Câu 4:
_____________________________________________________________________
Such dramatic differences are not seen when we compare the figures
for industrial water use. The same proportion of water (23%) is used by
industry in San Diego and worldwide, while the figure for California is 10%
higher, at 33%.
Nhiệm vụ:
_____________________________________________________________________
Câu 1:
_____________________________________________________________________
Câu 2:
_____________________________________________________________________

Task I structure analysis: DẠNG PIE CHART
The tables below give information about sales of Fairtrade-labeled

coffee and bananas in 1999 and 2004 in five European countries
Sales of Fairtrade-labelled coffee and bananas (1999 & 2004)
1999 2004
Coffee
UK 1.5 20
Switzerland 3 6
Denmark 1.8 2
Belgium 1 1.7
Sweden 0.8 1
1999 2004
Bananas
UK 15 47
Switzerland 3 5.5
Denmark 0.6 4
Belgium 1.8 1
Sweden 2 0.9
The tables show the amount of money spent on Fairtrade in two sepa-
rate years in the UK, Switzerland, Denmark, Belgium and Sweden.
Nhiệm vụ:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
It is clear that sales of Fairtrade coffee rose in all five European countries
from 1999 to 2004, but sales of Fairtrade bananas only went up in three
out of the five countries. Overall, the UK saw by far the highest levels of
spending on the two products.

Nhiệm vụ:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
In 1999, Switzerland had the highest sales of Fairtrade coffee, at €3 mil-
lion, while revenue from Fairtrade bananas was highest in the UK, at €15
million. By 2004, however, sales of Fairtrade coffee in the UK had risen
to €20 million, and this was over three times higher than Switzerland’s
sales figure for Fairtrade coffee in that year. The year 2004 also saw dra-
matic increases in the money spent on Fairtrade bananas in the UK
and Switzerland, with revenues rising by €32 million and €4.5 million
respectively.
Nhiệm vụ:
_____________________________________________________________________
Câu 1:
_____________________________________________________________________
Câu 2:
_____________________________________________________________________
Câu 3:
_____________________________________________________________________
Câu 4:
_____________________________________________________________________
Sales of the two Fairtrade products were far lower in Denmark, Belgium
and Sweden. Small increases in sales of Fairtrade coffee can be seen, but
revenue remained at €2 million or below in all three countries in both
years. Finally, it is noticeable that the money spent on Fairtrade bananas
actually fell in Belgium and Sweden.
Nhiệm vụ:
_____________________________________________________________________
Câu 1:
_____________________________________________________________________
Câu 2:
_____________________________________________________________________

Unit 6: Arts and sciences
Unit aims:
Task 1 Task 2
Adverbs Discussing other people’s
Using adverbs to evaluate data opinions
Avoiding irrelevance Hypothesising
Task 1 Adverbs
Read these conflicting views about scientists moving to rich

1
countries. Answer questions a-c.
The ‘brain drain’ of skilled workers like scientists and technicians to rich
economies is morally wrong.
People should have greater freedom to work where they want. Surely, it’s
a personal matter.
a. Which views do you agree with?
b. Is this ‘brain drain’ a new phenomenon, or has it been around for a long
time?
c. Should something be done about the situation or is it unstoppable?
2 Read the Task 1 question below. Then answer questions a-e
The chart above shows sources of funding for research and develop-
ment (R&D) in the UK from 1999 to 2001.The table below shows the
percentage of national income spent on R&D for a range of countries.

Proportion of national income allocated to R&D (1999)
UK USA Germany France Italy Japan EU average
1.82% 2.75% 2.4% 2.3% 1.1% 2.9% 1.81%
Summarize the information by selecting and reporting the main fea-

tures, and make comparisons where relevant
a. What general trend can you see in the chart?

b. What general pattern can you see in the table?
c. Which is clearly the main source of funding in the bar chart?
d. Which piece of data in the table can you use as a standard for compari-
son?
e. Which pieces of information in the table are significant?
3 Complete the model text below with verbs from the box.
rose contributed (x2) was overtook

was spent is shown came shows
Model text
The chart 1. shows information about cent. But for the last two years it
the main sources of funding for scien- 6.__________ government spending in
tific research and development (R&D) this area,
in the UK. The proportion of national
income spent on R&D by country 2. As regards the proportion of national
_________ in the table. income allocated to R&D, the highest
percentage (2.9 per cent) 7._________
Between 1998 and 2001, the amount by Japan, followed closely by the
of funding allocated from each source USA (2.5 per cent). By contrast, Italy
3. _________ very slightly. Approximate- 8.________ the smallest amount of na-
ly half of all investment throughout tional income to R&D, only 1.1 per cent,
the period 4._________ from business, significantly below the EU average of
while the government consistently. 1.81 per cent.
5.__________ around seventeen per It is interesting to note that al-

cent. It is also noticeable that in 1998 though the UK’s spending on R&D
and 1999 overseas spending on R&D in 9.___________ above the EU average
the UK was comparable to the gov- in 1998, it is considerably behind oth-
ernment’s, at around seventeen per er close trading partners France and
Germany.

4 Find examples of adverbs ending in -ly used in the model text.
5 Choose the most suitable adverb in sentences a-h.
Examples
The trend for other countries was completely/well different.
Government investment rose significantly/highly.
a. The government’s spending for the past year was significantly / well
higher than before.
b. Women have been consistently/deeply under-represented in science
jobs.
c. Workers in highly/lowly/considerably paid jobs are generally healthier.
d. The company’s sales are slightly/much behind its competitors.
e. Sales were marginally/deeply up on the previous quarter.
f. Investment in the arts rose quite considerably/slightly/seriously.
g. Slightly/Approximately/Well half the spending was from the private
sector.
f. The income for the arts centre was substantially/much/highly down on
the previous year.
6 Match the adverbs a-g below with their opposites 1-7.
a. well 1. rapidly
b. marginally 2. slightly
c. approximately 3. exactly
d. constantly 4. badly
e. slowly 5. considerably
f. significantly 6. partially
g. completely 7. erratically

Look again at the model text in 3 on page 55. Which
7
phrases are used to introduce sentences instead of noticeably
and interestingly?
8 Rewrite each sentence a-h using an adverb or starting with It.
Example Clearly, the trend is upward.

It is clear that the trend is upward.
a. It is significant that the number of scientists per head of population has
declined in recent years.
_____________________________________________________________________
b. Interestingly, the sales failed to recover.
It ___________________________________________________________________
c. It is probable that numbers will continue to fall over the period.
_____________________________________________________________________
d. It is not surprising that there were skills shortages in the chemical in-
dustry.
_____________________________________________________________________
e. Evidently, investment needs to be increased.
It ___________________________________________________________________
f. Noticeably, the pattern for investment in the arts is the reverse.
It ___________________________________________________________________
g. More importantly, the cost of plasma screens is set to fall.
It ___________________________________________________________________
h. Not surprisingly, analogue TV sales then fell.
It ___________________________________________________________________
Put the adverb in brackets in the correct place in the sentence.

10
Some can be used in more than one place.
a. The number of science graduates fell, (significantly)

b. The number of technical staff in hospitals is falling, (evidently )
c. The cost of training scientists is increasing year by year, (noticeably )
d. Investment in capital equipment like specialist machinery is down on
last year, (interestingly)
e. Sales of new televisions soared before the World Cup. (not surprisingly )
f. The trend is now upward , (obviously)

11 Write your own sentences about the data in 2 on page 54.
a. Describe the bar chart, using marginally, approximately, and slowly.

b. Describe the table, using considerably, evidently, noticeably, slightly,
and interestingly
Avoiding irrelevance
Look at the chart below, which shows how students on all

12
courses at an Australian university viewed different subjects on
a scale of easy to difficult. Answer questions a-f.
100% n
80% -
10
70
a 20
50
60% -
30
SO
40% - 20
70 25 %
60
Easy 10
20% - 40
Moderately 30
25
difficult 20 20
Difficult
0% T T
Languages Chemistry Physics Maths Oriental African Art
languages languages
a. Whose opinions does the chart show?

b. How many subjects does the chart show?
d. Which subject was rated as ‘difficult’ by the highest percentage of stu-
dents?
e. Which other subjects were judged ‘difficult’ or ‘moderately difficult’ by
a large number (over 70 per cent) of students?
f. Which subject was rated as ‘easy’ by the highest percentage of stu-
dents?
g. Is there a clear correspondence between the type of subject and
whether it was rated as easy or difficult? Give examples to show why/why
not.

Decide whether the statements a-f are relevant or irrelevant,
13
and explain why. Irrelevant statements may contain an unnec-
essary opinion, too much data, or unnecessary speculation.
Technique
Do not speculate when you describe data unless you are asked to. Avoid
writing lists of detail
a. The subject which was rated as difficult by the highest percentage of

students (70 per cent) was mathematics, mainly because I think it is com-
plex for many students.
b. By contrast, the subject which was most often judged as easy was
chemistry.
c. The chart shows the opinions of Australian students on whether differ-
ent subjects were easy or difficult.
d. African languages were seen as easy, which is somewhat surprising
when you consider the range of languages in Africa.
e. Oriental languages were ranked as easy by only about 20 per cent.
f. The Y axis shows the percentages, and the bars contain the numbers
about the legend at the bottom.
12 Describe the chart in 12 in your own words

Unit 7: Individual and society
Unit aims:
Task 1 Task 2
Varying vocabulary Organizing words
Checking spelling Verb-subject agreement
Task 1 Varying vocabulary
1 Answer these questions about hospitals and health care.
a. What are the main priorities of health care in your country?

b. How is health care delivered in your home country? If you want to con-
sult doctor, what do you do?
c. Are medicines free or do you have to pay for them?
d. What effect has technology had on medical care in your country?
Read the Task 1 question on page 71. Then answer questions a-e
2
below.
a. What general statement can you make about the whole graph? Look at
the description and the graph itself.
b. What general statement can you make about the French hospital?
c. What general statement can you make about the Ukrainian hospital?
d. How can you link the pie charts to the graph?
e. How could you use these words to describe the graph?
trend upward similar pattern reach a peak

except that saw a continuous rise change coincide

The charts below show the average bed use in three typical hospitals
internationally and the proportion of hospital budgets allocated to
in-patient care before and after day-surgery was introduced in 2003.
Average bed use for the years 1997-2006

100
so
80
70 A
60
50
40
30 Chinese
20 Ukranian
10
French
0
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
Funds allocated to in- patient care 2002 Funds allocated to in- patient care 2006
Other costs Other costs
X ^ \ 65% 73%
In-patient
In-patient
35%
Summarize the information by selecting and reporting the main

features, and make comparisons where relevant.
Complete the text with words from the box. The first gap has
3
been done.
peak impact clear occupancy trend details
marked reduction falling significantly rise experienced

Model text
The graph provides 1._details_ about The Chinese hospital, by com-

the average beds in use each year parison, 8._________ a continual
in three similar hospitals before and 9.___________ in bed use between
after the introduction of day-care 1997 and 2006, 71 and 93 respective-
surgery. ly. However, we see that after 2004
Day-care surgery seems to have the rate of increase was
had an 2.__________ on bed use in 10.__________ slower than in previ-
all three hospitals. At the French ous years.
hospital, the figure shows an up- It is 11._________ that the fall in bed
ward 3._________ over the period use coincides with the 12.___________
from 40-beds to 46. However, in in the average budget at the three
2003 bed 4._________ had reached a hospitals for in-patient care (35 per
5._________ of just under 70 cent compared to 27 per cent) be-
beds, before 6.__________ back. A tween 2002 and 2006.
similar pattern was repeated for
Ukranian hospital, except that the
decline in bed use after 2003 was
not so 7.__________ (76 beds in 2003
as against 71 in 2006).
Look again at the words in the gaps in 3 and choose an

4
alternative for each one from the box. You will not use allthe
words.
effect use tendency cut considerably low
evident increase decrease dropping information result
saw high point sharp dramatically
Technique
Use a variety of alternative expressions when writing your answer to
avoid repetition

For each sentence a-h, there are three alternative phrases to
5
replace the phrase in italics. Delete the option which is not
correct.
a. The graph provides details about bed use. (gives/says/shows)

b. The introduction of day-care surgery had an impact on bed use. (had
an effect on/had an affect on/affected)
c. Bed use reached a peak of just under 70 beds. (reached its highest
point/reached a height /hit a peak)
d. A similar pattern was seen in the Ukrainian hospital. (design/trend/
movement)
e.The Chinese hospital, by comparison, continued to see a rise. (by con-
trast/the other hand/ alternatively)
f. The number of beds rose f rom 40 to around 45. (approximately/
about/towards)
g. There was a reduction in the budget (35 per cent compared to 27 per
cent ). (as opposed to/as against/contrast with)
h. The change in bed use is reﬂected in the budget. (can be seen in/can
be viewed in/can be detected in)
The descriptions below summarize the sentence structure of

6
the model in 3. Number the notes in the correct order, based on
the sentences in the model.
The first and last have been done for you.
a. General introductory statement. 1

b. General statement of first main trend, then specific data. ____
c. General statement about a reinforcing trend, then specific data. ____
d. Specific statement qualifying the trend, without detail. ____
e. General statement about the line graph. ____
f. General statement of contrasting trend, then specific data. ____
g. Specific statement qualifying the trend, with detail. ____
h. General conclusion based on pie charts. 8

Checking spelling
In each group of four words, circle the one which is spelt

7
incorrectly and correct it.
a. therefore opposite befor limit

b. believe achieve recieve brief
c. staying stayed studing studied
d. usefull helpful hopefully carefully
e. personaly practical usually normal
f. efficient sufficent ancient deficient
g. unfortunately improvement definitly management
h. comfortable diffrent temperature interested
i. choise price increase advice
j. preferred committed refered happened
Look again at your answers in 7. Some of the spellings de-

8
pend on simple rules. What spelling rules explain the misspelt
words? Compare your ideas with the key on page 110.
Find and correct the spelling mistakes in the following sentenc-

9
es. One of the sentences has two spelling mistakes.
a. The numbers declined gradualy and stood at just twenty in 2006.

b. In-patient care took up 25 per cent of the funds, wich was an increase of
six per cent on the previous year.
c. A number of significant changes occured in the following twenty years.
d. The percentage increased sharply and reached a pick in 2003.
e. The figres rose from approximatly 45,000 to 49,000 over the period.
f. Patient numbers rose steadily for the first ten years, and then flactuated
around 500 for the following decade.
g. The required number of beds exeeded what was anticipated for that
year,
h. Most people in the servey thought that more money should be spent
on the health service.

Read the following extract written by an IELTS student on the
10
number of traffic accident victims seen at a local hospital. Find
the eight mistakes that he made.
The averag number of road traffic acidents from cars increased dra-
maticaly between 1995 and the year 2000, rising from a total of 53 to 178
respectively. Over the next five years, there was a noticeable improment
as numbers fell steadilly to a new low point of 37 in 2006. As regard
motocycl accidents, however, it is clear the trend is upward, with more
occuring in this category in the later period.

Unit 7: Individual and Society
Unit aims:
Task 1 Task 2
Work order Paragraph structure
Linking using with Task 2 revision
Task 1 revision Relevant and irrelevant information
Task 1 Word order
The list below contains factors which influence career choice.

1
Choose the five that have influenced you most in choosing a
career. Rank them in order of importance 1-5 (1 = most import-
ant; 5 = least important ). Then answer questions a-d.
money interest friends ambition

role models parents teachers
a. Why have you chosen these five factors?

b. How did they contribute to your career choice?
c. Why did you not choose the other factors?
d. What other factors might influence you?
2 Read the Task 1 question. Then answer questions a-e.
The bar charts show Main Main reasons for choosing a career - 20-35 age group
i. i
reasons for choosing a career - 30 n
25 -
20-35 age group the results of a 20 -
Greek survey from two selected % 15 -

10 -
age groups in 2003 on the 5 -
relative importance of five 0

Teachers Role Money Friends Parents
models
factors in choosing a career.
Main reasons for choosing a career - 40- 50 age group
30 n
Summarize the information
Li
25 -
20 -
by selecting and reporting the % 15 -
main features, and make
comparisons where relevant. 11
Teachers Role
models
Money Friends Parents

a. What does each chart refer to generally? Look at the captions,
b. What do the items along the bottom of the bar charts refer to?
c. How do the bar charts relate to each other?
d. What are the most noticeable features of the first bar chart?
e. What are the most noticeable features of the second bar chart?
3 Reorder the words in italics in the model text below.
Model text
The bar charts provide information 4

teachers/as/regards/role/and/
from models, the relative importance
a Greek survey about 1reasons/the/ of each was again the other way
for/main/career/a/choosing among round:
two age groups, 20-25 and 40-50. 5
nine/fifteen/and/respectively/
group/per/cent/for//younger/the,
It is clear that the two groups 2the/ and fourteen and eleven per cent
influenced/were/various/by/factors for the older.
to different degrees, with the most
influential factors which contrib- 6
similarly/only/the/the/two/groups/
uted to career choice for the 20-25 between/age was that friends had
age group being money (approx- less influence over career choice
imately 21 per cent) and then par- for the younger and older groups
ents (23 per cent). However, the 7
factors/ than/any/other, seven and
factors 3the/age/were/for/ reverse/ ten per cent respectively
group/the/40-50, with parents af-
fecting them most at 30 per cent.
4 Six of the sentences a-h contain a word in the wrong place.

Correct each sentence by moving the word to the right place.
Example
Traveller numbers have decreased over period in the question.
Traveller numbers have decreased over the period in question.

a. The specialist sales of tours have fallen recently.
b. In 2006, more males than females took up individual sports rather than
team activities.
c. As can be seen, more people from the younger age group travel on
their own, in sharp contrast to those over sixty.
d. It is clear that the number of flats by single people in occupied major
cities in the West is putting pressure on housing.
e. From the graphs, it can be concluded that are young people much
more mobile than previous generations.
f. The noticeable pursuit of a professional career among both men and
woman has led to a reduction in the birth rate.
g. There are similarities in the presentation of the several data.
h. Overall, the chart shows that the media people are responsible for turn-
ing into celebrities.
5 Read the example sentence from the model text in 3 on page

79. Then answer the questions below.
Example
However, the factors were the reverse for the 40-30 age group, with
parents affecting them most at 30%.
a. What function does the phrase beginning with with introduce?

b. What type of verb structure normally follows with?
6 Read the example. Then join the sentences below making any
necessary changes.
Example
There were several similarities. The most and least important factors were
the same.
There were several similarities, with the most and least important factors
being the same.

a. Sales were upward for most of the year. The profit reached a peak in
December.
b. The main reason for career choice was ambition. Fifty per cent chose it.
c. It is expected that the price of one bedroom flats will rise. Accommoda-
tion for individuals is in short supply.
e. The pattern was different. Passenger numbers dropped in summer and
rose in winter.
f. The trend was clearly upward. Manufacturing costs decreased at the
same time.
g. Consumption of energy rose. The highest point was in January
Task 1 revision
Decide if the following statements about Task 1 techniques are

7
true or false.
a. Your first paragraph is usually a general statement True/False

about the subject of the graph, table, map, etc.
b. Writing in paragraphs is not important for Task 1. True/False
c. Task 1 will always be written in the past tense, True/False
d. If your English is correct, then it does not matter if your True/False

information is inaccurate.
f. If your English is correct, then it does not matter if your True/False
information is inaccurate.
g. You should quote all the figures that the information True/False
gives you.
h. In a paragraph, sentences which quote specific figures True/False
nearly always come before general statements,
i. Your conclusion will not normally give specific figures. True/False

LISTENING WEEK 5

I, Listening section 3: Academic / Training needs
- conversation
Section 3 is a conversation between two or more people relating to edu-

cation or training.
Here are some examples:
- A lecturer goes over an essay with a student, discussing its strengths
and weaknesses.
- A tutor discusses selecting courses with a student, commenting on
the advantages and disadvantages of various options.
- Two students discuss a problem with the structure of their course.
- Three students discuss plans to improve their academic work.
There is only one conversation, but it is divided into two parts. There are
ten questions, and these may use any of the Listening test formats.
The Listening test gets progressively more difficult, so Section 3 will
probably seem
noticeably more difficult than Section 2 and a lot more difficult than Sec-
tion 1. It’s not unusual to get 6,5 to 7.5 in the whole exam without getting
100% correct in Sections 3 and 4. But that doesn’t mean you shouldn’t try
your very best, of course!

Spotlight 1
Language for talking about study
1 Discuss the differences in meaning between these sets of words.
1. examinations / tests 9. to pass / to graduate

2. grades / points 10. to mark an essay /to check an essay
3. a subject / a course 11. a lecture a seminar
4. a tutorial/ an interview 12. a graduate/ an undergraduate
5. a teacher / a lecturer 13. a professor / a tutor
6. to teach/ to train 14. academic/educational
7. an essay/ a dissertation 15. a Master’s degree/a postgraduate degree
8. evidence / argument 16. a discussion / a debate / a talk
2 Choose the correct option to complete each of these sentences.
1. My final examinations / tests are next summer. Then I’ll be a graduate,

assuming I pass.
2. My son isn’t particularly academic / educational, and doesn’t want to go
to university.
3. Unfortunately, I didn’t get very good grades / points last year.
4. In the seminar / lecture, we discussed the importance of international
trade. Some people made useful points, but I didn’t say much.
5. I had to spend all weekend marking / checking my students’ essays, and
most of them were terrible. Nobody got more than a C+.
6. I’m doing a postgraduate subject / course in Development Studies.
7. Boreham Hall is a teacher-training / teacher-teaching college.
8. My essay / dissertation is nearly 30,000 words, and it took me four months
to write.
9. I have to discuss my course options with my personal professor / tutor.
10. You need to supply more evidence / arguments to support your evi-
dence / argument.

Complete each of the sentences below using the correct form
3
of a phrasal verb from the box.
catch up hand back drop out hand in fall behind
fill out/in leave out pick up go over work out
1. I need to _____________ this essay again to make sure I haven’t left out any
important points.
2. Jack had lots of personal problems, so he _____________ of college half
way through his second year.
3. Could you _____________ this form with your personal details, please?
4. When you’re planning an essay, try to _____________any ideas which are
not relevant to the argument.
5. If you haven’t yet given me your end-of-term essays, please _____________
them by 5 p.m, tomorrow at the very latest,
6. Hitomi never studied English formally in college. She just _____________ it
when she was living in Australia.
7. It’s a good idea to try to _____________ the meaning of a word from its con-
text before you use your dictionary.
8. I was off sick for two weeks, so I had to work hard to _____________ with all
the work I missed.
9. If you don’t go to the lectures, you’ll _____________ with the work, and the
other students will be ahead of you.
10 The essays will be marked and _____________ to you on or around May 3rd.
Tip
Language for talking about study and educational institutions is very
likely to occur in Section 3.

II. Attitude and opinion
In this unit you will practise:

• identifying attitudes and opinions
• persuading and suggesting
• reaching a decision
1 Identifying attitudes and opinions
Listening Sections 1 and 3, the speakers are often trying to make a decision
or reach an agreement. Identifying the speakers’ opinions can help you to
answer the questions correctly.
1.1 (Audio 23) Listen to eight extracts. What does each speaker show?
a strong agreement
b neither complete agreement nor complete disagreement
c complete disagreement
1.2 Listen again and complete the extracts.
1. Well, I __________________________________________.
2. I think that’s a __________________________________________.
3. Well, I’m __________________________________________ about that.
4. I think you’re __________________________________________.
5. Hmm, that’s a bit__________________________________________.
6. I think that’s__________________________________________.
7. That seems ______________ to me.
8. I have to admit I don’t like the __________________________________.

In Listening Sections 3 and 4, you may be asked to identify a
1.3
speaker’s attitude. Match words 1-7 with synonyms a-g.
1. worried a. dubious
2. enthusiastic b. hesitant
3. afraid c. annoyed
4. confused d. concerned
5. irritated e. scared
6. reluctant f. puzzled
7. doubtful g. eager
(Audio 24) Listen to an extract from a Listening Section 3 task. What

1.4
aspect of the research did the students find surprising? Choose the
correct answer (A, B or C).
A. The amount of time it took to achieve results.
B. The reaction of the public to the research.
C. The findings that the research produced.
Listen again and write down all the words/phrases the speakers use
1.5
to mean ‘surprising’ or ‘unsurprising’.
2 Persuading and suggesting
In Listening Sections 1 and 3, in order to reach a decision, you will hear the
speakers make suggestions, agree, disagree or try to persuade each other.
Look at the Listening Section 3 task below. Before you listen,

2.1
complete these tasks.
1. Try to think of a synonym or paraphrase for the underlined
words/phrases.
2. Read through decisions A-F in the box several times so that
you are familiar with the different options to choose from.
3. Decide whether you will hear the decisions or the
presentation sections in order.

Test Tip For matching tasks like this, the topics in the questions will be
discussed in the same order as they are listed. But you will hear the dif-
ferent options in the box in a random order. As you listen, you need to
keep looking at the list of options.
2.2 (Audio 25) Listen and complete the task.
Questions 1-4
What do the students decide to do with the different sections of their proj-
ect?
Write the correct letter (A-F), next to questions 1-4 below.
Presentation Sections Decisions

1. Introduction A. reduce the length
2. Advantages B. change the method of presentation
3. Disadvantages C. write some more
4. Conclusion D. make it more interesting
E. check whether the sources are reliable
F. make sure they have current data
Check your answers and then listen again. Which synonyms of the
2.3
underlined words/phrases are used?
Look at Recording script 25 and find phrases which are used to do

2.4
the things below.
• make a suggestion
• agree with an idea
• disagree
Study Tip Search online for national radio stations from the UK, the US,
Canada, Australia or New Zealand. These often have programmes that
discuss topical issues and you will hear people suggesting ideas and dis-
cussing possible solutions. This is useful for Listening Section 3.

3 Reaching a decision
In Listening Sections 1 and 3, you will often hear people discussing a prob-
lem, suggesting solutions and then reaching a decision. A discussion like
this might focus on the advantages and disadvantages of each suggestion.
Look at these questions and try to think of possible advantages and

3.1
disadvantages you might hear. Write them in the table.
possible advantages
/disadvantages
Section 1
The speakers decide to travel to the
airport by
A. taxi
B. bus
C. car
Section 3
What do the students decide to do next?
A. ask their tutor for help
B. do more research on the topic
C. produce a typed copy of their notes
3.2 (Audio 26) Listen and answer the questions in 3.1.
Listen again and make a note of any language that the speakers use
3.3
to show they reach a decision or agreement.
Sometimes the speakers may need to decide on what action to take.
A discussion like this might focus on the reasons why one course of
action is necessary or important.

TEST 1
LISTENING
SECTION 3 Questions 21-30

Questions 21-23
Choose the correct letter, A, B or C.
21. Julia and Bob’s science project is due
A. next week.
B. next month.
C. next year.
22. All the materials they use must be
A. recycled
B. inexpensive.
C. available in the lab.
23. A Cartesian diver was called a ‘devil by some people because
A. they saw it was black.
B. they believed in the supernatural.
C. they wanted the inventor to be famous.
Questions 24-25
Choose TWO letters, A-E.
Julia and Bob find some of the items they need
A. in Bob’s pencil case and the recycling bin.
B. in the cafeteria and the Resource Centre.
C. in the shop and Julia’s locker.
D. in Bob’s bag and his pocket.
E. in Tara’s packet and on the floor.

Questions 26-30
Complete the notes below.
Write NO MORE THAN TWO WORDS for each answer.
Assembly
Step 1
Fold 26. ________________ in half
Step 2
Use 27. ________________ to secure the ends.
Step 3
Attach 28. ________________ to diver.
Step 4
Fill bottle with water and replace 29. ________________
Step 5
Demonstrate by squeezing and releasing bottle. Compression causes diver
to sink because diver becomes 30. ________________ .

TEST 2
LISTENING

Questions 21-25
21. Clare and Grant must arrange a competition which will especially
interest
A. school students.
B. Open Day committee members.
C. Open Day visitors.
22. What will the prize be?
A. an iPod
B. an iPad
C. an iPhone
23. Who will be responsible for buying the prize?
A. a university department
B. Clare and Grant
C. Rick Smith
24. What is the most important aspect for entrants in the competition?
A. fun
B. guesswork
C. ability
25. In the science fiction series on television, what is on the other side
of the gateway?
A. a portal
B. a new world of education
C. a different time period

Questions 26-27
Write NO MORE THAN THREE WORDS for each answer.
26. Who will judge the competition?
____________________________________________________________
27. Who will build the portal?
____________________________________________________________
Questions 28-30
Label the flow chart below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each
answer.
Step 1 Find ‘Portal 28 ______________ ‘ on campus on Open Day
*
Step 2 Be photographed stepping through the Portal
*
Step 3 Give contact 29 ______________ (name & email address)
*
Step 4 Visit the University Facebook page and vote
*
Step 5 The picture with the most votes at 5pm on 30 ____________wins

TEST 3
LISTENING

Global Design Competition
21. Students entering the design competition have to
A. produce an energy-efficient design.
B. adapt an existing energy-saving appliance.
C. develop a new use for current technology.
22. John chose a dishwasher because he wanted to make dishwashers
А. more appealing.
B. more common.
C. more economical.
23 The stone in John’s ‘Rockpool design is used
А. for decoration.
B. to switch it on.
C. to stop water escaping.
24 In the holding chamber, the carbon dioxide
A. changes back to a gas.
B. dries the dishes.
C. is allowed to cool.
25. At the end of the cleaning process, the carbon dioxide
A. is released into the air.
B. is disposed of with the waste.
C. is collected ready to be re-used.

Questions 26-30
Choose FIVE answers from the box and write the correct letter, A-G, next
to questions
26-30.
A. scholarship B. presentation
C. technical D. material
E. model
- John needs help preparing for his 26. ___________________

- The professor advises John to make a 27. ___________________ of
his design.
- John’s main problem is getting good quality 28.___________________
- The professor suggests John apply for a 29. ___________________
- The professor will check the 30. __________________ information in
John’s written report.

LISTENING WEEK 6

I. Language for agreeing and disagreeing
Multiple choice: choose two or more from a list
(Audio 22) Now look at this third multiple-choice format. Listen and
3
choose the correct answers.
Choose the correct letters, A to E.

Which TWO courses is the student going to choose for the next se-
mester?
A. Twentieth-century American novels
B. Nineteenth-century poetry
C. Medieval poetry
D. Contemporary poetry
E. Contemporary American novels
Spotlight 2
In Section 3, identifying the correct answer often depends on

understanding whether somebody has agreed or disagreed with what
was said before.
For each of these utterances, do you think that the tutor agrees with
what the student has just said (A), disagrees (D) or isn’t sure (NS)?
1. I’m not sure about that
2. I see what you mean, but...
3. Absolutely. /Definitely
4. That’s not really the point though, is it?
5. You’ve hit the nail on the head.
6. That’s one way of looking at it.
7. I do see your point. However, ...
8. I suppose so.
9. That may be so, but on the other hand...
10. Well, yes, but that’s not really what I meant.

Preparing to answer
The full-length Section 3 task below uses two of the multiple-choice

1
formats shown on pages 97-98, plus the short-answer format which
you saw in Unit 8. Look briefly at the seven sentences (A-G) in Ques-
tions 21-23 - how well can you remember them? When you listen,
you may find it helpful to cross out the answers which are not true.
2 (Audio 23) Now listen and answer Questions 21-30.
Tip
Long lists of sentences like this can look difficult, but they are dealt with
in the recording in same order as they are shown on the page. If you miss
one, leave it and concentrate on the next. You may be able to guess the
answer later by a process of elimination. (For example, if A and B are cor-
rect, and C, D, E and G are not correct, then F must be correct too).

Choose the correct letters, A to G.
Which THREE problems does the tutor identify in the student’s essay?
A. The arguments are not supported by evidence.
B. The structure is not very good.
C. It is too similar to essays the student has read.
D. There are too many personal points of view.
E. The style is too formal and academic.
F. The paragraphs should be shorter.
G. The essay should be longer.
21. ______________________
22. ______________________
23. ______________________

Questions 24 and 25
24. The tutor says that in academic books, paragraphs are
A. usually very long
B. occasionally very long
C. usually shorter than paragraphs written by undergraduates.
25. The tutor says Alex’s paragraphs should usually be
A. no longer than 400 words.
B. around 200 words
C. 200 to 400 words.
Questions 26-30
Answer the questions below. Write NO MORE THAN THREE WORDS for
each answer
Tip
Unlike multiple-choice questions for short answer questions you will
normally hear the exact words you need.
26. Where is the error in Alex’s essay? _______________________
27. What are the scientists in Antarctica collecting? _______________________
28. What has ESSCOM been searching for in Antarctica?

______________________
29. What has the tutor’s university heen researching in Antarctica?

_______________
30. How has the region been mapped? _______________________

II. Listening for actions and processes
• understanding mechanical parts
• describing a process
• describing actions
1 Understanding mechanical parts
KJ
JI
For diagram completion tasks, you may need to listen and label the parts
of a machine or device.
1.1 Look at the images below. What machine parts can you see?
1. ________ 2. ________ 3. ________
4. ________ 5. ________ 6. ________
(Audio 19) Listen to extracts A-F from different talks. Match them to
1.2
pictures 1-6 and check your answers to 1.1.
A. At the bottom of the system D. The water in the pool was

there is a storage tank... becoming quite polluted so a pump...
B. A small spring in the centre E. There is a very fine grille at
causes the toy... different points ...
C. The water passes through the F. There is a wheel on the side, which
pipe and … is attached to …
1.3 Look at the diagram completion task below.

1. Look at options A-F. How many extra answers are there?
2. Look carefully at the device. Think about how it might work.
3. Decide which verbs in the box you might hear.
1.4 (Audio 20) Listen and complete the diagram.
Questions 1-4
»
The Party Popper Machine
Write the correct letter, (A-F),
next to questions 1-4 below.
Parts
A. cooling fan
B. storage
C. detonator
D. party starter
E. motor
F. winder
Which were the distractors? Listen again and decide why these an-
1.5
swers were wrong.
1.6 Which verbs from the box in 1.3 did you hear?

2 Describing an action or process
When we describe how something works, we often use prepositions or ad-

verbs to explain movement.
Draw an arrow on the following images to represent the words that

2.1
have been underlined. The first one has been done for you.
1. Put it inside the box … 5. The area beneath the table was …
2. It then passes through a pipe … 6. The paper was then wrapped

around the …
3. Turn the container upside down 7. This then forces the air upwards…
then…
4. The trolley moves along the tracks 8. Cut the paper diagonally …
and …

Describing how a machine works often involves verbs that you do not com-
monly use.
Match objects A-D with the words in the box. Then complete the
2.2
description of each object.
scales thermometer speedometer calculator
It is used to _____________________ It is used to _______________ figures.

D
They are used to _____________ It is used to ______________________

things.
2.3 (Audio 21) Listen and check your answers to 2.2.

3 Describing a process
Think about the different stages involved in wrapping a present.

3.1
How would you use the words in the box?
First, Then, Next, Then, neatly Finally,
(Audio 22) Listen to a description of the process and fill in the gaps.
3.2
Then circle all the verbs used to describe the process.
Here’s how to wrap a present. First, gather together all of the things you
need: wrapping paper, sticky tape, scissors, some ribbon and, of course,
a present. Then, 1 _____________ your present on the opened wrapping
paper and 2 ____________ a suitable amount using the scissors. Next, 3
______________ the paper around the present and 4 ____________ it down
with sticky tape. Then, neatly 5 ___________ up each of the ends of the
paper and 6 ___________ them down. Finally, 7 ___________ the ribbon
around your present. It’s now ready to present!

TEST 1
LISTENING
Questions 17-20
Complete the table below.
Website Content Activity Age group
www.mathtutor.com mathematics practise & 17. all levels

___________
www.spellcity.com spelling 18. _________ primary school
www.beeb.co/typing typing 19. _________ all levels
www.coolresource.com 20. _________ extra practice middle school

Questions 21-23
21. Ted and Cleo’s research results will be presented as a
A. poster.
B. survey
C. graph.
22. They will select foreign students
A. from the Language School.
B. from the Business School.
C. randomly on campus.
23. The foreign students will have to
A. collate the answers.
B. rank the answers.
C. know a lot about the answers.

Questions 24-28
Department of Education Questionnaire
Reasons for Studying Abroad
Study abroad...
- ...is the best way to learn a language
- ...provides a 24. ________________
- ...allows you to experience another culture first-hand
- ...helps you 25. ________________
- ...gives you the opportunity to make new friends
- ...helps you 26. ________________
- ...enables you to 27. ________________
- ...increases the value of your degree
- ...improves 28. ________________
- ...expands your world view

Questions 29-30
Label the diagram below.
Choose your answers from the box below and write the letters A-H next to
questions 29-30.
Countries
A. Afghanistan
B. Saudi Arabia
C. Iraq
D. Japan
E. Mexico
F. Iran
G. Sweden
H. USA

TEST 2
LISTENING
Strategies: completing a flow-chart

Before you listen, study the language used in the chart and decide what
its purpose is, e.g. to ask questions, to state facts.
This may give you clues to the type of answers needed
Identify the style of the language used, e.g. note-form, and write your
answer in the same style.
While you listen, remember that the arrows show you how the text is
organized.
After you have listened, check that the completed flow chart reflects the
overall sense of the recording.
Improve your skills: looking for clues

Study the language used in the flow chart and answer these questions.
a. Which verb form is used in the sentences? What does this tell you about
the purpose of these sentences?
b. In what style are the sentences written? Which kinds of words, therefore,
can you leave out of your answers?
=> Check your answers before you continue.
Label the flow chart. Write NO MORE THAN THREE WORDS for each an-
swer.
LECTURES AND NOTE-TAKING
Complete all 21. ______________ before lecture
*
Think about likely 22. ______________ of lecture.
*
Take notes during lecture.
*
23. ______________ immediately after lecture
* *
Revise before 24. ______________ Revise every 25. ______________

Questions 26-29
Strategies: short-answer questions

For each question, decide what kind of information you must listen for,
e.g. a consequence of something, an explanation.
Before you listen, underline the keywords in each question.
As the recording is played, listen out for the keywords and expressions
with similar meanings to these keywords.
Check your answers for correct grammar, spelling and number of words.
Improve your skills: identify keywords

Underline the keywords in each of 26-29, e.g. question 26 where, sit, attend.
=> Check your answers before you continue
Improve your skills: question forms

Which of answers 26-29 requires you to listen for:
a a reason?
b a type of word or phrase?
c a place?
d an action?

26. Where should you sit when you attend a lecture?
____________________________________________________________________
27. What should you do if you miss an important point?
____________________________________________________________________
28. Why must your notes be easy to read?
____________________________________________________________________
29. What do we call expressions which indicate what is coming next?
____________________________________________________________________

Question 30
Strategies: answering questions about diagrams

Before you listen, describe the diagrams in English to yourself, identify-
ing the similarities and differences between them.
Think of other expressions for features of the diagrams.
As the recording is played, look at the diagrams and listen for keywords
from the instructions. Also listen out for words used to describe features
of the diagrams.
Improve your skills: describing diagrams

Study question 30 and diagrams A-D. Then answer these questions.
a. What are the words for everything you can see in the diagrams?
b. In what ways are A-D similar? How do they differ?
c. What other expressions like those in (a) above do you know?
Circle the correct letter A, B, C or D.

30. Where does Carlos write summing-up points on his notes?
-
Summing up point i Suniimirig
^ jp ssoinsi -
Summing up puinii
Summing - us perils

Strategies: completing notes and tables

Look at any examples: studying these can make you feel more confident
about doing the task when you hear the recording.
For each question, make sure you understand what kind of information
you may have to write in and where.
Think about words that often go with the kind of word you need. For ex-
ample, if you decide the answer is a time of day, you might first hear at,
before or after.
Improve your skills: listening for lexical clues

Decide what kind of information is needed for each of 31-34, e.g. a year.
Think of - or find in the notes - a word likely to go with each, e.g. a year: in
2010.
Look at the table

Write NO MORE THAN TWO WORDS OR A NUMBER for each answer.
The Zip Fastener
1851 Howe ‘Automatic commercial USA

Continuous potential only
Clothing
Closure’
1893 Judson ‘Clasp Locker’ commercial 31. _________
failure
1908 Sundback ‘Hookless commercial Sweden

Fastener’ 32. _________
33. ______ Kynoch ‘Ready commercial UK

Fastener’ success
1920s 34. ‘Zipper’ commercial USA

_______ success

Questions 35-39
Strategies: labelling parts of a diagram

Look at the title and think of real life examples of the object.
Decide from which angle you are looking at the diagram, e.g. from one
side.
Describe the diagram to yourself, identifying all the parts.
Think about how the speaker will describe it and what phrases you might
hear. If you can guess any answers already, pencil them in.
Listen out for prompts that tell you the description is about to start, e.g.
In the drawing you’ll see ..., As shown in
Follow the question numbers on the diagram, e.g.from left to right or
clockwise, and write your answers as you hear them.
Improve your skills: predicting a description

Study the diagram and answer the questions.
a. From what angle are you looking at the zip?
b. What vocabulary do you know for what you can see?
c. What other words or phrases do you think you will hear?
d. In what order do you think you will hear the information?
Label the zip. Write NO MORE THAN THREE WORDS for each answer.
HI i wifniinnKTilYiiKhiri rtyijh
^ irfitf WolWfllTB11 n
The Separating
Zip Fastener 39
37
slider
38 ..
&
anmaaa «
tape
36
35 .
m mmmmai •m a m
heat seal patch

Question 40
Strategies:global questions
Identify the global question: it is often the last of several multiple-choice
items.
Decide what it is testing, e.g. What is the lecturer trying to do? means
you have to identify the speaker’s purpose.
Think about how the language and tone might differ for each option.
When you listen, reject options that misinterpret what the speaker
means, relate to only part of the content, or overstate it.
Improve your skills: predicting global features

1. Study the first line of question 40. What is its focus?
2. Study A-D. What language features and speaker’s tone would you expect
for each?
Choose the correct letter, A, B, C or D.
40. The speaker’s overall aim is to

A. explain how different kinds of zip fastener work.
B. outline the development of the zip fastener.
C. advertise a particular kind of zip fastener.
D. warn of the dangers of zip fasteners.

LISTENING WEEK 7

I. Listening section 4: Lecture or formal talk
Section 4 is a monologue in the form of a lecture, talk or other type of

presentation on an academic subject. It is generally considered to be the
most difficult part of the Listening test. Unlike the other sections, there
is no break in the middle for looking at the questions, but there are a
number of very short pauses to allow you a moment to think about your
answers. There are ten questions, and these may use any of the Listening
test formats.
Spotlight 3
Academic English
Say whether each of these features is more associated with

1
academic English or informal English
1. Using contractions (isn’t, didn’t won’t, etc.)

2. Using I, me, my, you and your
3. Using the passive form a lot
4. Giving personal information and opinions
5. Quoting what other people have said
6. Quoting what other people have written
7. Using a lot of long words
8. Using long sentences
9. Explaining complex processes with chains of cause and effect
Put these words and phrases in the correct column of the table
2
below according to the form of English they are associated with.
boss consists of doing a degree founded

governed by I think institution known as
lots of principally really good specializing in
stuff substance undoubtedly

formal/academic informal
Tip
Listening Section 4 often requires you to understand more formal
varieties of English, such as you would hear in an academic lecture. Some
parts may be quite close to written academic English
Whenever you see or hear examples of English, try to understand the
level of formality of the language being used.
3 Discuss these questions in pairs or small groups.
- Why do we have these two forms of English?

- How clear is the boundary between the two types
- What differences are there between formal spoken English and formal
written English?
- How can you know if a word or phrase is usually formal or informal?
- What can you do to get more experience of listening to talks and lectures
in informal English?

Spotlight 4
Language for describing processe
Complete the sentences below with the phrases in the box.
After that Prior to The end result

The next stage To begin with
1. __________________, you need to hire an architect to design the new build-

ing.
2. __________________ is to get planning permission from the local authori-
ties.
3. __________________, you can start negotiating with contractors to do the
building work.
4. __________________ signing the contracts with the contractors, you should
consult a lawyer.
5. __________________ should be a smooth construction process.

Focus on formats 2
Flow charts
Look at the extract on page 102 from a Section 3 recording.

1
Underline the parts of the script that supply the information you
need and complete this chart.
Complete the flow chart. Write NO MORE THAN TWO WORDS in each
space.
(31) __________________ goes down quickly.
*
(32) __________________ increases.
*
The area becomes covered in vegetation.
*
(33) _____________ rise
*
The area (34) ___________ again.
A common myth about the Sahara is that this desolate landscape used
to be lushly fertile agricultural land, but due to over-farming by its inhab-
itants, it eventually became desert. It’s true that around 12,000 years ago,
much of the region was covered in tropical vegetation and supported
a substantial human population, but a few thousand years earlier than
that, the desert was even larger than it is today.
Human activity has undoubtedly affected the boundaries of the Saha-
ra, principally through the cutting down of trees and bushes for use as
fuel, but the main cause of its expansion and contraction over time is
probably due to a process known as the ‘Sahara Pump’. So what is the
Sahara Pump? Well, it certainly isn’t a machine for inflating tyres! This
theory says that at various points over geological time, the temperature
of the Sahara region falls relatively fast. Of course, in geological terms,
‘fast’ means over thousands of years. This allows greater rainfall, leading
to so-called ‘Green Sahara’ periods. Those are periods when the region is
covered in vegetation. However, the same process continues, and tem-

peratures then start to go up again. or course, this means that the region
starts to dry out and eventually reverts to desert, which is the phase it is
in at the moment. Even today, though, temperatures can vary consider-
ably. For example, one February day in 1979, people in southern Algeria,
well inside the boundary of the desert, were going about their business
as usual when they noticed a strange white substance floating in the air.
Snow was falling!
Summary completion
(Audio 24) Another format is summary completion, and this can

2
also be used to test understanding of processes and sequences of
events. Listen to a continuation of the talk from Exercise 1 and com-
plete the summary in this exam task.
Tip
Section 4 is difficult, and very few IELTS candidates understand every
word they hear in this part. If you haven’t understood, you may be able
to use your knowledge of the world to make an ‘educated guess’. And
never leave an answer blank!
Complete the summary below. Write NO MORE THAN TWO WORDS in

each space.
There used to be very few (35) _______________ in the region, but the num-
bers have increased recently. This has increased the demand for (36)
____________. Awareness of the problem this causes is (37) _______________
but many visitors have little respect for the needs of (38) _______________.

II. Following a lecture or talk

• identifying main ideas
• understanding an explanation
• understanding how ideas are connected
1 Identifying main ideas
The questions in the Listening paper will focus on the main points made
by the speakers, so it is important to be able to identify the main points of
a talk.
(Audio 27) Listen to part of a talk by Paul, an Australian palaeontol-

1.1
ogist (a scientist who studies dinosaurs and fossils). To help practise
keeping track of the talk, put the phrases below in the order you
hear them.
Test Tip
At the start of each talk, you will be told who the speaker is and why they
are talking. You won’t be tested on this, but you can use this information
to get a clear idea of the situation. This can help you to concentrate and
follow the information in the talk.
- The very first field trip I went on

- It’s an ancestor of the modern Australian wombat
- I found a funny-looking piece of rock
- an old professor studying dried-up dinosaur bones
- I immediately changed courses
- I had to do a compulsory unit on extinction

1.2 Which of the following describes the main topic of the talk?
a. Important lectures Paul has given

b. Describing the process that led to Paul’s current role
c. Explaining how ancient Australian animals became extinct
The questions in the IELTS Listening paper focus on the main points of the
talk. In between the points, the speaker may also mention things that are
not directly related to the main purpose of the talk.
(Audio 27) Think about your answer to 1.2 and listen again. Which
1.3
three phrases in 1.1 are used to give information that is directly relat-
ed to the main purpose of the talk?
You may be asked to complete a summary in the Listening paper.
This can look difficult, so it will help to break down the information.
Look at the summary below and write questions related to the infor-
1.4
mation missing from each gap.
Summary
Paul was interested in the 1. ______________ so took an ecology course at
university.
The course included a section on 2. ______________ and an interesting
lecture caused him to quickly change his degree.
Paul says working in palaeontology can be difficult and he describes
the conditions as 3. ______________. However, the discovery of a 4.
______________ from an ancient animal made him realise he had made
the right choice.
1. What was Paul interested in? / Why did Paul take an ecology course?
(Audio 27) Listen to the talk again and complete the summary with
1.5
ONE WORD ONLY. Check your answers, paying attention to your
spelling.

The information in the Listening summary can help you to keep
1.6
track of a talk. Look at Recording script 27 and compare it to the
summary.
1. Is the information in the summary in the same order as the script?

2. Complete the table below with the correct phrases from the script
or the summary
audio script summary

My main interest has been … 1. Paul was interested in …
2. The course included a section on …
a lecturer … I was fascinated 3.
4. change his degree
I found a … 5.
6. a tooth from an ancient animal

2 Understanding how ideas are connected
The topics and language in Listening Sections 3 and 4 are more complex.
Here are some examples of the information you may hear.
A. the methods used in a particular study
B. the effects of an action
C. the reason an action was carried out
D. the conclusions that can be drawn from research
E. the findings of an experiment
(Audio 28) Listen to four extracts from Listening Sections 3 and 4.

2.1
Decide what type of information above (A-E) you hear in each.
1. _________ 2. _________ 3. _________ 4. _________
(Audio 29) Listen to the second part of Paul’s talk. Answer questions
2.2
1-4 with NO MORE THAN TWO WORDS.
1. What information does Paul get from the machine he men-
tions?
2. What did the government recently give Paul?
3. What modern-day problem does he say ancient animals can
help with?
4. What two causes of mega-fauna extinction does Paul hope
to study?

3 Understanding an explanation
To help you prepare for the listening, read the information in the questions
carefully and try to predict what information you will hear.
Test Tip
Don’t be worried if you see technical terms in the Listening questions.
These will usually be explained to you.
Read the two multiple-choice questions below. Use the information

3.1
in the questions to complete the notes on the right.
1. What did the researchers find in The talk is most likely about re-
their experiments The talk is most search done on
likely about research done on on 1. _________. The talk will probably
mice? mention
A. A lack of exercise made them
2. __________, _________ and
appear older.
____________.
B. Their cells remained the same
as they aged.
C. Their cells were unaffected by
changes in diet.
2. What new discovery have scien- During this talk, we will proba-
tists made about During this talk, we bly hear about what we already
will probably hear about pigeons? know about 3 ___________ as well
A. They use the Earth’s magnet- as some 4 _____________ informa-
ic field to navigate.
tion. I need to listen for whether
B. Their beak plays an important
role when flying. pigeons use the 5 __________, or
C. A part of their ear helps them their 6 ____________ or __________ to
find their way. stop them getting lost.
(Audio 30) Listen to the two extracts and answer the questions in 3.1
3.2
by choosing the correct answer, A, B or C.
3.3 Why were the other options incorrect?

LISTENING: SIGNPOST LANGUAGE
Mass Strandings of Whales and Dolphins

Mass strandings: situations where groups of whales, dolphins, etc. swim
onto the beach and die
Common in areas where the 31. __________________ can change quickly
Several other theories:
Parasites
e.g. some parasites can affect marine animals’ 32. __________________,
which they depend on for navigation
Toxins
Poisons from 33. ________________ or ________________ are commonly con-
sumed by whales
e.g. Cape Cod (1988) - whales were killed by saxitoxin
Accidental Strandings
Animals may follow prey ashore, e.g. Thurston (1995)
Unlikely because the majority of animals were not 34. ________________
when they

“Signpost language” thường ở dạng một số từ/cụm từ, được người nói
sử dụng để đánh dấu nội dung thông tin mà họ đang nói, giúp người đọc
nắm được “flow” của câu chuyện và nắm bắt được ý tưởng của người nói.
SECTION 4
Good afternoon everyone. out on field work it's timely
whales and dolphins

often, die in what are known as mass standings’.
^
that in this afternoon's sessitfTlI be shanng some ideas abou e reasons why groups of
fltonto the beach and most.
hfortunatelylgs type of event is a frequent occurrence in some of the locations that
BHffiWfcWflDna to_whfiiB-SQB>atiinasjbaiidtiiiQC^Qul_sudd.eniv. confusing the animals. 031
rver, there are many other theories about the causes of mass stra
The first is ihajjie behaviour is linked to parasi found that stranded animals
wSf9 IlllUWUfl with large numbers of parasites
found in the ears of dead whales. Since manne a
navioate. this tvoe of infestation has the
^
potential
or instanceJtype of worm is commonly
to be very
heavily on their hearing to
harmful.
032
ther th related to toxins, or poisons. These have also been found to contribute
many marine animals. Many toxins as I'm sure you're aware originate
, , 033
from plants or animals. The whale ingests these toxins in its normal feeding behaviour but
,
whether these poisons directly or indirectly lead to stranding and death, seems to depend
upon the toxin involved.
In 1988, for example, fourteen humpback whales examined after stranding along the
beaches of Cape Cod were found to have been poisoned after eating tuna that contained
.
saxitoxin the same toxin that can be fatal in humans.
amatively, it has also been suggested tl animals strand accidentally by following

ase Ir Aa S id Thurston monitored pilot
then
^^ ^ ^
^^
whales that beached after following squid asho However, Ms idea does not seem to
hold true for the majority of mass strandings becaOS HB nation of the animals' stomach
contents reveal that most had not been feeding as they st PHI*led.
034
There are also some new theories which link strandings to humans. A growing concern is that
loud noises in the ocean cause strandings. Noises such as those caused by military exercises 035
are of particular concern and have been pinpointed as the cause of some strandings of late.
GIÁO TRÌNH IELTS 56 i 127

Bên cạnh đó, người nói không chỉ dùng “signpost language” mà còn tận
dụng các “khoảng dừng” hay các từ đơn như “so...”, “well...” để đánh dấu
trước khi họ bắt đầu vào các phần nói mới/ đưa ra ý kiến mới. Trong rất
nhiều trường hợp, speaker(s) trong bài nói sẽ pause 1 khoảng ngắn (khoảng
hơn 1 giây), trước khi nói ý tiếp theo. Việc này khiến việc nhận diện câu trả
lời sẽ dễ hơn.
SECTION 4
Good afternoon everyone . Well, with some of you about to go out on field work it's timely
that in this afternoon's session I'll be shanng some ideas about the reasons why groups of
whales and dolphins sometimes swim ashore from the sea nght onto the beach and . most
often, die in what are known as mass standings'.
Unfortunately, this type of event is a frequent occurrence in some of the locations that
you'll be travelling to. where sometimes the tide goes out suddenly confusing the animals
,
However, there are many other theories about the causes of mass standings. ^
J331
The first is that the behaviour is linked to parasites It's often found that standed animals
were infested with large numbers of parasites. For instance, a type of worm is commonly
found in the ears of dead whales. Since manne animals relv heavily on their hearing to 032
navigate this tvoe of infestation has the potential to be very harmful
,
Another theory is related to toxins, or poisons. These have also been found to contribute
to the death of many marineanimals . Many toxins as I 'm sure you're aware originate
, , 033
Thale ingests these toxins in its normal feeding behaviour but
from plants or animals
,
^^
whether these poisons alrecfly or indirectly lead to stranding and death, seems to depend
upon the toxin involved.
In 1988, for example, fourteen humpback whales examined after stranding along the
beaches of Cape Cod were found to have been poisoned after eating tuna that contained
saxitoxin, the same toxin that can be fatal in humans.
Alternatively, it has also been suggested that some animals strand accidentally by following
their prey ashore in the confusion of the chase. In 1995 David Thurston monitored pilot
whales that beached after following squid ashore. However, this idea does not seem to
hold true for the majority of mass strandings because examination of the animals' stomach 034
contents reveal that most had not been feeding as they stranded
There are also some new theories which link strandings to humans. A growing concern is that
loud noises in the ocean cause strandings. Noises such as those caused by military exercises Q35
are of particular concern and have been pinpointed as the cause of some strandings of late

FUNCTION SIGNPOST LANGUAGE
Introduce the • Today, we’re going to talk about...
topic • The topic of today’s lecture is...
• This morning we are going to take a look at...
• Today I’ll be talking about/ discussing...
• What I’m going to be talking about today is...
• The purpose of today’s lecture is...
• The subject/topic of my talk is....
Introduce the • In today’s lecture I’m going to cover … points.
s t r u c t u r e /m a i n • I’m going to divide this talk into … parts.
parts of the talk • First we’ll look at … Then we’ll go on to … And finally
I’ll …
• In the first I am going to discuss briefly …Then I’ll go
on to look at … Finally I am going to think about…
Introduce the 1st • Let’s start by talking about …
idea/ the 1st part • To begin …
• Firstly, …
• I’ll start with …
• The first advantage / reason / cause etc. is …
End of the 1st part • We’ve looked at …
• I’ve talked about …
Introduce the • Now, let’s turn to …
next idea/ the 2nd • And I’d now like to talk about …
part • The next / second …
• I’d like now to discuss …
• The next issue/topic/area I’d like to focus on …
End of the talk • To sum up, …
• So it is clear from what we have discussed today
that…
• I’d like now to recap…,
• Let’s summarise briefly what we’ve looked at …
• In conclusion…
• To summarise…
• In summary…
• Overall,…
• The three main points are …

TEST 1
LISTENING
Mass Strandings of Whales and Dolphins

Mass strandings: situations where groups of whales, dolphins, etc. swim
onto the beach and die
Common in areas where the 31. __________________ can change quickly
Several other theories:
Parasites
e.g. some parasites can affect marine animals’ 32. _________________,
which they depend onfor navigation
Toxins
Poisons from 33. _______________ or _______________ are commonly con-
sumed by whales
e.g. Cape Cod (1988) - whales were killed by saxitoxin
Accidental Strandings
Animals may follow prey ashore, e.g. Thurston (1995)
Unlikely because the majority of animals were not 34. ________________
when they stranded
Human Activity
35. ________________ from military tests are linked to some recent
strandings
The Bahamas (2000) stranding was unusual because the whales
• were all 36. ________________
• were not in a 37. ________________
Group Behaviour
• More strandings in the most 38. ________________ species of whales
• 1994 dolphin stranding - only the 39. ________________ was ill
Further Reading
Marine Mammals Ashore (Connor) - gives information about stranding
40.____________

TEST 2
LISTENING
Business Cultures
Power culture
Characteristics of organisation: • small
• 31. ___________ power source
• few rules and procedures
• communication by 32. ___________
Advantage: • can act quickly
Disadvantage: • might not act 33. ___________
Suitable employee: • not afraid of 34. ___________
• doesn’t need job security
Role culture
Characteristics of organisation: • large, many 35. ___________
• specialised departments
• rules and procedure, e.g. job
36. __________ and rules for discipline
Advantage: • economies of scale
• successful when 37. __________
ability is important
Disadvantage: • slow to see when 38. _______ is needed
• slow to react
Suitable employee: • values security
• doesn’t want 39. _____________
Task culture
Characteristics of organisation: • project orientated
• in competitive market or making
product with short life
• a lot of delegation
Advantage: • 40. __________________
Disadvantage: • no economies of scale or special
expertise
Suitable employee: • likes to work in groups

TEST 3
LISTENING

Questions 31 and 32
31. The owners of the underground house
A. had no experience of living in a rural area.
B. were interested in environmental issues.
C. wanted a professional project manager.
32. What does the speaker say about the site of the house?
A. The land was quite cheap.
B. Stone was being extracted nearby.
C. It was in a completely unspoilt area.
Questions 33-40
Write ONE WORD AND/OR A NUMBER for each answer.
The Underground House

Design
• Built in the earth, with two floors
• The south-facing side was constructed of two layers of 33. ____________
• Photovoltaic tiles were attached
• A layer of foam was used to improve the 34. ________________ of the
building
Special features
• To increase the light, the building has many internal mirrors and 35.
____________
• In future, the house may produce more 36. ___________ than it needs
• Recycled wood was used for the 37. _____________ of the house
• The system for processing domestic 38. ____________ is organic
Environmental issues
• The use of large quantities of 39. ______________ in construction was en-
vironmentally harmful
• But the house will have paid its environmental debt within 40.
_____________

LISTENING WEEK 8

I. Preparing to answer 2
This is a full-length Section 4 task which uses the summary-completion

and flow-chart formats shown on pages 101-102, plus one of the multi-
ple-choice formats you looked at carlier in this unit.
Look briefly at the questions. Will your knowledge of the world help
1
you to guess possible answers if you don’t fully understand the re-
cording? Can you predict ranges of possible answers for some ques-
tions?
2 (Audio 25) Now listen and answer the questions.
SECTION 4
Questions 31-34
Complete the summary below. Write NO MORE THAN THREE WORDS
in each space.
Photogravure was developed in the 1830s by one of the inventors of
(31)_____________. This technique could make good-quality prints of pho-
tos, (32) ____________ and works of art. The process was refined in the 1870s
and is still in use today, although only in (33)_____________workshops. The
production of photogravure images is currently (34) ________________.

Questions 35-38
Complete the flow chart. Write NO MORE THAN TWO WORDS in each
space.
(35) _________________ is attached to a smooth metal sheet.
*
The image is transferred the surface of the metal with (36)
_________________
*
The darkest areas of the photo are the (37) _________________ in the sur-
face of the metal.
*
Ink is applied to the metal plate.
*
(38) _________________ paper is pressed onto the plate.
*
The paper is carefully removed.
Questions 39 and 40
39. How many prints can one sheet of metal make?
A. An almost unlimited number
B. A few hundred
C. About ten
40. What is photogravure mostly used to produce these days?
A. Very large photographs
B. Expensive works of art
C. Images for special books and magazines

Check and challenge
Talking about past experiences
CHECK
Write five ways students can prove to tutors what they have learned.
CHALLENGE
If you are or have been a student in higher education, write a short
essay about your experiences of dealing with academic staff. Answer these
questions.
• How did you choose which aspects of the subject to study?
• How was your progress assessed?
• How much involvement did members of staff have in directing your stud-
ies?
• Are there any changes which would have helped you study more
effectively?
If you have never been a student, imagine the day of a university

lecturer. What do you think he/she does?
Academic English
CHECK
Rewrite these sentences in a more academic type of English.
1. The college got off the ground in 1920.
2. The way this essay is put together isn’t great
Now rewrite these sentences in a more informal type of English.
3. The courses are of very high quality.
4. I am of the opinion that the school-leaving age should be raised.

The exam format
CHECK
Decide whether these statements about Listening Sections 3 and 4 are
true (T) or false (F).
1. Section 3 is always a conversation between a tutor and a student.
2. Section 4 is always one person talking to an audience.
3. There are only two types of multiple-choice question.
4. In flow-chart and summary-completion tasks for Sections 3 and 4, the
exact words you need are heard in the recording
5.It’s very difficult for lower-level students to score any points at all in Sec-
tion 4.
6. In both Sections 3 and 4, you are given two pauses to read the ques-
tions.
7. At the end of the test, you have five minutes to transfer your answers to
the answer sheet
CHALLENGE Visit www.ted.com.

This website is a superb resource of lectures to watch and listen to. TED
stands for Technology, Entertainment, Deſign, but the talks cover a very
wide range of themes, some of them only loosely connected with those
areas. It offers excellent practice for IELTS Listening Section 4. For many of
the talks, you can listen with subtitles in English or in some other languag-
es, and can read a transcript of the talk.

II. Contrasting ideas

• signposting words
• using notes to follow a talk
• comparing and contrasting ideas
1 Signposting words
For Listening Section 4, you will hear a talk by a student or an expert on

an academic subject. Speakers often use signposting words to move from
one topic to another, or to help connect their ideas.
Test Tip
A shift in topic often indicates that you should move on to the next ques-
tion. Use signposting words (as well as headings) in the notes to help
guide you through the topics and the questions.
(Audio 31) Listen to six short extracts from different Listening Sec-
1.1
tion 4 talks. Complete the extracts below.
1. OK, _________________________________ the late 19th century, when agreat

deal of changes were taking place.
2. Now, _________________________________ I wanted to give you some back-
ground information.
3. So, _________________________________ some possible reasons for this.
4. ________________________, I’d like to talk about some future projects.
5. So, _________________________________ did we reach?
6. I’ll _________________________________ what this machine can do.
1.2 Match the extracts 1-6 in 1.1 to uses A-C below.
A. to start off a topic

B. to change to a new topic
C. to finish off a topic

Here are some words you might hear in a talk. Match words 1-8 to
1.3
their synonyms A-H.
Test Tip
The information in a table is always read from left to right. The different
examples will be described in order. Notice that there is often a title or a
heading at the top of the table to give you more information.
1. results A. background
2. definition B. benefits
3. challenges C. solutions
4. history D. findings
5. advantages E. conclude
6. disadvantages F. meaning
7. answers G. drawbacks
8. summarise H. problems
2 Comparing and contrasting ideas
Sometimes, the focus of a talk will be comparing or contrasting (saying

what is the same or different about) several different things.
The information may be organised as a table that you need to complete.
Test Tip
The information in a table is always read from left to right. The different
examples will be described in order. Notice that there is often a title or a
heading at the top of the table to give you more information.
You are going to do a table completion task. First, study the table
2.1
and then answer questions 1-5 below.
1. Which of the following do you think you will hear?

A. the names of all the plants, then all of their origins, then finally, a
discussion of all the positives and negatives
B. a full description of one plant that also contains some references to
the other plants listed
C. a complete analysis of one plant at a time, describing its origins,
then finally its positives and negatives

2. What type of information will you need to write for Question 1?
3. In which column will the questions focus on the benefits?
4. In which column do the questions focus on the drawbacks?
5. What information will you need to listen for in Question 8?
Plants that changed the world
Plant Origins Positives Negatives

potatoes Central and It led to • In Ireland, the
South • changes in 4.__________ became
America 2.___________ dependent on
Brought to • people moving to potatoes.
1._________ another country to find • Disease led to mass
by the new 3.____________ 5.______________
Spaniards in
16th century
tobacco The • It played an important • Led to increases in
Americas role in US history. slavery
• Known as the first • Became a cause for
6.__________ crop in the 7.______________
US.
8._______ China Helped bring about in- The 9.____________
dependence in the US. imposed on it be-
came a key event in
American Revolution.
White China It started 10.__________ It led to increases in
Mulberry between East and West. the spread of disease.
2.2 (Audio 32) Listen and complete the table with ONE WORD ONLY.
3 Using notes to follow a talk
The headings in a set of notes can help you in the same way as the
headings in a column.
3.1 Read the notes below and answer questions 1-4 below.

1. How is the information organised differently, in comparison with the
table in 2.1?
2. How will this help you to follow the talk?
3. What new topic will you hear about, which was not in the table in 2.1?
4. For which question do you need to write a nationality?
Plants that changed the world

Prehistory: flowering plants
• arrived about 130 million years ago
• became an essential source of 1. _________________
2737 BC: tea

• discovered in China, played a key role in USA, China & UK
• led to financial problems in Britain - a Chinese ruler insisted all tea was
paid for with 2._____________, which had to be sourced from other coun-
tries
202 BC: White Mulberry

• in demand from 202 BC when it was essential in the production of
3._____________
• trade routes led to the spread of different 4.____________ but also made
more people ill and encouraged the exchange of dangerous products
(e.g. 5._____________)
16th century: the potato

• originated in Central and South America, brought to Europe by the
6.____________
• it was rapidly accepted because it was cheap and contained lots of
7._____________
• helped prevent one specific 8._____________
• 1845–1849 – large-scale failure of potato crops led to a million deaths in
Ireland and the 9._____________ of another million people
3.1 (Audio 33) Listen and complete the notes with ONE WORD ONLY.
Check your answers, then listen again and notice how the notes
3.2
help to guide you through the talk.

TEST 1
LISTENING

Write ONE WORD ONLY for each answer.
THE SPIRIT BEAR

General facts
• It is a white bear belonging to the black bear family.
• Its colour comes from an uncommon 31. _______________.
• Local people believe that it has unusual 32. _______________.
• They protect the bear from 33. _______________.
Habitat
• The bear’s relationship with the forest is complex.
• Tree roots stop 34. _______________ along salmon streams.
• The bears’ feeding habits provide nutrients for forest vegetation.
• It is currently found on a small number of 35. _______________
Threats
• Habitat is being lost due to deforestation and construction of
36._______________ by logging companies.
• Unrestricted 37._______________ is affecting the salmon supply.
• The bears’ existence is also threatened by their low rate of
38._______________
Going forward
• Interested parties are working together.
• Logging companies must improve their 39._______________ of logging
• Maintenance and 40.____________ of the spirit bears’ territory is needed.

TEST 2
LISTENING

THE FUTURE OF MANAGEMENT

Business markets
• greater 31. _______________ among companies
• increase in power of large 32. _______________ companies
• rising 33. _______________ in certain countries
External influences on businesses

• more discussion with 34. _______________ before making business deci-
sions
• environmental concerns which may lead to more 35. _______________
Business structures
• more teams will be formed to work on a particular 36. _______________
• businesses may need to offer hours that are 37. _______________, or the
chance to work remotely
Management styles
• increasing need for managers to provide good 38. _______________
• changes influenced by 39._______________ taking senior roles
Changes in the economy

• service sector continues to be important
• increasing value of intellectual property
• more and more 40. _______________ workers

TEST 3
LISTENING

‘Self-regulatory focus theory’ and leadership

Self-regulatory focus theory
People’s focus is to approach pleasure or avoid pain
Promotion goals focus on 31. _______________
Prevention goals emphasise avoiding punishment
Factors that affect people’s focus

The Chronic Factor
• comes from one’s 32._______________
The 33. _______________ Factor

• we are more likely to focus on promotion goals when with a
34._______________
• we are more likely to focus on prevention goals with our boss
How people’s focus affects them

Promotion Focus: People think about an ideal version of themselves,
their 35._______________ and their gains.
Prevention Focus: People think about their ‘ought’ self and their
obligations
Leaders
Leadership behaviour and 36._______________ affects people’s focus
Transformational Leaders:
• pay special attention to the 37._______________ of their followers
• passionately communicate a clear 38._______________
• inspire promotion focus in followers
Transactional Leaders:
• Create 39._______________ to make expectations clear
• emphasise the results of a mistake
• inspire prevention focus in followers

Conclusion
Promotion Focus is good for jobs requiring 40._______________
Prevention Focus is good for work such as a surgeon
Leaders’ actions affect which focus people use

READING WEEK 5

READING WEEK 5
YOUTH
Unit aims:
• Identifying relevant sections
• Summaries with wordlists
• Selecting statements
• Global multiple-choice question
I Identifying relevant sections
1 Look at the photo and answer questions a-d
a. What aspect of modern life does the photo suggest?

b. To what extent is there a real or an imagined gap between the capabili-
ties of older and younger people?
c. Do young people take on responsibilities at an earlier age than they did
in the past? If so, is this a good development?
d. Which age group—young adult, middle-aged, elderly —would you as-
sociate the adjectives in the box below with?
creative analytical responsible
flexible spontaneous sensible
Skim the title of the reading passage on page 148. What can
2
youpredict about the topic of the reading passage f rom the
title?
Read the summary, which is taken f rom a Summary task with a

3
wordlist. Then answer questions a and b below.
a. Which words in the summary will help you scan for the beginning and
the end of the relevant section of the text?
b. Skim the reading passage and decide where the summary begins and
ends.

According to a recent report, young people aged 8-18 are wasting
(1)_________________ of time by multitasking. In fact, they are spend-
ing as much as 50 per cent longer than if they did the same tasks
(2)_________________ Some young people are juggling a larger and larger
array of (3)_________________ as they study, while surfing the net, sending
(4)_________________ , answering the phone, and listening to music simul-
taneously. Other studies have shown that this (5)_________________ is af-
fecting the way families operate, with young people too self-absorbed to
talk to other family members or to eat at the family table. The electron-
ic (6)_________________ is also apparently having a (7)_________________ on
young people’s studies and work.
Excessive demands on young people

Being able to multitask is hailed by most people as a welcome skill, but not
according to a recent study which claims that young people between the
ages of eight and eighteen of the so-called ‘Generation M’ are spending a
considerable amount of their time in fruitless efforts as they multitask. It
argues that, in fact, these young people are frittering away as much as half
of their time again as they would if they performed the very same tasks one
after the other.
Some young people are juggling an ever-larger number of electronic de-

vices as they study. At the same time that they are working, young adults
are also surfing on the Internet, or sending out emails to their friends, and/
or answering the telephone and listening to music on their iPods or on an-
other computer. As some new device comes along it too is added to the list
rather than replacing one of the existing devices. Other research has indi-
cated that this multitasking is even affecting the way families themselves
function as young people are too wrapped up in their own isolated worlds
to interact with the other people around them. They can no longer greet
family members when they enter the house nor can they eat at the family
table.
All this electronic wizardry is supposedly also seriously affecting young peo-
ple’s performance at university and in the workplace. When asked about
their perception of the impact of modern gadgets on their performance
of tasks, the overwhelming majority of young people gave a favourable re-
sponse.

The response from the academic and business worlds was not quite as
positive. The former feel that multitasking with electronic gadgets by chil-
dren affects later development of study skills, resulting in a decline in the
quality of writing, for example, because of the lack of concentration on task
completion. They feel that many undergraduates now urgently need re-
medial help with study skills. Similarly, employers feel that young people
entering the workforce need to be taught all over again, as they have be-
come deskilled.
While all this may be true, it must be borne in mind that more and more is
expected of young people nowadays; in fact, too much. Praise rather than
criticism is due in respect of the way today’s youth are able to cope despite
what the older generation throw at them.
Complete the summary in 3 as far as you can without looking

4
at the passage again. To what extent is it possible to predict the
meaning of the missing words in the summary without reading
the passage?
Complete the summary in 3 using items A-M from the wordlist

5
below Wordlist
I. electronic
A. in sequence E. messages M. all together
gizmos
B. revolution F. letters J. behaviour
C. beneficial
G. electronics K. development
effect
H. negative L. significant
D. much
impact amounts
Using the following notes to help you, check the items you have
6
selected from the wordlist for questions 1-7.

1. something to do with quantity
2. something to do with order
3. something to do with electronic things
4. something to do with things you send electronically
5. something to do with the way of doing things
6. something which has happened to do with electronics
7. something to do with the effect of 5 and 6
Underline the words in the reading passage which are paraphras-

7
es of the answers 1-7 above.

II Selecting statements
Statements A-G in 9 are taken from a Selecting statements task.

8
Skim the statements and answer questions a-c.
a. Which part of the passage do you think the answers are in?
b. Which statements can you predict to be true?
c. Which words can you use to scan? Can you use electronic gadgets? Why?
Why not?
Using your predictions in 8 to help you, choose three statements

9
to answer the Selecting statements task below
The list below gives some opinions about electronic gadgetry.

Which THREE opinions are mentioned by the writer of the text?
A. According to students, electronic gadgets are now an inevitable part of
the university landscape.
B. Academics feel multitasking with electronic gadgets affects children’s
subsequent acquisition of study skills.
C. Academics feel students are offered help with their writing and study
skills.
D. Most young people see no problems related to using electronic gad-
gets.
E. Computer use at school fails to prepare students for academic life at
university, according to academics.
F. Employers feel that the use of electronic gadgets among children af-
fects capacity to perform in the work environment.
G. Employers think that overuse of computers, etc. definitely affects job
prospects later in life.

III Global multiple-choice question
The question below is a Global multiple-choice question. Read

10
the question and then answer questions a-c.
Choose the correct letter A, B, C, or D.

The writer concludes that
A. the use of electronic gadgets at school is affecting academic study.
B. more is required of young people today and they cope well in the cir-
cumstances.
C. the use of electronic gadgets at school needs to be controlled.
D. electronic gadgets should be totally banned as they harm young peo-
ple’s job prospects.
1. Look at the stem of the multiple-choice question. What does it tell you
about the location of the answer?
2. What does the title of the passage tell you about the writer’s opinion?
3. Which alternatives can you eliminate?
Using your answers in 10, answer the Global multiple-choice

11
question.
Test Tip
Read the title and skim the questions first, especially the summary. Use
the information from these to predict the content of the reading
passage.
Reading passage 5
You should spend 20 minutes on questions 1-13, which are based on

Reading Passage 5

Young people—coping with an unpredictable future
Young people here in Asia and indeed in every continent are facing new
challenges at an unparalleled pace as they enter the global economy seek-
ing work. But are the young in all parts of the globe fully equipped to deal
with the unforeseen hazards of the twenty-first century?
With the globalization not just of commerce, but all knowledge itself, young
graduates in India, Pakistan, or China are just as prepared for the future as
their counterparts in any other nation. Except for one thing, that is. Young
people wherever they are still lack something of paramount importance.
There was a time when those companies or nations with the most knowl-
edge had the edge on their competitors. That is now almost gone.
In future, the success of all nations and companies, and indeed the success
of young workers, will depend not on analytical thinking as has been the
case until now, but on creativity and flexible thinking. This will have huge
implications on the way companies and people function.
Knowledge has now become like the light from the light bulb. It is now
available to all of us, East and West, North and South. We can now ‘switch
it on’ in India, China, or Korea as easily as in, say, France
or Australia. Knowledge is also packaged into systems that allow profes-

sionals of any kind and level to move around the world in the employ of
multinational companies much more easily than in the past. So it matters
less and less where people are from, where they are working, or where they
move to. The same rules and systems apply to all.
With this knowledge-based industry now firmly established, mainly as a

result of the Internet, economies, and people have to move on to another
level of competition. What will make or break the economies of the future
in Asia and the West is not workforces equipped with narrow life skills, but
the more creative thinkers who can deal with the unknown. But the world
is still churning out young workers to cater for knowledge rather than cre-
ativity-based economies. Edward de Bono has long championed lateral
thinking and his work has found its way into many companies and conser-
vative institutions.
More recently, Daniel Pink in A Whole New Mind (2005), a book about the
mindset needed for the coming century, has predicted that success in the

future will depend on creative thinking, not analytical thinking—more use
of the right side of the brain as opposed to the left.
Knowledge-based professions which control the world like banking, man-

agement, etc. Pink argues, will wane as more and more jobs are replaced
by computers, a prospect government must wake up to or they will have
hordes of young people trained for a redundant world system. The analyt-
ical brain types that have dominated job interviews in recent years have
had their day. Those who see the bigger picture at the same time,i.e. those
who use the right side of their brain as well or more than the left or can
switch between the two at will, are about to come into their own.
The most prized individuals will be those who think outside the analytical
boxes. If governments are sleep-walking into this situation, young people
need not do so, but can prepare themselves for this dramatic evolution.
Broadly speaking, young people are much more flexible and prepared to
adapt to new situations than their older counterparts. Their very familiarity
with ever-changing technology and the processes that go with it equips
them to be proactive, and to develop their skills beyond the purely ana-
lytical. Take the gigantic leaps that have been made in the economies of
South-East Asia in recent years. Advanced transport infrastructures and
systems for knowledge transfer are more evolved than in many so-called
advanced western countries which are lagging behind their eastern coun-
terparts.
Businesses, rather than universities, can provide opportunities that intro-

duce elements of unpredictability and creativity into aspects of training or
work experience to teach employees to cope with the shifting sands of the
future. The young will be encouraged to do what they do best, breaking
out of existing systems and restructuring the way things are done. Older
people will need to side with them in their readiness to remould the world
if they are to survive in the future workplace. We may be in for a bumpy
ride, but whatever else it may be, the future does not look dull.

1. Technique: Summary with wordlist
1. Scan the text for the section which relates to the summary.
2. Skim the summary and try to complete the spaces with your own
words.
3. Look for words/ ideas from the list that collocate with words in the
text.
4. Find words/ phrases in the list which are opposites. Find words that
you can eliminate from the list.
5. Read the relevant section of the text and complete the answers.
Questions 1-7
Complete the summary below using the list of words, ( A-K ) from the box
below.
Young people everywhere are having to overcome new (1)___________________
as they look for work. The ubiquity of knowledge means that compa-
nies and young workers need something else to stay ahead of their
(2)___________________. Workers, nomatter where they are from, can plug
into systems. This has huge (3)___________________ . With the end of knowl-
edge-based industries, Daniel Pink has forecast that success in the fu-
ture will depend on (4)___________________, not analytical. The power
professions like banking, management, etc. will, it is argued, take on a
(5)___________________ as more jobs are carried out by computers. Young
people who use the right side of their brain as well as their left are about
to assume a (6)___________________ , so more work-based training involving
the (7)_____________ of uncertainty is in order.
A. spread G. goals
B. greater role H. creative minds
C. obstacles I. results
D. consequences J. value
E. lesser role K. rivals
F. management

Questions 8-10
Choose three letters, A-F.
Which THREE of the following predictions are made by the writer of the
text?
A. The role of creative thinkers will become more important.
B. South-East Asia will develop more advanced systems for knowledge
transfer.
C. The use of technology will reduce people’s creative abilities.
D. Older people will find it hard to adapt to future workplace needs
E. Businesses will spend increasing amounts of money on training.
F. Fewer people will enter knowledge-based professions.
Questions 11-13
11. According to the writer, some systems are more advanced in South-East
Asia than in the West because
A. managers are more highly qualified.
B. the business environment is more developed.
C. the workforce is more prepared to adapt.
D. the government has more resources.
12. According to the writer, training for the developments that he describes
will be provided by
A. governments.
B. universities.
C. schools.
D. businesses.
13. The writer concludes that
A. older people will have to be more ready to change.
B. businesses will have to pay young people more.
C. young people will not need work-based training.
D. university lecturers will not have to adapt their courses

IV Improve your IELTS word skills
Which of the following suffixes are used to make nouns from

1
verbs and which from adjectives?
-ness -ity -ment -ion -ation -ing
Which of the following suffixes are used to make nouns from

2
verbs and which from adjectives?
act detect fulfil travel rapid sad similar thoughtless
Add the suffixes -hood and -ship to the words below to form
3
nouns.
adult child court friend king neighbour relation
Add the correct suffix to the words below. Decide if the words
3
become nouns or adjectives.
-ful -less -al -ous
courage deny price use survive wonder worth

READING EXERCISE
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on
Reading Passage 1 on the following pages.
List of Headings
i Financial costs
ii Decline and disuse
iii Birth and development
iv Political uses of Nu shu
v The social role of Nu shu
vi Last of the Nu shu speakers
vii Characteristics of written Nu shu
viii Revival and contemporary interest
1. Section A _______
2. Section B _______
3. Section C _______
4. Section D _______
5. Section E _______

Nu shu
— a secret language—
A. It is sometimes said that men and women communicate in different

languages. For hundreds of years in the Jianyong County of Hunan prov-
ince, China, this was quite literally the case. Sometime between 400 and
1,000 years ago women defied the patriarchal norms of the time that for-
bade them to read or write, and conceived of Nu shu—literally, ‘women’s
language’—a secretive script and language of their own. Through build-
ing informal networks of ‘sworn sisters’ who committed themselves to
teaching the language only to other women, and by using it artistically in
ways that could be passed off as artwork (such as writing characters on a
decorative fan), Nu shu was able to grow and spread without attracting
too much suspicion.
B. Nu shu has many orthographical distinctions from the standard Chi-

nese script. Whereas standard Chinese has large, bold strokes that look
as if they might have been shaped with a thick permanent marker pen,
Nu shu characters are thin, slanted and have a slightly ‘ scratchy ’ appear-
ance that bears more similarity to calligraphy. Whereas standard Chi-
nese is logographic, with characters that represent words and meanings,
Nu shu is completely phonetic—each character represents a sound; the
meaning must be acquired from the context of what is being said. Us-
ers of Nu shu developed coded meanings for various words and phrases,
but it is likely that only a tiny fraction of these will ever be known. Many
secrets of Nu shu have gone to the grave.
C. Nu shu was developed as a way to allow women to communicate with

one another in confidence. To some extent this demand came from a
desire for privacy, and Nu shu allowed women a forum for personal writ-
ten communication in a society that was dominated by a male-orientat-
ed social culture. There was also a practical element to the rise of Nu shu,
however: until the mid 20th century, women were rarely encouraged to
become literate in the standard Chinese script. Nu shu provided a practi-
cal and easy-to-learn alternative. Women who were separated from their
families and friends by marriage could therefore send ‘letters’ to each
other. Unlike traditional correspondence, however, Nu shu characters
were painted or embroidered onto everyday items like fans, pillowcases
and handkerchiefs and embodied in ‘artwork’ in order to avoid making

men suspicious.
D. After the Chinese Revolution, more women were encouraged to be-

come literate in the standard Chinese script, and much of the need for a
special form of women’s communication was dampened. When the Red
Guard discovered the script in the 1960s, they thought it to be a code
used for espionage. Upon learning that it was a secret women’s language
they were suspicious and fearful. Numerous letters, weavings, embroi-
deries and other artifacts were destroyed and women were forbidden to
practise Nu shu customs. As a consequence, the generational chains of
linguistic transmission were broken up, and the language ceased being
passed down through sworn sisters. There is no longer anyone alive who
has learnt Nu shu in this traditional manner; Yang Huanyi, the last profi-
cient user of the language, died on September 20, 2004, in her late 90s.
E. In recent years, however, popular and scholarly interest in Nu shu has

blossomed. The Ford Foundation granted US $209,000 to build a Nu shu
Museum that houses artifacts such as audio recordings, manuscripts
and articles, some of which date back over 100 years. The investment
from Hong Kong SAR is also being used to build infrastructure at poten-
tial tourist sites in Hunan, and some schools in the area have begun in-
struction in the language. Incidentally, the use of Nu shu is also a theme
in Lisa See’s historical novel, Snow Flower and the Secret Fan, which has
since been adapted for film.

Questions 6-7
Choose TWO letters A-E.
Write your answers in boxes 6-7 on your answer sheet.
Why was there a need for Nu shu?
Which TWO reasons are given in the text?
A. It provided new artistic opportunities for female artisans.
B. It was a way for uneducated women to read and write.
C. Not enough women were taking an interest in literature.
D. It was a way for women to correspond without men knowing.
E. It helped women believe in themselves and their abilities.
Questions 8-13
Do the following statements agree with the information given in Reading
Passage 1?
In boxes 8-13 on your answer sheet, 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
8. The post-Revolution government did not want women to read or write in

any language. _________
9. At first, the Red Guard thought Nu shu might be a tool for spies. _________
10. Women could be punished with the death penalty for using Nu shu.
_________
11. The customary way of learning Nu shu has died out. _________
12. There is a lot of money to be made out of public interest in Nu shu.
_________
13. Nu shu is now being openly taught. _________

READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based
on Reading Passage 2 below
Music and the emotions
Neuroscientist Jonah Lehrer considers the emotional power of music
Why does music make us feel? On the one hand, music is a purely abstract
art form, devoid of language or explicit ideas. And yet, even though music
says little, it still manages to touch us deeply. When listening to our favou-
rite songs, our body betrays all the symptoms of emotional arousal. The
pupils in our eyes dilate, our pulse and blood pressure rise, the electrical
conductance of our skin is lowered, and the cerebellum, a brain region as-
sociated with bodily movement, becomes strangely active. Blood is even
re-directed to the muscles in our legs. In other words, sound stirs us at our
biological roots.
A recent paper in Nature Neuroscience by a research team in Montreal,

Canada, marks an important step in revealing the precise underpinnings of
‘the potent pleasurable stimulus’ that is music. Although the study involves
plenty of fancy technology, including functional magnetic resonance im-
aging (fMRI) and ligand-based positron emission tomography (PET) scan-
ning, the experiment itself was rather straightforward. After screening 217
individuals who responded to advertisements requesting people who ex-
perience ‘chills’ to instrumental music, the scientists narrowed down the
subject pool to ten. They then asked the subjects to bring in their playlist
of favourite songs- virtually every genre was represented, from techno to
tango - and played them the music while their brain activity was mon-
itored. Because the scientists were combining methodologies (PET and
fMRI), they were able to obtain an impressively exact and detailed portrait
of music in the brain. The first thing they discovered is that music triggers
the production of dopamine - a chemical with a key role in setting people’s
moods - by the neurons (nerve cells) in both the dorsal and ventral regions
of the brain. As these two regions have long been linked with the experi-
ence of pleasure, this finding isn’t particularly surprising.
What is rather more significant is the finding that the dopamine neurons
in the caudate - a region of the brain involved in learning stimulus-response
associations, and in anticipating food and other ‘reward’ stimuli - were at

their most active around 15 seconds before the participants’ favourite mo-
ments in the music. The researchers call this the ‘anticipatory phase’ and
argue that the purpose of this activity is to help us predict the arrival of our
favourite part. The question, of course, is what all these dopamine neurons
are up to. Why are they so active in the period preceding the acoustic cli-
max? After all, we typically associate surges of dopamine with pleasure,
with the processing of actual rewards. And yet, this cluster of cells is most
active when the ‘chills’ have yet to arrive, when the melodic pattern is still
unresolved.
One way to answer the question is to look at the music and not the neu-
rons. While music can often seem (at least to the outsider) like a labyrinth of
intricate patterns, it turns out that the most important part of every song or
symphony is when the patterns break down, when the sound becomes un-
predictable. If the music is too obvious, it is annoyingly boring, like an alarm
clock. Numerous studies, after all, have demonstrated that dopamine neu-
rons quickly adapt to predictable rewards. If we know what’s going to hap-
pen next, then we don’t get excited. This is why composers often introduce
a key note in the beginning of a song, spend most of the rest of the piece
in the studious avoidance of the pattern, and then finally repeat it only at
the end. The longer we are denied the pattern we expect, the greater the
emotional release when the pattern returns, safe and sound.
To demonstrate this psychological principle, the musicologist Leonard

Meyer, in his classic book Emotion and Meaning in Music (1956), analysed
the 5th movement of Beethoven’s String Quartet in C-sharp minor, Op. 131.
Meyer wanted to show how music is defined by its flirtation with- but not
submission to- our expectations of order. Meyer dissected 50 measures
(bars) of the masterpiece, showing how Beethoven begins with the clear
statement of a rhythmic and harmonic pattern and then, in an ingenious
tonal dance, carefully holds off repeating it. What Beethoven does instead
is suggest variations of the pattern. He wants to preserve an element of un-
certainty in his music, making our brains beg for the one chord he refuses
to give us. Beethoven saves that chord for the end.
According to Meyer, it is the suspenseful tension of music, arising out of our

unfulfilled expectations, that is the source of the music’s feeling. While ear-
lier theories of music focused on the way a sound can refer to the real world
of images and experiences - its ‘connotative’ meaning- Meyer argued that

the emotions we find in music come from the unfolding events of the mu-
sic itself. This ‘embodied meaning’ arises from the patterns the symphony
invokes and then ignores. It is this uncertainty that triggers the surge of
dopamine in the caudate, as we struggle to figure out what will happen
next. We can predict some of the notes, but we can’t predict them all, and
that is what keeps us listening, waiting expectantly for our reward, for the
pattern to be completed.
Questions 27-31
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
The Montreal Study
Participants, who were recruited for the study through advertisements,

had their brain activity monitored while listening to their favourite music. It
was noted that the music stimulated the brain’s neurons to release a sub-
stance called 27_______________ in two of the parts of the brain which are
associated with feeling 28______________
Researchers also observed that the neurons in the area of the brain called
the 29_____________ were particularly active just before the participants’ fa-
vourite moments in the music - the period known as the 30_______________
Activity in this part of the brain is associated with the expectation of ‘re-
ward’ stimuli such as 31________________.

READING WEEK 6

READING WEEK 6
CULTURE
Unit aims:
Using organizing words
Matching headings (2)
Matching phrase (1)
Matching names
I Using organizing words
1 Look at the photos and answer questions a-c.
a. What aspects of culture do the pictures reflect?

b. Do you associate the word culture with the activities shown? Why? Why
not?
c. Which factors in the box are important in making your culture different
from other people’s? Give examples for each item you choose.
food sport music family art work

IELTS reading questions often contain organizing words. These
2
nouns belong to a limited set. By identifying these, it is easier to
find the answer. Divide the following organizing words into pairs
with similar meanings.
advantage aim benefit consequence influence
difference difficulty discrepancy factor hazard
problem outcome purpose risk
Organizing words are common in matching tasks. Complete

3
each of the paragraph headings below with a suitable organiz-
ing word from the box.
action reservations role strategies outline problem
a. The ______________ played by the individual in maintaining traditions

b The ______________ of protecting culture from outside influences
c Different ______________to combat vandalism of historical sites
d. ______________ about the benefits of globalization
e. ______________taken to improve historical sites of international
importance
f. An ______________ of various strategies to promote the speaking of
Chinese

II Matching headings (2)
Headings i-vi are taken from a Matching headings task. Read the
4
headings and answer questions a-d below without looking at
the passage on page 48.
i Various interpretations of culture based on meaning

ii The problem of explaining what culture means
iii A definition of culture based on shared behaviour
iv Defining a culture is not only a matter of observation
v The main reason for difficulty in investigating culture
vi The discrepancy between personal explanations and the real reasons
for cultural behaviour
a. What do you think the topic of the text is?

b. Which organizing words are used in the headings? Underline them ,
c. Based on your answers to a and b, which is the most likely heading for
paragraph A?
d. What does the plural in the word interpretations indicate?
Read the passage on page __ and match each paragraph A-D

5
with a heading from i-vi. Decide why the remaining two head-
ings are not suitable
The diagram shows the plan of a paragraph. Decide which para-

6
graph from the passage it relates to. Underline the three exam-
ples mentioned.
Various ways of defining
Example 1 Example 2 Example 3

III Matching phrases ( 1)
The phrases 1-4 are taken from a Matching phrases task. Under-
7
line the organizing words in each phrase. Then decide which
phrase 1-4 is most likely to relate to a whole paragraph and ex-
plain why.
1. the idea that researching a culture is not just about observation

2. the fact that countries close to each other can be dissimilar
3. the fact that theories about culture can take a long time to develop
4. various anthropologists’ ways of looking at the concept of culture
Which paragraphs in the reading passage contain the

8
information in phrases 1-4?
A. Culture is a term for which it is very difficult to give a precise meaning.

The word means so many different things to different people, so devis-
ing a single acceptable definition is more problematic than may be first
thought. The idea of culture as something shared is inherently complex.
Even people neighbouring each other, or sharing a common language,
or possessing certain common core values may actually have as many
differences as similarities.
B. Anthropologists have proposed over one hundred different defini-
tions. A number of these are variations on the idea that culture consists
of ‘shared patterns of behaviour’ as may be observed by the researcher.
This is the definition put forward by Margaret Mead, for example, in her
study of indigenous ritual in Samoa. This kind of definition, however, does
not take account of the fact that studying culture is not just a question
of observation. It also involves studying the meaning of this observed
behaviour.
C. Accordingly, other anthropologists, such as Max Weber, speak of cul-
ture as consisting of systems of shared meaning; as he puts it, ‘man is an
animal suspended in webs of significance he himself has spun.’ Similarly,
Claude Levi-Strauss also speaks of culture as a product of the implicit be-
liefs which underlie it. The problem with this approach is that the mean-
ing of cultural behaviour is not always easy to establish. Explanations

may be offered up to a point, but the underlying assumptions often re-
main obscure. Indeed, they are often not understood by insiders. As Chris
Argyris and Donald Schon point out, what people say to explain their
cultural behaviour and what really drives this behaviour are often widely
different. The search for meaning can therefore be a long and painstak-
ing process, involving long periods of observation and interviews in order
to build possible theories.
D. While there are some cultures which have remained isolated for long
periods of time, many others have built up commercial links with oth-
er groups. Eventually, this may lead to adopting elements of the other
group’s rituals and behaviour which then become integrated into those
of the original group. Some cultures have clashed with less powerful
neighbours only to find that over time their culture became heavily in-
fluenced by these subordinates, like the Romans by the Greeks. In this
way, the original meaning of an aspect of cultural behaviour may be lost
in history and may originally have been part of a belief system very dif-
ferent from that which prevails in the culture today.This dynamism is,
perhaps, the major reason why researching the meaning behind cultural
behaviour is far from easy.
Read this additional extract from the reading passage and an-
9
swer the questions.
The study of a different culture can be carried out in different ways. It can
be compared to the study of a new planet or terrain. We can study what is
immediately observable: the valleys, mountains, and different geographi-
cal features, or, in the case of a culture, the various rituals and patterns of
behaviour. Alternatively, we can ask what values and beliefs underlie these
behaviours or what past events have shaped them, just as we may ask what
geological events have shaped the landscape. This deeper level of enquiry
may often lead on to a third stage in which we assess not just the new cul-
ture, but we become increasingly aware of the different factors which have
created our own culture as well.
a. What organizing word in the first sentence means ‘method’?
b. What three methods are mentioned in the text?

Which of the phrases below relates to a part of the paragraph
10
and which to the whole? Use the organizing words to help you
decide
i. various strategies for studying another culture

ii. a comparison between the study of a planet and a new culture
iii. a cause of geographical features
IV Matching names
The lists below are taken from a Matching names task. Scan the
11
reading passage for the names and draw a box around each one.
1. Margaret Mead
2. Chris Argyris and Donald Schon
3. Claude Levi-Strauss
4. Max Weber
A. Finding a definition of culture can take a long time.

B. Culture is something which is embodied in the way groups behave.
C. Cultures are often affected by their more powerful neighbours.
D. The reasons people give for their behaviour are often different from
why it originally developed.
E. Societies create networks of meaning within which their members live.
F. Culture is practically impossible to define.
G. Culture is something which arises from a group’s beliefs.
12 Match each person 1-4 with the correct statement A-G
Reading Passage 6

Reading Passage 6

Technique
Read the title and skim the questions first. Use the information from
these to predict the content of the reading passage
Questions 1-4
Reading Passage 6 has five sections, A-E.
Choose the correct heading for sections B-E from the list of headings
below.
List of Headings
i. Research into African community life
ii. Views about intelligence in African societies
iii. The limitations of Western intelligence tests
iv. The Chinese concept of intelligence
v. The importance of cultural context in test design
vi. The disadvantages of non-verbal intelligence tests
vii. A comparison between Eastern and Western understanding of
intelligence
viii. Words for “intelligence” in African languages
ix. The impossibility of a universal intelligence test
Example: Section A - iii

1. Section B ______
2. Section C ______
3. Section D ______
4. Section E ______

Views of intelligence across cultures
A. In recent years, researchers have found that people in non-Western

cultures often have ideas about intelligence that are considerably differ-
ent from those that have shaped Western intelligence tests. This cultural
bias may therefore work against certain groups of people. Researchers
in cultural differences in intelligence, however, face a major dilemma,
namely: how can the need to compare people according to a standard
measure be balanced with the need to assess them in the light of their
own values and concepts?
B. For example, Richard Nesbitt of the University of Michigan concludes

that East Asian and Western cultures have developed cognitive styles
that differ in fundamental ways, including how intelligence is under-
stood. People in Western cultures tend to view intelligence as a means for
individuals to devise categories and engage in rational debate, whereas
Eastern cultures see it as a way for members of a community to recognize
contradiction and complexity and to play their social roles successfully.
This view is backed up by Sternberg and Shih-Ying, from the University of
Taiwan, whose research shows that Chinese conceptions of intelligence
emphasize understanding and relating to others, and knowing when to
show or not show one’s intelligence.
C. The distinction between East Asia and the West is just one of many
distinctions that separate different ways of thinking about intelligence.
Robert Serpell spent a number of years studying concepts of intelligence
in rural African communities. He found that people in many African
communities, especially in those where Western-style schooling is still
uncommon, tend to blur the distinction between intelligence and social
competence. In rural Zambia, for instance, the concept of nzelu includes
both cleverness and responsibility. Likewise, among the Luo people in
rural Kenya, it has been found that ideas about intelligence consist of
four broad concepts. These are named paro or practical thinking, luoro,
which includes social qualities like respect and responsibility, winjo or
comprehension, and rieko. Only the fourth corresponds more or less to
the Western idea of intelligence.
D. In another study in the same community, Sternberg and Grogoren-

ko have found that children who score highly on a test of knowledge

about medicinal herbs, a test of practical intelligence, often score poorly
on tests of academic intelligence. This suggests that practical and ac-
ademic intelligence can develop independently of each other, and the
values of a culture may shape the direction in which a child’s intelligence
develops.
It also tends to support a number of other studies which suggest that

people who are unable to solve complex problems in the abstract can
often solve them when they are presented in a familiar context. Ashley
Maynard, for instance, now professor of psychology at the University of
Hawaii, conducted studies of cognitive development among children in
a Mayan village in Mexico using toy looms, spools of thread, and other
materials drawn from the local environment. The research suggested
that the children’s development, could be validly compared to the pro-
gression described by Western theories of development, but only by us-
ing materials and experimental designs based on their own culture.
E. The original hope of many cognitive psychologists was that a test could
be developed that was absent of cultural bias. However, there seems to
be an increasing weight of evidence to suggest that this is unlikely. Ra-
ven’s Progressive Matrices, for example, were originally advertised as ‘cul-
ture free’ but are now recognized as culturally loaded. Such non-verbal
intelligence tests are based on cultural constructs which may not ap-
pear in a particular culture. It is doubtful whether cultural comparisons
of concepts of intelligence will ever enable us to move towards creating
a test which encompasses all aspects of intelligence as understood by all
cultures. It seems even less likely that such a test could be totally free of
cultural imbalance somewhere.
The solution to the dilemma seems to lie more in accepting that cul-
tural neutrality is unattainable and that administering any valid intelli-
gence test requires a deep familiarity with the relevant culture’s values
and practices.

Technique: Matching names
1. Scan the passage for each name in the list.
2. Draw a box around each name. This limits where you need to look for
their findings (opinions, claims, etc).
3. Skim to see whether the person’s findings occur before or after their
name. Then read the findings.
4. Read down the list of statements to find the correct match
Questions 5-9
Look at the researchers in 5-9 and the list of findings below.
Match each researcher with the correct finding.
5. Ashley Maynard ______
6. Richard Nesbitt ______
7. Sternberg and Grogorenko ______
8. Sternberg and Shih-Ying ______
9. Robert Serpell ______
List of findings
A. There is a clear relationship between intelligence and relationships
with others in Chinese culture.
B. Children frequently scoring well in academic tests score better in prac-
tical tests.
C. The difference between intelligence and social competence is not dis-
tinct in many African communities.
D. Children frequently scoring well in practical tests score less well in ac-
ademic tests.
E. In experiments to measure cognitive development, there is a link be-
tween the materials used and the test results.
F. The connection between intelligence and social competence in many
African communities is not clear.
G. The way cognition is viewed in East Asian cultures differs fundamen-
tally from those in Western cultures.
H. Chinese culture sees revelations about one’s intelligence as part of
intelligence.

Question 10-12
Choose three letters, A-F.
The list below gives statements about non-verbal intelligence tests.
Which THREE statements are mentioned by the writer of the passage?
A. Raven’s Progressive Matrices are widely considered to be culturally free.
B. Cultural comparisons will allow the development of culturally neutral
tests.
C. The development of culturally neutral tests is unlikely.
D. Raven’s Progressive Matrices are culturally specific.
E. The creation of culturally-free tests is sometimes possible.
F. Many cognitive psychologists originally hoped tests could be developed
free of cultural bias
Question 13
Which of the following is the main argument of the article?
A. Intelligence tests should include tests of social skills and responsibility.
B. Test takers from any culture can learn the cognitive style required by
Western intelligence tests.
C. Intelligence tests cannot be free of cultural bias.
D. More research is needed to develop an intelligence test which is valid for
all cultures.
V Word skills for IELTS
Decide which organizing words in the box below could replace

1
the word in italic in this paragraph heading.
link bond relationship correlation

strategy relation association
The heading can also be rewritten in the form below. Which oth-
2
er verbs could be used? Use the list of nouns above to help you.
How body language and environment are connected

Divide the organizing words below into five groups with similar
3
meanings
aim analysis characteristic consequence difficulty
effect explanation feature goal interpretation
objective obstacle outcome problem
Change the following sentences into paragraph headings using

4
an appropriate organizing word. Make the headings as short as
you can.
Example
The paragraph exemplifies various subcultures in Brazilian society.
Various examples of Brazilian subcultures.
a. The paragraph describes the outcome of the research on stem cells.
_____________________________________________________________________
b. The paragraph details how hydrogen is produced from water for energy.
_____________________________________________________________________
c. The section explains how culture and wealth are linked.
_____________________________________________________________________
d. The paragraph provides a list of the different factors involved in the pro-
duction of a film.
_____________________________________________________________________
e. The paragraph sets out the part played by the United Nations in protect-
ing cultures under threat.
_____________________________________________________________________
What synonyms could you use for the general nouns you used in
5
a-e in 4?

READING EXERCISE
READING PASSAGE 3
on Reading Passage 3 below.
The birth of suburbia
A. There is no single pivotal moment that could be separated out from

any other as the conception of the suburban lifestyle; from the early 1800s
various types of suburban development have sprung up and evolved in
their own localised ways, from the streetcar suburbs of New York to the
dormitory towns outside of London. It is William Levitt, however, who is
generally regarded as the father of modern suburbia. During World War
II, Levitt served in the United States Navy where he developed expertise
in the mass construction of military housing, a process that he stream-
lined using uniform and interchangeable parts. In 1947, the budding de-
veloper used this utilitarian knowledge to begin work with his father and
architect brother constructing a planned community on Long Island,
New York. With an emphasis on speed, efficiency, and cost-effective pro-
duction, the Levitts were soon able to produce over 30 units a day.
B. William Levitt correctly predicted the demand for affordable, private,

quiet and comfortable homes from returning GIs after World War II and
with the baby boom starting to kick in. All the original lots sold out in a
matter of days, and by 1951 nearly 18,000 homes in the area had been
constructed by the Levitt & Sons Company. Levittown quickly became
the prototype of mass-produced housing, spurring the construction of
similar projects in Pennsylvania, New Jersey and even Puerto Rico, fol-
lowed by a new industry, and soon a new way of life and a new ideal for
the American family.
C. One of the major criticisms of suburbia is that it can lead to isolation

and social dislocation. With properties spread out over great swathes of
land, sealed off from one another by bushes, fences and trees, the em-
phasis of suburban life is placed squarely on privacy rather than commu-
nity. In the densely-populated urban settlements that pre-dated suburbs
( and that are still the predominant way of life for some people), activities
such as childcare and household chores as well as sources of emotion-

al and moral support were widely socialised. This insured that any one
family would be able to draw on a pool of social resources from their
neighbours, building cohabitants and family on nearby streets. Suburbia
breaks these networks down into individual and nuclear family units re-
sulting in an increase in anti-social behaviour even amongst the wealthy.
Teens from wealthy suburban families, for example, are more likely to
smoke, drink alcohol and use drugs than their poorer urban peers, and
are also more likely to experience depression and anxiety.
D. Another major problem with the suburban lifestyle is its damaging

ecological impact. The comparison of leafy, quiet, and low-density sub-
urbs with life in the concrete towers of sooty, congested urban conurba-
tions is actually quite misleading; as it turns out, if you want to be kind
to the natural environment, the key is to stay away from it. Suburbia fails
the environmental friendliness test on a number of counts. Firstly, due
to their low population density, suburbs consume natural land at a much
higher rate than high-density row housing or apartment buildings. Sec-
ondly, they encourage the use of personal motor vehicles, often at a rate
of one per family member, at the expense of public transport. It is also
much less efficient to provide electricity and water to individual suburban
houses instead of individual units in an apartment building. In his com-
parison of urban and suburban pollution, Edward L Glaeser concluded
that we need to “build more skytowers—especially in California”. Virtually
everywhere, he found cities to be cleaner than suburbs. And the differ-
ence in carbon dioxide emissions between high density cities and their
suburbs (for example, in New York) was the highest. Urban residents of
New York can claim on average to produce nearly 15,000 pounds of car-
bon dioxide less than their suburban peers.
E. Another negative aspect of suburban life is its stifling conformity and

monotony of social experience. It was not just the nuts and bolts and
the concrete foundations of suburban houses that got replicated street
upon street, block upon block and suburb upon suburb; it was everything
from the shops and cultural life, to people’s hopes, dreams and aspira-
tions. Suburbia gave birth to the “strip mall”, a retail establishment that
is typically composed of a collection of national or global chain stores, all
stocked with a centrally-dictated, homogeneous array of products. The
isolation and lack of interaction in suburbs has also encouraged the pop-

ularity of television, a passively receptive medium for the viewer that, in
the early days at least, offered an extremely limited scope of cultural ex-
posure compared with the wealth of experiences available in the inner
city. Meanwhile, much of the inner city “public sphere” has been lost with
suburban flight. The public sphere is the area of social life in which peo-
ple come together to freely discuss and identify social problems. In the
city, this has traditionally occurred around newsstands, in coffee houses,
salons, theatres, meeting halls, and so on. Suburbia has not found a way
to replace this special type of social experience, however. Social meeting
points in the suburbs tend to be based exclusively around specific inter-
ests such as sports or cultural clubs, with no broad forms of daily social
interaction.
F. These points do not suggest the idea of suburbia itself is flawed, but
that it has not been executed in a way that takes into account the full
spectrum of human needs and desires. This likely reflects the hasty,
thrown-together nature of early suburban development. With the baby
boom rippling across Western countries and demand for family friendly
housing sky-rocketing, developers and city planners were unable to de-
velop sophisticated models. Now, however, we should take time to con-
sider what has gone wrong, and how we can reconfigure the suburb.
How can we imbue suburban life with the lost sphere of public discus-
sion and debate? How can people maintain their sought-after privacy
without sacrificing a sense of community? How can we use new tech-
nologies to make suburbs environmentally friendly? These are questions
for which the developers of tomorrow will have to find answers, lest the
dream of suburbia become the nightmare of disturbia.

Questions 27-31
Reading Passage 3 has six paragraphs, A-F.
Which paragraph contains the following information?
Write the correct letter, A-F, in boxes 27-31 on your answer sheet.
27. A reason to construct taller buildings _______
28. Where people might discuss issues of societal concern in urban loca-
tions _______
29. The founder of what is broadly understood as contemporary ‘sub-
urbs’_______
30. Examples of problems suffered by youth that suburban lifestyles can
make worse_______
31. A model for suburban development in the latter half of the 20th
century_______
Questions 32-38
Passage 2?
YES if the statement agrees with the views of the writer
NO if the statement contradicts the views of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
32. A good principle for ecological preservation is to avoid human inter-

ference. __________
33. In some countries, suburbs are more environmentally friendly than in
the USA. __________
34. Suburban development fosters the use of both public and private
forms of transport. __________
35. People cannot relate to each other in suburbs because their lives are
too different. __________
36. There is not much variety amongst the goods at a strip mall. __________
37. Television has not tended to offer the same diversity as urban
cultural outlets. __________
38. There are no ways for people to get together and interact in suburbs.
__________

Questions 39 and 40
Choose TWO letters A-E.
Write your answers in boxes 39 and 40 on your answer sheet.
Which TWO of the following does the author conclude?
A. The very concept of a healthy suburban lifestyle is problematic.
B. The speed of suburban growth has contributed to its imperfections.
C. By thinking about human and ecological needs, suburbs can become
better places to live.
D. Developers will have to think about ways of living that do not require
suburbs.
E. Suburbs have their downsides, but they are the best way for parents to
raise children.

READING PASSAGE 2
List of Headings
i Uncertain future for academic freedom
ii Low pay causes problems
iii Tough life, worse prospects
iv A safety net for intellectual risk-takers
v The necessity for economic reform
vi Educational standards decline
vii Adverse effects on health of adjuncts
viii Academic life: perception versus reality
ix Exploitation of a stop-gap system
14. Section A _______

15. Section B _______
16. Section C _______
17. Section D _______
18. Section E _______
19. Section F _______

The Rise of Adjuncts
A. Academia is often thought of as an occupation with immense job se-

curity. The traditional image is one of a middle-aged professor with his
own office, his own car park, and a cosy job with a middle-class salary
that remains unaffected by upturns and downturns in the ‘real’ business
economy. But in the United States today only a minority of professors
have anything resembling this lifestyle. For the vast majority, the actual
conditions of their employment are very different. They scrape by with
low pay, short-term contracts and few or no employee benefits. Many
even qualify for food stamps. This shift in employment conditions has
far-reaching consequences not only for academics, but also for students
and the quality of education they receive, and for academic freedom
more generally.
B. Originally, almost all professors were in full-time positions and em-

ployed under a system known as ‘life tenure’. Tenure all but guarantees
professors a well-paid job until retirement; their position can only be ter-
minated with 4 just cause’. Proving just cause is a lengthy, difficult pro-
cess that happens rarely — only around 50 of 280,000 tenured professors
lose their status every year. The purpose of tenure is to provide shelter
for researchers who dissent from dominant opinions, disagree with the
authorities of universities, donors or political authorities, or choose to re-
search topics that may have social importance but seem unimportant or
unnecessary to others. In this way it seeks to keep intellectual pursuits
4 pure ’ rather than at the whim of external interests. Without tenure,
professors might prefer uncontroversial research on popular topics, and
draw dishonest conclusions in a bid to please authorities and keep their
jobs.
C. In an era of perpetual cost-cutting and budget-tightening, however,

guaranteeing large numbers of academics lifetime employment with
related benefits is increasing untenable. The proportion of university
teachers with tenure has slid from 75 percent in 1960 to just 27 percent
today. Rising in their place are ‘professor adjuncts’. Adjuncts are tempo-
rary, part-time employees who were initially brought in only occasionally
as special guest lecturers or to provide cover for tenured professors on
parental or research leave. Adjuncts teach individual classes and have no
research or administrative responsibilities, and their contracts typically

run for a single semester, after which they might be renewed. Over the
last few decades their use has been extended beyond these temporary
exigencies, and adjuncts have become a permanent, institutionalised
aspect of academic employment.
D. This has created several problems for adjunct professors, who are con-
sidered by some to make up a growing ‘ academic underclass’. Firstly,
because contracts are always temporary, adjuncts rarely qualify for insur-
ance and health benefits, such as time off with remuneration for illness, in
the same way as tenured professors. Secondly, recompense for adjuncts
is often very low. In order to make a living from their work, adjuncts typi-
cally need to win contracts with multiple universities. As a consequence
of this high teaching workload—and the lack of paid research opportu-
nities—adjuncts tend to find it hard to publish articles and win research
grants, therefore making promotion increasingly unlikely with every year
that passes ( academic promotion is governed by what is known as a ‘
publish or perish’ culture ).
E. The culture of using adjuncts also has flow-on effects for the quality of
teaching that students receive.
Because adjuncts come in only for classes, they do not have offices or of-
fice hours on campus, and usually do not have the time to meet up with
students in small groups or for one-on-one sessions. The disengagement
between students and teachers can make it difficult for struggling stu-
dents to find guidance outside of lectures. Adjuncts are also less ‘tied’
to the universities they teach at and fail to accumulate reputations over
time in the same way as full-time professors. As such, they are not as per-
sonally invested in the quality and outcome of their teaching. Finally, it
has been reported that many adjuncts practice grade inflation—raising
grades higher than deserved—in order to maintain their job security by
keeping students pleased. These outcomes are not because adjuncts are
malfeasant or incompetent professors, but rather because of the struc-
tural pressures this type of work involves—precisely what the tenure sys-
tem sought to overcome.
F. The rising use of adjunct professors also has implications for the re-
search and pedagogical autonomy of teachers. Because adjuncts do not
have tenure, they can be fired with the simplest of explanations.

Furthermore, administrators who do not want to give any reason at all
can choose to simply not renew an adjunct’s contract after the semester
finishes. As such, there is immense pressure on adjuncts to teach in ways
that please those who employ them. While only 50 tenured professors
lose their jobs in the USA every year, reports emerge every day about ad-
juncts who have been fired or not had contracts renewed after disputes
with faculty or administrators over course design, teaching, or employ-
ment issues. As the pool of growing numbers of adjuncts compete des-
perately for the shrinking amount of tenure-track positions, intellectual
conformity can grow as candidates position themselves as safe, main-
stream choices. As theoretical physicist Lee Smolin has written, “...it is
practically career suicide for young theoretical physicists not to join the
field of string theory…”
The rising use of adjunct professors is mainly rooted in a need for cost ef-
ficiency in education, but it has more diffuse effects on the wellbeing of
academic professionals and students, the quality of the education they
receive, and academic freedom in general. Everyone who is concerned
about more than the fiscal ‘bottom fine’ needs to follow this trend care-
fully.

Questions 20-22
20. What was the motivation behind the tenure system?
A. To allow professors to pursue their research without outside influence.
B. To prevent academic positions from being used for research that is
not useful.
C. To discipline professors who make claims that are not true.
D. To provide professors with a secure income so that they can focus on
research.
21. Which of the following is NOT a feature of adjunct employment?
A. Contracts that expire after a limited period
B. Paid sick leave
C. Lecturing responsibilities
D. Difficulty securing funding for research
22. Why do adjuncts have low prospects for improving their academic po-
sition?
A. They are unable to receive medical care.
B. They do not have enough time for writing articles.
C. They work at more than one institution.
D. They are under-qualified.
Questions 23-26
Complete the sentences below with words taken from Reading Passage 2.
Use NO MORE THAN TWO WORDS for each answer.
23. Because adjuncts are paid only to teach, they cannot always provide
support for ________________
24. Adjuncts do not have the same bonds with one particular institution as
permanent staff do so they do not ________________ in the same way.
25. Giving better marks than warranted enhances adjuncts’ ________________
26. Adjuncts do not deliver quality education, not because they are bad lec-
turers but as a result of ________________

READING WEEK 7

READING WEEK 7
HEALTH
Unit aims:
Scanning for meaning
Identifying sentence function
Matching phrases (2)
I Scanning for meaning
Read the table which gives the average lifespan for humans in
1
different periods of history. Then answer questions a-c.
Period Average lifespan

Bronze age 18
Classical Greece 28
Medieval England 33
Late nineteenth century 37
Early twentieth century 50
Early twenty-first century 68
a. What reasons can you think of for the increase in lifespan?

b. Some people in Classical Greece lived to a ripe old age. For example,
Sophocles, the writer, died at the age of 91. Why do you think the average
was so low?
c. What are the disadvantages of the average person living so much longer
than in the past?
Scanning will not always work if your target word is not in the
2
passage. Be prepared to look for synonyms. Look at phrases a-f
and think of your own phrases with similar meaning. Then match
each one with a phrase 1-6

a. negative consequence 1. vital role
b. non-conventional medicine 2. unfortunate outcome
c. indispensable part 3. good mental health
d. psychological well-being 4. pleasant environment
e. congenial surroundings 5. considerable improvement
f. enormous progress 6. alternative therapy
Look at phrases a-e and think of a noun with a similar meaning

3
for each. Then scan paragraph A on page 71 for nouns with a sim-
ilar meaning and underline them.
a. best period of their life

b. period
c. highest point
d. difficulty
e. benefits
Primetime rules
A. People were not that long ago considered as entering their prime at
40. This was the age at which the peak of their wisdom and power was
likely to be reached. Not any more. For an increasing number of people, it
is now much later, between 50 and 65, which is effective when people are
thinking of retiring. And so, far from being the major problem that has
been exercising politicians and individuals in recent years, the increasing
numbers of active over-fifties with a later and longer prime should be
seen as assets to society, economically and socially. Provided, that is, that
they are allowed to contribute to the community.
B. Anxiety about funding ‘older people’ in general is based on a view of
the over-fifties and sixties living a life of decrepitude with costly nursing
home care, and being a drain on the country’s wealth. Stereotypical im-
ages of senior citizens haunt the general population. Perception tests in
studies have shown that people who expect the so-called age-related ill-
nesses like deafness and mental decline to happen in their old age con-
form to the stereotype and fulfil the prophecy. Thus,it is not surprising
that negative images permeate society. More positive images of people
in their prime or older in the media, etc. would be a good start. There

are encouraging signs that the boundaries of this stereotype are already
being challenged. There are already TV programmes, for example, about
people in their seventies and eighties involved in sports like sky-diving
more often associated with the young. Some adverts are pushing the
boundaries further by using older models to target beauty products
at older sections of the population. After all, who has the accumulated
wealth?
C. Before looking at what, if anything, can be done to make sure that
people can enjoy their prime and feel they can make a contribution to
society, we should look at the causes of longevity. Technological advanc-
es primarily in medical science are often held up as the principal cause.
However, education, wealth, and the wide range of leisure pursuits avail-
able, along with a host of other factors, have led to a marked improve-
ment in living standards throughout the world. People are, as a result,
arriving at the threshold of retirement more active, physically and men-
tally, than any previous generations and in greater numbers, challenging
the view that being 50 or even 60 is old.
D. And the magic recipe to enhance our prime? It’s all very basic stuff
and not really magic at all. It does not need government committees or
armies of bureaucrats to devise training packages. People are enhancing
their ‘prime’ time without unnecessary interference. Governments and
planners should seek to inform themselves of what is happening rather
than imposing some clumsy ‘innovation’. Research has shown that phys-
ical exercise causes changes in the structure of the brain. MRI scans on a
cohort of patients aged 58 to 77 have shown increases in the substance
of the brain itself are brought about by exercise. There is evidence that
the areas of the brain involved in memory and attention benefit from ex-
ercise- the areas that show the greatest age-related decline in humans.

Look at phrases a-e and think of a word or phrase with a similar
4
meaning for each. Then scan the rest of the passage for phrases
with a similar meaning and underline them.
a. a waste of the nation’s money

b. main factor
c. questioning the notion
d. secret formula
e. introducing an unwanted new measure
Think of synonyms for the key words in the sentences below.

5
Three of a-e match sentences in the passage. Scan to find the
three sentences and underline them.
a. Administrative workers or government bodies have no need to put to-

gether guidelines to educate people.
b. Research indicates that those who expea to be hard of hearing or senile
when they grow old actually go on to become so.
c. Makers of beauty products could launch cheaper cosmetics aimed at
older people.
d. Studies have revealed that the brain continues to develop well into old
age, regardless of how much exercise is taken,
e. People in general are surrounded by conventional images of old people.
II Identifying sentence function
Paragraph A contains a suggestion made by the author and a

6
sentence with a conditional meaning. Answer questions a-e be-
low. Then scan to find the sentences.
a. Are these words suggestion and condition likely to be in the text?

b. Will you scan the passage for meaning or words?
c. Which words do you associate with suggestion?
d. Which words do you associate with a condition?
e. Is it efficient to read the whole paragraph?

Scan the passage to find examples of functions a-e below, using
7
the techniques you used in 6.
a. a claim ( paragraph A )
b. a conclusion (paragraph B )
c. examples ( paragraph B )
d. a problem (paragraph B )
e. a recommendation (paragraph B )
Are the ideas in paragraph C organized around problem and

8
solution, or cause and effect? Which phrases indicate this?
III Matching phrases (2)
Phrases 1-5 are taken from a Matching phrases task. Scan the
9
passage and match the phrases to paragraphs A-D.
1. the fan that sky-diving is more often seen as a pursuit for the young
2. a reference to research on exercise and brain function
3. the belief that being elderly means being infirm
4. the reasons why people live longer
5. the idea that the over-fifties can be of use to society
Do the phrases 1-5 match whole paragraphs or parts of

10
paragraphs?
Paragraphs E-G below are a continuation of the reading pas-

11
sage. All irrelevant language and information has been removed.
Match phrases 1-5 below with the relevant paragraph E-G.

E. The benefits of diet - as well as exercise- healthy diet - avoiding junk
perhaps also staves off mental decline - studies in children learning dif-
ficulties- so-called Durham trial - fish oil beneficial - effective on sizeable
proportion of children - improves attention, etc, so not old wives’ tale -
sale of foods/supplements containing Omega 3 increased intelligence
attention span - not sure if benefit adults.
F. How people can keep mentally active - greater interest now in men-
tal stimulus to combat/slow down dementia - exercises - ‘brain food ‘
puzzles like sudoku, chess, crossword puzzles, mental arithmetic, sub-
tracting backwards seven at a time from 1,000 to zero, showering with
your eyes closed - some connection with left brain function as opposed
to right brain - latter concerned with the creative side. Maybe more re-
search needed: how opening up use of right brain might enhance men-
tal ability.
G. A conclusion - irony - general population 30 per cent obese - young

people especially - older people now more active - interest in third age
long may it continue - older people show young people the way.
1. various methods to improve mental ability

2. the fact that fish oil supplements may not benefit adults
3. a comparison between older people and less active young people
4. how diet helps improve mental activity in children
5. a recommendation that research into right-brain function should be
carried out
Reading Passage 9

Reading Passage 9
Technique
Read the title and skim the questions first. Use the information from
these to predict the content of the reading passage

Professional strangers: medical anthropology in action
A. Back in the 1970s, I was an anthropology student sitting in the library

doggedly reading books and articles about the social lives of people in
Africa, Asia, and the South Pacific. Why doggedly? The scholarly reading
matter covered kinship systems, clan alliances, land tenure, and farming
and political systems. Rarely did the reader of these texts catch a glimpse
of the day-to-day lives of the people written about or what it was like to
live amongst them. However, some books started with a preface describ-
ing how the anthropologist arrived in the distant village or town of study,
found somewhere to live, and started engaging with local people. These
accounts were often the most interesting part of the book and whetted
my flagging appetite for medical anthropological research.
B. Since graduating,I have applied my anthropological training to

health-related projects across Africa and Asia. Some contracts have last-
ed two years and some two weeks. The short-term research I have done is
sometimes called ‘quick and dirty’. ‘Quick’ means that surveys are carried
out and people interviewed in a matter of weeks rather than years;’dirty’
means that the findings are analysed rapidly without too much concern
for ‘cleaning’ the data so that exact percentages can be calculated and
any inconsistencies in what people said can be accounted for. Quick and
dirty research elicits the voices of the people for whom a development
project is intended. The approach provides facts and figures that guide
project design, but may not satisfy purist academics.
C. A lot of books discuss the ethics and methods of research in more

detail than in the past. Such accounts of fieldwork contain useful ideas
and guidance, usually in the introductory chapters. There are a number
of particularly sensitive areas that people interviewed may be reticent
about, notably personal finance, sex, and illegal activities. Yet, research of
sensitive topics with people considered ‘hard to reach’ can be interesting
and rewarding. There are some basic rules and approaches that should
keep the researcher, especially in the medical field, safe and the data
collection ethical and effective.
D. Anybody going to do fieldwork should dress carefully. It is important

to try and wear clothes that do not draw attention to yourself. You do not
want to be more conspicuous than you need by being more smartly or

formally attired than the people you are going to talk to. Equally, it may
be inappropriate to copy the dress code of interviewees, as you risk look-
ing ridiculous.
E. It is always useful to work with local guides or gatekeepers who can

help you reach people who are not part of mainstream society. For exam-
ple, if you want to study the world of illegal drug users it is best to work
with an insider. If you already know any drug users, ask one of them to
introduce you to other people in his or her network and to vouch for you.
Alternatively, you could approach drug or social service agency workers
and ask them to make introductions.
F. When you interview people, it is important that they are not worried
about confidentiality. Often people will not tell you anything of great in-
terest unless they receive assurances that you will not reveal their private
business or their full names. When you ask sensitive questions, interview-
ees may want you to answer similar questions in return, so researchers
should be prepared to disclose some personal information. It is import-
ant that you do not lie about yourself and what you are doing: this is un-
ethical and you risk being caught out and losing credibility.
G. Sensitive questions should be asked in a matter-of-fact manner be-

cause, if you appear embarrassed, the respondent will also be embar-
rassed and will ‘clam up’. Do not be, or appear to be, judgemental or
shocked, no matter what you hear, as the interviewee will sense your
reaction and stop talking. In addition, you should not contradict people
even if they have said something that you know to be incorrect. You are
there to listen and collect data, not to enter into argument or discussion.
When the interview is over you can correct any potentially harmful mis-
conceptions that the interviewee holds. But the most important rule to
remember is: if you get nervous or scared, leave the situation.
H. Recently, I have started saying to colleagues that there are three qual-
ities required in the anthropologist working in ‘the field’: liking people;
respecting people; curiosity about people’s lives. If you cultivate these
qualities, the tips I have outlined will come naturally to your work.

1. Technique: Matching phrases
1. Identify which phrases refer to a part or the whole of a paragraph.
2. Decide where the information is likely to be: the beginning, middle,
or end.
3. Scan for the words in the phrases or synonyms of them.
4. Ignore irrelevant information.
Questions 1-6
Which paragraphs, ( A-H ) contain the information in 1-6 below.
NB You may use any paragraph more than once.
1. ways to make contacts with interviewees _____
2. the fact that the interviewer should appear not to react to what the
interviewee says _____
3. how to dress when talking to interviewees _____
4. how a deep interest in anthropological research commenced _____
5. the fact that the interviewer should not argue with the interviewee
_____
6. research that is a rough estimate of a situation _____

Questions 7-13
Do the following statements agree with the views of the writer in Reading
Passage 9?
Write
7. Accounts of anthropologists arriving in distant villages were frequently
more interesting than any other book contents. __________
8. More research should be carried out in the field. __________
9. ‘Quick and dirty’ research is necessary for planned development proj-
ects. __________
10. Contacts with people who are on the fringes of society should only be
made through local guides or gatekeepers. __________
11. Researchers should never answer questions about themselves when
they are interviewing. __________
12. It is better for researchers to continue with an interview even if they
are frightened. __________
13. Researchers need to elicit information without making any apparent
judgement on it. ___________
Questions 14
14. Which of the following statements best summarizes the writer’s conclu-
sion?
A. Anthropologists who cultivate certain traits will find that good prac-
tice becomes instinctive.
B. Anthropologists working in the field will acquire certain interpersonal
skills naturally.
C. Anthropologists’ acquisition of the advice given depends on the culti-
vation of a wide range of qualities.
D. Anthropologists working in the field can easily acquire good habits.

IV Improve your IELTS word skills
1 Match the words below with their function from the box.
a. Because ____________________
b. Consequently ____________________
c. For instance ____________________
d. Thus ____________________
e. Moreover ____________________
f. Yet ____________________
g. Although ____________________
h. In order to ____________________
i. Provided that ____________________
Condition Concession Example Additional Result

information
Conclusion Reason Contrast Purpose
2 Which is the odd one out in the following sequences and why?
a. furthermore/in addition /similarly/therefore/also

b. meanwhile/but /however/though /even so
c. firstly/secondly/finally /at first /first of all
d. initially/at the beginning/firstly/at first
e. consequently/as a result /subsequently/as a consequence
f. recently /some time ago/lately / not long ago/a short time ago
g. when /before/once/after/as soon as

To help you find your way around a passage, you can look out for
10
linking words and phrases. In the following sentences, find and
underline examples of the functions in the box.
Example
Although I agree with the proposed increase in time, it is more important
for the course to be updated, (concession )
Result Reason Condition Concession

Alternative Comparison Purpose
a. Unless more funds are put into the health service soon, people will
suffer.
b. Because a record number of heart operations were successful, the pro-
gramme was expanded.
c. The funding dried up, which then led to a major crisis at the health
clinic.
d. More administrative staff could be employed or more nursing posts
created.
e. The first drug was pronounced safe to use whereas the second caused
a number of serious side effects.
f. The government opened three new hospitals so that they would be
able to meet their targets.
g. Although they may need to slow down a little, people continue to ben-
efit from physical exercise well into old age.

READING EXERCISE
Reading Passage 2
You should spend about 20 minutes on Questions 14-26, which are
based on the below Reading Passage.
CHANGES IN MALE BODY IMAGE
A. The pressures on women to look slender, youthful and attractive have

been extensively documented, but changing expectations for women’s
bodies have varied widely. From voluptuous and curvy in the days of Mar-
ilyn Monroe, to slender and androgynous when Twiggy hit the London
scene in the mid-1960s, and then on to the towering Amazonian models
of the 1980s and the “heroin chic” and size-zero obsession of today, it is
not just clothes that go in and out of fashion for women. The prevailing
notion of the perfect body for men, however, has remained remarkably
static: broad shoulders, a big chest and arms, and rippling, visible ab-
dominal muscles and powerful legs have long been the staple ingredi-
ents of a desirable male physique.
B. A growing body of evidence suggests this is changing, however. Root-

steins, a mannequin design company in Britain, has released its newest
male model—the homme nouveau—with a cinched-in 27- inch waist. “To
put that into perspective,” says one female fashion reporter, “I had a 27-
inch waist when I was thirteen...and I was really skinny.” The company
suggests that the homme nouveau “redresses the prevailing ‘beefcake’
figure by carving out a far more streamlined, sinuous silhouette to match
the edgier attitude of a new generation”.
C. Elsewhere in the fashion industry, the label American Apparel is re-

leasing a line of trousers in sizes no larger than a 30-inch waist, which
squeezes out most of the younger male market who have an average
waistline over five inches larger. Slender young men are naturally starting
to dominate the catwalks and magazine pages as well. “No one wanted
the big guys,” model David Gandy has said, describing how his muscled
physique was losing him jobs. “It was all the skinny, androgynous look.
People would look at me very, very strangely when I went to castings.”

D. Achieving such a physique can be unattainable for those without the
natural genetic make-up. “I don’t know that anyone would consider my
body archetypal or as an exemplar to work towards,” notes model Davo
McConville. “You couldn’t aim for this; it’s defined by a vacuum of flesh, by
what it’s not.” Nevertheless, statistics suggest it is not just an obsession
of models, celebrities and the media—more and more ordinary men are
prepared to go to great lengths for a slender body. One indication is the
growing number of men who are discovering surgical reconstruction.
Male breast-reduction has become especially popular; in 2009 the year-
on-year growth rate for this procedure rose to 44 percent in the United
Kingdom. Liposuction also remains popular in the market for male body
reconstructive surgery, with 35,000 such procedures being performed
on men every year.
E. Additionally, more men now have eating disorders than ever before.
These are characterised by normal eating habits, typically either the con-
sumption of insufficient or excessive amounts of food. Eating disorders
are detrimental to the physical and mental condition of people who suf-
fer from them, and the desire to achieve unrealistic physiques has been
implicated as a cause. In 1990 only 10% of people suffering from anorexia
or bulimia were believed to be male, but this figure has climbed steadily
to around one quarter today. Around two in five binge eaters are men.
Women still make up the majority of those afflicted by eating disorders,
but the perception of it being a “girly” problem has contributed to men
being less likely to pursue treatment. In 2008, male eating disorders
were thrust into the spotlight when former British Deputy Prime Minis-
ter, John Prescott, admitted to habitually gorging on junk food and then
inducing himself to vomit while in office. “I never admitted to this out of
shame and embarrassment,” he said. “I found it difficult as a man like me
to admit that I suffered from bulimia.”
F. In some respects, the slim male silhouette seems to be complement-

ing, rather than displacing, the G. I. Joe physique. Men’s Health, one of
the only titles to weather the floundering magazine market with sales in-
creasing to a quarter of a million per issue, has a staple diet of bulky men
on the cover who entice readers with the promise of big, powerful mus-
cles. Advertising executives and fashion editors suggest that in times of
recession and political uncertainty, the more robust male body image

once again becomes desirable. Academic research supports this claim,
indicating that more “feminine” features are desirable for men in com-
fortable and secure societies, while “masculine” physical traits are more
attractive where survival comes back to the individual. A University of
Aberdeen study, conducted using 4,500 women from over 30 countries,
found a pronounced correlation between levels of public healthcare and
the amount of effeminacy women preferred in their men. In Sweden, the
country considered to have the best healthcare, 68 percent of women
preferred the men who were shown with feminine facial features. In Bra-
zil, the country with the worst healthcare in the study, only 45 percent
of women were so inclined. “ The results suggest that as healthcare im-
proves, more masculine men fall out of favour,” the researchers conclud-
ed.
G. Ultimately, columnist Polly Vernon has written, we are left with two
polarised ideals of masculine beauty. One is the sleek, slender silhouette
that exudes cutting-edge style and a wealthy, comfortable lifestyle. The
other is the “strong, muscular, austerity-resistant ” form that suggests a
man can look after himself with his own bare hands. These ideals co-exist
by pulling men in different directions and encouraging them to believe
they must always be chasing physical perfection, while simultaneously
destabilising any firm notions of what physical perfection requires.
H. As a result, attaining the ideal body becomes an ever more futile and
time-consuming task. Vernon concludes that this means less time for
the more important things in life, and both sexes should resist the com-
pulsive obsession with beauty.

Questions 14-20
Reading Passage 2 has eight paragraphs, A-H.
Write the correct letter, A-H, in boxes 14-20 on your answer sheet.
NB You may use any letter more than once.
14. an opinion on whether body image changes have positive or negative
effects
15. a historical comparison of gendered body images
16. a humiliating confession of overeating by a public figure
17. a cosmetic operation that has become increasingly popular
18. a health condition afflicting increasing numbers of men
19. the effect of changing body ideals on a male model
20. an explanation of how living standards affect the desirability of male
physiques
Questions 21-26
Passage 2?
21. A thin body is achievable for men regardless of their genes. ___________
22. Male liposuction is more popular than male breast reduction. ___________
23. Eating disorders harm the mind and body. ___________
24. Women seek help for eating disorders more often than men. ___________
25. Men’s Health has suffered from a downturn in magazine sales. ___________
26. As public healthcare improves men become more feminine ___________

Reading Passage 2
on Reading Passage 2 below.
A New Planet Is Discovered
[ Humans have long been fascinated by the possibility of extra-terrestrial

life. Novels, films, and folk-tales have encouraged curiosity and speculation
about what might be ‘out there in space. More recently, scientists have
joined in on the collective wonderment after the first discovery by astron-
omers of a new planet—Gliese 58Ig—that could almost certainly support
such organisms. In fact, Steven Vogt—one of the two astronomers credited
with discovering the planet—has declared that ‘ the chances of life on this
planet are 100 percent and that he has ‘almost no doubt about it’. ]
A. Although we currently know very little about Gliese 581g, a couple of

its features strongly indicate that this planet might harbour the exis-
tence of organisms. Firstly, Gliese 581g is located at almost exactly the
right distance from its red dwarf parent star (Gliese 581 ) in order to sus-
tain liquid water, which is the only known criterion for organic formation.
Planets that orbit too close to or too far away from their stars do not have
a suitable climate; this can only be found in a slender strip of solar space
around each star known to astronomers as a ‘habitable zone’. Around our
star—the Sun-Earth is the only planet that occupies this zone, although
it nearly stretches to Venus and Mars. Gliese 581g is also the right size for
organic life. It is about 3.1 to 4.3 times the size of Earth, and this relative-
ly low mass means it should be made mostly of rock. Planets that grow
beyond 10 times the size of Earth tend to become gaseous and uninhab-
itable, without the solid or liquid infrastructure necessary for organisms.
B. Gliese 581g is part of a string of planets in the Gliese 581 solar system.
Two of Gliese 581g’s siblings—Gliese 581e and Gliese 581b—orbit too close
to their parent star to support any kind of life on them. Gliese 581c skims
the near side of the habitable zone, but scientists suggest that it does not
have enough of a toehold in this zone to provide a stable infrastructure
for organic formations—roughly the same goes for Gliese 581d, which
has a stronger presence in the habitable zone on its far side, but may not
be hot enough for liquid water—opinion is not ‘completely settled’ on
this matter, says James Kasting of Pennsylvania State University. Kasting,

who has studied the two Gliese 581 planets on the outer edges of the
habitable zone, suggests that Gliese 581g is ‘ smack dab in the middle ’ of
the zone which, along with its size and composition, makes it the most
exciting and realistic prospect for extra-terrestrial life yet.
C. The comparisons between the Earth and Gliese 581g should not be
overstated, however. Even if Gliese 581g can sustain organisms, it would
be a very different place to live. The main difference is that Gliese 581g
orbits much closer to its star than the Earth does to the Sun. Because
Gliese 581 is only one percent as bright as the Sun, it exudes little warmth,
and its habitable zone lies much closer than the Sun’s. At this closer dis-
tance, planets in the zone get locked into strong gravitational pulls that
tend to slow their circular movements over time. Eventually, they be-
come stuck with one side constantly facing the star—just as the Moon
always shows the Earth the same face. Because of this, it is likely that
Gliese 581g experiences permanent daytime on the side facing the star
and permanent shadow on the other side. It is estimated therefore that
average temperatures on the star side would be about 71 degrees C and
average temperatures on the other much chillier: -34°C. Nevertheless,
Steven Vogt suggests that Gliese 581g probably has a comfortable area
along the midpoint, known as the terminator. Any life here would always
see the star sitting on the horizon and consequently experience eternal
sunrise or sunset.
D. Even if there is no life on Gliese 581g, its discovery reveals that hab-
itable planets are quite common, with around 10 to 20 percent of red
dwarves and sun-like stars boasting them. Gliese 581 is one of just nine
stars at that particular distance which astronomers have searched with
high enough precision to uncover a planet in the habitable zone. While
the odds may prove to be slightly lower than 10 percent, the evidence of
life—or at least, the high possibility of life—is still overwhelming. There
are at least a few hundred billion stars in our galaxy, which means that
around 20 to 40 billion planets have the potential for the development
of organisms.
E. And so, the search for life continues. Unfortunately, Gliese 581g is not
particularly amenable to observation. The next step in finding out the
chances of life on the planet would be to measure its light spectrum, a
process that would reveal molecular oxygen if indeed it exists. The glare

from the parent star makes this impossible to do with current instru-
ments, however. Another way to gather information would be to trans-
port a vessel to and from the planet. The technology currently exists to
do this, but at 20 light years from earth, it would take 200 years for astron-
omers to receive the result. Luckily, new information may just be a few
years away. Astronomers suggest that many rocky planets are likely to
be found in habitable zones during the coming years, and some of these
will provide a better platform for research with current instruments.
Questions 14-18
Reading Passage 2 has five paragraphs, A-E.
Write the correct letter, A-E, in boxes 14-18 on your answer sheet.
14. A reason why we cannot learn much more about Gliese 58lg in the near
future ___
15. An estimate of the number of planets in habitable zones ___
16. An explanation for why Gliese 581g may not rotate ___
17. Gliese 581g’s location in relation to other planets ___
18. A pre-requisite for the beginning of life __

Questions 19-23
Complete the diagram below.
Choose the correct letter A-E from the box below.
I o
CO
Gliese 581
0.1 1.0 10
Distance from star
A Gliese 581c
B Gliese 581d
C Gliese 581e
D Gliese 581g
E Earth
Questions 24-26
Answer the questions below using NO MORE THAN TWO WORDS from
the passage for each answer.
24. To what can Gliese 581g be compared because of its lack of circular mo-
tion?
25. What is the name for the central meridian on Gliese 58lg where there is
no darkness?
26. What do astronomers now realise are not rare occurrences?

PROGRESS TEST 5

LISTENING
SECTION 1: Questions 1-10

Complete the form below.
City Transport Lost Property Enquiry

Example
Main item lost: suitcase
Description of main item: black with thin 1._____________ stripes
Other items: a set of 2._____________ keys
some documents
a 3._____________ in a box
a blue 4._____________
Journey details
Date and time: 2.00-2.30 pm on 5._____________
Basic route: caller travelled from the 6._____________ to Highbury
Mode of travel: caller thinks she left the suitcase in a 7._____________
Personal details:
Name: Lisa 8._____________

Address: 15A 9._____________ Rd, Highbury
Phone number: 10._____________

Questions 11-15
Label the map below.
Write the correct letter, A-H, next to Questions 11-15
Old
railway
station
PINE STREET
Town
!
|
hall
POND
£ tow
&
Ski
passes
Tourist
information
centre
Id railway line
11. supermarket ______

12. climbing supplies store ______
13. museum ______
14. bike hire ______
15. cafe ______
GIÁO TRÌNH IELTS 56 l 211

Questions 16-20
What comment does the speaker make about each of the following
tracks?
Write the correct letter, A, B or C, next to Questions 16-20.
A It is possible to get lost here.

B It only offers basic accommodation.
C It requires physical strength.
Track
16. North Point ______

17. Silver River ______
18. Valley Crossing ______
19. Stonebridge ______
20. Henderson Ridge ______

Questions 21-25
Choose the correct letter, A, B or C
21. Why has James chosen to do a case study on the company Furniture
Rossi?
A. It has enjoyed global success.
B. It is still in a developmental phase.
C. It is an example of a foreign company being rebranded for Australia.
22. According to James, why did Luca Rossi start a furniture company?
A. Furniture-making was already a family occupation.
B. Rossi saw a need for hand-crafted furniture.
C. The work Rossi had done previously was unrewarding.
23. What gave Furniture Rossi a competitive advantage over other furni-
ture companies?
A. its staff
B. its lower prices
C. its locally sourced products
24. What does the tutor recommend James does when writing the sec-
ond draft of his case study?
A. provide more detailed references
B. check for written accuracy
C. add his own views
25. What do the tutor and James agree was wrong with James’ last pre-
sentation?
A. It was too short.
B. It focused too much on statistics.
C. There was not enough interaction with the audience.

Questions 26-30
Complete the flow-chart below.
Choose FIVE answers from the list below and write the correct letter, A-G,
next to Questions 26-30.
A. website
B. locations
C. designs
D. TV advertising campaigns
E. quality
F. values
G. software programs
History of Furniture Rossi

The product 26. led to a wider customer base.
4-
Greater customer demand meant other 27. were
needed
4-
Better 28. increased overall profitability.
4-
Changes to the 29. were brought on by customer
complaints.
4-
Furniture Rossi wants to make people
more aware of its 30. process

Questions 31-36
Rock art
Why rock art is important to researchers
It provides evidence about
- evolution
- 31.__________________
Global similarities in rock art
- humans often had large 32.__________________
- animals were common, but a 33.__________________ was always
drawn from the side or from above.
- unlikely that contact through 34.__________________ resulted in
similar artistic styles
Why our ancestors produced rock art
Research suggests rock art was produced
- firstly for reasons of 35.__________________
- later for social, spiritual and 36.__________________ reasons
Questions 37-40
Answer the questions below.
Write ONE WORD ONLY for each answer
What TWO images drawn by Aboriginal people show their contact with
Europeans?
● 37.__________________
● 38.__________________
Which human activities does the lecturer say are the main threats to Ab-
original rock art?
● 39.__________________
● vandalism
● 40.__________________

READING
READING PASSAGE 1
on Reading Passage 1 on the following pages.
Trees in trouble
What is causing the decline of the world’s giant forests?
A. Big trees are incredibly important ecologically. For a start, they sustain
countless other species. They provide shelter for many animals, and their
trunks and branches can become gardens, hung with green ferns, orchids
and bromeliads, coated with mosses and draped with vines. With their tall
canopies* basking in the sun, they capture vast amounts of energy. This
allows them to produce massive crops of fruit, flowers and foliage that sus-
tain much of the animal life in the forest.
B. Only a small number of tree species have the genetic capacity to grow
really big. The mightiest are native to North America, but big trees grow all
over the globe, from the tropics to the boreal forests of the high latitudes.
To achieve giant stature, a tree needs three things: the right place to estab-
lish its seedling, good growing conditions and lots of time with low adult
mortality*. Disrupt any of these, and you can lose your biggest trees.
C. In some parts of the world, populations of big trees are dwindling be-
cause their seedlings cannot survive or grow. In southern India, for instance,
an aggressive nonnative shrub, Lantana camara, is invading the floor of
many forests. Lantana grows so thickly that young trees often fail to take
root. With no young trees to replace them, it is only a matter of time before
most of the big trees disappear. Across much of northern Australia, gam-
ba grass from Africa is overrunning native savannah woodlands. The grass
grows up to four metres tall and burns fiercely, creating superhot fires that
cause catastrophic tree mortality.
D. Without the right growing conditions trees cannot get really big, and
there is some evidence to suggest tree growth could slow in a warmer
world, particularly in environments that are already warm. Having worked
for decades at La Selva Biological Station in Puerto Viejo de Sarapiqui, Cos-
ta Rica, David and Deborah Clark and colleagues have shown that tree

growth there declines markedly in warmer years. “During the day, their
photosynthesis* shuts down when it gets too warm, and at night they con-
sume more energy because their metabolic rate increases, much as a rep-
tile’s would when it gets warmer,” explains David Clark. With less energy
produced in warmer years and more being consumed just to survive, there
is even less energy available for growth.
E. The Clarks’ hypothesis, if correct, means tropical forests would shrink

over time. The largest, oldest trees would progressively die off and tend not
to be replaced. According to the Clarks, this might trigger a destabilisation
of the climate; as older trees die, forests would release some of their stored
carbon into the atmosphere, prompting a vicious cycle of further warming,
forest shrinkage and carbon emissions.
F. Big trees face threats from elsewhere. The most serious is increasing
mortality, especially of mature trees. Across much of the planet, forests of
slow-growing ancient trees have been cleared for human use. In western
North America, most have been replaced by monocultures of fast-growing
conifers. Siberia’s forests are being logged at an incredible rate. Logging
in tropical forests is selective but the timber cutters usually prioritise the
biggest and oldest trees. In the Amazon, my colleagues and I found the
mortality rate for the biggest trees had tripled in small patches of rainfor-
est surrounded by pasture land. This happens for two reasons. First, as they
grow taller, big trees become thicker and less flexible: when winds blow
across the surrounding cleared land, there is nothing to stop their acceler-
ation. When they hit the trees, the impact can snap them in half. Second
, rainforest fragments dry out when surrounded by dry, hot pastures and
the resulting drought can have devastating consequences: one four-year
study has shown that death rates will double for smaller trees but will in-
crease 4.5 times for bigger trees.
G. Particular enemies to large trees are insects and disease. Across vast ar-
eas of western North America, increasingly mild winters are causing mas-
sive outbreaks of bark beetle. These tiny creatures can kill entire forests as
they tunnel their way through the inside of trees. In both North America
and Europe, fungus-causing diseases such as Dutch elm disease have killed
off millions of stately trees that once gave beauty to forests and cities. As a
result of human activity, such enemies reach even the remotest corners of
the world , threatening to make the ancient giants a thing of the past.

Glossary
a canopy: leaves and branches that form a cover high above the ground
mortality: the number of deaths within a particular group
photosynthesis: a process used by plants to convert the light energy
from the sun into chemical energy that can be used as food
List of Headings
i How deforestation harms isolated trees
ii How other plants can cause harm
iii Which big trees support the most diverse species
iv Impact of big tree loss on the wider environment
v Measures to prevent further decline in big tree populations
vi How wildlife benefits from big trees
vii Risk from pests and infection
viii Ways in which industry uses big tree products
ix How higher temperatures slow the rate of tree growth
x Factors that enable trees to grow to significant heights
1. Paragraph A _____
2. Paragraph B _____
3. Paragraph C _____
4. Paragraph D _____
5. Paragraph E _____
6. Paragraph F _____
7. Paragraph G _____

Questions 8-13
Complete the sentences below.
Choose NO MORE THAN TWO WORDS from the passage for each an-
swer.
Write your answers in boxes 8-13.
8. The biggest trees in the world can be found in ______________________.

9. Some trees in northern Australia die because of _______________________
made worse by gamba grass.
10. The Clarks believe that the release of ___________________ from dead
trees could lead to the death of more trees.
11. Strong are capable of __________________ damaging tall trees in the Am-
azon.
12. _____________________has a worse impact on tall trees than smaller
ones.
13. In western Northern America, a species of _____________________ has
destroyed many trees.

READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26 , which are
based on Reading Passage 2 below.
Whale Strandings
Why do whales leave the ocean and become stuck on beaches?
When the last stranded whale of a group eventually dies, the story does
not end there. A team of researchers begins to investigate, collecting skin
samples for instance, recording anything that could help them answer the
crucial question: why? Theories abound, some more convincing than oth-
ers. In recent years, navy sonar has been accused of causing certain whales
to strand. It is known that noise pollution f rom offshore industry, shipping
and sonar can impair underwater communication , but can it really drive
whales onto our beaches?
In 1998, researchers at the Pelagos Cetacean Research Institute, a Greek

non-profit scientific group, linked whale strandings with low-frequency
sonar tests being carried out by the North Atlantic Treaty Organisation
(NATO). They recorded the stranding of 12 Cuvier's beaked whales over
38.2 kilometres of coastline. NATO later admitted it had been testing new
sonar technology in the same area at the time as the strandings had
occurred. 'Mass' whale strandings involve four or more animals. Typically
they all wash ashore together, but in mass atypical strandings (such as
the one in Greece), the whales don't strand as a group; they are scattered
over a larger area.
For humans, hearing a sudden loud noise might prove f rightening, but it
does not induce mass fatality. For whales, on the other hand, there is a
theory on how sonar can kill. The noise can surprise the animal, causing it
to swim too quickly to the surface. The result is decompression sickness, a
hazard human divers know all too well. If a diver ascends too quickly f rom
a high -pressure underwater environment to a lower-pressure one, gases
dissolved in blood and tissue expand and form bubbles. The bubbles block
the flow of blood to vital organs, and can ultimately lead to death.
Plausible as this seems, it is still a theory and based on our more compre-
hensive knowledge of land-based animals. For this reason, some scientists
are wary. Whale expert Karen Evans is one such scientist. Another is Rose-

mary Gales, a leading expert on whale strandings. She says sonar technol-
ogy cannot always be blamed for mass strandings. “It’s a case-by-case sit-
uation. Whales have been stranding for a very long time - pre-sonar.” And
when 80% of all Australian whale strandings occur around Tasmania, Gales
and her team must continue in the search for answers.
When animals beach next to each other at the same time, the most com-
mon cause has nothing to do with humans at all. “They’re highly social
creatures,” says Gales. “When they mass strand - it’s complete panic and
chaos. If one of the group strands and sounds the alarm, others will try to
swim to its aid, and become stuck themselves.”
Activities such as sonar testing can hint at when a stranding may occur,
but if conservationists are to reduce the number of strandings, or improve
rescue operations, they need information on where strandings are likely to
occur as well. With this in mind, Ralph lames, physicist at the University of
Western Australia in Perth, thinks he may have discovered why whales turn
up only on some beaches. In 1986 he went to Augusta, Western Australia,
where more than 100 false killer whales had beached. “I found out f rom
chatting to the locals that whales had been stranding there for decades. So
I asked myself, what is it about this beach?” From this question that James
pondered over 20 years ago, grew the university’s Whale Stranding Analy-
sis Project.
Data has since revealed that all mass strandings around Australia occur
on gently sloping sandy beaches, some with inclines of less than 0.5%. For
whale species that depend on an echolocation system to navigate, this kind
of beach spells disaster. Usually, as they swim, they make clicking noises,
and the resulting sound waves are reflected in an echo and travel back
to them. However, these just fade out on shallow beaches, so the whale
doesn’t hear an echo and it crashes onto the shore.
But that is not all. Physics, it appears, can help with the when as well as the
where. The ocean is full of bubbles. Larger ones rise quickly to the surface
and disappear, whilst smaller ones - called microbubbles - can last for days.
It is these that absorb whale ‘clicks! “Rough weather generates more bub-
bles than usual,” lames adds. So, during and after a storm, echolocating
whales are essentially swimming blind.

Last year was a bad one for strandings in Australia. Can we predict if this
- or any other year - will be any better? Some scientists believe we can.
They have found trends which could be used to forecast ‘bad years’ for
strandings in the future. In 2005, a survey by Klause Vanselow and Klaus
Ricklefs of sperm whale strandings in the North Sea even found a correla -
tion between these and the sunspot cycle, and suggested that changes
in the Earth’s magnetic field might be involved. But others are sceptical.
“Their study was interesting ... but the analyses they used were flawed on
a number of levels,” says Evans. In the same year, she co-authored a study
on Australian strandings that uncovered a completely different trend. “We
analysed data f rom 1920 to 2002 … and observed a clear periodicity in the
number of whales stranded each year that coincides with a major climatic
cycle.” To put it more simply, she says, in the years when strong westerly
and southerly winds bring cool water rich in nutrients closer to the Austra-
lia coast, there is an increase in the number of fish. The whales follow. So
what causes mass strandings? “It’s probably many different components,”
says James. And he is probably right. But the point is we now know what
many of those components are.
Questions 14-17
14. What do researchers often take f rom the bodies of whales?

_____________________
15. What do some industries and shipping create that is harmful to whales?
_____________________
16. In which geographical region do most whale strandings in Australia
happen?
_____________________
17. Which kind of whale was the subject of a study in the North Sea?
_____________________

Questions 18-21
Label the diagram below.
coastline deeper ocean
r a t
..
Because IB .. i Extra 19 In
disappear on the water attract Storms create Sonar may result in
shallow beaches, fish and therefore 20 „ -
f t r
- i r i B i a blocked supply of
whales don 't realise whales to South which absorb 21 in whale
the beach is near. Australian coasts . whales' dicks. bodies .
Questions 22-26
Do the following statements agree with the claims of the writer in Read-
ing Passage 2?

NOT GIVEN if there is no information about this
22. The aim of the research by the Pelagos Institute in 1998 was to prove
that navy sonar was responsible for whale strandings. ________________
23. The whales stranded in Greece were found at different points along
the coast._______
24. Rosemary Gales has questioned the research techniques used by the
Greek scientists. ___________
25. According to Gales, whales are likely to try to help another whale in
trouble. _______
26. There is now agreement amongst scientists that changes in the
Earth’s magnetic
fields contribute to whale strandings. ____________

READING PASSAGE 3

Science in Space
How will NASA transform the International Space Station from a building
site into a cutting-edge research laboratory?
A premier, world-class laboratory in low Earth orbit.That was how the Na-
tional Aeronautics and Space Administration agency (NASA) sold the In-
ternational Space Station (ISS) to the US Congress in 2001.Today no one
can doubt the agency’s technological ambition.The most complex engi-
neering project ever attempted has created an enormous set of interlinked
modules that orbits the planet at more than 27,000 kilometres per hour. It
might be travelling fast but, say critics, as a lab it is going nowhere. So far,it
has gone through $150 billion.
So where should its future priorities lie? This question was addressed at
the recent I st annual ISS research and development conference in Colora-
do.Among the presenters was Satoshi Iwase of Aichi Medical University in
Japan who has spent several years developing an experiment that could
help solve one of the key problems that humans will face in space: keeping
our bodies healthy in weightlessness. One thing that physiologists have
learned is that without gravity our bodies begin to lose strength, leaving
astronauts with weakened bones, muscles and cardiovascular systems.To
counter these effects on a long-duration mission to, say,Mars, astronauts
will almost certainly need to create their own artificial gravity.This is where
Iwase comes in. He leads a team designing a centrifuge for humans. In
their preliminary design, an astronaut is strapped into the seat of a ma-
chine that resembles an exercise bike. Pedalling provides a workout for the
astronaut’s muscles and cardiovascular system, but it also causes the seat
to rotate vertically around a central axis so the rider experiences artificial
gravity while exercising.
The centrifuge project highlights the station’s potential as a research lab.

Similar machines have flown in space aboard NASA’s shuttles,but they
couldn’t be tested for long enough to prove whether they were effective.
It’s been calculated that to properly assess a centrifuge’s impact on human

physiology,astronauts would have to ride it for 30 minutes a day for at least
two months.The only way to test this is in weightlessness,and the only time
we have to do that is on the space station,’ says Laurence Young, a space
medicine expert at the Massachusetts Institute ofTechnology.
There are certainly plenty of ideas for other experiments: but many projects
have yet to fly. Even if the centrifuge project gets the green light, it will have
to wait another five years before the station’s crew can take a spin. Lengthy
delays like this are one of the key challenges for NASA, according to an April
201 I report from the US National Academy of Sciences. Its authors said they
were ‘deeply concerned’ about the state of NASA’s science research, and
made a number of recommendations. Besides suggesting that the agency
reduces the time between approving experiments and sending them into
space,it also recommended setting clearer research priorities.
NASA has already begun to take action,hiring management consultants

ProOrbis to develop a plan to cut through the bureaucracy.And Congress
also directed NASA to hire an independent organisation, the Centre for the
Advancement of Science in Space (CASIS), to help manage the station’s US
lab facilities. One of CASIS’s roles is to convince public and private inves-
tors that science on the station is worth the spend because judged solely
by the number of papers published, the ISS certainly seems poor value:
research on the station has generated about 3,100 papers since 1998.The
Hubble Space Telescope, meanwhile, has produced more than 11,300 pa-
pers in just over 20 years, yet it cost less than one-tenth of the price of the
space station.
Yet Mark Uhran, assistant associate administrator for the ISS, refutes the
criticism that the station hasn’t done any useful research. He points to prog-
ress made on a salmonella vaccine, for example. To get the ISS research
back on track, CASIS has examined more than 100 previous microgravity
experiments to identify promising research themes. From this,it has opt-
ed to focus on life science and medical research, and recently called for
proposals for experiments on muscle wasting, osteoporosis and the im-
mune system.The organisation also maintains that the ISS should be used
to develop products with commercial application and to test those that are
either close to or already on the market. Investment from outside organisa-
tions is vital, says Uhran, and a balance between academic and commercial
research will help attract this.

The station needs to attract cutting-edge research, yet many scientists
seem to have little idea what goes on aboard it.Jeanne DiFrancesco at
ProOrbis conducted more than 200 interviews with people from organisa-
tions with potential interests in low gravity studies. Some were aware of the
ISS but they didn’t know what’s going on up there, she says. ‘Others know
there’s science, but they don’t know what kind.’
According to Alan Stern,planetary scientist,the biggest public relations

boost for the ISS may come from the privately funded space flight industry.
Companies like SpaceX could help NASA and its partners when it comes to
resupplying the ISS,as it suggests it can reduce launch costs by two-thirds.
Virgin Atlantic’s Space Ship Two or Zero Infinity’s high altitude balloon
could also boost the space station’s fortunes.They might not come close
to the ISS’s orbit,yet Stern believes they will revolutionise the way we,the
public, see space. Soon everyone will be dreaming of interplanetary travel
again,he predicts. More importantly,scientists are already queuing for seats
on these low-gravity space-flight service so they can collect data during a
few minutes of weightlessness.This demand for low-cost space flight could
eventually lead to a service running on a more frequent basis,giving re-
searchers the chance to test their ideas before submitting a proposal for
experiments on the ISS. Getting flight experience should help them win a
slot on the station, says Stern.
Questions 27-30
Write the correct letter in boxes 27—30 on your answer sheet.
27. What does the writer state about the ISS in the first paragraph?
A. Its manufacture has remained within the proposed budget.
B. It is a great example of technological achievement.
C. There are doubts about the speed it has attained.
D. NASA should have described its purpose more accurately.
28. What are we told about Satoshi Iwase’s experimental machine?
A. It is based on conventional exercise equipment.
B. It was originally commissioned by NASA.
C. It is designed only to work in low-gravity environments.
D. It has benefits that Iwase did not anticipate.

29. The writer refers to the Hubble Space Telescope in order to
A. show why investment in space technology has decreased.
B. highlight the need to promote the ISS in a positive way.
C. explain which kind of projects are more likely to receive funding.
D. justify the time required for a space project to produce results.
30. In the sixth paragraph, we are told that CASIS has

A. rejected certain applications for experiments on the ISS.
B. expressed concern about testing products used for profit.
C. questioned the benefits of some of the projects currently on the ISS.
D. invited researchers to suggest certain health-based projects.
Questions 31-35
Look at the following opinions (Questions 31-35) and the list of people be-
low.
Match each opinion with the correct person, A. B, C or D
Write the correct letter, A, B, C or D, in boxes 31-35 on your answer sheet.
NB You may use any letter more than once.
31. The ISS should be available for business-related ventures. _____

32. There is general ignorance about what kinds of projects are possible on
the ISS._____
33. The process of getting accepted projects onto the ISS should be speed-
ed up._____
34. Some achievements of the ISS are underrated._____
35. To properly assess new space technology, there has to be an absence of
gravity._____
List of people
A. Laurence Young
B. Authors of the US National Academy of Sciences report
C. Mark Uhran
D. Jeanne DiFrancesco

Questions 36-39
Complete the summary using the lists of words, A-H, below.
Write the correct letter, A-H , in boxes 36-39 on your answer sheet.
The influence of commercial space flight on the ISS

According to Alan Stern, private space companies could affect the future
of the ISS. He believes they could change its image; firstly because send-
ing food and equipment there would be more 36. _______ if a commercial
craft were used, and secondly, because commercial flights might make the
whole idea of space exploration seem 37._______ to ordinary people. Anoth-
er point is that as the demand for space flights increases, there is a chance
of them becoming more 38. _______. And by working on a commercial flight
first, scientists would be more 39. _______ if an ISS position came up.
A. safe B. competitive C. flexible D. real

E. rapid F. regular G. suitable H. economical
Question 40
Choose the correct letter, A , B, C or D.
Write the correct letter in box 40 on your answer sheet.
40. The writer’s purpose in writing this article is to

A. promote the advantages of space flight in general.
B. illustrate how the ISS could become more effective.
C. criticise the ISS for its narrow-minded attitude.
D. contrast useful and worthless space projects.

PROGRESS TEST 6

LISTENING

ACCOMMODATION FORM: RENTAL PROPERTIES

Example
Name: Jane Ryder
Contact phone number: 1. (0044)_________________
Email address: 2. richard@ _____________ co.uk
Occupation: a local 3._________________
Type of accommodation: a 2-bedroom apartment wanted (must have its

own
4.___________________)
no 5._______________ required (family bringing

theirs)
a 6.________________ in the kitchen is preferable
Preferred location: near a 7.__________________
Maximum rent: 8.______________ per month
Other requests: the accommodation has to

be 9._______________ in the daytime
How did you first hear about us? through a 10. ________________

Questions 11-15
Complete the sentences below.
The police officer suggests neighbours give each other their

11._________________
Neighbours should discuss what to do if there’s any kind of
12.____________________
It’s a good idea to leave on the 13.___________________
Think carefully about where you put any 14._________________
It’s a good idea to buy good-quality 15.__________________
Questions 16-20
Which crime prevention measure is proposed for each area affected by
crime?
Choose FIVE answers from the box and write the correct letter, A-G, next
to
Questions 16-20.
Proposed crime prevention measures

A. install more lighting
B. have more police officers on patrol
C. remove surrounding vegetation
D. contact local police
E. fix damage quickly
F. change road design
G. use security cameras
Areas affected by crime

16. skate park ______
17. local primary schools ______
18. Abbotsford Street ______
19. shops on Victoria Street ______
20. supermarket car park ______

Questions 21-26
Presentation on the problems and potential of biofuels
21. Mike suggests they begin their presentation by

A. explaining what kind of harm is caused by fossil fuels.
B. pointing out that biofuels were in use before fossil fuels.
C. ensuring students know the difference between fossil fuels and bio-
fuels.
22. Karina doesn’t want to discuss the production of ethanol because

A. other students will already be familiar with the process.
B. there will not be time to cover more important information.
C. they may not provide an accurate description.
23. Which source of biofuel do the students agree is least environmentally

friendly?
A. sugar cane
B. corn
C. canola
24. What is the main problem facing the development of the biofuel in-
dustry in the USA?
A. inadequate infrastructure for transporting ethanol
B. not enough farmers growing biofuel crops
C. little government support of biofuel development
25. Karina doubts that sugar cane production in Brazil will

A. lead to the loss of wildlife habitats.
B. create a large number of jobs in the biofuel sector.
C. continue to provide enough energy for the country’s needs.
26. Karina and Mike conclude that in order to increase the use of biofuels
A. the price of fossil fuels must go up.
B. more machinery must be adapted to use them.
C. production methods must be more energy-efficient.

Questions 27-30
Answer the questions below.
What TWO biofuel-related problems do Mike and Karina decide to focus
on in the last section of their presentation?
27.______________________
28. ______________________
Which two sources of biofuel do Mike and Karina say are being tried out?
29. ______________________
algae
30. ______________________

Questions 31-34
Complete the summary below.
The ‘weak-tie’ theory: how friends-of-friends influence us
In 1973, Mark Granovetter claimed that the influence of ‘weak-ties’ can
affect the behaviour of populations in the fields of information science,
politics and 31.______________ Although friends-of-friends may be unlike
us, they have similar enough 32. __________________to have a beneficial
effect on our lives. An example of this influence is when we hear about
33._________________ because information about them is provided by weak-
ties. Since Granovetter proposed his theory, other studies have shown that
weak-tie networks also benefit our 34._______________________.

Questions 35 and 36
Choose TWO letters, A-E
Which does the speaker believe are TWO real benefits of online social net-
working?
A. people can gain higher self-esteem
B. people can access useful medical information
C. people can form relationships more quickly
D. people can improve academic performance
E. people can be reliably informed about current affairs
Questions 37 and 38
Choose TWO letters, A-E
Which TWO problems related to online social networking will increase,
according to the speaker?
A. criminal activity
B. poorer grades at school
C. a decline in physical fitness
D. less work done by employees
E. loss of career prospects
Questions 39 and 40
Choose TWO letters, A-E.
Which TWO claims are made by Robin Dunbar about social networking
sites?
A. They are not helpful for developing certain social skills.
B. They cannot fully reveal a person’s real character.
C. They are not a good starting point for building new relationships.
D. They do not encourage people to widen their social circle.
E. They will not retain their popularity with the young generation.

READING
READING PASSAGE 1
on Reading Passage 1 on the following page.
Why Are Finland’s Schools Successful?

The country’s achievements in education have other nations doing their
homework
A. At Kirkkojarvi Comprehensive School in Espoo, a suburb west of Helsinki,

Kari Louhivuori, the school’s principal, decided to try something extreme
by Finnish standards. One of his sixth-grade students, a recent immigrant,
was falling behind, resisting his teacher’s best efforts. So he decided to hold
the boy back a year. Standards in the country have vastly improved in read-
ing, math and science literacy over the past decade, in large part because
its teachers are trusted to do whatever it takes to turn young lives around. ‘I
took Besart on that year as my private student,’ explains Louhivuori. When
he was not studying science, geography and math, Besart was seated next
to Louhivuori’s desk, taking books from a tall stack, slowly reading one,
then another, then devouring them by the dozens. By the end of the year,
he had conquered his adopted country’s vowel-rich language and arrived
at the realization that he could, in fact, team.
B. This tale of a single rescued child hints at some of the reasons for Fin-
land’s amazing record of education success. The transformation of its edu-
cation system began some 40 years ago but teachers had little idea it had
been so successful until 2000. In this year, the first results from the Pro-
gramme for International Student Assessment (PISA), a standardized test
given to 15-year-olds in more than 40 global venues, revealed Finnish youth
to be the best at reading in the world. Three years later, they led in math. By
2006, Finland was first out of the 57 nations that participate in science. In
the latest PISA scores, the nation came second in science, third in reading
and sixth in math among nearly half a million students worldwide.
C. In the United States, government officials have attempted to improve

standards by introducing marketplace competition into public schools.

In recent years, a group of Wall Street financiers and philanthropists such
as Bill Gates have put money behind private-sector ideas, such as char-
ter schools, which have doubled in number in the past decade. President
Obama, too, apparently thought competition was the answer. One policy
invited states to compete for federal dollars using tests and other methods
to measure teachers, a philosophy that would not be welcome in Finland.
‘I think, in fact, teachers would tear off their shirts,’ said Timo Heikkinen, a
Helsinki principal with 24 years of teaching experience. ‘If you only measure
the statistics, you miss the human aspect.’
D. There are no compulsory standardized tests in Finland, apart from one

exam at the end of students’ senior year in high school. There is no compe-
tition between students, schools or regions. Finland’s schools are publicly
funded. The people in the government agencies running them, from na-
tional officials to local authorities, are educators rather than business peo-
ple or politicians. Every school has the same national goals and draws from
the same pool of university-trained educators. The result is that a Finnish
child has a good chance of getting the same quality education no matter
whether he or she lives in a rural village or a university town.
E. It’s almost unheard of for a child to show up hungry to school. Finland

provides three years of maternity leave and subsidized day care to parents,
and preschool for all five-year-olds, where the emphasis is on socializing.
In addition, the state subsidizes parents, paying them around 150 euros
per month for every child until he or she turns 17. Schools provide food,
counseling and taxi service if needed. Health care is even free for students
taking degree courses.
F. Finland’s schools were not always a wonder. For the first half of the twen-
tieth century, only the privileged got a quality education. But In 1963, the
Finnish Parliament made the bold decision to choose public education as
the best means of driving the economy forward and out of recession. Public
schools were organized into one system of comprehensive schools for ages
7 through 16. Teachers from all over the nation contributed to a national
curriculum that provided guidelines, not prescriptions, for them to refer to.
Besides Finnish and Swedish (the country’s second official language), chil-
dren started learning a third language (English is a favorite) usually begin-
ning at age nine. The equal distribution of equipment was next, meaning
that all teachers had their fair share of teaching resources to aid learning. As

the comprehensive schools improved, so did the upper secondary schools
(grades 10 through 12). The second critical decision came in 1979, when it
was required that every teacher gain a fifth-year Master’s degree in theory
and practice, paid for by the state. From then on, teachers were effectively
granted equal status with doctors and lawyers. Applicants began flooding
teaching programs, not because the salaries were so high but because au-
tonomous decision-making and respect made the job desirable. And as
Louhivuori explains, ‘We have our own motivation to succeed because we
love the work.’
Questions 1-6
Reading Passage 1 has six paragraphs, A-F
Choose the correct heading for each paragraph from the list of headings
below.
Write the correct number, i-ix , in boxes 1-6 on your answer sheet.
List of Headings
i A business-model approach to education
ii The reforms that improved education in Finland
iii Educational challenges of the future
iv Ways in which equality is maintained in the Finnish education
system
v The benefits of the introduction of testing
vi An approach that helped a young learner
vii Statistical proof of education success
viii Support for families working and living in Finland
ix The impact of the education system on Finland’s economy
1. Paragraph A ______
2. Paragraph B ______
3. Paragraph C ______
4. Paragraph D ______
5. Paragraph E ______
6. Paragraph F ______

Questions 7-13
Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the pas-
sage for each answer.
The school system in Finland
PISA tests
In the most recent tests, Finland’s top subject was 7.___________________
History
1963:
A new school system was needed to improve Finland’s 8.___________________

Schools followed 9.____________________ that were created partly by
teachers.
Young pupils had to study an additional 10.____________________
All teachers were given the same 11.____________________ to use.
1979:
Teachers had to get a 12._________________ but they did not have to pay
for this.
Applicants were attracted to the 13._________________ that teaching
received.

READING PASSAGE 3
The Swiffer
For a fascinating tale about creativity, look at a cleaning product called the
Swiffer and how it came about, urges writer Jonah Lehrer. In the story of the
Swiffer, he argues, we have the key elements in producing breakthrough
ideas: frustration, moments of insight and sheer hard work. The story starts
with a multinational company which had invented products for keeping
homes spotless, and couldn’t come up with better ways to clean floors, so
it hired designers to watch how people cleaned. Frustrated after hundreds
of hours of observation, they one day noticed a woman do with a paper
towel what people do all the time: wipe something up and throw it away.
An idea popped into lead designer Harry West’s head: the solution to their
problem was a floor mop with a disposable cleaning surface. Mountains of
prototypes and years of teamwork later, they unveiled the Swiffer, which
quickly became a commercial success.
Lehrer, the author of Imagine, a new book that seeks to explain how cre-
ativity works, says this study of the imagination started from a desire to
understand what happens in the brain at the moment of sudden insight.
‘But the book definitely spiraled out of control,’ Lehrer says. ‘When you talk
to creative people, they’ll tell you about the ‘eureka’* moment, but when
you press them they also talk about the hard work that comes afterwards,
so I realised I needed to write about that, too. And then I realised I couldn’t
just look at creativity from the perspective of the brain, because it’s also
about the culture and context, about the group and the team and the way
we collaborate.’
When it comes to the mysterious process by which inspiration comes into

your head as if from nowhere, Lehrer says modern neuroscience has pro-
duced a ‘first draft’ explanation of what is happening in the brain. He writes
of how burnt-out American singer Bob Dylan decided to walk away from
his musical career in 1965 and escape to a cabin in the woods, only to be
overcome by a desire to write. Apparently ‘Like a Rolling Stone’ suddenly
flowed from his pen. ‘It’s like a ghost is writing a song,’ Dylan has reportedly
said. ‘It gives you the song and it goes away.’ But it’s no ghost, according to

Lehrer.
Instead, the right hemisphere of the brain is assembling connections be-

tween past influences and making something entirely new. Neuroscien-
tists have roughly charted this process by mapping the brains of people
doing word puzzles solved by making sense of remotely connecting infor-
mation. For instance, subjects are given three words -such as ‘age’, ‘mile’
and ‘sand’-and asked to come up with a single word that can precede or
follow each of them to form a compound word. (It happens to be ‘stone’.)
Using brain-imaging equipment, researchers discovered that when people
get the answer in an apparent flash of insight, a small fold of tissue called
the anterior superior temporal gyrus suddenly lights up just beforehand.
This stays silent when the word puzzle is solved through careful analysis.
Lehrer says that this area of the brain lights up only after we’ve hit the wall
on a problem. Then the brain starts hunting through the ‘filing cabinets
of the right hemisphere’ to make the connections that produce the right
answer.
Studies have demonstrated it’s possible to predict a moment of insight up

to eight seconds before it arrives. The predictive signal is a steady rhythm
of alpha waves emanating from the brain’s right hemisphere, which are
closely associated with relaxing activities. ‘When our minds are at ease -
when those alpha waves are rippling through the brain - we’re more likely
to direct the spotlight of attention towards that stream of remote associ-
ations emanating from the right hemisphere,’ Lehrer writes. ‘In contrast,
when we are diligently focused, our attention tends to be towards the de-
tails of the problems we are trying to solve.’ In other words, then we are less
likely to make those vital associations. So, heading out for a walk or lying
down are important phases of the creative process, and smart companies
know this. Some now have a policy of encouraging staff to take time out
during the day and spend time on things that at first glance are unproduc-
tive (like playing a PC game), but day-dreaming has been shown to be pos-
itively correlated with problem-solving. However, to be more imaginative,
says Lehrer, it’s also crucial to collaborate with people from a wide range
of backgrounds because if colleagues are too socially intimate, creativity is
stifled.
Creativity, it seems, thrives on serendipity. American entrepreneur Steve

Jobs believed so. Lehrer describes how at Pixar Animation, Jobs designed

the entire workplace to maximise the chance of strangers bumping into
each other, striking up conversation and learning from one another. He
also points to a study of 766 business graduates who had gone on to own
their own companies. Those with the greatest diversity of acquaintances
enjoyed far more success. Lehrer says he has taken all this on board, and
despite his inherent shyness, when he’s sitting next to strangers on a plane
or at a conference, forces himself to initiate conversations. As for predictions
that the rise of the Internet would make the need for shared working space
obsolete, Lehrer says research shows the opposite has occurred; when peo-
ple meet face-to-face, the level of creativity increases. This is why the kind
of place we live in is so important to innovation. According to theoretical
physicist Geoffrey West, when corporate institutions get bigger, they often
become less receptive to change. Cities, however, allow our ingenuity to
grow by pulling huge numbers of different people together, who then ex-
change ideas. Working from the comfort of our homes may be convenient,
therefore, but it seems we need the company of others to achieve our fin-
est ‘eureka’ moments.
Glossary
Eureka: In ancient Greek, the meaning was ‘I have found!’.
Now it can be used when people suddenly find the solution to a
difficult problem and want to celebrate.
Questions 27-30
Choose the correct letter, A,B, C or D
Write the correct letter in boxes 27-30 on your answer sheet.
27. What are we told about the product called a ‘Swiffer’?

A. Its designers had little experience working with household objects.
B. Once the idea for it was conceived, it did not take long to develop.
C. It achieved profits beyond the manufacturer’s expectations.
D. Its design was inspired by a common housework habit.
28. When Jonah Lehrer began writing his book,

A. he had not intended to focus on creativity.
B. he ended up revising his plans for the content.
C. he was working in a highly creative environment.
D. he was driven by his own experience of the ‘eureka’ moment.

29. Lehrer refers to the singer Bob Dylan in order to
A. illustrate how ideas seem spontaneous.
B. exemplify ways in which we might limit our inventiveness.
C. contrast different approaches to stimulating the imagination.
D. propose particular approaches to regaining lost creativity.
30. What did neuroscientists discover from the word puzzle experiment?
A. Memories are easier to retrieve when they are more meaningful.
B. An analytical approach to problem-solving is not necessarily effective.
C. One part of the brain only becomes active when a connection is made
suddenly.
D. Creative people tend to take a more instinctive approach to solving
language problems.
Questions 31-34
Complete each sentence with the correct ending, A-G, below.
Write the correct letter, A-G, in boxes 31-34 on your answer sheet.
31. Scientists know a moment of insight is coming ______
32. Mental connections are much harder to make ______
33. Some companies require their employees to stop working ______
34. A team will function more successfully ______
A. when people are not too familiar with one another.

B. because there is greater activity in the right side of the brain.
C. if people are concentrating on the specifics of a problem.
D. so they can increase the possibility of finding answers.
E. when people lack the experience required for problem-solving.
F. when the brain shows strong signs of distraction.
G. when both hemispheres of the brain show activity.

Questions 35-39
Choose ONE WORD ONLY from the passage for each answer.
How other people influence our creativity
Steve Jobs
- made changes to the 35._____________ to encourage interaction at
Pixar.
Lehrer
- company owners must have a wide range of 36._____________ to do
well.
- it’s important to start 37. _____________ with new people
- the 38. _____________ has not replaced the need for physical contact.
Geoffrey West
- living in 39._____________ encourages creativity.
Question 40
Write the correct letter in box 40 on your answer sheet.
40. Which of the following is the most suitable title for Reading Passage
3?
A. Understanding what drives our moments of inspiration
B. Challenging traditional theories of human creativity
C. Creative solutions for enhancing professional relationships
D. How the future is shaped by innovative ideas and inspired people

PROGRESS TEST 7

LISTENING
Questions 1-10
Complete the table below.
Write ONE WORDS AND/OR A NUMBER for each answer.
Hostel accommodation in Darwin

Name Price per person Comments and reviews
(dormitory
rooms)
Example: $19 - parking available
Top End - staff are 1.____________
Backpackers - nice pool
- air-conditioning is too 2.____________
Gum Tree 3. $__________ - good quiet location
Lodge - pool and gardens
- 4.___________ in the dormitories
Kangaroo $22 - downtown location

Lodge - reception at the lodge is always
open
- no lockers in the rooms
- the 5._______________ are very clean
- seems to be a 6.___________ every

night

Questions 7-10
Kangaroo Lodge
Address: on 7.______________ Lane

General information about hostel accommodation
sheets are provided
can hire a 8._________________
9._______________ is included
a shared 10.______________________ is available
Questions 11-16
Choose the correct letter, A, B or C
Anglia Sculpture Park
11. The land where the Sculpture Park is located was previously
A. completely covered by forest.
B. the site of a private house.
C. occupied by a factory.
12. What is unusual about the Anglia Sculpture Park?

A. Artists have made sculptures especially for it.
B. Some of its sculptures were donated by the artists.
C. It only shows contemporary sculptures.
13. What is the theme of Joe Tremain’s ‘burnt’ sculptures?

A. the contrast between nature and urban life
B. the effect of man on the environment
C. the violence of nature
14. The path by the Lower Lake

A. is rather wet in some places.
B. has recently been repaired.
C. is difficult to walk on.

15. What does the speaker say about the Visitor Centre?
A. It is being enlarged at present.
B. It has received an international award.
C. It was designed by a Canadian architect.
16. Today, visitors can buy snacks and sandwiches

A. at the kiosk.
B. in the Terrace Room.
C. at the Lower Lake Cafe.
Questions 17-20
Label the map below.
Write the correct letter, A-F, next to Questions 17-20.
Anglia Sculpture Park
Car Park
You are Visitor

* Centre
here
Entrance
17. Joe Tremain sculptures ________

18. Giorgio Catalucci bird sculptures ________
19. Garden Gallery ________
20. Long House ________
GIÁO TRÌNH IELTS 56 i 247

Questions 21-26
Marketing report
21. Why did Leo choose instant coffee as the topic for his marketing re-
port?
A. He found plenty of material on the topic.
B. He had some practical experience in the area.
C. He had an idea of a brand he wanted to target.
22. Leo discovered that in Australia, recent technological developments

A. are producing less healthy types of instant coffee.
B. are reducing the demand for instant coffee.
C. are improving the quality of instant coffee.
23. What do the speakers agree about Leo’s table of coffee products?
A. It needs more explanation in the text.
B. It is factually inaccurate in some places.
C. It would be best to put this in the appendix.
24. What do they decide about the description of Shaffers coffee as a

market follower?
A. Leo needs to define his terms.
B. Leo needs to provide more evidence.
C. Leo needs to put it in a different section.
25. What does Anna say about originality in someone’s first marketing
report?
A. Clear analysis of data can be considered original.
B. Graphs and diagrams should be original, not copied.
C. Reports should contain some original data collected by the stu-
dent.
26. What difference between his school assignments and this report has
surprised Leo?
A. not knowing the criteria for getting a good mark
B. being required to produce work without assistance
C. having to do a great deal of research

Questions 27-30
Notes on specific sections of marketing report

Executive summary
Give a brief overview including the 27._________________
Problems
Link each problem to a 28._______________ which explains it
Implementation
Practical solutions to problems
Include details such as participants, 29._______________ and sequence
Section is often poorly done because of lack of 30._______________
Conclusion
Don’t use new material here

Write ONE WORD ONLY for each answer
• History of Fireworks in Europe

• 13th—16th centuries
- Fireworks were introduced f rom China.
- Their use was mainly to do with:
- war
- 31._____________ (in plays and festivals)
• 17th century
Various features of 32._____________ were shown in fireworks displays.
Scientists were interested in using ideas f rom fireworks displays:
- to make human 33._____________ possible
- to show the formation of 34._____________
London:
- Scientists were distrustful at first
- Later, they investigated 35._____________ uses of fireworks (e.g. for
sailors)
St Petersburg:
- Fireworks were seen as a method of 36._____________ for people
Paris:
- Displays emphasised the power of the 37._____________
- Scientists aimed to provide 38._____________
• 18th century
Italian fireworks specialists became influential.
Servandoni’s fireworks display followed the same pattern as an
39._____________
The appeal of fireworks extended to the middle classes.
Some displays demonstrated new scientific discoveries such as
40._____________

READING
READING PASSAGE 1
on
Reading Passage 1 below.
The Hidden Histories of Exploration Exhibition
A. We have all heard tales of lone, heroic explorers, but what about the
local individuals who guided and protected European explorers in many
different parts of the globe? Or the go-betweens - including interpreters
and traders - who translated the needs and demands of explorers into a
language that locals could understand? Such questions have received sur-
prisingly little attention in standard histories, where European explorers are
usually the heroes, sometimes the villains. The Hidden Histories of Explora-
tion exhibition at Britain’s Royal Geographical Society in London sets out to
present an alternative view, in which exploration is a fundamentally collec-
tive experience of work, involving many different people. Many of the most
famous examples of explorers said to have been ‘lone travellers’- say, Mun-
go Park or David Livingstone in Africa - were anything but ‘alone’ on their
travels.They depended on local support of various kinds - for food, shelter,
protection, information, guidance and solace- as well as on other resources
from elsewhere.
B. The Royal Geographical Society (RGS) seeks to record this story in its Hid-
den Histories project, using its astonishingly rich collections. The storage of
geographical information was one of the main rationales for the foundation
of the RGS in 1830, and the Society’s collections now contain more than two
million individual items, including books, manuscripts, maps, photographs
art-works, artifacts and film - a rich storehouse of material reflecting the
wide geographical extent of British interest across the globe. In addition
to their remarkable scope and range, these collections contain a striking
visual record of exploration: the impulse to collect the world is reflected in
a large and diverse image archive. For the researcher, this archive can yield
many surprises: materials gathered for one purpose - say maps relating to
an international boundary dispute or photographs taken on a scientific ex-

pedition - may today be put to quite different uses.
C. In their published narratives, European explorers rarely portrayed them-

selves as vulnerable or dependent on others, despite the fact that without
this support they were quite literally lost. Archival research confirms that
Europeans were not merely dependent on the work of porters, soldiers,
translators, cooks, pilots, guides, hunters and collectors: they also relied on
local expertise. Such assistance was essential in identifying potential dan-
gers - poisonous species, unpredictable rivers, uncharted territories - which
could mean the difference between life and death. The assistants them-
selves were unusually in a strong bargaining position. In the Amazon, for
example, access to entire region would depend on the willingness of local
crew members and other assistants to enter areas inhabited by relative-
ly powerful Amerindian groups. In an account of his journey across South
America, published in 1836. William Smyth thus complained of frequent
desertion by his helpers.’without them it was impossible to get on’.
D. Those providing local support and information to explorers were them-

selves often not ‘locals’. For example, the history of African exploration in
the nineteenth century is dominated by the use of Zanzibar as a recruiting
station for porters, soldiers and guides who would then travel thousands
of miles across the continent. In some accounts, the leading African mem-
bers of expedition parties - the ‘officers’ or ‘foremen’- are identified, and
their portraits published alongside those of European explorers.
E. The information provided by locals and intermediaries was of potential

importance to geographical science. How was this evidence judged? The
formal procedures of scientific evaluation provided one framework. Along-
side these were more ‘common sense’ notions of veracity and reliability, re-
ligiously-inspired judgments about the authenticity of testimony, and the
routine procedures for cross-checking empirical observations developed in
many professions.
F. Given explorers’ need for local information and support, it was in their
interests to develop effective working partnerships with knowledgeable
intermediaries who could act as brokers in their dealings with local inhab-
itants. Many of these people acquired far more experience of exploration
than most Europeans could hope to attain. Some managed large groups of
men and women, piloted the explorers’ river craft, or undertook mapping

work.The tradition was continued with the Everest expeditions in the 1920s
and 1930s, which regularly employed the Tibetan interpreter Karma Paul.
In Europe, exploration was increasingly thought of as a career; the same
might be said of the non-Europeans on whom their expeditions depended.
G. These individuals often forged close working relationships with Europe-

an explorers. Such partnerships depended on mutual respect, though they
were not always easy or intimate, as is particularly clear from the history of
the Everest expeditions depicted in the Hidden Histories exhibition. The en-
tire back wall is covered by an enlarged version of a single sheet of photogi
aphs of Sherpas taken during the 1936 Everest expedition.1he document is
a powerful reminder of the manpower on which European mountaineer-
ing expeditions depended, and also of the importance of local knowledge
and assistance. Transformed from archive to wall display, it tells a powerful
story through the medium of individual portraits- including Karma Paul,
veteran of previous expeditions, and the young Tensing Norgay, 17 years
before his successful 1953 ascent. This was a highly charged and transition-
al moment as the contribution of the Sherpas, depicted here with identity
tags round their necks, was beginning to be much more widely recognised.
These touching portraits encourage us to see them as agents rather than
simply colonial subjects or paid employees. Here is a living history, which
looks beyond what we already know about exploration: a larger history in
which we come to recognise the contribution of everyone involved.
Questions 1-7
Passage 1?
NOT GIVEN if there is no information on this
1. The Hidden Histories of Exploration exhibition aims to show the wide

range of people involved in expeditions. ________
2. The common belief about how Park and Livingstone travelled is accu-
rate. ________
3. The RGS has organised a number of exhibitions since it was found-
ed.________

4. Some of the records in the RGS archives are more useful than
others.________
5. Materials owned by the RGS can be used in ways that were not originally
intended.________
6. In their publications, European explorers often describe their
dependence on their helpers. ________
7. Local helpers refused to accompany William Smyth during parts of his
journey. ________
Questions 8-13
Reading Passage 1 has seven paragraphs, A-G .
Write the correct letter, A-G, in boxes 8-13 on your answer sheet.
8. reference to the distances that some non-European helpers travelled

________
9. description of a wide range of different types of documents ________
10. belief about the effect of an exhibition on people seeing it ________
11. examples of risks explorers might have been unaware of without local
help ________
12. reference to various approaches to assessing data from local helpers
________
13. reference to people whose long-term occupation was to organise local
assistance for European explorers ________

READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26 , which are based
on Reading Passage 2 below
Fatal Attraction
Evolutionist Charles Darwin first marvelled at flesh-eating plants in the

mid-19th century. Today, biologists, using 21st-century tools to study cells
and DNA, are beginning to understand how these plants hunt, eat and
digest- and how such bizarre adaptations arose in the first place.
A. The leaves of the Venus flytrap plant are covered in hairs. When an in-
sect brushes against them, this triggers a tiny electric charge, which travels
down tunnels in the leaf and opens up pores in the leaf’s cell membranes.
Water surges from the cells on the inside of the leaf to those on the out-
side, causing the leaf to rapidly flip in shape from convex to concave, like a
soft contact lens. As the leaves flip, they snap together, trapping the insect
in their sharp-toothed jaws.
B. The bladderwort has an equally sophisticated way of setting its under-

water trap. It pumps water out of tiny bag-like bladders, making a vacuum
inside. When small creatures swim past, they bend the hairs on the blad-
der, causing a flap to open. The low pressure sucks water in, carrying the
animal along with it. In one five-hundredth of a second, the door swings
shut again. The Drosera sundew, meanwhile, has a thick, sweet liquid ooz-
ing from its leaves, which first attracts insects, then holds them fast before
the leaves snap shut. Pitcher plants use yet another strategy, growing long
tube-shaped leaves to imprison their prey. Raffles’ pitcher plant, from the
jungles of Borneo, produces nectar that both lures insects and forms a slick
surface on which they can’t get a grip. Insects that land on the rim of the
pitcher slide on the liquid and tumble in.
C. Many carnivorous plants secrete enzymes to penetrate the hard exoskel-

eton of insects so they can absorb nutrients from inside their prey. But the
purple pitcher plant, which lives in bogs and infertile sandy soils in North
America, enlists other organisms to process its food. It is home to an intri-
cate food web of mosquito larvae, midges and bacteria, many of which can
survive only in this unique habitat. These animals shred the prey that fall
into the pitcher, and the smaller organisms feed on the debris. Finally, the

plant absorbs the nutrients released.
D. While such plants clearly thrive on being carnivorous, the benefits of

eating flesh are not the ones you might expect. Carnivorous animals such
as ourselves use the carbon in protein and the fat in meat to build muscles
and store energy. Carnivorous plants instead draw nitrogen, phosphorus,
and other critical nutrients from their prey in order to build light-harvesting
enzymes. Eating animals, in other words, lets carnivorous plants do what
all plants do: carry out photosynthesis, that is, grow by harnessing energy
directly from the sun.
E. Carnivorous plants are, in fact, very inefficient at converting sunlight into

tissue. This is because of all the energy they expend to make the equip-
ment to catch animals - the enzymes, the pumps, and so on. A pitcher or a
flytrap cannot carry out much photosynthesis because, unlike plants with
ordinary leaves, they do not have flat solar panels that can grab lots of sun-
light. There are, however, some special conditions in which the benefits of
being carnivorous do outweigh the costs. The poor soil of bogs, for exam-
ple, offers little nitrogen and phosphorus, so carnivorous plants enjoy an
advantage over plants that obtain these nutrients by more conventional
means. Bogs are also flooded with sunshine, so even an inefficient carnivo-
rous plant can photosynthesise enough light to survive.
F. Evolution has repeatedly made this trade-off. By comparing the DNA

of carnivorous plants with other species, scientists have found that they
evolved independently on at least six separate occasions. Some carnivo-
rous plants that look nearly identical turn out to be only distantly related.
The two kinds of pitcher plants - the tropical genus Nepenthes and the
North American Sarracenia - have, surprisingly, evolved from different an-
cestors, although both grow deep pitcher shaped leaves and employ the
same strategy for capturing prey.
G. In several cases, scientists can see how complex carnivorous plants

evolved from simpler ones. Venus flytraps, for example, share an ances-
tor with Portuguese sundews, which only catch prey passively, via ‘flypa-
per’ glands on their stems. They share a more recent ancestor with Drosera
sundews, which can also curl their leaves over their prey. Venus flytraps
appear to have evolved an even more elaborate version of this kind of trap,
complete with jaw-like leaves.

H. Unfortunately, the adaptations that enable carnivorous plants to thrive
in marginal habitats also make them exquisitely sensitive. Agricultural run-
off and pollution from power plants are adding extra nitrogen to many
bogs in North America. Carnivorous plants are so finely tuned to low levels
of nitrogen that this extra fertilizer is overloading their systems, and they
eventually burn themselves out and die.
I. Humans also threaten carnivorous plants in other ways. The black mar-
ket trade in exotic carnivorous plants is so vigorous now that botanists are
keeping the location of some rare species a secret. But even if the poaching
of carnivorous plants can be halted, they will continue to suffer from other
assaults. In the pine savannah of North Carolina, the increasing suppres-
sion of fires is allowing other plants to grow too quickly and outcompete
the flytraps in their native environment. Good news, perhaps, for flies. But a
loss for all who, like Darwin, delight in the sheer inventiveness of evolution.
Questions 14-18
How a Venus flytrap traps an insect
• insect touches 14._________________________ on leaf of plant

• small 15._________________________ passes through leaf
• 16._________________________ in cell membrane open
• outside cells of leaves fill with 17._________________________
• leaves change so that they have a 18.______________________ shape and
snap shut

Questions 19-22
Look at the following statements (Questions 19-22) and the list of plants.
Match each statement with the correct plant, A, B, C, D or E.
Write the correct letter, A, B, C, D or E, in boxes 19-22 on your answer sheet.
19. It uses other creatures to help it digest insects._______

20. It produces a slippery substance to make insects fall inside it._______
21. It creates an empty space into which insects are sucked._______
22. It produces a sticky substance which traps insects on its surface._______
List of plants
A. Venus flytrap
B. bladderwort
C. Drosera sundew
D. Raffles’ pitcher plant
E. purple pitcher plant
Questions 23-26
Reading Passage 2 has nine paragraphs, A-I.
Write the correct letter; A-I, in boxes 23-26 on your answer sheet.
23. a mention of a disadvantage of the leaf shape of some carnivorous

plants _______
24. an example of an effort made to protect carnivorous plants _______
25. unexpected information about the origins of certain carnivorous plants
_______
26. an example of environmental changes that shorten the life cycles of
carnivorous plants _______

READING PASSAGE 3
on Reading
Passage 3 below.
WANT TO BE FRIENDS?
Could the benefits of online social networking be too good to miss out
on?
A. For many hundreds of thousands of people worldwide, online network-

ing has become enmeshed in our daily lives. However, it is a decades-old
insight from a study of traditional social networks that best illuminates one
of the most important aspects of today’s online networking. In 1973 sociolo-
gist Mark Granovetter showed how the loose acquaintances, or ‘weak ties’,
in our social network exert a disproportionate influence over our behaviour
and choices. Granovetter’s research showed that a significant percentage
of people get their jobs as a result of recommendations or advice provid-
ed by a weak tie. Today our number of weak-tie contacts has exploded via
online social networking. ‘You couldn’t maintain all of those weak ties on
your own,’ says Jennifer Golbeck of the University of Maryland. ‘Online sites,
such as Facebook, give you a way of cataloguing them.’ The result? It’s now
significantly easier for the schoolfriend you haven’t seen in years to pass
you a tip that alters your behaviour, from recommendation of a low-cho-
lesterol breakfast cereal to a party invite where you meet your future wife
or husband.
B. The explosion of weak ties could have profound consequences for our
social structures too, according to Judith Donath of the Berkman Center
for Internet and Society at Harvard University. ‘We’re already seeing chang-
es,’ she says. For example, many people now turn to their online social net-
works ahead of sources such as newspapers and television for trusted and
relevant news or information. What they hear could well be inaccurate, but
the change is happening nonetheless. If these huge ‘supernets’ - some of
them numbering up to 5,000 people - continue to thrive and grow they
could fundamentally change the way we share information and transform
our notions of relationships.
C. But are these vast networks really that relevant to us on a personal level?
Robin Dunbar, an evolutionary anthropologist at the University of Oxford,

believes that our primate brains place a cap on the number of genuine
social relationships we can actually cope with: roughly 150. According to
Dunbar, online social networking appears to be very good for ‘servicing’ re-
lationships, but not for establishing them. He argues that our evolutionary
roots mean we still depend heavily on physical and face-to-face contact to
be able to create ties.
D. Nonetheless, there is evidence that online networking can transform

our daily interactions. In an experiment at Cornell University, psychologist
Jeff Hancock asked participants to try to encourage other participants to
like them via instant messaging conversation. Beforehand, some members
of the trial were allowed to view the Facebook profile of the person they
were trying to win over. He found that those with Facebook access asked
questions to which they already knew the answers or raised things they
had in common, and as result were much more successful in their social
relationships. Hancock concluded that people who use these sites to keep
updated on the activities of their acquaintances are more likely to be liked
in subsequent social interactions.
E. Online social networking may also have tangible effects on our well-be-
ing. Nicole Ellison of Michigan State University found that the frequency
of networking site use correlates with greater self-esteem. Support and af-
firmation from the weak ties could be the explanation, says Ellison. ‘Ask-
ing your close friends for help or advice is nothing new, but we are seeing
a lowering of barriers among acquaintances,’ she says. People are readily
sharing personal feelings and experiences to a wider circle than they might
once have done. Sandy Pentland at the Massachusetts Institute of Tech-
nology agrees. The ability to broadcast to our social group means we need
never feel alone,’ he says. The things that befall us are often due to a lack of
social support. There’s more of a safety net now.’
F. Henry Holzman, also at MIT, who studies the interface between online
social networking and the real world, points out that increased visibility
also means our various social spheres - family, work, friends - are merging,
and so we will have to prepare for new societal norms. ‘We’ll have to learn
how to live a more transparent life,’ he says. ‘We may have to give up some
ability to show very limited glimpses of ourselves to others.

G. Another way that online networking appears to be changing our social
structures is through dominance. In one repeated experiment, Michael Ke-
arns of the University of Pennsylvania asked 30 volunteers to quickly reach
consensus in an online game over a choice between two colours. Each per-
son was offered a cash reward if they succeeded in persuading the group
to pick one or other colour. All participants could see the colour chosen
by some of the other people, but certain participants had an extra advan-
tage: the ability to see more of the participants’ chosen colours than oth-
ers. Every time Kearns found that those who could see the choices of more
participants (in other words, were better connected) persuaded the group
to pick their colour, even when they had to persuade the vast majority to
give up their financial incentive. While Kearns warns that the setting was
artificial, he says it’s possible that greater persuasive power could lie with
well-connected individuals in the everyday online world too.
Questions 27-32
Reading Passage 3 has seven paragraphs, A-G.
Choose the correct heading for paragraphs B-G from the list of headings
below.
Write the correct number, i-x, in boxes 27-32 on your answer sheet.
List of Headings
i A shift in our fact-finding habits
ii How to be popular
iii More personal information being known
iv The origins of online social networks
v The link between knowledge and influence
vi Information that could change how you live
vii The emotional benefits of online networking
viii A change in how we view our online friendships
ix The future of networking
x Doubts about the value of online socialising
27. Paragraph B 28. Paragraph C 29. Paragraph D

______ ______ ______
30. Paragraph E 31. Paragraph F 32. Paragraph G
______ ______ ______

Questions 33-36
Look at the following findings (Questions 33-36) and the list of researchers
below.
Match each finding with the correct researcher, A-F.
Write the correct letter, A-F, in boxes 33-36 on your answer sheet.
33. People who network widely may be more able to exert pressure on
others._____
34. We have become more willing to confide in an extensive number of
people._____
35. There is a limit to how many meaningful relationships we can main-
tain._____
36. There is a social advantage in knowing about the lives of our online
contacts._____
List of researchers
A. Mark Granovetter
B. Judith Donath
C. Robin Dunbar
D. Jeff Hancock
E. Nicole Ellison
F. Michael Keems

Questions 37-40
For Questions 37-40, choose TWO answers, A-E
37-38
Which TWO of these advantages of online social networking are men-

tioned in Reading Passage 3?
A. Social networking sites can be accessed on any day and at any time.
B. Online socialising is an efficient way of keeping in touch with a lot of
people.
C. It is very easy to establish new friendships online.
D. Online social networking can solve problems in real-world relation-
ships.
E. It can be reassuring to be part of an online social network
39-40
Which TWO of these disadvantages of online social networking are men-

tioned in Reading Passage 3?
A. Information from online social contacts may be unreliable.
B. We may become jealous of people who seem to have a wide circle
of friends.
C. We may lose the ability to relate to people face-to-face.
D. It is easy to waste a lot of time on social networking sites.
E. Using social networking sites may result in a lack of privacy.

READING GLOSSARY 5

Young people –
coping with an unpredictable future
No Word/Phrase Meaning Note
1 unparalleled (adj) vô đối at an unparalleled

(paragraph 1 line 2) rate: tốc độ nhanh,
vô đối
2 the globe (n) the world
(paragraph 1 line 3)
3 fully equipped được trang bị đầy đủ
4 unforeseen hazard unpredictable dan-
(paragraph 1 line 3) ger
5 paramount (n) critical, crucial
6 have the edge on có lợi thế hơn ai competitive edge:
(paragraph 2 line 5) lợi thế cạnh tranh
7 be gone mất, không còn He is gone.: Anh ấy
(paragraph 2 line 5,6) chết rồi.
8 implication (n) ý nghĩa, hệ quả imply: ám chỉ
9 churn out sản xuất nhiều, số
(paragraph 6 line 5) lượng lớn, ít quan
tâm đến chất lượng
10 mindset mentality, tư duy trí
(paragraph 7 line 1) óc
11 wane suy yếu đi wax and wane:
(paragraph 8 line 2) become stronger
and weaker
12 redundant (adj) more than neces-
(paragraph 8 line 4) sary,
superfluous, thừa
13 dominate (v) thống trị
14 have had its day đã có thời của nó rồi

15 at will tùy ý = at one’s
(paragraph 8 line 7) discretion;
at one’s likes
16 come into their own khẳng định bản
(paragraph 8 line 7) thân
17 think out of the box sáng tạo out-of-the-box
(paragraph 9 line 1) thinking = creative
thinking
18 Broadly speaking Generally speaking
19 ever- luôn luôn …
20 the gigantic leap bước nhảy vọt
21 advanced (adj) tiên tiến # advance=prior
(paragraph 9 line 9) You need some
advance
preparation
(chuẩn bị trước) to
succeed in the test
22 lag behind bị thua kém, unable
(paragraph 9 line 10) to catch up with
23 remould (v) reshape
24 bumpy (adj) gập ghềnh
25 dull (adj) (tương lai) đen tối

Nu shu
1 literally (adv) theo đúng nghĩa

(paragraph A line 3) đen
2 to defy (v) không tuân theo,
(paragraph A line 3) bất chấp
3 patriarchal (adj) được cai trị và kiểm
(+ norms, society) soát bởi nam giới,
(paragraph A line 4) trọng nam khinh
nữ
4 secretive (adj) bí mật (đây là tính
(paragraph A line 5) từ của “secret”)
5 artistically (adv) theo cách nghệ
(paragraph A line 8) thuật, khéo léo
6 suspicion (n) sự nghi ngờ suspicious (adj)
(paragraph A line 10) (paragraph C line 9)
: nghi ngờ
7 orthographical sự khác nhau về
distinction chính tả
(paragraph B line 1)
8 calligraphy (n) thư pháp
9 represent sth (v) tượng trưng cho
(paragraph B line 5) cái gì
10 secrets go to the grave bí mật không bao take the secret to
(paragraph B line 9,10) giờ được tiết lộ, the grave
không ai biết
11 do sth in confidence làm gì đó một cách to communicate
(paragraph C line 1,2) bí mật with sbd in confi-
dence: to tell the
private matters or
secrets to sb with
mutual trust
12 a male-orientated văn hóa xã hội
social culture theo nam giới
(paragraph C line 4)

13 literate (adj) biết đọc và biết
(paragraph C line 6) viết
14 embroider (v) thêu
15 dampen sth (v) make sth such as
(paragraph D line 3) a feeling or a reac-
tion less strong
16 espionage (n) hoạt động gián
(paragraph D line 4) điệp, tình báo
17 cease V-ing (v) dừng, ngừng, thôi
(paragraph D line 8) làm gì đó
18 pass down truyền lại (cho thế
(paragraph D line 8) hệ sau)
19 proficient (adj) thành thạo, giỏi
(paragraph D line 10) (do được đào tạo
và luyện tập)
20 blossom (v) nở rộ
(paragraph E line 1)
21 tourist site khu du lịch
22 be adapted for film được chuyển thể film adaptation: sự
(paragraph E line 8) thành phim chuyển thể thành
phim

Music and the emotions
1 abstract art nghệ thuật trừu

(paragraph 1 line 1) tượng
2 emotional arousal the act of making
(paragraph 1 line 4) somebody have a
particular emotion:
sự kích thích cảm xúc
3 pupils (in our eyes) đồng tử giãn ra
dilate
4 stir sbd (v) làm lay động, khuấy
(paragraph 1 line 7) động ai đó
5 mark an important đánh dấu một bước
step in V-ing quan
(paragraph 2 line 1,2) trọng trong việc gì
6 underpinning (n) (formal) something
(paragraph 2 line 2) that supports or
forms the basis of an
argument, a claim,
etc.; nền tảng
7 stimulus (n) sự kích thích, tác (plural) stimuli
(paragraph 2 line 3) nhân kích (paragraph 3 line 3)
thích
8 straightforward (adj) đơn giản; dễ hiểu, dễ
(paragraph 2 line 5) làm;
không phức tạp
9 to narrow down sth thu hẹp
10 virtually (adv) gần như, hầu như
11 monitor (v) theo dõi
12 trigger the produc- kích hoạt, gây ra sự
tion of sth sản xuất cái gì
13 a key role in V-ing vai trò quan trọng
(paragraph 2 line 13) trong việc gì

14 finding (n) sự phát hiện
15 to anticipate sth to expect something;
(paragraph 3 line 3) to see what might
happen in the future
and take action to
prepare for it
16 acoustic climax cao trào về âm thanh
17 to associate sth with to make a connection
sth between people or
(paragraph 3 line 8) things in your mind;
liên hệ cái gì với cái gì

READING GLOSSARY 6

Views of intelligence across cultures
1 cognitive (adj) thuộc về nhận thức cognitive devel-

(paragraph B line 2) opment:
sự phát triển về
nhận thức
2 fundamental (adj) basic
3 devise invent
4 engage (v) in take part in
5 rational (adj) dựa vào lý trí
6 back up (v) support
7 distinction (adj) sự riêng biệt, sự khác distinction: a
(paragraph C line 1) biệt, dễ thấy clear
difference or
contrast
especially
between people
or things that
are similar or
related
8 blur (v) làm mờ đi
9 progression (n) sự tiến bộ
(paragraph D line 14)
10 cultural bias định kiến về văn hóa
11 encompass sth to include a large num-
(paragraph E line 8) ber or
range of things
12 dilemma (n) tình huống tiến thoái
(paragraph E line 11) lưỡng
nan

The Rise of Adjuncts
1 perception (n) cảm nhận Ex: These

(List of heading, viii) photographs will
affect people’s
perception of war.
2 a stop-gap system sự thay thế tạm thời, Both “stop-gap”
(List of heading, ix) something that you use and “Stopgap” are
or do for a short time acceptable.
while you are looking Ex: Hostels are
for something better used as a
stopgap until the
families can find
permanent ac-
commodation.
3 scrape by sống qua ngày
(paragraph A line 6,7)
4 food stamp tem phiếu thực phẩm
(paragraph A line 8) (government cấp cho
người nghèo)
5 tenure (n) biên chế, làm giáo viên /ˈtenjər/
(paragraph B line 2) chính thức tenure >< adjunct:
giáo viên thuê
tạm thời
6 terminate (v) Kết thúc, hoặc làm cho (1) Your contract
(paragraph B line 3) cái gì đó kết thúc of employment
terminates in De-
cember.
(2) The agreement
was terminated
immediately
7 dissent from (v) bất đồng quan điểm
8 whim (n) a sudden wish
9 perpetual (adj) liên tục, không ngớt, /pərˈpetʃuəl/
(paragraph C line 1) không ngừng

10 untenable không thể biện hộ Ex: His position
(paragraph C line 3) được, không thể bảo vệ had become un-
được tenable and he
was forced to re-
sign.
11 recompense for sbd sự thưởng phạt, sự đền /ˈrekəmpens/
(paragraph D line 5) bù (bằng tiền)
12 grade inflation (n) lạm phát điểm easy grader ><
(paragraph E line 10) tough grader
13 incompetent (adj) thiếu khả năng, thiếu
(paragraph E line 13) trình độ
14 pedagogical (adj) thuộc sư phạm, giáo
(paragraph F line 2) dục
15 autonomy (n) the ability to act and
(paragraph F line 2) make decisions with-
out being controlled by
anyone else

READING GLOSSARY 7

Professional strangers:
medical anthropology in action
1 anthropology (n) nhân chủng học; the

(paragraph A line 1) study of the human race,
especially of its origins,
development, customs
and beliefs
2 doggedly (adv) gan lì, bền chí, showing
(paragraph A line 1) perseverance
3 scholarly (adj) academic
(paragraph A line 3)
4 kinship (n) quan hệ họ hàng/sự hợp
(paragraph A line 3) nhau
5 alliance (n) liên minh, đồng minh
6 land tenure sở hữu đất
7 catch a glimpse of look for a very short time
sth
8 a preface lời tựa, lời nói đầu (sách) /ˈprefəs/
9 engage with sbd connect to try to under-
(paragraph A line 8) stand sbd
10 whet (v) my appetite make you want more Ex: Reading
for sth travel brochures
(paragraph A line 10) whets my appe-
tite for a holiday.
11 in a matter of weeks tính theo tuần, chỉ trong
(paragraph B line 4,5) vòng vài tuần
12 rough not exact a rough
(paragraph B ques- estimate
tion 6)
13 inconsistency (n) điểm không nhất quán
14 elicit (v) moi, khai thác (thông tin,
(paragraph B line 8) câu trả lời,…)

15 academics (n) scholars, học giả
16 ethics (n) đạo đức business ethics
17 sensitive area lĩnh vực nhạy cảm
18 reticent (adj) unwilling to tell people
(paragraph C line 4) about things
19 rewarding (adj) worthwhile
20 conspicuous (adj) rõ ràng, dễ thấy, easy to Ex: Mary’s red
(paragraph D line 3) notice hair always
made her con-
spicuous at
school
21 attired (adj) dressed in a particular
(paragraph D line 3) way
22 mainstream (n) considered normal be-
(paragraph E line 2) cause it reflects what
is done or accepted by
most people
23 vouch (v) cam đoan, đảm bảo
24 an insider người trong cuộc
25 approach tiếp cận, make contact
26 confidentiality (n) tính bảo mật confidential
(paragraph F line 2) letters/ infor-
mation: lá thư/
thông tin mật
27 receive assurance nhận được sự cam đoan,
(paragraph F line 3) sự đảm bảo
28 reveal the private tiết lộ chuyện riêng
business
(paragraph F line 3)
29 in return đổi lại
30 disclose (v) tiết lộ (thông tin)

31 unethical (adj) vô đạo đức
32 lose credibility mất lòng tin, mất uy tín credible ≈ trust-
(paragraph F line 7) worthy
33 embarrassed (adj) xấu hổ, bối rối
(paragraph G line 2)
34 clam up không tiết lộ nữa
35 sense your reaction cảm nhận được phản
(paragraph G line 4) ứng của bạn
36 contradict phản bác
37 misconception sự hiểu sai
38 cultivate the quali- nuôi dưỡng những phẩm
ties chất
(paragraph H line 3)
39 come naturally xảy ra, đến một cách tự
(paragraph H line 4) nhiên

Changes in male body image
1 prevailing (adj) thịnh hành, phổ biến

2 notion (n) khái niệm, quan niệm,
(paragraph A line 7) quan điểm
3 static (adj) không thay đổi
4 silhouette (n) hình bóng (trên một nền
(paragraph B line 7) sáng), hình chiếu
5 squeeze out chèn ra khỏi, đẩy ra khỏi
6 waistline (n) vòng eo
7 dominate (v) chiếm ưu thế, chi phối dominant (adj)
8 physique (n) the size and shape of a
(paragraph C line 6) person’s body
9 go to great lengths to put a lot of effort into Jump through
(paragraph D line 6) doing something, espe- many hoops
cially when this seems ≈ go to great
extreme lengths ≈ bend
over backwards
10 eating disorder rối loạn trong ăn uống
11 (be) detrimental to harmful
sth
12 afflict (v) affect sb in an unpleas-
(paragraph E line 8) ant way, làm đau đớn,
làm khổ sở
13 thrust (v) đẩy mạnh
14 induce (v) cause, influence sbd to
(paragraph E line 12) do sth
15 vomit (v) nôn mửa throw up

16 complement (v) bổ sung
17 displace (v) thay thế
18 weather come safely through a
(paragraph F line 2) difficult period or experi-
ence; vượt qua 1 cách an
toàn
19 flounder having a lot of problems
(paragraph F line 3) and in danger of failing
completely
20 recession tình trạng suy thoái (kinh
(paragraph F line 6) tế)
21 masculine (có tính cách, vẻ ngoài >< feminine
(paragraph F line 9) giống) đàn ông
22 correlation mối tương quan
23 effeminacy (n) tính ẻo lả, tính yếu ớt
24 fall out of (favor) become no longer pop-
(paragraph F line 17) ular, không còn được ưa
chuộng nữa
25 polarized ideals quan niệm trái chiều,
(paragraph G line 1,2) những quan điểm ở 2
thái cực đối lập nhau
26 exude (v) If you exude a particular
(paragraph G line 2) feeling or quality, or it
exudes from you, people
can easily see that you
have it
27 destabilize (v) làm mất ổn định

A New Planet Is Discovered
1 red dwarf a small, old star that is

(paragraph A line 3) not very hot, sao lùn
2 sustain (v) duy trì duy trì
3 uninhabitable (adj) impossible to live in
4 pre-requisite (adj,n) (điều kiện) tiên quyết
(question 18)
5 on the far side ở phía bên kia Ex: I saw her on
(paragraph B line 6,7) the far side of
the road.
6 exude (v) if you exude a particular
(paragraph C line 5) feeling or quality, or it
exudes from you, people
can easily see that you
have it
7 circular movements chuyển động vòng tròn
8 amenable (adj) easy to control

Your result
our pride

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IZONE h\

TAI LIEU CHINH Kl 2

Pham Hong Long (Chu bien)

READING TERM 2 147

PROGRESS TEST TERM 2 209

READING GLOSSARY TERM 2 264

GIÁO TRÌNH IELTS 56 1

Task Response Coherence and Lexical Resource Grammatical

8 • sufficiently ad- • sequences in- • uses a wide range of • uses a wide

7 • addresses all • logically organ- • uses a sufficient • uses a vari-

2 IZONE - IELTS TRAINING ACADEMY

+ Band 7: Produces frequent error-free sentences; Has good control of

GIÁO TRÌNH IELTS 56 3

Mistake 1: S-V agreement

Mistake 2: Modal verb

→ Penalties for dangerous drivers MUST BE INTRODUCED on a large

→ Penalties for dangerous drivers CAN/COULD/SHOULD BE INTRO-

4 IZONE - IELTS TRAINING ACADEMY

→ Supporters of animal experimentation believe that a certain amount

Mistake 4: Relative clause

→ Mệnh đề quan hệ “that will be eligible to receive a pension” là mệnh

Mistake 5: Active and Passive

→ Chủ ngữ đi với động từ “happen” là “several related problems”, do đó

→ As people live longer and the populations of developed countries grow

GIÁO TRÌNH IELTS 56 5

Below is a checklist of common types of grammar mistakes in Writing Task

6 IZONE - IELTS TRAINING ACADEMY

GIÁO TRÌNH IELTS 56 7

8 IZONE - IELTS TRAINING ACADEMY

GIÁO TRÌNH IELTS 56 9

Task 1 Describing trends

The graphs relate to sales of media technology. Which graph a-h

10 IZONE - IELTS TRAINING ACADEMY

1. Sales of audio cassettes fell steadily.____g_____

3 Underline the verbs in 2 used to describe trends.

The verbs in 2 are modified by adverbs such as steadily. Find the

Slow Steadily, __________________________________________________

Sentences containing verb phrases such as fell steadily can often

GIÁO TRÌNH IELTS 56 11

a. Spice exports from Africa fluctuated wildly over the period.

12 IZONE - IELTS TRAINING ACADEMY

GIÁO TRÌNH IELTS 56 13

a. The Tea Room in January? $160,000

Task 1 Changing trends in cafe income

Summarize the information by selecting a

8 Answer these questions about the graph.

14 I IZONE - IELTS TRAINING ACADEMY

10 Match options a-g with gaps 1-7 in the model text.

GIÁO TRÌNH IELTS 56 15

Task 1 Comparing information

Ballpoint pen, First mercury thermometer,

Paper money in China

a. Which is the oldest invention?

16 I IZONE - IELTS TRAINING ACADEMY

a. What is the most striking feature of the chart?

You can use a range of structures to make comparisons. Read

a. More females ______________ males chose the bicycle

GIÁO TRÌNH IELTS 56 l 17

You can also compare information by using as many ... as when

Make comparative sentences based on notes a-g below and the

females/males/select /the bicycleMore females than males selected

18 IZONE - IELTS TRAINING ACADEMY

You can add adverbs to comparisons to make them more pre-

1. Sales of audio cassettes fell steadily.g_

a. It (predict) that in 2023, solar energy