Student's Book 4.0-5.0

TABLE OF CONTENTS
UNIT 1: THE MAN-MADE ENVIRONMENT..........................................................................3

LISTENING................................................................................................................................3
SPEAKING................................................................................................................................14
READING.................................................................................................................................19
WRITING..................................................................................................................................37
UNIT 2: LEISURE AND RECREATION.................................................................................51
LISTENING..............................................................................................................................51
SPEAKING................................................................................................................................59
READING.................................................................................................................................65
WRITING..................................................................................................................................84
REVIEW UNIT 1, 2.....................................................................................................................98
LISTENING, READING, SPEAKING.................................................................................98
EXTRA WRITING................................................................................................................105
UNIT 3: THE NEWS AND MEDIA........................................................................................113
LISTENING............................................................................................................................113
SPEAKING..............................................................................................................................122
READING...............................................................................................................................127
WRITING................................................................................................................................145
UNIT 4: TRAVEL AND TRANSPORT..................................................................................156
LISTENING............................................................................................................................156
SPEAKING..............................................................................................................................164
READING...............................................................................................................................169
WRITING................................................................................................................................185
REVIEW UNIT 3, 4...................................................................................................................194
LISTENING, READING, SPEAKING...............................................................................194
EXTRA WRITING................................................................................................................201
UNIT 5: BUSINESS AND WORK...........................................................................................209
LISTENING............................................................................................................................209
SPEAKING..............................................................................................................................216
READING...............................................................................................................................222
WRITING................................................................................................................................239
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UNIT 6: THE NATURAL ENVIRONMENT.........................................................................246
LISTENING............................................................................................................................246
SPEAKING..............................................................................................................................256
READING...............................................................................................................................262
WRITING................................................................................................................................280
REVIEW UNIT 5, 6...................................................................................................................292
UNIT 7: EDUCATION SYSTEMS..........................................................................................300
LISTENING............................................................................................................................300
SPEAKING..............................................................................................................................309
READING...............................................................................................................................314
WRITING................................................................................................................................335
UNIT 8: FESTIVALS AND TRADITIONS............................................................................345
LISTENING............................................................................................................................345
SPEAKING..............................................................................................................................354
READING...............................................................................................................................359
WRITING................................................................................................................................376
REVIEW UNIT 7, 8...................................................................................................................389
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UNIT 1: THE MAN-MADE ENVIRONMENT
LISTENING
LEAD-IN
1 Listen to the final conversation between the estate agent and client and answer these
questions.
2 Listening again and note down the words which helped you find the answer.
LISTENING FOR SPECIFIC INFORMATION
3 Look at these notes and think about the kind of information that you will need for each
gap, e.g. an address or telephone. Then listen to the recording and complete the notes with
NO MORE THAN TWO WORDS AND/OR A NUMBER.
TIP 3:
In the Listening test, you will be given the context of the listening and you will have some
time to look at the questions before you listen.
Address of property: 1 ____________________
Number of bedrooms: 2 ___________________
Number of lounges: 3 ___________________
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Access to the 4 ___________________ through sun-room door
Kitchen: fully-fitted, includes 5 ___________________ and 6 ___________________
Appointment time: 7 ___________________
Estate agent’s name: Peter 8 ___________________
Estate agent’s number: 9 ___________________
4 In the Listening test you may be asked to write down numbers, such as prices and phone
numbers. Listen to these short conversations and write down the numbers in each.
1 £ ___________________
2 ___________________ km
3 ___________________
4 ___________________ m x ___________________ m
5 ___________________
5 In this exercise, you will hear some complex numbers, including a price and
measurements. Listen to the estate agent and client and complete the information sheet.
Property for sale
Price 1 £ ___________________
Room sizes Kitchen: 3.10 x 2.25 m
Lounge 1: 2 ___________________ m
Lounge 2: 6.50 x 4.25 m
Front garden: 3 ___________________ m, patio, lawn and flower beds
Bedroom 1: 4 ___________________ m
Bedroom 2: 5 ___________________ m
Bedroom 3: 3.25 x 2.5 m
6 Listen to the final conversation between the estate agent and client and answer these
questions.
1 What information does the estate agent need?
2 How will the client get the money to pay for the house?
3 How long does the estate agent think it will take to sell the house?
4 The most important thing for the client is
A to stay a little longer where she is living now.
B to help her husband travel to work more easily.
C to move in before the end of the school holiday.
DEALING WITH DISTRACTORS
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In multiple-choice questions in the Listening test, there is one correct answer and two wrong
answers. The wrong answers are called 'distractors'. They are designed to seem correct. For
example, they use the same words as the recording, but with a different meaning. You have to
make sure that the correct answer has the same meaning as the recording.
7 Look at this example and listen to part of the recording again.
The en-suite bathroom will be useful because
A it has a shower unit.
B it has a big bath.
C it helps everyone in the mornings.
Answer C is correct. A is true, but it is not the reason why it will be useful for the woman and
her family. B is not true, because the other bathroom has a bath.
C is correct because the speaker says that it will be useful when they all get up to get ready for
school or work- and that happens in the morning.
EXAM SKILLS
8 Listen to the final conversation again and choose the correct letter, A, B or C.
TIP 08:
Remember that you need to focus on the meaning of the distractors.
To arrive at the correct answer, listen for synonyms and similar expressions, or for the same
ideas expressed in a different way to the recording.
1 At the moment, Caroline lives in
A Prendergast Road.
B Lanchester Road.
C Riverside Road.
2 Caroline wants to make a first offer of
A £300,000.
B £350,000.
C £340,000.
3 Caroline and her family
A have sold their house.
B are selling their house now.
C will sell their house in two months' time.
4 It may take longer to sell the house if
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A the bank does not check the house quickly.
B there are plans to do some building near the house.
C her husband has problems at work.
5 If the sellers do not accept her first offer, Caroline will need to
A increase her offer.
B come to an agreement in a week.
C contact her bank and ask for more money.
HOMEWORK
Homework 1 (HW1):
A. Questions 1-5.
Complete the form below. Write NO MORE THAN TWO WORDS for each answer.
Then, listen again and complete the sentence containing the answer keywords.
Days Class / Age Group Sentence

Activity
Wednesday, (1) Children, teens We can certainly help with that. Just
Saturday ___________ have____________________________________
___________ ___________________________________or
Saturday afternoon.
That’s when
________________________________________
___________________.
(2) Tennis (3) We have tennis lessons on

___________ _____________ ________________________________________
___________ _____________ ____________________
Tuesday, (4) Children teens, We do.

Thursday ___________ adults ________________________________________
___________ ___________________.on Tuesday and
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Thursday evenings
We_____________________________________
___________________, so there’s one class for
younger children,
________________________________________
____________________
Friday Book club (5) Well, actually, that book club is

_____________ ________________________________________
_____________ ________________________________________
We may _________________________ but we

have nothing for that age group right now.
B. Questions 6-10.
Complete the note below. Write NO MORE THAN TWO WORDS AND/OR A
NUMBER for each answer
Membership fees (6) $…………………………individual
(7) $………………………… family
Located at 107 (8) …………………………Street
Parking is located (9) …………………………
The center is closed on (10) …………………………
*Tham khảo IELTS Practice Exams, trang 45
C. Listen again to questions 6-10 and note down keywords you hear about the given
information
INFORMATION KEYWORDS
charge for non-members?
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membership cost?
free access to?
can use facilities such as?
free parking?
can come on Monday?
pay for the classes with a personal check?
Homework 2: (HW2)
A. Complete the form below. Write NO MORE THAN THREE WORDS AND/OR A
NUMBER for each answer.
Student number: (1) …………………………………………
Name: (2) …………………………………………
Rent: From (3) ……………………………………
to (4) ………………………………………
Depending on: Areas
Decorations
Furniture
(5) …………………………………………
Properties Lakeside Road Rent (6) …………………… a month

available
North Woods Road
Rent 460 pounds a month
Bills included: (7) …………………………(Lakeside Road)
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Telephone rental (North Wood Road)
Viewing Meet at office on (8) …………………………

arrangements:
Student card
Passport
(9) …………………………
Must: Give (10) ………………………… notice of moving in
Give deposit (11) …………………………
Pay for contract
*Tham khảo Essential Tests for IELTS, trang 8
B.
Now, listen to the conversation again and fill in the blanks with suitable words
KEY WORDS SYNONYMS/PARAPHRASE
Rent
From ….
to ….
Depending on
Areas
Decorations
Furniture
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Viewing arrangements
Meet at office on
Give notice of moving in
Give deposit
Homework 3(HW3):
A.
You will hear a conversation between a woman enquiring about English classes and the
receptionist at the South Coast School of English. Listen and complete the form with
questions 1-16. Write NO MORE THAN TWO WORDS AND/OR NUMBERS for each
answer
South Coast School of English
Type of course
The woman is going to study a (1)…………………………………………course
Types of GE course available
- Intensive
- (2) …………………………………………
- (3) …………………………………………
The woman decides to study the (4) ………………………………………… course
Times
Her course will start at (5) ………………………………………… and finish at (6)

…………………………………………
Prices
The course costs (7) ………………………………………… per week
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You pay (8) …………………………………………less if you book for eight weeks.
There is also a (9) ………………………………………… of 50 pounds.
Doing the test
The woman is going to visit the school on Friday at (10) …………………………………… to

do a placement test.
IELTS Preparation Courses
Students have to pay an additional (11) ………………………………………… per week
Personal details
Name: Jana (12) …………………………………………
Nationality: (13) …………………………………………
Date of birth (14) …………………………………………
ID card number: (15) …………………………………………
Phone number: (16) …………………………………………
*Tham khảo sách Build up to IELTS, trang 32.
B. Listen again and fill in the blanks with the missing words
Receptionist: OK, well, if you just need to (1) __________________________, then our
General English courses are what you need, but if you need to pass an exam to prove that your
English is (2) _________________________________________, then you'll need to take an
IELTS course to prepare for the IELTS exam.
Woman: I do need to take the IELTS exam, but I think first I'd like to
(3)__________________________________, so I won't do an IELTS course yet. I'll start with
General English.
Receptionist: OK, great. Well, we have (4)_________________________________________ ...

Shall I tell you about them?
Receptionist: OK, so we have the intensive General English course; that's 25 hours a week of
lessons, so five hours a day. That's the best option if you need to (5)
_____________________________, obviously.
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Receptionist: And then we have what we call the part-time General English course, which is (6)
_______________________, so three hours every morning. That's really suitable if you (7)
______________________, like if you have a part-time job, or other things to do in the
afternoons. Our third option is the evening General English course. This is ten hours a week, two
hours per day, from Monday to Friday. This is really (8)_________________________ and then
come to study after work.
Woman: OK, well. I'm not working at the moment, so the evening course is not really for me.
My daughter is (9)____________________________, and then I look after her in the afternoons,
so I couldn't do the intensive course (10)__________________________all day, and the nursery
is a bit expensive. It sounds like the part-time course is ideal for me, so I think I'll go for that.
Can you give me some more details about it?
C. Listen again from 2:11 to 4:20 and write down the transcription that you can hear
Receptionist:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Woman: OK, that sounds perfect. And how much does it cost?
Receptionist:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Woman: OK, that all seems fine. And can I start any week?
Receptionist:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Woman: Yes, definitely. I could come in tomorrow morning and do the test. What time would
be good?
Receptionist:
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Woman: Yes, 11 is absolutely fine. I just have one more question. If I want to study the IELTS
preparation course later on, after a few weeks, how can I do that?
Receptionist:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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SPEAKING
LEAD-IN
1 In Part 1 of the Speaking test, you may be asked about your home town. Organise the
words into things you like in your home town, things you don't like and things you would
like to have, if they are not already in your home town.
architecture monuments mountains museums
parks restaurants rivers/lakes shopping malls
weather theatres the sea sports centres
Things I like Things I don't like Things I wish I had in my home town
2 Listen to an extract from Speaking Part 1 and answer these questions. Discuss your
answers with a partner.
TIP 2:
The Why? questions usually comes last, and might be more difficult to answer. Try to explain
clearly, but don’t go into too much detail at this stage.
1 How many questions did the examiner ask?
2 What kind of questions did the examiner ask? What were the question words?
3 What two topics did the examiner cover?
4 Approximately how long did the student speak for each question? How many sentences did
they use?
RESPONDING TO WH-QUESTIONS
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Most Speaking Part 1 questions are Wh-questions. These include What?, Who?, Where? and
Why?
3 Listen again to the recording from exercise 2. Note down useful language the student
uses.
Home Shopping
4 With a partner, ask and answer these questions.

Your home town
1 Where do you come from?
2 What is the weather like in your home town?
3 When is the best time of year to visit your home town?
4 Why do you like/not like your home town?
Your accommodation
1 Where are you living now?
2 Who else do you live with?
3 What is your favourite room in your home?
4 Why do you like/not like the place where you live?
5 Some questions ask you to think about something you might do, using 'would'. Ask and
answer these questions with a partner.
1 Would you recommend your house/apartment to another person?
2 Would you move house if you had the chance?
3 Would you like to buy a house in your home town one day?
4 Would you like to live by yourself or with family/friends?
THINKING OF MORE INFORMATION
There are a number of possible topics you might be asked about in Speaking Part 1, such as
the news, entertainment or sport. To prepare for this, you need to know some basic
information about each topic.
6 These words are useful when talking about your home town. Write four sentences about
each, using prompts 1-4.
culture historical monument museums nightlife
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parks restaurants shopping weather
1 People in my home town usually/don't often ___go out at night____ because _____________.
2 My favourite thing about my home town is __the culture___ because _____________.
3 A famous ____historical place____ in my home town is _____________.
4 I like/don't like ____the weather in my home town___ because _____________.
RESPONDING TO YES/NO QUESTIONS
Other types of question ask for a Yes/No response. These questions usually start with Do(es) or
Is/Are.
7 Match questions 1-6 with answers a-f.
TIP 07:
It is not enough to just say Yes/No. Try to add at least two sentences with extra information,
explaining your answer.
1 Do you live near the sea?
2 Is there anything you don't like about where you live?
3 Is your house in the city or the countryside?
4 Do you live in a house or an apartment?
5 Is there anything special you can do in your home town?
6 Are there any interesting places to visit in your home town?
a We live in the suburbs, just outside the city, about 20 minutes' drive by car.
b Yes, we live on the coast, and we can see the beach from our window- it's pretty nice.
c Not really, I think my home town is a little boring. We mostly take a train to Shanghai when
we want to do something.
d Yes, the weather there is pretty terrible. We only get about six weeks of summer, and it's very
cold most of the time.
e Yes, there are many monuments and museums to see - we have a lot of culture and history.
f We currently live in a small apartment on the 33rd floor. My last house was much bigger...
8 Ask and answer these questions about your home town/accommodation.

Your home town
1 Do you live in the city or the countryside?
2 Do you live near the sea?
3 Is there anything special that people do in your home town?
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4 Are there any interesting places to visit in your home town?
Your accommodation
5 Do you live in a house or an apartment?
6 Is your house in the city or the countryside?
7 Do other people live with you?
8 Is there anything you don't like about where you live?
THINKING OF NEW IDEAS

9 Try to write FOUR questions (either Wh-? or Yes/No questions) for each topic in the
mindmap. Ask and answer questions with a partner.
You may be asked about a topic you know well, but the exact question could be unfamiliar. It
can be useful to make your own questions for a topic to explore new ideas you have not
thought about before.
Weather Shopping
Do you like the weather in your hometown?
When was the last time it was really cold in
your hometown?
Does it ever snow in your hometown?
When is the best time of year to visit your
hometown?
Culture Monuments
Restaurants Nightlife
Museums Parks
10 Add TWO more topics to the mindmap.
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SYLLABLE STRESS
11 Listen to the sentences. Underline the stressed syllable in the words.
Right now, I am living in an apartment with my friends.
1 a / part / ment 5 es / ca / la / tors 9 res / i / den / tial 13 ge / og / ra / phy
2 ac / com / o / da / tion 6 in / ha / bi / tants 10 sta / di / um 14 re / gion / al
3 ar / chi / tec / ture 7 mon / u / ment 11 coun / try / side 15 temp / er / a / tures
4 con / struc / tion 8 mu / se / um 12 en / vi / ron / ment 16 sce / ne / ry
12 Listen to the words again and repeat them with the correct syllable stress.
EXAM SKILLS
13 Answer these questions about accommodation and your home town. Reply with
THREE SENTENCES ONLY for each question.
1 Where do you come from?
2 Are there any special places that tourists visit in your home town?
3 When is the best time of year to visit your home town?
4 Why do you like/don't you like your home town?
5 Where are you living now - in a house or an apartment?
6 Does anyone else live with you?
7 What is your favourite room where you live?
8 Would you recommend your accommodation to another person?
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READING
LEAD-IN
1 A common topic in the exam is 'home'. Put these words under the correct heading in the
table.
apartment beach bungalow castle ceiling cellar remote
city centre countryside dining room floor garage stone island
leather mountains mansion marble modern simple glamorous
spacious staircase traditional wood window gym skyscraper
Location Building type Style Rooms Parts of a room Materials

apartment
2 In pairs, use the vocabulary from exercise 1 to help you describe your dream home.
My dream house would be on the beach near the sea. It would be a simple bungalow with
wooden floors. It would have a large dining room….
SKIMMING AND SCANNING

Skimming and scanning are important reading techniques which are very useful in IELTS. As
time is limited in the exam, skimming and scanning help you to find the answers you need
quickly.
You skim a text quickly to understand the general idea.
You scan a text quickly in order to find specific information.
3 For each activity, decide whether you would use skimming or scanning.
1 looking up a word in the dictionary ___scanning____
2 browsing the internet for the latest news stories
3 choosing a book from a library or bookshop
4 finding a particular news story in a newspaper
5 finding the price of a product in a catalogue
6 looking through a magazine for an interesting article
TIP 3:
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Try to practise these or similar activities as much as possible. The more you practise, the better
you will become at each technique.
4 The home in the photo cost about one billion dollars to build. What do you like or dislike
about the design?
5 Skim the text to understand the main ideas.

TIP 5:
You are only reading for the main ideas at this stage, so remember to ignore unknown words.
A Mukesh Ambani is one of the richest men in the world, and the first man to own a private
residence costing more than one billion dollars to build. The home is on Altamout Road in
Mumbai, one of the most expensive addresses in the world. Named after the mythical island
Antilia, the property has 27 floors.
B The interior of the home is very glamorous and each floor is made from different materials to
give an individual look. Marble floors, rare wood and fine rugs are just some of the design
features used to create this extravagant home. The lotus flower and the sun are common symbols
used throughout. Many of the rooms have floor-to-ceiling glass windows, offering spectacular
views of Mumbai and the Arabian Sea.
C The skyscraper has a multi-storey garage with space for 168 cars. Alternatively, there are also
three helipads on the roof of the building. The lobby has numerous reception areas and nine lifts.
There are also several floors for dining, vast libraries and a health spa, including a gym, several
swimming pools and yoga facilities. There is even an 'ice-room' which creates man-made snow,
a Hindu prayer room and several floors of gardens.
D The Ambani residence is clearly designed to entertain guests. It has a theatre which seats 50,
several guest bedrooms and a grand ballroom filled with chandeliers.
E The living quarters are on the top floors, because the family wanted as much sunlight as
possible. The 400,000 ft2 residence requires 600 staff, but all three Ambani children are required
to clean their own rooms when they are at home.
F Several experts have criticised the architecture of this very expensive home, comparing it to an
'unstable pile of books'. Mrs Ambani, however, describes her home as 'an elevated house on top
of a garden' and 'a modern home with an Indian heart'.
#helipad - a place where a single helicopter can take off and land
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6 Answer these questions.
1 When you were skim reading the text, which of these types of word did you focus
on: prepositions, articles, names, verbs, adjectives, numbers?
2 Discuss with a partner what you remember about the text.
3 What overall title would you give the text?
4 Put the information in the order in which it appears in the passage.
a where the family live 
b opinions on the house 
c the materials used for the interior 
d the cost and address of the house 
e the facilities in the house 
f the owner of the house 
g information about the theatre and ballroom
7 Now scan the text for the information to answer these questions.
1 Who owns the property?
2 How many floors does it have?
3 What are the floors made out of?
4 What are the common symbols used throughout the house?
5 How many cars does the garage have space for?
6 How many people are required to work in the home?
TIP 7:
In many of the IELTS reading tasks, the answers appear in the same order as the text.
PARAPHRASING
'Paraphrasing' is another important technique to understand and use in the exam. Paraphrasing
is when you repeat something using different words, often in a simpler and shorter form that
makes the original meaning clearer.
8 These statements paraphrase each of the paragraphs in the text. Match each statement,
1-6, with the correct paragraph, A-F.
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1 The house has many desirable facilities and outside spaces. Guests can either drive or fly to the home. 
2 The family live on the top floor because they want exposure to sunlight. 
3 Mrs Ambani and the architecture experts have different opinions about the house. 
4 Antilia is situated in Mumbai and owned by Mukesh Ambani. 
5 The appearance inside the house is very extravagant and expensive materials have been used. The 
house also has magnificent views of the city. 
6 The home is fully equipped to make visitors feel welcome.
9 The key to paraphrasing is understanding synonyms and words or phrases with a similar
meaning. Match these words and expressions.
1 desirable facilities a guests
2 outside spaces b Mumbai
3 inside c expensive
4 extravagant d rare wood and fine rugs
5 city e health spa and libraries
6 visitors f gardens
7 equipped to make visitors feel welcome g interior
8 expensive materials h designed to entertain guests
SHORT-ANSWER QUESTIONS
Questions which require an answer of just a few words, like those in exercise 7, are a common
feature of the exam. These are known as short-answer questions and they ask about factual
details.
10 Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage
for each answer.
1 How many lifts does the home have?
2 What can you find in the ice-room?
3 What do the Ambani children have to do when at home?
TIP 10-11:
The answers for short- answer questions come in the same order as they appear in the text.
COMPLETING SENTENCES
A similar type of task, which also requires an answer of only a few words, is the 'sentence
completion task’. The sentences paraphrase words and ideas from the text.
11 Complete the sentences. Choose NO MORE THAN THREE WORDS AND/OR A
NUMBER from the passage for each answer.
1 The name Antilia comes from a __________.
2 There are many facilities to accommodate a large number of __________.
3 Opinions on the __________ of the house vary.
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TIP 10-11:
Remember to check that your sentences are grammatically correct when you have chosen an
answer.
GRAMMAR FOCUS: PRESENT SIMPLE/PRESENT CONTINUOUS

12 A 'mindmap' is a type of diagram with lines and circles for organising information so
that it is easier to remember. Put these words and phrases with the appropriate tense in the
mindmap.
temporary repeated actions general facts opinions
an action which is not complete an action which is not complete
13 Using the rules in the mindmap, correct these sentences where necessary.
1 Mukesh Ambani is living in Mumbai.
2 Mrs Ambani is believing that her home has an Indian heart.
3 The family live on the top floor because they want as much exposure to sunlight as possible.
4 When the children are at home, they are cleaning their own rooms.
5 Mrs Ambani entertains her guests in the ballroom at the moment.
14 Complete the sentences using the word in brackets and the correct form of the present
continuous or the present simple.
1 Currently, my mum __________ (work) in the study.
2 I __________ (rent) in the city centre for now.
3 I __________ (think) that buying a new house now would be a very good idea.
4 What is that going to be? They __________ (build) a new accommodation block for students.
5 Every day his mum __________ (clean) the house.
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EXAM SKILLS
15 Using the approach below, read the text and answer the questions which follow.
Locating the answer: one approach
TIP 15:
Time yourself: try to do this task as quickly as possible to practise locating information
quickly for the exam.
 Read the questions first, so they are in your mind when you read the text.
 Make sure you have understood the question correctly - underlining key words could
help.
 Skim read the text for the main ideas. This will help you to have a rough idea of where to
locate your answers on a second read-through.
Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for
each answer.
1 What job did William Hearst do?
2 Who helped Hearst design the Castle?
3 How much did Hearst spend on art during his lifetime?
4 How many times was the Neptune pool rebuilt before Hearst was happy with it?
5 What were visitors to the Castle required to do every evening?
6 Who owns the mansion now?
Complete the sentences. Write NO MORE THAN TWO WORDS AND/OR A NUMBER
from the passage for each answer.
7 As a child, Hearst enjoyed his holidays to ______________.
8 Hearst inherited the land from his ______________.
9 Builders spent ______________ creating the magnificent Neptune Pool.
10 Hearst took animals from ______________ for his private zoo.
11 Although the zoo is now closed, ______________ still walk about the hillside.
12 The family donated the property because of ______________.
HEARST CASTLE
A William Randolph Hearst was a successful American newspaper publisher who received
over 1,000 km2 of land when his mother died in 1919. Initially, he had planned to build just
a small bungalow, so he hired Julia Morgan, the first female architect in California. Together,
however, they designed a magnificent castle which cost 10 million dollars and took 28 years to
build. The property, named La Cuesta Encantado (The Enchanted Mountain), has 56 bedrooms,
61 bathrooms, 19 sitting rooms and about 52,000 m2 of garden.
24 | P a g e
B Hearst loved travelling to Europe when he was a child and we can see this in the overall
design of the house. He even included cathedral ceilings and Roman columns in his home.
Hearst was also a keen art collector and, during his lifetime, spent $3.5 million on his collection,
which is displayed in the rooms at Hearst Castle. Today, his collection is worth much more, with
one piece alone valued at $10 million.
C One of the highlights of the estate is the Neptune Pool. It took 15 years to build and
includes the front of an ancient Roman temple. It is on top of a hill and has wonderful
views of the mountains, ocean and main house. The pool was rebuilt three times until he was
satisfied.
D Although the inside of the house is very European, the outside is very Californian, with
palm trees and water. Hearst loved trees and 70,000 were planted on the property during his
lifetime. The castle was also home to the world's largest private zoo, holding animals from every
continent. Although the zoo is now closed, zebras can still be seen on the hillside.
E As well as the Casa Grande (the main house), there are also three guest houses on the
property: Casa Del Monte, Casa Del Sol and Casa Del Mar. Hearst entertained a great
number of Hollywood stars and political leaders at the castle and many used his private airfield.
Guests had to attend formal dinners every evening, but were free to do what they liked during the
day. They were invited to stay as long as they wanted, but the longer they stayed, the further
away they sat from Hearst at the dinner table.
F When Hearst died in 1951, his family learnt how expensive maintenance would be, and the
mansion was donated to the State of California. Since then, it has been open for public tours
and the site attracts millions of tourists every year. However, the Hearst family is still allowed to
use it when they wish. The castle was never completed and remains unfinished.
HOMEWORK
PASSAGE 1
Australian culture and culture shock
Sometimes work, study or a sense of adventure take us out of our familiar surroundings to go and
live in a different culture. The experience can be difficult, even shocking.
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Almost everyone who studies, lives or works abroad has problems adjusting to a new culture.
This response is commonly referred to as 'culture shock'. Culture shock can be defined as 'the
physical and emotional discomfort a person experiences when entering a culture different from
their own' (Weaver, 1993).
For people moving to Australia, Price (2001) has identified certain values which may give rise to
culture shock. Firstly, he argues that Australians place a high value on independence and
personal choice. This means that a teacher or course tutor will not tell students what to do, but
will give them a number of options and suggest they work out which one is the best in their
circumstances. It also means that they are expected to take action if something goes wrong and
seek out resources and support for themselves.
Australians are also prepared to accept a range of opinions rather than believing there is one
truth. This means that in an educational setting, students will be expected to form their own
opinions and defend the reasons for that point of view and the evidence for it.
Price also comments that Australians are uncomfortable with differences in status and hence
idealise the idea of treating everyone equally. An illustration of this is that most adult Australians
call each other by their first names. This concern with equality means that Australians are
uncomfortable taking anything too seriously and are even ready to joke about themselves.
Australians believe that life should have a balance between work and leisure time. As a
consequence, some students may be critical of others who they perceive as doing nothing but
study.
Australian notions of privacy mean that areas such as financial matters, appearance and
relationships are only discussed with close friends. While people may volunteer such
information, they may resent someone actually asking them unless the friendship is firmly
established. Even then, it is considered very impolite to ask someone what they earn. With older
people, it is also rude to ask how old they are, why they are not married or why they do not have
children. It is also impolite to ask people how much they have paid for something, unless there is
a very good reason for asking.
Kohls (1996) describes culture shock as a process of change marked by four basic stages. During
the first stage, the new arrival is excited to be in a new place, so this is often referred to as the
"honeymoon" stage. Like a tourist, they are intrigued by all the new sights and sounds, new
smells and tastes of their surroundings. They may have some problems, but usually they accept
them as just part of the novelty. At this point, it is the similarities that stand out, and it seems to
the newcomer that people everywhere and their way of life are very much alike. This period of
euphoria may last from a couple of weeks to a month, but the letdown is inevitable.
During the second stage, known as the 'rejection' stage, the newcomer starts to experience
difficulties due to the differences between the new culture and the way they were accustomed to
living. The initial enthusiasm turns into irritation, frustration, anger and depression, and these
feelings may have the effect of people rejecting the new culture so that they notice only the
things that cause them trouble, which they then complain about. In addition, they may feel
homesick, bored, withdrawn and irritable during this period as well.
26 | P a g e
Fortunately, most people gradually learn to adapt to the new culture and move on to the third
stage, known as 'adjustment and reorientation'. During this stage a transition occurs to a new
optimistic attitude. As the newcomer begins to understand more of the new culture, they are able
to interpret some of the subtle cultural clues which passed by unnoticed earlier. Now things make
more sense and the culture seems more familiar. As a result, they begin to develop problem-
solving skills, and feelings of disorientation and anxiety no longer affect them.
In Kohl's model, in the fourth stage, newcomers undergo a process of adaptation. They have
settled into the new culture, and this results in a feeling of direction and self-confidence. They
have accepted the new food, drinks, habits and customs and may even find themselves enjoying
some of the very customs that bothered them so much previously. In addition, they realize that
the new culture has good and bad things to offer and that no way is really better than another,
just different.
Questions 1-6
Do the following statements agree with the information given in the reading passage?
Write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
1 Australian teachers will suggest alternatives to students rather than offer one solution.
2 In Australia, teachers will show interest in students’ personal circumstances.
3 Australians use people’s first names so that everyone feels their status is similar.
4 Students who study all the time may receive positive comments from their colleagues.
5 It is acceptable to discuss financial issues with people you do not know well.
6 Younger Australians tend to be friendlier than older Australians.
Check-up 1: Complete the table below
Q Keywords in the Keywords in the evidence (evaluate if Where have you found the
statement there are any same words, synonyms, evidence (which paragraph,
opposites or if there’s no match) sentence)
1 suggest
alternatives
27 | P a g e
2 show interest
personal
circumstances
use people’s first

names
3
feel their status is
similar
4 study all the time
positive
comments
5 Acceptable
people you do not

know well
financial issues
6 friendlier
Questions 7-13
Complete the table below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
THE STAGES OF CULTURE SHOCK
Name Newcomers' reaction to problems
Stage 7 __________ They notice the 8 __________ between different

1 nationalities and cultures.
They may experience this stage for up to 9 __________
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Stage Rejection They reject the new culture and lose the 10 __________ they
2 had at the beginning.
Stage Adjustment and They can understand some 11 __________ which they had
3 reorientation not previously observed.
They learn 12 __________ for dealing with difficulties.
Stage 13 __________ They enjoy some of the customs that annoyed them before.
4
Q Kind of Keywords in the Synonyms/Paraphrases in Where have you

word(s) you question the passage found the evidence
need for the (which paragraph,
gap sentence)
7 Stage 1
8 between different
nationalities and
cultures.
9 Up to
10 At the beginning
11 understand
12 Learn
Deal with
difficulties
13 Stage 4
29 | P a g e
Check-up 3: Translate the following paragraph into Vietnamese
Kohls (1996) describes culture shock as a process of change marked by four basic stages. During
the first stage, the new arrival is excited to be in a new place, so this is often referred to as the
"honeymoon" stage. Like a tourist, they are intrigued by all the new sights and sounds, new
smells and tastes of their surroundings. They may have some problems, but usually they accept
them as just part of the novelty. At this point, it is the similarities that stand out, and it seems to
the newcomer that people everywhere and their way of life are very much alike. This period of
euphoria may last from a couple of weeks to a month, but the letdown is inevitable.
During the second stage, known as the 'rejection' stage, the newcomer starts to experience
difficulties due to the differences between the new culture and the way they were accustomed to
living. The initial enthusiasm turns into irritation, frustration, anger and depression, and these
feelings may have the effect of people rejecting the new culture so that they notice only the
things that cause them trouble, which they then complain about. In addition, they may feel
homesick, bored, withdrawn and irritable during this period as well.
Fortunately, most people gradually learn to adapt to the new culture and move on to the third
stage, known as 'adjustment and reorientation'. During this stage a transition occurs to a new
optimistic attitude. As the newcomer begins to understand more of the new culture, they are able
to interpret some of the subtle cultural clues which passed by unnoticed earlier. Now things make
more sense and the culture seems more familiar. As a result, they begin to develop problem-
solving skills, and feelings of disorientation and anxiety no longer affect them.
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30 | P a g e
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PASSAGE 2
THIRD CULTURE KIDS
In a world where international careers are becoming commonplace, the phenomenon of third
culture kids (TCKs) children who spend a significant portion of their developmental years in a
culture outside their parents' passport culture(s) is increasing exponentially. Not only is their
number increasing, but the cultural complexity and relevance of their experience and the adult
TCKs (ATCKs) they become, is also growing.
When Ruth Hill Useem, a sociologist, first coined this term in the 1950s, she spent a year
researching expatriates in India. She discovered that folks who came from their home (or first)
culture and moved to a host (or second) culture, had, in reality, formed a culture, or lifestyle,
different from either the first or second cultures. She called this the third culture and the children
who grew up in this lifestyle 'third culture kids'. At that time, most expatriate families had
parents from the same culture and they often remained in one host culture while overseas.
This is no longer the case. Take, for example, Brice Royer, the founder of TCKid.com. His father
is a half-French/half-Vietnamese UN peacekeeper, while his mom is Ethiopian. Brice lived in
seven countries before he was eighteen including France, Mayotte, La Reunion, Ethiopia, Egypt,
Canada and England. He writes, 'When people ask me 'Where are you from?' I just joke around
and say, -My mom says I'm from heaven.' What other answer can he give? ATCK Elizabeth
Dunbar's father, Roy, moved from Jamaica to Britain as a young boy. Her mother, Hortense, was
born in Britain as the child of Jamaican immigrants who always planned to repatriate 'one day'.
While Elizabeth began life in Britain, her dad's international career took the family to the United
States, then to Venezuela and back to living in three different cities in the U.S. She soon realized
that while racial diversity may be recognised, the hidden cultural diversity of her life remained
invisible.
Despite such complexities, however, most ATCKs say their experience of growing up among
different cultural worlds has given them many priceless gifts. They have seen the world and
often learnt several languages. More importantly, through friendships that cross the usual racial,
national or social barriers, they have also learned the very different ways people see life. This
offers a great opportunity to become social and cultural bridges between worlds that traditionally
would never connect. ATCK Mikel Jentzsch, author of a best-selling book in Germany,
Bloodbrothers- YourFriendship in Liberia, has a German passport but grew up in Niger and then
31 | P a g e
Liberia. Before the Liberian civil war forced his family to leave, Mikel played daily with those
who were later forced to become soldiers for that war. Through his eyes, the stories of those we
would otherwise overlook come to life for the rest of us.
Understanding the TCK experience is also important for other reasons. Many ATCKs are now in
positions of influence and power. Their capacity to often think 'outside the box' can offer new
and creative thinking for doing business and living in our globalizing works. But that same
thinking can create fear for those who see the world from a more traditional world view. Neither
the non-ATCKs nor the ATCKs may recognise that there may be a cultural clash going on
because, by traditional measures of diversity such as race or gender, they are alike.
In addition, many people hear the benefits and challenges of the TCK profile described and
wonder why they relate to it when they never lived overseas because of a parent's career.
Usually, however, they have grown up cross-culturally in another way, perhaps as children of
immigrants, refugees, bi-racial or bi-cultural unions, international adoptees, even children of
minorities. If we see the TCK experience as a Petri dish of sorts a place where the effects of
growing up among many cultural worlds accompanied by a high degree of mobility have been
studied then we can look for what lessons may also be relevant to helping us understand issues
other cross-cultural kids (CCKs) may also face. It is possible we may discover that we need to
rethink our traditional ways of defining diversity and identity. For some, as for TCKs, 'culture'
may be something defined by shared experience rather than shared nationality or ethnicity. In
telling their stories and developing new models for our changing world, many will be able to
recognize and use well the great gifts of a cross-cultural childhood and deal successfully with the
challenges for their persona, communal and corporate good.
Questions 1-6
Do the following statements agree with the information given in the reading passage?
Write
1 There is a close connection between careers and the number of TCKs.
2 An increasing number of people describe themselves as TCKs.
3 Ruth Hill Useem studied children in several countries.
4 Ruth Hill Useem defined the third culture as a mixture of two parents’original cultures.
5 Brice Royer feels that he has benefited greatly from living in many different contries.
6 Elizabeth Dunbar felt that she had a culture that was different from most people’s.
32 | P a g e
Q Keywords in the statement Keywords in the evidence Where have you found
(evaluate if there are any same the evidence (which
words, synonyms, opposites or if paragraph, sentence)
there’s no match)
1 Close connection between

careers and number of
TCKs
2 Increasing number of
people
Ruth Hill Useem…several

countries
3
4 Third culture…mixture of
two parents’ orginal
cultures
5 Brice…benefited greatly…
living in many different
countries
6 Culture…different from
most people’s
Questions 7-13
33 | P a g e
Choose NO MORE THAN THREE WORDS from the passage for each answer.
THIRD CULTURE KIDS – ADVANTAGES AND RESULTS
Area Advantage for ATKs Possible result
Friendships Know how different people 7 Can act as bridges between worlds that
__________ are usually separate
Business Creative thinking Many cause 8__________ among

certain people
Can lead to 9 __________ despite

similarities
Whole Knowledge of many cultural worlds Can teach us about problems faced by
experience and a great deal of 10 __________ 11 __________ of all kinds
Current ideas of what both 12

__________ mean may be considered
wrong
Belief that culture depends on 13

__________
Q Kind of Keywords in the Synonyms/Paraphrases Where have you

word(s) you question in the passage found the evidence
gap sentence)
Know how different

people….
34 | P a g e
8 Cause…among
certain people
9 Lead to….despite
similarities
10 Knowledge of
cultural worlds….
Great deal of …..
11
Problems faced by…

of all kinds
12 Ideas of what both…

mean may be
considered wrong
13 Culture depends
on…
Check-up 6: Translate the following paragraphs into Vietnamese
Understanding the TCK experience is also important for other reasons. Many ATCKs are now in
positions of influence and power. Their capacity to often think 'outside the box' can offer new
and creative thinking for doing business and living in our globalizing works. But that same
thinking can create fear for those who see the world from a more traditional world view. Neither
35 | P a g e
the non-ATCKs nor the ATCKs may recognise that there may be a cultural clash going on
because, by traditional measures of diversity such as race or gender, they are alike.
In addition, many people hear the benefits and challenges of the TCK profile described and
wonder why they relate to it when they never lived overseas because of a parent's career.
Usually, however, they have grown up cross-culturally in another way, perhaps as children of
immigrants, refugees, bi-racial or bi-cultural unions, international adoptees, even children of
minorities. If we see the TCK experience as a Petri dish of sorts a place where the effects of
growing up among many cultural worlds accompanied by a high degree of mobility have been
studied then we can look for what lessons may also be relevant to helping us understand issues
other cross-cultural kids (CCKs) may also face. It is possible we may discover that we need to
rethink our traditional ways of defining diversity and identity. For some, as for TCKs, 'culture'
may be something defined by shared experience rather than shared nationality or ethnicity. In
telling their stories and developing new models for our changing world, many will be able to
recognize and use well the great gifts of a cross-cultural childhood and deal successfully with the
challenges for their persona, communal and corporate good.
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WRITING
Reviewing on IELTS WRITING TASK 1
36 | P a g e
Introduction, overview and body paragraphs
LINE GRAPH
BEFORE CLASS
VOCABULARY
Activity 1: Fill in the blanks with the correct words
The graph below shows changes in global food and oil prices between 2000 and 2011.
rose considerably rising steadily dropped significantly down stood

remained relatively stable reached a peak a dramatic increase peaked
The line graph compares the average price of a barrel of oil with the food price index over a
period of 11 years.
It is clear that average global prices of both oil and food (1)______________________ between
2000 and 2011. Furthermore, the trends for both commodities were very similar, and so a strong
correlation (93.6%) is suggested.
In the year 2000, the average global oil price was close to $25 per barrel, and the food price
index (2)____________ at just under 90 points. Over the following four years both prices
(3)___________________ , before (4) __________________between 2004 and 2007. By 2007,
the average oil price had more than doubled, to nearly $60 per barrel, and food prices had risen
by around 50 points.
(5)______________________in both commodity prices was seen from 2007 to 2008, as the oil
prices (6)________________________of approximately $130 per barrel and the food price index
rose to 220 points. However, by the beginning of 2009 the price of oil had
(7)____________________by roughly $90, and the food price index was (8)________________
37 | P a g e
by about 80 points. Finally, in 2011, the average oil price rose once again, to nearly $100 per
barrel, while the food price index (9)_____________________ at almost 240 points.
Writing materials for describing trends

I. Các công thức thể hiện xu hướng tăng-giảm:
1.X + verb + ADV
2.There was a/an + ADJ + N + in + X
3.X + saw + a/an + ADJ + N
4.A/Ab + ADJ + N + was seen + in + X
5.The year + saw + a/an + ADJ + N + in + X
II. Các tính từ/trạng từ
1.Mạnh
significant - significantly
substantial - substantially
sharp - sharply
dramatic - dramatically
considerable - considerably
remarkable - remarkably
2. Nhẹ/vừa phải
insignificant - insignificantly
moderate - moderately
gradual - gradually
steady - steadily
minimal - minimally
fractional - fractionally
III. Các cấu trúc thể hiện sự ổn định
1.X+ remain unchannged / stable/ constant/ flat/ static
2. X+ stay the same
3.X + reach a plateau
38 | P a g e
IV. Giảm mạnh xuống đáy
X + hit a low of
X + hit the lowest point of
X + hall to a low point
V. Tăng mạnh - đạt đỉnh
X + reach a peak of
X + peak at
X + hit the highest point of
IN CLASS
LINE GRAPH
Activity 1: What are the functions of the paragraphs below
The graph below shows US consumers' average annual expenditures on cell phone and
residential phone services between 2001 and 2010.
Paragraphs Function
The line graph compares average yearly spending by Americans on mobile and
landline phone services from 2001 to 2010.
It is clear that spending on landline phones fell steadily over the 10-year period,
39 | P a g e
while mobile phone expenditure rose quickly. The year 2006 marks the point at
which expenditure on mobile services overtook that for residential phone
services.
In 2001, US consumers spent an average of nearly $700 on residential phone

services, compared to only around $200 on cell phone services. Over the
following five years, average yearly spending on landlines dropped by nearly
$200. By contrast, expenditure on mobiles rose by approximately $300.
In the year 2006, the average American paid out the same amount of money on
both types of phone service. They spent just over $500 on each. By 2010,
expenditure on mobile phones had reached around $750, while the figure for
spending on residential services had fallen to just over half this amount.
⇨ General structure:
REVISION
I. Introduction
Activity 2: Choose the correct introduction for the graph below
You should spend about 20 minutes on this task.

The line graph show internet users as percentage of population.
Summarise the information by selecting and reporting the main features, and make comparisons
where relevant.
40 | P a g e
1. The graph shows the number of people who used the Internet in three different countries,
namely America, Canada and Mexico.
2. The graph shows the number of people who used the Internet during the period of ten
years starting from 1999.
3. The graph shows the number of people who used the Internet in three different countries,
namely America, Canada, and Mexico during the period of ten years starting from 1999.
Analyse:………………………………………………….
⇨ Structure:
Introduction =
WRITING MATERIAL
INTRODUCTION:
Structure: S + V + what + where + when
1. Subject:
Graph = Line graph
Chart = Bar chart / pie chart / table / flow chart
2. Verb
show/illustrate/give information about
3. Paraphrasing: What
The number of Ns (the number of students who participated in the classroom activities)
41 | P a g e
How many Ns + V (how many students participated in the classroom activities)
The amount of N = How much N + V
The percentage of N(s) = The proportion of N(s)
4. Paraphrasing: Where
In the US = In America
In Vietnam, Japan, and China
= In three different countries
= In three different countries, namely Vietnam, Japan, and China
5. Paraphrasing: When
From A to B = between A and B
= during the X-year period from A
= during the period of X years from A
Check-up 1: Write an introduction for the graph below using “how many/how much”
The graph below shows the average number of UK commuters travelling each day by car, bus or
train between 1970 and 2020.
Introduction:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
42 | P a g e
II. Overview
Activity 3: Fill in the blanks
You should spend about 20 minutes on this task.

The line graph show internet users as percentage of population.
Summarise the information by selecting and reporting the main features, and make comparisons where
relevant.
Overview:
(1) Overall, It is clear that the proportion of the population who used the Internet
_______________ in each country over the period shown. (2)_________________ experienced
the fastest growth in Internet usage.
Questions:
1. Which sentence points out the overall trend of the graph?
________________________________________________________________________
2. Which sentence points out the most significant feature of the graph?
________________________________________________________________________
SUMMARY
Graph with trend:
WRITING MATERIAL
43 | P a g e
OVERVIEW
Overall, / In general, + Clause (mệnh đề)
Clause:
1. The most significant point that can be seen from the graph is
+ (Noun Phrase): the noticeable growth in X (upward trend >< downward trend in sth, rising
trend >< falling trend in sth)
+ (that + clause): that the number of X grew significantly (toàn bộ các cấu trúc đã học)
2. Another striking point that can be seen clearly from the graph is
+ (Noun Phrase): the noticeable growth in X (upward trend >< downward trend in sth, rising
trend >< falling trend in sth)
+ (that + clause): that the number of X grew significantly (toàn bộ các cấu trúc đã học)
Check-up 2: Based on the information and structures above, write an overview for the
graph below
The graph below shows the average number of UK commuters travelling each day by car, bus or
train between 1970 and 2020.
Overview:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
III. Body paragraph
Activity 4: How should the body paragraph be devided?
1. By groups with similar features
2. By time points
Summary:
44 | P a g e
Activity 5: Use the given word to write body paragraph 1 (Car + Train)
Sentence 1: Car: 5.2 million, Train: 2.2 million.
1970,/number/people/commuting/cars/stood/around/5.2million/while/figure/people/travelling/
trains/approximately/2.2 million.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Question: What is the function of the sentence above?
1. Report data
2. Describe trends
3. Make comparison
Sentence 2: While/number/people/travelling/cars/increased/significantly/nearly 8 million,/ figure

/people/ travelled/ trains/ saw/dramatic/increase/nearly/4 million/1970&2020.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
1. Report data
2. Describe trends
3. Make comparison
Sentence 3: After/50/years,/Cars/remained/most popular/means/transportation/commuters
___________________________________________________________________________
___________________________________________________________________________
1. Report data
2. Describe trends
3. Make comparison
45 | P a g e
Summary:
Check-up 3: Write body paragraph 2 for the graph based on the given information above.
Body paragraph 2: (train)
Sentence 1: Report data (1970 –bus: around 4 million)
___________________________________________________________________________
___________________________________________________________________________
Sentence 2: Describe trends (next fifty years – figure – drop – by nearly 1 million – to over 3
million)
___________________________________________________________________________
___________________________________________________________________________
Sentence 3: Make comparison (final year/trains/least popular)
___________________________________________________________________________
___________________________________________________________________________
PRACTICE
Exercise 1: Use the given words or ideas to write the introduction and overview for the
graph below (pay attention to word forms/tenses)
The graph below shows the amounts of waste produced by three companies over a period
of 15 years.
46 | P a g e
Introduction: line graph/give/information/about/how much/waste/three companies/namely/
produced/during/ period/fifteen years/start/2000
___________________________________________________________________________
___________________________________________________________________________
Overview: clear/while/companies/A and B/saw/fall/waste output/over/15-year period,/amount/
waste/produced/company C/increased/considerably./Besides,/ final year/amount/ waste/
produced/company C/ highest.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Body paragraphs: divided by period of time.
Body 1: 2000-2005
Sentence 1: 2000/A/12 tonnes/waste/while/companies B and C/8 tonnes and 4
tonnes/waste/respectively.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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Sentence 2: next 5 years,/waste output/B&C/rise/around 2 tonnes,/but/figure/A/fall/
approximately 1 tonne
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Sentence 3: 2000 to 2005,/amount/waste/produced/A/highest.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Body 2: 2005-2015
Sentence 1: 2005: report data (companies A, B, and C)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Sentence 2: 2005-2015: describe trend (companies A + B)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Sentence 3: 2005-2015: describe trend (company C: opposite trend)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Sentence 4: Make comparison (2015: company C led in waste production
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
HOMEWORK
The chart below shows the percentage of Australian people who were born in different places of
the world. (Actual test in March 2021)
Before you write, answer these questions:

1. What is the general trends of the graph?
2. What is the most outstanding feature?
3. How should the lines be divided?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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UNIT 2: LEISURE AND RECREATION
LISTENING
LEAD-IN
1 Write the correct word under each diagram to check your understanding of language
connected with road travel and directions.
road crossroads flyover junction roundabout traffic lights
2 Listen to directions 1-6 and write the correct word from the box.
1 Stay in the middle lane so that you can go over the motorway. __________
2 You'll have to wait on the right till it changes for you to turn. __________
3 Go round and take the third exit on the right. __________
4 Slow down here because it goes to the left quite sharply. __________
5 When you get there, go straight across. __________
6 When you get to the end of this road, take the left turn. __________
COMPLETION/MATCHING TASKS
Before listening to directions to complete a map, you should look at the map carefully and
think about the type of information you need to identify each place on the map. When
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listening, you should focus on words and phrases that will help you find the information, for
example turn left or go straight on. You need to follow the directions carefully and try to
predict which information will come next.
3 Listen to the Director of Sports giving directions from one sports centre to another.
Write the letters in the correct position on the map.
A roundabout B junction C traffic lights D crossroads E flyover F bend
4 Listen to the descriptions of sports 1-5 and write the correct number next to each sport
A-E.
When matching descriptions to people, places or things, you need to focus on key words and
ideas which can help you decide what is being described as well as what is not being
described. For example, if you have to choose between football and cycling, a description with
key words like goal, run and kick is more likely to describe football, and a description with
ride, wheel and race is more likely to describe cycling.
A gymnastics 
B basketball 
C weightlifting 
D badminton 
E table tennis 
52 | P a g e
5 Listen to the next part of the message. The Director of Sports is giving instructions for
preparing three rooms for the inter-college sports competition at the sports centre. Write
the sports in the correct gap in the table. One of the sports appears twice.
badminton basketball gymnastics table tennis weightlifting
North Hinton Sports Centre

Dean Room Carsley Room Forster Room
Sport event-morning 1 __________ 2 __________ 3 __________
Sport event - afternoon 4 __________ 5 __________ 6 __________
EXAM SKILLS
In the Listening test you may need to complete categories in a table or set of notes which
already has some of the information in place. You should look at the information in the table
carefully to get a good idea of what other information is required. This will help you to focus
on the missing information. For example, the word nets is already given underbasketball, so
you know that you will need to listen for another word connected with that category for
question 2. In each case, you will hear the sport first, so you will be able focus on the missing
word.
6 Listen to the last part of the message and complete the table with the pieces of equipment.
Write ONE WORD ONLY in each gap.
TIP 6:
You need to write the same words as you hear in the recording. You will be told how many
words you need to write and you will hear the words in the same order they are given in the
recording script.
Sport event basketball gymnastics table tennis badminton weightlifting

Equipment nets vaulting horse tables 1 __________ barbells
2 __________ 3 __________ nets racquets weights
4 __________ 5 __________ shuttercocks 6 __________
rings chalk
pommel horse
7 The Director of Sports, Jeff, leaves another message for the three helpers, Steve, Amanda
and Malik. In the message, he tells them who should be in charge of each event. Listen and
write the correct organiser, A, B, C or D next to events 1-6.
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A Steve 1 badminton
B Amanda 2 gymnastics
C Malik 3 weightlifting am,
D Jeff 4 basketball
5 weightlifting pm,
6 table tennis
HOMEWORK
Homework 1 (HW1):
A. Listen to the Director of Sports giving direction from one sports centre to another.
Write the letters in the correct position on the map
A. Round about
B. Junction
C. Traffic lights
D. Crossroads
E. Flyover
F. Bend
*Tham khảo sách Mindset for IELTS 2, trang 40.
B. Listen again from 00:42 to 1:47 and write down the transcription that you can hear
54 | P a g e
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Homework 2 (HW2):
Identify the areas on the map. Write the correct letters, A-J, next to the questions 1-6
Then, listen again and complete the sentence containing the answer keywords.
*Tham khảo ở trang web Ieltsonlinetests.com
55 | P a g e
Area Answe Sentence
r
Wilson We have many shops here too, but the biggest is Wilsons, right
there,____________________________________________________
_________________________________________________________
DVD shop Now, on the opposite side of Wilsons we have three shops.
_________________________________________________________
__________________, is for DVDs. Yes, the DVDs are
_________________________________________________________
__________________________as well.
Student Moving on, ______________________________is the Student Union

Union Office. Incidentally, you are all encouraged to join the student union,
Office as a student union card _______________________________
________________________________________ basically everything
you can buy here at the Brandon complex.
Engineering _________________________________________________________
Institute ___________________________you can just see it from here, in fact
is a building that we call by the rather unusual name, the H-Building.
Next to this, _____________________
__________________________________________, is the
Engineering Institute, but that doesn’t have anything to do with the
Brandon complex.
Fitness One last thing is that just outside this door, near us here, you can
room _________________________. Well, that’s the playing field for what
we simply call the Fitness Room, which is alongside. So, you can
__________________________________________at the Fitness
Room afterwards.
Bookshop Oh. I forgot to mention this shop right here,______

_________________________________________. It’s the bookshop,
and as you can see, it’s always busy, always popular. You can buy
____________________________________________________as
well, just as you can at Wilsons.
56 | P a g e
Homework 3 (HW3):
A. Listen to the directions and match the places in questions 1-5 to the appropriate places
among A-E on the map
1. Student centre ………………………………………………………

2. Health centre ………………………………………………………
3. Internet Unit ………………………………………………………
4. Complaint office ………………………………………………………
5. Café ………………………………………………………
*Tham khảo ở trang web Ieltsonlinetests.com
B. Listen again and complete the information that you can hear about the given information
where Student Centre is located
where Student Health Centre is located
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the computers in Internet Unit
where dormitories are located
where men’s dorms are located
where women’s dorms are located
some problems with dorm rooms
what free Wifi at Cafe leads to
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SPEAKING
LEAD-IN
1 Match the photos with the activities in the box.
football gym hiking surfing the internet video games
movies reading swimming karate/kickboxing
2 Work with a partner to ask and answer these questions.

1 Do you like doing any of these activities in your spare time?
2 Which activities do your friends like doing?
3 Which of the activities are popular in your country?
PARAPHRASING COMMON RESPONSES
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3 Write the phrases in the box in the correct column of the table.
Hike... I don't know if I like... A lot of people like...
I'm not sure whether I like... I'm not a big fan of... I'm very keen on ...
I often enjoy ... I hate... I don't know much about...
I'm not really interested in... I don't look forward to... Not many people like...
TIP 3:
There are many ways to say you like or do not like something. Using a variety of phrases will
improve your Speaking test score.
ADDING CONNECTING WORDS

4 Match sentence beginnings 1-4 with sentence endings a-d, using a suitable connecting
word. There are several possible answers.
TIP 4:
Longer sentences will show the examiner that you can use more complex grammar.
1 I love listening to K-Pop AND a my friends don't really like it either.

2 I sometimes enjoy mountain climbing BUT b I prefer staying at home.
3 I don't like spending money SO c it's really exciting.
4 I'm not really interested in watching BECAUSE d I prefer watersports.
football on TV
5 Complete your own table using the same connecting words

AND
BUT
SO
BECAUSE
6 Complete the sentences about things you do and do not like doing.
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1 ___________ AND ___________ BUT ___________ BECAUSE ___________ SO
___________.
___________.
___________.
PROVIDING MORE DETAILED RESPONSES

7 Complete the sentences. Think of THREE reasons for your answer.
1 I like going swimming. I like it because ___________, ___________ and ___________.
2 I enjoy watching football on TV. I enjoy it because ___________, ___________ and
___________.
3 I love reading books on my sofa. I love it because ___________, ___________ and
___________.
4 I'm a big fan of movies. This is because ___________, ___________ and ___________.
8 Write your own ideas in the sentences.

5 I like ___________.I like it because ___________, ___________ and ___________.
6 I enjoy ___________. I enjoy it because ___________, ___________ and ___________.
7 I'm not a big fan of ___________ because I ___________, ___________ and ___________.
8 I hate ___________ because it is ___________, ___________ and ___________.
TALKING ABOUT SPORTS EVENTS

9 Ask your partner these questions about each photo.
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1 Did you watch this sporting event?
2 Do you like to do this sport in your spare time?
3 Is this sport popular in your country/where you live?
SENTENCE STRESS AND INTONATION

Individual syllables can be stressed in English words. English speakers also stress the content
words in a sentence and leave the function words (like the, of, etc.) unstressed.
10 Listen to how the words in bold in these sentences are stressed.
1 I think that rowing is a great sport if you want to stay fit and healthy.
2 I often enjoy tennis as it is very competitive and I like to beat my friends.
11 Listen and underline the stressed words in these sentences.
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1 Ryan Giggs was a famous player for Manchester United; he played hundreds of games.
2 At London 2012, the United States of America was top of the medals table, followed by China,
then Great Britain and Northern Ireland.
3 Last weekend, I was going to go to the gym, but I decided not to bother.
4 Michael Jordan is the number one all-time points scorer in the NBA playoffs, although Lebron
James is catching up.
5 I ran in the New York marathon last year. I thought I was never going to make it to the end!
12 You can use intonation to show your feelings about a topic. Read these sentences and
decide if they are positive or negative in tone.
1 My favourite sport is hockey. It's amazing!
2 I like swimming but I wish there were more places to swim where I live.
3 I've always liked fishing but I don't have time to do it any more.
4 I'm really excited about all the new video games that will come out soon. I can't wait!
13 Listen to the recording. The first time you hear the sentences, you will hear flat (no)
intonation. The second time you hear them, the speaker will use correct intonation. Mark
the changes in intonation with a if it rises or a if it falls.
1 My favourite sport is hockey. It's amazing!
2 I like swimming, but I wish there were more places to swim where I live.
3 I've always liked fishing but I don't have time to do it any more.
4 I'm really excited about all the new video games that will come out soon.
I can't wait!
14 Write THREE sentences about a sport you like/do not like doing/playing. With a
partner, say each sentence out loud TWICE, first with flat (no) intonation, and then with
rising and falling intonation.
Sport I like playing Sports I don’t like playing
1 ___________ 1 ___________
2 ___________ 2 ___________
3 ___________ 3 ___________
COMMON SPORTS VERBS
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15 Write a suitable sports verb in these sentences. More than one answer may be possible.
There are more verbs than you need.
1 I didn't think Mayweather would ___________ Pacquiao in that boxing match.

2 It has always been a dream of mine to ___________ at Wimbledon.
3 I try to ___________ about three times a week, so that I can keep playing well.
4 I ___________ Liverpool Football Club. I've been a fan for a very long time.
5 Their international football team ___________ plenty of times during a game but usually
___________ very few goals.
EXAM SKILLS
16 Ask and answer these Speaking Part 1 questions with a partner.
1 What do you usually do in your spare time?
2 Do you prefer doing things by yourself or with friends?
3 Is there anything special you do at the weekends?
4 Do you think you get enough free time?
17 Answer the prompts in this Speaking Part 2 task. Talk for at least 60 seconds.
Remember to use the connecting words you studied in exercises 4-6.
Describe a sports event you watched or attended.
You should say:
 what kind of sporting event it was
 where you watched it
 how often this event takes place
and explain why you consider this sports event interesting.
READING
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LEAD-IN
1 Match the names with photos 1-5.
Serena Williams Jack Nicklaus David Beckham Muhammad Ali Michael Jordan
2 Which sport are/were these people famous for?
3 With a partner, try and answer the multiple-choice quiz. What else do you know about
these sports stars?
In the Reading test you may be presented with this type of multiple-choice question. The
answers, however, will all be located in the text and will not test your general knowledge on
any subject.
SPORTING LEGENDS
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1 In what year did Serena Williams first become World Number 1?
A 1995 B 2002 C 2007
2 How many major championships did Jack Nicklaus win during his career?
A 18 B 21 C 12
3 How old was Muhammad Ali when he started training?
A 21 B 12 C8
4 How long was David Beckham captain of the England team?
A 3 years B 10 years C 6 years
5 How tall is Michael Jordan?
A 1.98 m B 1.70 m C 1.82 m
FACTS AND OPINIONS

There are two types of question:
 those which ask for factual information
 those which ask for the writer's opinion.
4 Read these paragraphs and answer the questions which follow. Choose the correct letter,
A, B or C.
TIP 4:
The answers are in the same order as the text.
WHY IS THE FORMER BOXER MUHAMMAD ALI STILL

CONSIDERED A LEGEND?
Although Muhammad Ali was responsible for many legendary moments in the boxing ring, there
was much more to this man's appeal. Not only was he a successful athlete, but he was also well
known for his strong work ethic and fearless approach to standing up for his beliefs.
Born as Cassius Clay in 1942, Muhammad Ali began training at just 12 years old and, at the age
of 22, won the world heavyweight championship in 1964. It was a title he went on to win again,
in 1974 and 1978. He referred to himself as 'The Greatest', and was famous for boasting about
his ability to 'float like a butterfly and sting like a bee'.
1 Why does the writer think that Muhammad Ali is still considered a legend?
A because he is a successful athlete
B because of several factors, not just his abilities as a boxer
C because he has great appeal
2 What name did Muhammad Ali give himself during his career?
A Cassius Clay B The Greatest C The Champion
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5 Now answer these questions.
1 Which question is factual and which asks for the writer's opinion?
2 Look at question 1 again. Are all the answers possible? Why did you choose one particular
answer?
3 Do any of the words in the first paragraph match the words in question 1?
Do matching words give you the correct answer?
4 What phrase is used to mean 'give himself the name' in the second paragraph?
APPROACHING THE QUESTION

In the Reading test, the texts are much longer than in exercise 4, so it is important to develop a
strategy which allows you to get the correct answer quickly.
6 Complete the flow-chart showing one approach with words from the box.
instructions understand key questions scan wrong
Read the Read the text to 2 Read the questions 4 __________ the
1 __________ __understand__ the again and underline 3 text for the key words
And __________ general meaning. __________ words, or synonyms.
carefully. e.g dates, names etc.
Read around the key words in Re-read the questions and Quickly check the other
the text. choose an answer. options are 5 __________
and make your final choices.
7 Use this approach to answer questions about the text. Choose TWO letters, A-D.
TIP 7:
It is important to read the instructions very carefully as the number of letters you need to choose
can vary.
Serena Williams has dominated women's professional tennis since the late 1990s, when she and
her sister, Venus, became global tennis superstars. Serena in particular has become known for
her determination, powerful game and unique fashion sense.
Serena was born on 26 September 1981 in Saginaw, Michigan. When she was just a baby, her
family moved to California, and it was there she started playing tennis at the age of four. She was
coached by her father, Richard Williams, until she was 12. Although Mr Williams was
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determined that his daughters would succeed in the tennis world, he was also focused on giving
them a good education.
In fact, whilst they were training to be tennis stars, he also took responsibility for their home-
schooling.
Serena is so successful on the tennis court because of her rapid movement, speed of thought and
powerful shots. Indeed, whilst she was playing a match in the 2013.
Australian Open, Serena hit a serve* at a speed of just under 207 km per hour, the third fastest
recorded among female players. This powerful serve helps put her opponents under pressure
from the very start of the game.
During her career, she has won 56 singles championships, 22 doubles championships and was
also a gold medallist at the 2000, 2008 and 2012 Olympics.
*to serve (v) - to hit the ball to the other player as a way of starting the game
1 According to the writer, Serena has become so famous because...

A she is aggressive.
B she has a strong tennis game.
C she is very good at fashion.
D she has self-belief.
2 During Serena's upbringing, what did her father consider to be important?
A staying at home
B tennis training
C her studies
D training her to be a star
3 Her tennis game is so successful because...
A she thinks quickly.
B she can hit the ball hard.
C she is the third fastest player in the world.
D her opponents are nervous of her.
8 Answer these questions.
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TIP 8:
Both types of question may be in the Reading test, so it is important to read the questions
carefully.
1 Which questions ask you to complete the sentence and which ask you to answer the question?
2 How many synonyms from words in the text are used in the questions?
3 Do any answers match the wording in the text?
4 Are these answers the correct ones?
GRAMMAR FOCUS: PAST SIMPLE / PAST CONTINUOUS

You will not be given any grammar exercises in IELTS. However, it is important that you can
recognize which tenses are used and what they mean.
9 Say which past tenses are used in the text.
10 Study this sentence, then answer the questions.

... whilst she was playing a match in the 2013 Australian Open, Serena hit a serve at a speed of
just under 207 km per hour...
1 Underline the two past tenses in the sentence.
2 Which actions (verbs) were happening in the past at the same time?
3 Which is the long, continued action? Which is the short, finished action?
4 Are both actions finished now?
11 Study this diagram and answer the questions which follow.
1 Are there any other examples of the past continuous in the text?
2 Complete this rule:
When we use the simple past and the past continuous in the same sentence, we use the
__________ __________ to talk about the 'background action' and the __________ __________
to talk about the shorter, completed action.
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12 Complete the sentences by putting the verb in brackets in the correct form of the past
continuous or past simple.
1 Whilst she __________ (play) basketball, her phone __________ (ring).
2 He __________ (fall), while __________ (run) for the ball.
3 It __________ (start) to rain in the middle of the race.
4 It __________ (rain) during the race.
13 Complete the sentences with your own ideas.

1 Whilst Michael Jordan was running down the court, __________.
2 David Beckham injured his knee whilst __________.
3 Jack Nicklaus was taking a shot when __________.
GLOBAL UNDERSTANDING
14 This section focuses on questions which check your understanding of the text as a
whole. Read the text and choose the correct letter, A, B or C.
TIP 14:
For this question type, do not choose an answer based just on one paragraph. You need to read
the whole text in order to choose the correct summary.
Despite Beckham's good looks and famous marriage to Victoria Beckham, he was actually
an exceptionally good footballer. His professional career began with Manchester United in
1992, at the age of 17. With United he won the Premier League title six times, the FA Cup
twice and the UEFA Champions League in 1999. He later went on to play for Real Madrid
and LA Galaxy.
In international football, he made his England debut in 1996 at the age of 21.
He was also made captain in 2002 and had short spells at AC Milan and Paris St Germain. His
former boss, Alex Ferguson, praised David for always trying hard, playing with supreme
confidence and scoring important goals.
His football career was not always easy, however. During the 1998 World Cup, in a game
against Argentina, he was fouled by the player Diego Simeone. In retaliation, Beckham kicked
Simeone and was given a red card. Consequently, when England went on to lose the game and
go out of the World Cup, Beckham became hated by football fans and was portrayed very
negatively by the media.
It took three years before Beckham was allowed to play for England again and in 2002 he
redeemed himself by scoring a penalty in a 1-0 victory against Argentina.
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In 2013 Beckham retired from professional football and played the last game of his 20-year
career. Although he is now retired from football, reports claim that he earns more money now
than he did as a successful footballer. In 2014 it was documented that he earned £50.5 million, a
large portion of which came from brand endorsements for companies such as Adidas, Sky Sports
and Samsung.
What is the best title for this article?
A What has Beckham achieved during his career?
B Despite all the media attention, was Beckham a good football player?
C What problems did Beckham have during his football career?
EXAM SKILLS
15 Using all the skills you have learnt in this lesson, read the text and complete the
multiple-choice task which follows.
A BRIEF HISTORY OF FOOTBALL
There is no clear evidence stating where and when football was actually invented, but most
historians agree that some type of ball game had been played centuries before the modern game
developed in England. Football has a long and interesting history and origins of the game are
present in sports played thousands of years ago in China, Egypt, Japan and Greece. Aspects of
the game can be traced as early as the second and third centuries BC in China. Their game,
originally named 'Tsu Chu', involved kicking a leather ball into a small hole.
The first football games played in Britain were in the 700s and the English equivalent of a
football was made using an animal bladder. Games were violent and injury and death were
common. Despite the violence, however, they were still very popular. The game had become so
popular that in the 1300s Edward II banned the sport because people were playing football rather
than practising archery. This was especially important to this king, as he was preparing to go to
war with Scotland. This was to be the first of many bans imposed by the kings and queens of
England.
In 1605 football became legal and once again the sport grew in popularity.
In the 1800s it became particularly common in private schools such as Eton, and it was only then
that a set of rules was established. Until then, the game had continued to be violent, as it had had
limited rules and no referees. Before the 1800s, for example, it was considered normal to hit
players on the opposite team and to damage their possessions. In 1848, on Parker's Piece in
Cambridge, these rules were developed further and a new version called the 'Cambridge Rules'
was used by all schools, colleges and universities.
Though football could be considered a male sport, women also play it.
An increase in women playing the sport began during the First World War, when women did
jobs traditionally done by men. Those working in places like factories regularly met to play.
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Unfortunately, a ban was imposed when the war ended, but it was eventually lifted in the UK in
1971. In 1991 China hosted the first Women's World Cup and in 1996 the first ever women's
football event was held at the Olympics.
Choose the correct letter, A, B or C.
1 Where can the first traces of football be found?
A Egypt
B China
C England
2 Why did Edward II ban football in the 1300s?
A because it was too violent and death was common
B because he was preparing to go to war with China
C because people weren't practising archery
3 Before rules were established in the 1800s, which of these activities was considered normal?
A stealing from opponents
B destroying players' property
C being violent towards the referee
4 Women started playing football because
A the ban was lifted in 1971.
B they started to work during the First World War.
C in 1991 there was the first Women's World Cup.
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HOMEWORK
PASSAGE 1
The life and work of Marie Curie
Marie Curie is probably the most famous woman
scientist who has ever lived. Born Maria Sklodowska in
Poland in 1867, she is famous for her work on
radioactivity, and was twice a winner of the Nobel Prize.
With her husband, Pierre Curie, and Henri Becquerel,
she was awarded the 1903 Nobel Prize for Physics, and
was then sole winner of the 1911 Nobel Prize for
Chemistry. She was the first woman to win a Nobel
Prize.
From childhood, Marie was remarkable for her
prodigious memory, and at the age of 16 won a gold
medal on completion of her secondary education.
Because her father lost his savings through bad
investment, she then had to take work as a teacher. From
her earnings she was able to finance her sister Bronia's
medical studies in Paris, on the understanding that
Bronia would, in turn, later help her to get an education.
In 1891 this promise was fulfilled and Marie went to Paris and began to study at the Sorbonne
(the University of Paris). She often worked far into the night and lived on little more than bread
and butter and tea. She came first in the examination in the physical sciences in 1893, and in
1894 was placed second in the examination in mathematical sciences. It was not until the spring
of that year that she was introduced to Pierre Curie.
Their marriage in 1895 marked the start of a partnership that was soon to achieve results of
world significance. Following Henri Becquerel's discovery in 1896 of a new phenomenon, which
Marie later called 'radioactivity', Marie Curie decided to find out if the radioactivity discovered
in uranium was to be found in other elements. She discovered that this was true for thorium.
Turning her attention to minerals, she found her interest drawn to pitchblende, a mineral whose
radioactivity, superior to that of pure uranium, could be explained only by the presence in the ore
of small quantities of an unknown substance of very high activity. Pierre Curie joined her in the
work that she had undertaken to resolve this problem, and that led to the discovery of the new
elements, polonium and radium. While Pierre Curie devoted himself chiefly to the physical study
of the new radiations, Marie Curie struggled to obtain pure radium in the metallic state. This was
achieved with the help of the chemist André-Louis Debierne, one of Pierre Curie's pupils. Based
on the results of this research, Marie Curie received her Doctorate of Science, and in 1903 Marie
and Pierre shared with Becquerel the Nobel Prize for Physics for the discovery of radioactivity.
The births of Marie's two daughters, Irène and Eve, in 1897 and 1904 failed to interrupt her
scientific work. She was appointed lecturer in physics at the École Normale Supérieure for girls
73 | P a g e
in Sèvres, France (1900), and introduced a method of teaching based on experimental
demonstrations. In December 1904 she was appointed chief assistant in the laboratory directed
by Pierre Curie.
The sudden death of her husband in 1906 was a bitter blow to Marie Curie, but was also a
turning point in her career: henceforth she was to devote all her energy to completing alone the
scientific work that they had undertaken. On May 13, 1906, she was appointed to the
professorship that had been left vacant on her husband's death, becoming the first woman to
teach at the Sorbonne. In 1911 she was awarded the Nobel Prize for Chemistry for the isolation
of a pure form of radium. During World War I, Marie Curie, with the help of her daughter Irène,
devoted herself to the development of the use of X-radiography, including the mobile units
which came to be known as ‘Little Curies', used for the treatment of wounded soldiers.
In 1921, accompanied by her two daughters, Marie Curie made a triumphant journey to the
United States to raise funds for research on radium. Women there presented her with a gram of
radium for her campaign. Marie also gave lectures in Belgium, Brazil, Spain and Czechoslovakia
and, in addition, had the satisfaction of seeing the development of the Curie Foundation in Paris,
and the inauguration in 1932 in Warsaw of the Radium Institute, where her sister Bronia became
director.
One of Marie Curie's outstanding achievements was to have understood the need to accumulate
intense radioactive sources, not only to treat illness but also to maintain an abundant supply for
research. The existence in Paris at the Radium Institute of a stock of 1.5 grams of radium made a
decisive contribution to the success of the experiments undertaken in the years around 1930. This
work prepared the way for the discovery of the neutron by Sir James Chadwick and, above all,
for the discovery in 1934 by Irène and Frédéric Joliot-Curie of artificial radioactivity. A few
months after this discovery, Marie Curie died as a result of leukaemia caused by exposure to
radiation. She had often carried test tubes containing radioactive isotopes in her pocket,
remarking on the pretty blue-green light they gave off.
Her contribution to physics had been immense, not only in her own work, the importance of
which had been demonstrated by her two Nobel Prizes, but because of her influence on
subsequent generations of nuclear physicists and chemists.
Questions 1-6
Do the following statements agree with the information given in Reading Passage?
write
1 Marie Curie’s husband was a joint winner of both Marie’s Nobel Prizes.
2 Marie became interested in science when she was a child.
3 Marie was able to attend the Sorbonne because of her sister’s financial contribution.
74 | P a g e
4 Marie stopped doing research for several years when her children were born.
5 Marie took over the teaching position her husband had held.
6 Marie’s sister Bronia studied the medical uses of radioactivity.
Q Keywords in the Keywords in the evidence (evaluate if Where have you found
statement there are any same words, synonyms, the evidence (which
opposites or if there’s no match) paragraph, sentence)
1 joint winner of both

Nobel Prizes
2 when she was a child
interested in science
able to attend the

Sorbonner
3
sister’s financial
contribution
4 stopped doing
research for several
years
when her children

was born
5 took over
teaching position
her husband had

held
75 | P a g e
6 Bronia studied
medical uses of
radioactivity
Questions 7-13
Complete the notes below.
Choose ONE WORD from the passage for each answer.
Marie Curie’s research on radioactivity
• When uranium was discovered to be radioactive, Marie Curie found that the element called 7
__________ had the same property.
• Marie and Pierre Curie’s research into the radioactivity of the mineral known as 8
__________ led to the discovery of two new elements.
• In 1911, Marie Curie received recognition for her work on the element 9 __________
• Marie and Irene Curie developed X-radiography which was used as a medical technique for
10 __________
• Marie Curie saw the importance of collecting radioactive material both for research and for
cases of 11 __________
• The radioactive material stocked in Paris contributed to the discoveries in the 1930s of the 12
__________ and of what was known as artificial radioactivity.
• During her research, Marie Curie was exposed to radiation and as a result she suffered from
13 __________
Q Kind of Keywords in the Synonyms/Paraphrases Which paragraph

word(s) you question in the evidence have you found the
need for the evidence (which
gap paragraph, sentence)
uranium was
7 discovered to be
radioactive
had the same
property.
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8 Research into the
radioactivity of the
mineral known as
9 was awarded
1 Medical technique
0 for soldiers
1 collecting
1
1 contributed to
2
was exposed to
1 radiation
3
suffered from
One of Marie Curie's outstanding achievements was to have understood the need to accumulate
intense radioactive sources, not only to treat illness but also to maintain an abundant supply for
research. The existence in Paris at the Radium Institute of a stock of 1.5 grams of radium made a
decisive contribution to the success of the experiments undertaken in the years around 1930. This
work prepared the way for the discovery of the neutron by Sir James Chadwick and, above all,
for the discovery in 1934 by Irène and Frédéric Joliot-Curie of artificial radioactivity. A few
months after this discovery, Marie Curie died as a result of leukaemia caused by exposure to
radiation. She had often carried test tubes containing radioactive isotopes in her pocket,
remarking on the pretty blue-green light they gave off.
Her contribution to physics had been immense, not only in her own work, the importance of
which had been demonstrated by her two Nobel Prizes, but because of her influence on
subsequent generations of nuclear physicists and chemists.
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PASSAGE 2
William Kamkwamba
At only 14 years old, William Kamkwamba built a
series of windmills that could generate electricity
in his African village, Masitala, in Malawi, south-
eastern Africa.
In 2002, William Kamkwamba had to drop out of
school, as his father, a maize and tobacco farmer,
could no longer afford his school fees. But despite
this setback, William was determined to get his
education. He began visiting a local library that
had just opened in his old primary school, where he
discovered a tattered science book. With only a
rudimentary grasp of English, he taught himself
basic physics - mainly by studying photos and
diagrams. Another book he found there featured
windmills on the cover and inspired him to try and
build his own.
78 | P a g e
He started by constructing a small model. Then, with the help of a cousin and friend, he spent
many weeks searching scrap yards and found old tractor fans, shock absorbers, plastic pipe and
bicycle parts, which he used to build the real thing.
For windmill blades, William cut some bath pipe in two lengthwise, then heated the pieces over
hot coals to press the curled edges flat. To bore holes into the blades, he stuck a nail through half
a corncob, heated the metal red and twisted it through the blades. It took three hours to
repeatedly heat the nail and bore the holes. He attached the blades to a tractor fan using proper
nuts and bolts and then to the back axle of a bicycle. Electricity was generated through the
bicycle dynamo. When the wind blew the blades, the bike chain spun the bike wheel, which
charged the dynamo and sent a current through wire to his house.
What he had built was a crude machine that produced 12 volts and powered four lights. When it
was all done, the windmill's wingspan measured more than eight feet and sat on top of a rickety
tower 15 feet tall that swayed violently in strong gales. He eventually replaced the tower with a
sturdier one that stands 39 feet, and built a second machine that watered a family garden.
The windmill brought William Kamkwamba instant local fame, but despite his accomplishment,
he was still unable to return to school. However, news of his magetsi a mphepo - electric wind -
spread beyond Malawi, and eventually things began to change. An education official, who had
heard news of the windmill, came to visit his village and was amazed to learn that William had
been out of school for five years. He arranged for him to attend secondary school at the
government's expense and brought journalists to the farm to see the windmill. Then a story
published in the Malawi Daily Mail caught the attention of bloggers, which in turn caught the
attention of organisers for the Technology Entertainment and Design conference.
In 2007, William spoke at the TED Global conference in Tanzania and got a standing ovation.
Businessmen stepped forward with offers to fund his education and projects, and with money
donated by them, he was able to put his cousin and several friends back into school and pay for
some medical needs of his family. With the donation, he also drilled a borehole for a well and
water pump in his village and installed drip irrigation in his father's fields.
The water pump has allowed his family to expand its crops. They have abandoned tobacco and
now grow maize, beans, soybeans, potatoes and peanuts. The windmills have also brought big
lifestyle and health changes to the other villagers. 'The village has changed a lot' William says.
'Now, the time that they would have spent going to fetch water, they are using for doing other
things. And also the water they are drinking is clean water, so there is less disease.' The villagers
have also stopped using kerosene and can use the money previously spent on fuel to buy other
things.
William Kamkwamba's example has inspired other children in the village to pursue science.
William says they now see that if they put their mind to something, they can achieve it. 'It has
changed the way people think' he says.
Questions 1-5
Complete the flow chart below.
Building the Windmill
79 | P a g e
William learned some 1 __________ from a library book.
First, he built a 2 __________ of the windmill

Then he collected materials from 3 __________ with a relative.
He made the windmill blades from pieces of 4 __________
He fixed the blades to a 5 __________ and then to part of a bicycle.
Q Kind of Keywords in Synonyms/Paraphrases in Where have you found

word(s) you the question the evidence the evidence (which
need for the paragraph, sentence)
gap
learned some
1
library book
2 built a … of
the mindmill
3 collect
materials
from…
4 made the
windmill
blades
from pieces
of…
5 fixed the
blades to a…
to part of a
bicycle
80 | P a g e
Questions 6-10
Do the following statements agree with the information? Write
6 William used the electricity he created for village transport.
7 At first, William’s achievement was ignored by local people.
8 Journalists from other countries visited William’s farm.
9 William used money he received to improve water supplies in his village.
10 The health of the villagers has improved since the windmill was built.
Q Keywords in the Keywords in the evidence (evaluate Where have you found
statement if there are any same words, the evidence (which
synonyms, opposites or if there’s no paragraph, sentence)
match)
6 the electricity he
created for village
transport
ignored by local
7 people
Journalists from
other countries
9 money he received
improve water
supplies
1 health of the
0 villagers improved
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Questions 11-13
Answer the questions below.
Use NO MORE THAN ONE WORD and/or a NUMBER from the passage for each answer.
11 How tall was the final tower that William built?
12 What did the villagers use for fuel before the windmill was built?
13 What school subject has become more popular in William’s village?
In 2002, William Kamkwamba had to drop out of school, as his father, a maize and tobacco
farmer, could no longer afford his school fees. But despite this setback, William was determined
to get his education. He began visiting a local library that had just opened in his old primary
school, where he discovered a tattered science book. With only a rudimentary grasp of English,
he taught himself basic physics - mainly by studying photos and diagrams. Another book he
found there featured windmills on the cover and inspired him to try and build his own.
He started by constructing a small model. Then, with the help of a cousin and friend, he spent
many weeks searching scrap yards and found old tractor fans, shock absorbers, plastic pipe and
bicycle parts, which he used to build the real thing.
For windmill blades, William cut some bath pipe in two lengthwise, then heated the pieces over
hot coals to press the curled edges flat. To bore holes into the blades, he stuck a nail through half
a corncob, heated the metal red and twisted it through the blades. It took three hours to
repeatedly heat the nail and bore the holes. He attached the blades to a tractor fan using proper
nuts and bolts and then to the back axle of a bicycle. Electricity was generated through the
bicycle dynamo. When the wind blew the blades, the bike chain spun the bike wheel, which
charged the dynamo and sent a current through wire to his house.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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83 | P a g e
WRITING
LINE GRAPH
PREDICTIONS & TOTAL LINE
BEFORE CLASS
GRAMMAR
Activity 1: Take a look at the charts below, fill in the blanks with the correct prepositions.
Note that these are just sentences for practice purposes only, this is not a model answer.
in / at / between / from / to / by / during / of
The monthly expenditure on children’s sports saw a rise 1. …………….. 20 pounds to over 30
pounds 2. ……………. 2008 and 2014. In overall, all three sports showed increases 3.
……………. the whole period.
Figures for participation in athletics started 4. ……………. around 1 million children 5.
……………. 2008. This remained constant until 2010. However, from 2010 6. …………….
2012 the proportion 7. ……………. children taking part in Athletics rose 8. ……………. 5
million before a slight fall by the end of the period.
The number 9. ……………. children taking part in swimming began 10. ……………. a little
less than 2.5 million in 2008 and saw a steady increase ending 11. ……………. around 4
million. The figure for youngsters participating in football stood 12. ……………. just over 7.5
million 13. ……………. 2008. 14. ……………. 2010 to 2014 it increased 15. …………….
approximately 1 million.
THE USE OF PREPOSITIONS
84 | P a g e
Prepositions for numbers
OF: tăng tổng bao nhiêu - Đứng đằng sau 1 danh từ: 10-100 (90) => a rise of 90
eg: A rise/ a decrease/ a drop / a fall + of + number
BY: tăng tổng bao nhiêu - Đứng sau một động từ: 10- -100 (90) => fell by 90
eg: X rise/decrease + by + number
FROM...TO...: tăng từ bao nhiêu lên bao nhiêu
eg: X increase/decrease from....to...
A rise/a decrease from...to...
AT: giá trị đứng tại bao nhiêu
start at/peak at...
Prepositions for time
Between A and B = From A to/until B: Từ A đến B
In = for = during = over + Duration of time: Trong 1 khoảng thời gian
IN CLASS
LINE GRAPH
IN THIS LESSON YOU WILL LEARN ABOUT:
· Dynamic chart with special lines (future)
· Dynamic chart with special lines: total line
Sometimes in writing task 1, you may be presented with a graph showing future predictions. In
this case, you cannot use all the verbs in one past tense or future tense. In stead, you need to use
a mix of both tenses.
Vocabulary to describe predictions
Future simple (will + base verb)
will rise, will decline, will remain the same, …
Future perfect (will + have + past participle)
will have risen, will have dropped, will have fallen by 20%...
The passive (singular and plural)
85 | P a g e
is/are expected to
is/are set to
is/are predicted that/to
is/are anticipated that/to
is/are likely to
is/are forecast to
Practice 1: Fill in the gaps in the second half of this model answer with phrases from the box.
Thanks to modern technology, there have been enormous changes in the workplace over the past
100 years.
What are the most significant changes that have occurred and what changes you foresee in the
next 100 years?
are going to feel are going to happen are likely to lead to
are likely to occur are predicted to work is likely to become
will be will continue will develop
will find will have will result
… So, now let us consider the changes that 1 ………. In the next 100 years. Unfortunately, I
believe that not all changes 2 ………. for the better. For example, in the future more and more
people 3 ………. from home and so they 4 ………. more isolated from their working hours.
A further possible change is that handwriting 6 ………. obsolete. We are already so used to
using a keyboard that today’s children are losing the ability to spell without the aid of a word
processon.
Without a doubt, even greater changes 7 ………. in technology used in the workplace.
Computers 8 ………. (undoubtedly) to grow even more powerful and this 9 ………. (probably)
in an even faster pace of life than we have now. Let us hope that our employers 10 ………. a
way to reduce the stress on workers this fast pace can bring.
I also think these improvements in technology 11 ………. even more globalisation than now ans
companies 12 ………. very strong international links.
Practice 2: Read the following projections about the future population of Australia.
Population projections
86 | P a g e
According to the latest available projections (which are based on several combinations of
assumptions reflecting past trends in births, deaths and migration), the total population of
Australia is likely to have increased to between 22.3 and 23.3 million by 2021. The projected
population will increase at a declining rate. The average annual growth rate is predicted to be
between 0.5 and 0.8 during 2011-2021. Without overseas migration, the projected total
population should peak at about 23.3 million in 2041, and then start to decline marginally. Age
distribution The projected population will age progressively due to the increasing proportion of
the elderly (aged 65 years or more) and the decreasing proportion of children (aged under 15
years). In brief, the number of persons aged under 15 is projected to be between 3.7 and 4.1
million in 2031; the population of working age (15-64 years) is projected to increase to between
14.4 and 15.0 million in 2031; and the number of persons aged 65 years or more is projected to
increase to between 2.94 and 2.98 million in 2031. The projections also show significant
increases in the number of persons aged 80 years or more.
Write the verbs in brackets in the future perfect tense. Then choose the correct ending for
each sentence.
1 By the year 2021 the population of Australia ………. (reach)
2 The population of Australia ………. (peak)
3 By the year 2031 the number of children aged under 15 ………. (rise)
4 By 2031 the number of children of working age in Australia ………. (grow)
5 By 2031 the number of people aged 65 and over ………. (go up)
6 By the year 2031 the number of people aged over 80 ………. (increase)
a by the early 2040s.

b to almost 2.98 million.
c maximum of 23.3 million.
d to between 3.7 and 4.1 million.
e significantly.
f to around 15 million.
Practice 3: Look at the extract from a model answer below. Fill in the gaps with the verbs in the
box in the correct future tense.
be pay rise work
… By 2030 the percentage of the population aged 65 or older 1 ………. significantly, to more
than 30%. This means that fewer people 2 ………., and therefore fewer people 3 ……….
income tax. In the future it may be necessary for governments to increase the official retirement
87 | P a g e
age to 70 or even older. When today’s 30-year-olds 4 ………. in their sixties it is unlikely that
they will enjoy the relaxed lifestyle that today’s older generation can expect when they give up
work.
It is also necessary to state specific periods such as ‘over the next 5 years/near the end of the
period / toward the end of the period / in the next decade / by 2035’ … and so on.
Example sentences
Notice the time period in these sentences coupled with specific language needed in IELTS
academic task 1.
· Student numbers are expected to decline toward the end of the period.
· It is estimated that the number of skilled workers will rise.
· Manufacturing is set to rise over the next 5 years.
· Visitor numbers are forecasted to rise next year.
· By 2030 luxury car sales will most likely decline.
· It is predicted that visitor numbers will drop in the next 3 years.
· It is anticipated that visitor numbers will show a marked drop.
· In contrast, sales in the UK will show a significant increase compared to the USA.
· According to the data, sales are likely to show a significant increase compared with
the USA.
· Oil and coal consumption is projected to increase over the next decade.
Verb + Adverb collocation to show trends:

· Student numbers will have risen sharply by 2030.
· Sales of desktop PCs are predicted to drop considerably over the whole period.
· Visitor numbers are likely to fall significantly according to the data.
· Production of new iPhone’s is anticipated to increase gradually over the next decade.
· The elderly population in Italy is predicted to rise considerably by 2050.
· Nuclear power as a source of energy is expected to dip slightly next year before levelling
off.
Practice 4: Fill in the blank
88 | P a g e
predictions/sharply/on the other hand/will be a gradual increase/set to/will be/estimated
number of
The graph shows the 1 ………. cars that 2 ………. manufactured from 2023 to 2035 in hundreds
of thousands in Japan, the UK, the USA and China.
Overall, Japan, the UK and the USA show 3 ………. that the number of cars manufactured is 4
………. decline 5 ………. by the end of the period. China 6 ………., indicates that there 7
………. in car production over the whole period.
just over/slight increase/considerably decline/ anticipated to follow this

trend/predicted/marked drop/is expected to/set to/will be/dramatically
By 2035, car manufacturing in the USA 8 ………. drop 9 ………. from 300,000 to 10 ………. a
few thousand cars manufactured. The UK is also 11 ………. and shows a 12 ………. in the
number of cars that 13 ………. produced. Japan, which indicates it 14 ………. the leading car
maker in 2023 at 350,000 cars, is 15 ………. show a 16 ………. in production by 2025, but then
a 17 ………. Where production is 18 ………. to fall to around 100,000.
ending at/will have/it is estimated that/will be at/predicted to show

On the other hand, China is 19 ………. a gradual increase in car production over the whole
period. 20 ………. production 21 ………. 100,000 in 2023 and by 2030 it 22 ………. surpassed
the other three countries, 23 ………. around 150,000 vehicles by 2035.
Sample:
89 | P a g e
The graph shows the estimated number of cars that will be manufactured from 2023 to 2035 in
hundreds of thousands in Japan, the UK, the USA and China.
Overall, Japan, the UK and the USA show predictions that the number of cars manufactured is
set to decline sharply by the end of the period. China, on the other hand, indicates that there
will be a gradual increase in car production over the whole period.
By 2035, car manufacturing in the USA is expected to drop dramatically from 300,000 to just
over a few thousand cars manufactured. The UK is also anticipated to follow this trend and
shows a considerable decline in the number of cars that will be produced. Japan, which
indicates it will be the leading carmaker in 2023 at 350,000 cars, is set to show a slight increase
in production by 2025, but then a marked drop where production is predicted to fall to around
100,000.
On the other hand, China is predicted to show a gradual increase in car production over the
whole period. It is estimated that production will be at 100,000 in 2023 and by 2030 it will
have surpassed the other three countries, ending at around 150,000 vehicles by 2035.
How to divide body in “future” task
As charts often include time periods in the past, you need to use a combination of both tenses.
Example:
The chart below shows the Japan’s population by age groups starting in 1960 and including a
forecast to 2040.
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Describe each line from the past to the present and predictions of the future
respectively.
The 15-64 populace remained quite stable for the first 30 years at about 70%, then it decreased
gradually to reach 60% in 2020. It is then predicted to further fall to its lowest point in 2030,
before rising to 55% at the end of the period. Likewise, the percentage of those from 0 to 14 are
also projected to decrease, from 30% in 1960 to only 10% in 2040, although there was a rise of
5% in 1970.
Take the present as a split point to write.
The first half of the body will describe all three lines from 1960 to present, while the second half
of the body will describe those from the present to 2040.
From 30% and 65% in 1960, the percentage of the 0-14 and 15-64 both experienced a decrease
in the next 60 years to about 10% and 60% in 2020. It is then predicted that the former will fall
to only 10% in 2040, while the latter may increase to 55% after a decline of 7% in 2030.
Each of the techniques above has its own merits. The first one is similar to what you have been
writing from the beginning, however the second body may be a little shorter than the first one,
requiring more details in body 2. Technique 2 might have two more equal bodies, but it may be
repetitive for you to describe. So, which technique you are going to apply in your writing really
depends on you.
Practice 5: Write 2 bodies for the following task.
The graph shows the development of populations in some selected countries. Summarize the
information by selecting and reporting the main features and make comparisons where relevant.
…………………………………………………………………………………………………
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…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Dynamic chart with total line
Example:
The graph below shows UK air pollutants, measured in millions of tonnes, from three different
sources between 1990 and 2005.
Summarize the information by selecting and reporting the main features and make comparison
where relevant.
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As there is a line that describes the total amount of air pollutants in the UK, you’d better write in
the way highlighting that it is different from others. Usually, the total line is described first and
foremost.
There are some changes in the overview and the first body of the task
Overview includes the trend of the total line (a simple sentence) and the trend of the components
(you can use compound or complex sentences here).
Example: Overall, the total amount of air pollutants gradually declined over the period shown.
While the figures for industry and households decreased over the period, the figures for
transport saw an increase.
Body: Similar to overview, the total should be described first. After that you can choose one of
the three components to write in body 1. There are two ways to choose which to write:
You can choose the line with a similar/opposite pattern with the total line and write as usual
Or
You can describe the largest contributor (which is air pollutants from industry in the task above)
in body 1.
The first body may look like this:
The total air pollutants in the UK was nearly 8 million tonnes in 1990, then it drastically
dropped to 6.5 million tonnes in 1996 and continued to follow its downward trend till the end of
the period, reaching 5 million tonnes. The largest contributor of this was pollutants from
industry, which started at roughly 6 million tonnes in 1990. A similar pattern was recorded in
this case, stating that the amount of air pollutants produced by industry decreased by nearly 4
million tonnes throughout the surveyed period, from 6 to only 2 million tonnes in 2005.
Note: if the largest component is not consistent, it is advisable to follow the usual way of writing.
Practice 6: Write a complete essay.

The diagram shows the consumption of renewable energy in the USA from 1949-2008. Write a
150-word report for a university lecturer identifying the main trends and making comparisons
where relevant.
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…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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HOMEWORK
Homework 1: Write a complete essay.
The graph below gives information about changes in the birth and death rates in New Zealand
between 1901 and 2101.
Summarize the information by selecting and reporting the main features, and make comparisons
where relevant.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Homework 2: Write a complete essay.

The graph shows the number of tourists visiting a particular Caribbean island between 2010 and
2017.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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REVIEW UNIT 1, 2
LISTENING, READING, SPEAKING
A – LISTENING
Section 1: Questions 1 – 10
Complete the note below. Write ONE WORD AND/OR A NUMBER for each answer.
Cycle tour leader: Applicant enquiry

Example
Name: Margaret ……….Smith………..
About the applicant:

● wants a 1………….. job
● will soon start work as a 2…………….
● has led cycle trips in 3…..…………
● interested in being a leader of a cycling trip for families
● is currently doing voluntary work with members of a 4……………… club
● available for five months from the 1st of 5……………..
● can’t eat 6……………..
Contact details:
● address: 27 7…………….. Place, Dumfries
● postcode: 8…………….
Interview:
● interview at 2.30 pm on 9……………..
● will plan a short 10…………… about being a tour guide
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Section 2: Questions 11 – 14
Visiting the Sheepmarket area
11 Which is the most rapidly-growing group of residents in the Sheepmarket area?
A young professional people
B students from the university
C employees in the local market
12 The speaker recommends the side streets in the Sheepmarket for their
A international restaurants.
B historical buildings.
C arts and crafts.
13 Clothes designed by entrants for the Young Fashion competition must
A be modelled by the designers themselves.
B be inspired by aspects of contemporary culture.
C be made from locally produced materials.
14 Car parking is free in some car parks if you
A stay for less than an hour.
B buy something in the shops.
C park in the evenings or at weekends.
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Questions 15 – 20
Label the map below. Write the correct letter, A-I, next to Questions 15-20
15 The Reynolds House ……………

16 The Thumb ……………
17 The Museum ……………
18 The Contemporary Art Gallery ……………
19 The Warner Gallery ……………
20 Nucleus ……………
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B - READING
PASSAGE 1: Reading the screen
Are the electronic media exacerbating illiteracy

and making our children stupid? On the
contrary, says Colin McCabe, they have the
potential to make us truly literate.
The debate surrounding literacy is one of the most
charged in education. On the one hand, there is an
army of people convinced that traditional skills of
reading and writing are declining. On the other, a
host of progressives protest that literacy is much
more complicated than a simple technical mastery
of reading and writing. This second position is
supported by most of the relevant academic work over the past 20 years. These studies argue that
literacy can only be understood in its social and technical context. In Renaissance England, for
example, many more people could read than could write, and within reading there was a
distinction between those who could read print and those who could manage the more difficult
task of reading manuscript. An understanding of these earlier periods helps us understand today’s
‘crisis in literacy’ debate.
There does seem to be evidence that there has been an overall decline in some aspects of reading
and writing - you only need to compare the tabloid newspapers of today with those of 50 years
ago to see a clear decrease in vocabulary and simplification of syntax. But the picture is not
uniform and doesn’t readily demonstrate the simple distinction between literate and illiterate
which had been considered adequate since the middle of the 19th century.
While reading a certain amount of writing is as crucial as it has ever been in industrial societies,
it is doubtful whether a fully extended grasp of either is as necessary as it was 30 or 40 years
ago. While print retains much of its authority as a source of topical information, television has
increasingly usurped this role. The ability to write fluent letters has been undermined by the
telephone and research suggests that for many people the only use for writing, outside formal
education, is the compilation of shopping lists.
The decision of some car manufacturers to issue their instructions to mechanics as a video pack
rather than as a handbook might be taken to spell the end of any automatic link between
industrialisation and literacy. On the other hand, it is also the case that ever-increasing numbers
of people make their living out of writing, which is better rewarded than ever before. Schools are
generally seen as institutions where the book rules - film, television and recorded sound have
almost no place; but it is not clear that this opposition is appropriate. While you may not need to
read and write to watch television, you certainly need to be able to read and write in order to
make programmes.
Those who work in the new media are anything but illiterate. The traditional oppositions
between old and new media are inadequate for understanding the world which a young child now
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encounters. The computer has re-established a central place for the written word on the screen,
which used to be entirely devoted to the image. There is even anecdotal evidence that children
are mastering reading and writing in order to get on to the Internet. There is no reason why the
new and old media cannot be integrated in schools to provide the skills to become economically
productive and politically enfranchised.
Nevertheless, there is a crisis in literacy and it would be foolish to ignore it. To understand that
literacy may be declining because it is less central to some aspects of everyday life is not the
same as acquiescing in this state of affairs. The production of school work with the new
technologies could be a significant stimulus to literacy. How should these new technologies be
introduced into the schools? It isn’t enough to call for computers, camcorders and edit suites in
every classroom; unless they are properly integrated into the educational culture, they will stand
unused. Evidence suggests that this is the fate of most information technology used in the
classroom. Similarly, although media studies are now part of the national curriculum, and more
and more students are now clamouring to take these courses, teachers remain uncertain about
both methods and aims in this area.
This is not the fault of the teachers. The entertainment and information industries must be drawn
into a debate with the educational institutions to determine how best to blend these new
technologies into the classroom.
Many people in our era are drawn to the pessimistic view that the new media are destroying old
skills and eroding critical judgement. It may be true that past generations were more literate but -
taking the pre-19th century meaning of the term - this was true of only a small section of the
population. The word literacy is a 19th-century coinage to describe the divorce of reading and
writing from a full knowledge of literature. The education reforms of the 19th century produced
reading and writing as skills separable from full participation in the cultural heritage.
The new media now point not only to a futuristic cyber-economy, they also make our cultural
past available to the whole nation. Most children’s access to these treasures is initially through
television. It is doubtful whether our literary heritage has ever been available to or sought out by
more than about 5 per cent of the population; it has certainly not been available to more than 10
per cent. But the new media joined to the old, through the public service tradition of British
broadcasting, now makes our literary tradition available to all.
Questions 1-4
Choose the appropriate letters A-D for questions 1 to 4.
Write A-D in boxes 1-4 on your answer sheet.
1 When discussing the debate on literacy in education, the writer notes that
A children cannot read and write as well as they used to.
B academic work has improved over the last 20 years.
C there is evidence that literacy is related to external factors.
D there are opposing arguments that are equally convincing.
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2 In the 4th paragraph, the writer’s main point is that
A the printed word is both gaining and losing power.
B all inventions bring disadvantages as well as benefits.
C those who work in manual jobs no longer need to read.
D the media offers the best careers for those who like writing.
3 According to the writer, the main problem that schools face today is
A how best to teach the skills of reading and writing.
B how best to incorporate technology into classroom teaching.
C finding the means to purchase technological equipment.
D managing the widely differing levels of literacy amongst pupils.
4 At the end of the article, the writer is suggesting that

A literature and culture cannot be divorced.
B the term ‘literacy’ has not been very useful.
C 10 per cent of the population never read literature.
D our exposure to cultural information is likely to increase.
Questions 5-7
Complete the sentences below with words taken from Reading Passage 2.
Write your answers in boxes 11-13 on your answer sheet.
Use NO MORE THAN THREE WORDS for each answer.
In Renaissance England, the best readers were those able to read 5 __________
The writer uses the example of 6 __________ to illustrate the general fall in certain areas of
literacy.
It has been shown that after leaving school, the only things that a lot of people write are 7
__________
C – Speaking
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TOPIC: ENVIRONMENT
Part 1:
1. Do you think pollution is a problem today?
2. What causes environmental problems?
3. Are there any environmental problems in your country?
4. What do you do to prevent our environment from pollution?
Part 2
Describe an environmental problem in your city. You should say:
● what type of problem it is

● why it had happened
● how the problem can be controlled
TOPIC: LEISURE TIME

Part 1:
1. Do you like to spend your free time with families or friends?
2. What do you do in your free time?
3. Do you think hobbies are important?
4. Do you spend your free time at home or outside?
Part 2:
Describe a leisure activity you do with your family. You should say
● what it is
● when you do it
● where you do it
● and explain how you feel about it
TOPIC EDUCATION
Part 1:
1. Do you study or work?
2. How old were you when you started school?
3. What was your favorite subject as a child?
4. Do you get along with your classmates?
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Part 2:
Describe a subject you enjoyed studying at school. You should say:
● when and where you started studying it

● what lessons were like
● what made the subject different from other subjects
● and explain why you enjoyed the subject
EXTRA WRITING
Writing
FORMING SENTENCES
WRITING
IN THIS LESSON YOU WILL LEARN HOW TO FORM SENTENCES
4 types of sentence structures in writing task 1:
● Simple sentence
● Compound sentence
● Complex sentence
● Compound-complex sentence
1. Simple sentence
Various structures to describe changes
(1) Time, S + V + place
In 1980, the consumption of pizza rose significantly in Australia.
(2) There + tobe + a/an +adj + N + in object + place + time
●Rise (v) -> rise (n)
●Significantly (adv) -> significant (adj)
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Eg: There was a rise in the pizza consumption in Australia in1980.
There was a decrease in the consumption of fish and chips in Australia.
There was a plateau in the consumption of pizza from 1995 to 2000.
(3) S + see/witness/experience/record + a/an N+…
Time(S) + see/witness/experience/record + a/an (adj) N in + ….
1980 saw a significant rise in the pizza consumption in Australia.
The period from 1995 to 2000 witnessed a plateau in the consumption of pizza.
Place(S) + see/witness/experience/reocrd + a/an (adj) N in + ….

Australia witnessed a plateau in the consumption of pizza from 1995 to 2000.
S see/witness/experience/record a/an (adj) N in + time

The consumption of pizza witnessed a plateau from 1995 to 2000
(4) Passive: a/an (adj) N in … was/is seen/witnessed/experienced/recorded in + time

A significant rise was seen in the pizza consumption in Australia in 1980.
The pizza consumption saw a rise in 1980.
2. Compound sentence
There are two ways of joining independent clauses into a compound sentence:
●with a coordinating conjunction (one of the fanboys);
●with a semicolon and a transitional expression.
Method 1: Use a comma and a coordinating conjunction
You can use a comma and a coordinating conjunction (cc) to join two or more independent
clauses into a compound sentence. (A coordinating conjunction is one of the FANBOYS:
for, and, nor, but, or, yet and so.)
Method 2: Use a semicolon with a transitional expression
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A transitional expression is a word or phrase that shows the relationship between two
ideas. A semicolon with a transitional expression often makes a smoother connection than a
semicolon alone.
There are many transitional expressions showing different kinds of relationships. Here are
a few common examples:
to add a similar idea: also, in addition, moreover
to show contrast: however, by/in contrast, on the other hand
to indicate a result: therefore, as a result, consequently
to introduce an example: for example, for instance
to list points in order: first, second, third; next; then
Note that a comma is used after the transitional expression.
The work had made them hungry; therefore, they stopped to eat.
The job was not done; on the other hand, they needed to rest and eat.
Practice:
The graph below shows consumers’ average annual
expenditure on cell phone, national and international
fixed-line and services in America between 2001 and
2010.
Between 2001 and 2010, average annual expenditure on

national fixed-line services dropped steadily by $300.
By contrast,
…………………………………………………………………………………………………
To start with,
…………………………………………………………………………………………………
………………………………………………………………………………………………………
It is also noticeable that the amount of mobile phones was approximately two times of that of
landline phone in 2010.
Besides,
………………………………………………………………………………………………………
….…………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
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3. Complex sentence
What is complex sentences?
A complex sentence is formed by adding one or more subordinate (dependent) clauses to the main
(independent) clause using conjunctions and/or relative pronouns.
Why do we need complex sentences in writing?
According to the IELTS marking scheme or band descriptors, you need to use a mix of simple
and complex sentences in your writing test to get a band 6 in Grammatical Range and Accuracy.
If you are aiming for band 7, then you should use a variety of complex sentences. The higher
band you want to earn, the more complex sentences you should use.
The reason is the grammatical range that you should reveal in your writing. You should however
be aware that the expanded grammatical range must have accuracy too; otherwise, you will lose
marks.
Punctuation is also important to deliver clear meaning.
How to write complex sentences?
● Compound sentences are also counted.
● Relative sentences
● Subordinate sentences
● Conditional sentences
In writing task 1, you can use the first three types of sentences whereas in task 2, four of those
above are usable.
a/ relative sentences
Grammar
Relative Purpose Example
pronouns
Who Used for people The woman who called yesterday wants to buy a house.
Which Used for things and animals This book is the present which my sister gave me on my
birthday last year.
Whose Used for possessions of Mary, whose sister is Jen, called me yesterday.
people, animals
Whom Used for people when the Jennifer Lopez, whom I admire, divorced last year.
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person is the object of the
verb
That Used for people, things and The high school that I went to is in my hometown.
animals
Relative adverbs Purposes Example

When = in/on/at which Refer to time Do you remember the day on which I first met you?
Where = in which Refer to place Hanoi, in which I was born, is a stunning city.
Why = for which Refer to reason The reason for which I got the scholarship is a secret.
Practice 1: Complete the sentences with relative pronouns from the box
that when where which
who whose why
1 The new movie is about a boy ………. has lost his parents in a car accident.
2 He is the young man, ………. wife left hom for someone else.
3 The DVD recorder ………. I bought at this store a few days ago is not working.
4 Is this the hotel ………. you are staying for the tournament?
5 That’s the book ………. I recommended reading in class.
6 It was midnight ………. the first rescue team arrived at the scene of the accident.
7 He didn’t tell us ………. he made such an irresponsible decision.
Practice 2: Join the sentences to write a longer one.
1 A man phoned. He didn’t say his name.
………………………………………………………
2 A woman opened the door. She was wearing a yellow dress.
………………………………………………………
3 Some people live next door to us. They are very nice.
………………………………………………………
4 A policeman stopped our car. He wasn’t very friendly.
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………………………………………………………
5 A boy broke the window. He ran away.
………………………………………………………
b/ subordinate sentences
Definition
A subordinate clause is a clause that cannot stand alone as a complete sentence; it merely
complements a sentence’s main clause, thereby adding to the whole unit of meaning.
Example: Although the consumption of pizza in Australia went up significantly from 1990
to 2000, it quickly dropped to the lowest point in 2001.
Words that begin subordinate clauses

Subordinate clauses will often begin with subordinating conjunctions, which are words that link
dependent clauses to independent clauses, such as for, as, since, therefore, hence,
consequently, though, due to, provided that, because, unless, once, while, when, whenever,
where, wherever, before, and after.
They can also begin with relative pronouns such as that, which, who, whom, whichever,
whoever, whomever, and whose. Spotting these words can tip you off that you are dealing
with a subordinate clause rather than a main clause.
These are two ways we can use to form complex sentences.

Example:
Relative sentences:
(1) The number of visitors taking a tour to the coast, which was 40 thousand in 1987,
increased to about 75 thousand people at the end of the period.
(2) The number of people visiting the coast was 40 thousand in 1987, which increased to
about 75 thousand at the end of the period.
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(1) ……………………………………………………….
……………………………………………
………………………………………………………….…………………………………………
(2)
……………………………………………………….……………………………………………
………………………………………………………….…………………………………………
Practice 4: Write 2 relative sentences describing the feature of the following task.
The line graph shows the number of books that were borrowed in four different months in 2014
from four village libraries.
(1) ……………………………………………………….
……………………………………………
………………………………………………………….…………………………………………
(2)
……………………………………………………….……………………………………………
………………………………………………………….…………………………………………
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Subordinate sentences:
The most common subordinate conjunctions are “because, while, when, as, although, despite,
in spite of and whereas” with an aim to describe some facts about the main sentence.
(1) Despite/ In spite of a minor fall to 35 thousand visitors in 1992, the number of people
going to the coast was/increased to 75 thousand at the end of the period.
(2) Although the number of visitors going to the coast decreased to 35 thousand in 1992, it
increased to 75 thousand at the end of the period.
Practice 5: Write 2 subordinate sentences describing the graph in practice 3.
(1) ……………………………………………………….
……………………………………………
………………………………………………………….…………………………………………
(2)
……………………………………………………….……………………………………………
………………………………………………………….…………………………………………
Practice 6: Write 2 subordinate sentences describing the graphs in practice 4

(1) ……………………………………………………….
……………………………………………
………………………………………………………….…………………………………………
……………………………………………………….……………………………………………
………………………………………………………….…………………………………………
(2)
……………………………………………………….……………………………………………
………………………………………………………….…………………………………………
……………………………………………………….……………………………………………
………………………………………………………….…………………………………………
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UNIT 3: THE NEWS AND MEDIA
LISTENING
LEAD-IN
1 Listen to three short discussions, each on a particular topic. In each discussion, another
topic is also referred to. Choose the main topic in each discussion.
1 A sport B politics C economics
2 A business B science C entertainment
3 A technology B sport C business
2 Look at these topics and listen to Speakers 1-3. Identify who has the positive attitude, the
negative attitude and the neutral attitude. Write Speaker 1, Speaker 2 or Speaker 3.
TIP 2:
It is important to identify each speaker and understand their attitudes and opinions. Attitude
can be shown through intonation, as well as through the expressions a speaker uses.
Topic 1: Modern art
Positive: __________
Negative: __________
Neutral: __________
Topic 2: Combating climate change
Positive: __________
Negative: __________
Neutral: __________
IDENTIFYING SPEAKERS AND THEIR OPINIONS

3 You will hear two media studies students, Maria and Simon, discussing three space
expeditions in the news with their tutor, Dr Anita Thornton. They are deciding on a study
topic. Listen and identify their final choice, A, B or C.
A Moon expedition
B Mars expedition
C Pluto expedition
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4 During the discussion, each of the three speakers gives their opinions on the three
possibilities. Listen to the first part of the discussion again and decide what each speaker
says they prefer first for each suggestion: positive, negative or neutral.
Pluto expedition Mars expedition Moon expedition
Simon
Maria
Dr Thornton
UNDERSTANDING SPEAKERS' ATTITUDES

5 People often use expressions to show their attitude and opinions. Listen to six short
conversations and choose Positive (A), Negative (B) or Neutral (C) for each attitude
expressed by the second speaker.
1 A Positive B Negative C Neutral
6 Listen to the conversations again and write the key words and expressions which express
the speaker's attitude. Decide whether this is positive, negative or neutral.
Conversation Key words/expressions Positive/Negative/Neutral
1 seriously?
2
3
4
5
6
UNDERSTANDING THE ROLE OF DISTRACTORS
In multiple-choice questions in the exam, there is one correct option and two wrong options.
The wrong options are called 'distractors'. They are designed to be attractive, for example by
talking about the correct answer but giving the incorrect information. The distractors do not
answer the question.
7 Listen to part of the conversation again between Maria, Simon and Dr Thornton and
choose the correct answer, A, B or C.
Dr Thornton thinks studying the Mars expedition is a good idea because
A she thinks the mission will be successful.
B robots and machines will be used to start a colony there.
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C the students will have the chance to study it until it ends.
8 Check your answer with your teacher and then answer these questions to help you find
the reasons why are the other two options are not correct.
1 What does Dr Thornton say is actually successful?
2 Which expedition is sending robots and machines to find a suitable place for a colony?
3 What time references do you hear?
9 Listen to a conversation between Maria, Simon and Dr Thornton one month after the
start of the project and read questions 1-3. There are two options for each question: one
correct answer and one distractor. For each question, choose the correct answer and think
about why the distractor is wrong.
TIP 9:
When you check the answers, think carefully about why the distractors are wrong and how you
can identify the correct answer.
1 Alfonso has left the Mars project because
A he became ill while they were in Arizona.
B he had a problem unconnected to the project.
2 If someone leaves the Mars project, the rules say that

A a new person must take their place.
B no new people can join at a later date.
3 Simon agrees that

A only one person should look after the food production.
B more than one person should look after the food production.
RECOGNISING PARAPHRASES OF WHAT PEOPLE SAY

10 Listen to the next conversation about the project and choose the answer, A, B or C,
which correctly paraphrases the information in the recording. Look at this example.
TIP 10:
In multiple-choice questions in the Listening test, there are always three options - one
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correct answer and two distractors.
One person has most probably been physically violent because
A they do not speak very much as a rule.
B they might have difficulty being in a closed space.
C they always disliked another participant.
The correct answer is B. It is mentioned that Joe is quiet, but only as an observation, not a
possible reason, so A is not correct. It is also mentioned that he hit Martin, but there is nothing
to say he has always disliked him. There is talk of isolation probably being the reason, which
relates to being in a closed space, with no escape from the situation.
11 Now listen to the next part of the conversation and choose the correct answer, A, B or
C.
1 Dr Thornton's main interest is in
A what kinds of people take part in projects like this.
B how she can be a psychology expert on the project.
C how people interact in long periods of isolation together.
2 Dr Thornton thinks it's good that

A it took some time for the first serious conflict to take place.
B problems like these happen on this type of project.
C the project is not like a television series or soap opera.
3 Simon states that

A Joe could cause problems for the environment of the building if he stays.
B Joe successfully dealt with a serious environmental situation.
C they could solve any environmental problems if Joe left.
EXAM SKILLS
12 Listen to the final part of the conversation and choose the correct answer, A, B or C.
1 Simon is going to base his main study on
A why just over half of the participants stayed until the end of the project.
B how to make sure that people can survive on a real trip to Mars.
C how much the project was covered in the news media.
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2 One surprising result of the project was that
A it was reported as a major news item.
B the participants were in danger of losing their lives.
C information from the project will be used in a new design.
3 One thing that Dr Thornton is interested in finding out about the people in the Mars project is
A why they had health problems.
B how they coped physically with living close together.
C how their physical well-being might develop in the future.
4 Maria intends to
A make a contribution to an important scientific publication.
B write about how well the participants performed while living in a small space.
C focus only on the psychological issues affecting the participants.
5 In the end, the total spent on the Mars project was
A just over the planned amount.
B twice the planned amount.
C just under the planned amount.
6 The person who would absolutely refuse to be a participant in a repeat project is
A Simon.
B Dr Thornton.
C Maria.
HOMEWORK
Homework 1(HW1):
A. Listen to the second part of the presentation and choose the correct letter, A, B, or C, for
questions 3-8.
3. Volunteers on a charity placement do not have to pay for
A. their shopping
B. the house they stay in
C. taking the bus or train to other parts of the country
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4. People who want to do a volunteer placement should
A. Have done a similar placement before
B. Be happy to live in a simple way
C. Speak some of the local language
5. Overseas Opportunities now sends the highest number of volunteers to

A. South-East Asia
B. India
C. Sub-Saharan Africa
6. Most of the internships arranged by Overseas Opportunities

A. do not pay a salary
B. pay a good salary
C. pay a limited salary
7. If you are offered a work placement, you should

A. pay overseas opportunities once for arranging it
B. not pay anything at all
C. pay the company you are going to work for
8. The speaker says that the number one thing people get from doing a work placement is
A. saving money
B. having a better work record when you look for a job
C. doing new things
B. Listen again and complete the table with suitable words
KEY WORDS IN THE QUESTIONS SYNONYMS/

PARAPHRASE
Volunteers on a charity placement
the house
Have done a similar placement before
live in a simple way
not pay anything at all
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a better work
record
doing new things
Homework 2 (HW2):
Listen and choose the correct letter, A, B, or C
Then, listen again and complete the sentences containing key answer
QUESTIONS SENTENCE
At a UK university - as I'm sure you know - you will be in an

1. The speaker says environment
international students at UK __________________________________________________
universities will be ____________________, which takes most students a while
A. offered accommodation to adjust to, and at a time when you will be
with local families. __________________________________________________
B. given special help by their ____________________and, in most cases, your family.
lecturers.
C. expected to work
independently.
So I'll just add a few points: it is the University's policy to

2. What does the speaker say ____________
about university
accommodation on campus? ___________________________________ to three
A. Most places are given to categories, and those are: visiting students,
undergraduates. __________________________
B. No places are available for __________________________________
postgraduates with families.
C. A limited number of
places are available for new
postgraduates.
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3. Students wishing to live As with everything in short supply,
off-campus should apply ___________________________________months before the
A. several months in beginning of term - in other words if you're starting in October
advance. you need to be _______________________
B. two or three weeks in
advance. ___________________________________
C. at the beginning of term.
4. The university Of course, we have a full-time accommodation officer

accommodation officer will available to help all students. She'll get in touch with you
A. send a list of agents for when you're accepted - she's got ___________
students to contact.
B. contact accommodation __________________________________ and will
agencies for students. ___________________________
C. ensure that students have ___________________________________
suitable accommodation.
Having said that though, I'm afraid the lecturers will

5. With regard to their _______________________
English, the speaker advises
the students to __________________________________. So anything you
A. tell their lecturers if they can do to improve your spoken English - even beyond
have problems understanding. __________
B. have private English ___________________________________ - will help make
lessons when they arrive. your stay with us that bit more fun for you.
C. practice their spoken
English before they arrive.
Homework 3.(HW3)
A. Listen and choose the correct letter, A, B, or C

1. The company expanded in
A. 2000
B. 2007
C. 2014
2. The number of permanent staff is

A. 75
B. 90
C. 150
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3. Most volunteers join the program
A. in Winter
B. in July
C. when it is best for them
4. Time Abroad receives all its income from

A. partner organizations
B. volunteers
C. the government
B. Listen again from 1:35-2:43 and write down the transcription that you can hear
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SPEAKING
LEAD-IN
1 Ask and answer these questions with a partner.
1 Where do you usually get your news?

2 Where do most people in your country get their news?
3 Do people in your country still read newspapers?
4 Are there any advantages to getting your news on the internet?
TALKING ABOUT THE MEDIA
2 Think of THREE advantages and THREE disadvantages of each type of media in the
box. Discuss with a partner.
newspapers the internet radio television
123 | P a g e
EXPRESSING YOUR FEELINGS ABOUT A NEWS STORY
3 With a partner, describe these happy news stories, then share your story with the class.
As you tell the story, try to use some or all of the adjectives from the box.
1 A person overcoming a serious health problem
2 A dog finding its owner after getting lost
3 A man being rescued from an overturned boat in the sea
brilliant delightful extraordinary impressive magnificent
marvellous outstanding stunning tremendous
It was one of the most extraordinary events I've ever seen!
4 With a different partner, describe these sad news stories, then share your story with the
class. Use some or all of the adjectives from the box.
1 A man losing his winning lottery ticket
2 A woman breaking her leg in an accident
3 A business having to close after running out of money
absurd bizarre disgusting distressing dreadful
harmful terrible uncomfortable upsetting
It was a really bizarre thing to happen!
5 Listen to someone describe their feelings about a recent news story. For each sentence,
decide whether Example A or Example B uses the correct intonation for the speaker's
feelings. Practise using the correct intonation with a partner.
124 | P a g e
Sentence Example A Example B
1 When the report came in to say the mission was a
success, everyone felt that we'd seen something  
extraordinary.
2 The disaster was a dreadful tragedy with a massive
loss of life.
3 I'm feeling pretty uncomfortable about the situation.
I hope we can find a solution soon.
4 The results were stunning, and the team had done a
marvellous job.
5 It was such an impressive sight and the noise that
followed it was tremendous.
6 This was such a bizarre event, and it's incredible that
we haven't been able to find out what caused it.
PARAPHRASING A NEWS STORY
6 With a partner, tell the story here in your own words (paraphrase).
FAMILY: GIRL SWEPT AWAY IN TSUNAMI TEN YEARS AGO
REUNITED WITH FAMILY
A girl who was just four years old when a powerful tsunami roared into her town in
Indonesia and swept her away has been reunited with her family after 10 years. The girl was
returned to her family after being spotted in a crowd by her uncle. In the days following media
reports of her survival, a homeless boy has also rejoined his family after he was washed out to
sea at age seven with his sister.
7 Swap roles. Tell your partner the story here in your own words (paraphrase).
ADVENTURE: DIVER FACES DEADLY EIGHT-METRE ANACONDA AS
SHE EXPLORES UNDERWATER CAVE SYSTEM
An adventurer received a big surprise when she dived into a cave system in search of an
underwater cave monster. Diver Karina Oliani discovered the eight-metre anaconda after a four-
day search. The terrifying snake was one of the biggest ever seen underwater, weighing an
estimated 400 kg. Karina said: 'At first I was terrified by its size - I saw a huge head but could
not see the end of its body. The snakes can move fast underwater and could have easily killed
me.’
REPORTING A NEWS STORY

8 Look at this picture sequence about an earthquake. Retell the story in your own words.
125 | P a g e
GRAMMAR FOCUS: THE PASSIVE
9 Match these sentences with the pictures in exercise 8.
1 The earthquake destroyed a number of monuments.
2 Volunteers removed large numbers of rocks and stones to rescue people.
3 Rescuers pulled survivors from the collapsed buildings.
4 Falling buildings injured many people.
5 Helicopters arrived to take survivors to hospital.
6 The earthquake left many children homeless.
7 The earthquake struck the city at 10.00 am.
10 Change the sentences in exercise 9 from the active to the passive.
TIP 10:
When reporting a news story, we use the passive to focus on what happened to something or
someone, rather than who or what did something.
1 The earthquake destroyed a number of monuments.
A number of monuments were destroyed (by the earthquake).
11 Practise telling the story in exercise 8 again, using the passive to describe what
happened.
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EXAM SKILLS
1 Where do you usually get your news?
2 How do most people your age get their news?
3 What kind of news are you most interested in?
4 How is getting the news today different from how we got our news in the past?
13 Answer the prompts in this Speaking Part 2 task. Talk for at least 90 seconds.
TIP 13:
Don't forget to use the passive, and don't forget to use the expressions you learnt to talk about
your feelings for the final part of the task.
Describe a news story you read/saw.

You should say:
 what kind of news story it was
 what happened to the people in the story
 why the event was important enough to be reported on the news
and explain how you felt about the news story.
127 | P a g e
READING
LEAD-IN
1 Read these quotes, which give different opinions about how news is consumed.
2 Match statements 1-4 with quotes A-D.

TIP 2:
In the Reading test, you may be asked to match information in the question with information
in the text. However, the texts will be longer (between 750 and 950 words) and you will need
to match the question to a paragraph.
1 Continual exposure to the news is bad for us. __________
2 As a news source, there is more confidence in television than in the internet. __________
3 Teenagers are only interested in news about actors and pop stars. __________
4 The older generation don't know how to read the news using the internet. __________
3 Look at the quotes again and, with a partner, discuss whether you agree or disagree with
each speaker.
MATCHING INFORMATION
4 Skim this text to understand the general meaning of each paragraph.
A SMARTER WAY TO ACCESS THE NEWS?
A A recent report, issued by the international news agency Reuters, reveals that smartphones
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are quickly becoming the most popular way to access the news. Over the last year, this
increase has been particularly noted in countries such as the UK, the USA and Japan. In fact,
for all countries involved in the survey, usage has increased from 37% to 46%. Furthermore,
66% of smartphone users are now using the device for news on a weekly basis.
B By comparison, the number of people using tablets to access the news is decreasing in most
countries. More sophisticated smartphones are reducing the need for other portable devices.
The need for accessing the news on laptops and desktops has also changed. Over half (57%)
still consider these devices the most important ways to access the news, but this is a decrease
of 8% from last year.
C The report also revealed, however, that on average people only use a small number of
trusted news sources on their phones, the average across all countries being 1.52 per person. In
the UK, for example, over half of smartphone users (51%) regularly use the BBC app.
D Across all countries included in the survey, 25% stated that their smartphone was the main
device used for accessing digital news, an increase of 20% since last year. This is particularly
true of those aged under 35, with the figure rising to 41%. The overall trend, however, is not to
use just one digital device to access the news, but rather a combination of two or three.
5 Which paragraphs (A-D) contain this information? You may write any letter more than
once.
1 other ways news is accessed online ___________
2 over half of smartphone users access news via their phones ___________
3 the most popular way to access the news digitally is by using several methods ___________
4 the younger generation are more likely to use their smartphone to access the news
___________
6 Look at your answers to the questions in exercise 5 and decide if these statements are
True or False.
1 The answers do not follow the same order as the text.
2 The answers may not be the main idea of the paragraph.
3 Some paragraphs contain more than one answer.
4 Not all paragraphs contain an answer.
5 The questions will often use synonyms rather than wording from the text.
129 | P a g e
7 Look again at the text in exercise 4 and your answers to exercise 5. Then complete the
gaps in these tables.
Words in the text Words in the question
The overall trend 1 __________
2 __________ over half
a combination of two or three 3 __________
Words in the text Synonyms

4 __________ a quarter of
5 __________ questionnaire
6 __________ often
IDENTIFYING DIFFERENT TYPES OF INFORMATION

The matching information task can take time. To save time, one approach is to label the
paragraphs before starting to answer the questions. Here are some of the types of information
you may be asked to find: a fact, a reason, a summary, a cause, an effect, a conclusion, a
description, a finding. By identifying the purpose of each paragraph, it can be easier to link the
question to the relevant part of the text. For example:
The overall trend, however, is not to use just one digital device to access the news, but rather
a combination of two or three-text
the most popular way to access the news digitally is by using several methods - question
Both the text and question are summarising factual statements.
8 Read extracts 1-6, taken from various news reports. Then match the extracts with a label
from the box.
account cause and effect description opinion reaction summary
1 Tennis fans were left shocked today, when the favourite to win the championship was defeated
in the third round by an unknown player.
2 According to recent reports, the government feels it is no longer necessary to pay for school
meals. Headteachers feel that this would be a disaster, however, especially given the recent
progress with making dinners healthier for pupils.
3 People must be responsible for their own health, otherwise the National Health Service will no
longer be able to cope. This was the warning given today by the head of the organisation.
4 Overall, last year was a very good year for the nation's economy. The unemployment rate was
down, more jobs were created, and generally people felt they had more money to spend.
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5 The Queen landed to a red-carpet welcome on Tuesday, as she opened her visit to the USA.
She was greeted by hundreds of guests, together with the President and his family.
6 A 60-year-old man was arrested today, after he was caught stealing from his local shop.
According to a witness, he was wearing black clothes and a mask during the robbery.
9 Skim this text for the main ideas, then label each paragraph with ONE or more of the
descriptions from the box.
account cause and effect description opinion reaction summary
HOW THE YOUNGER GENERATION CONSUMES THE NEWS
A In recent years, there has been growing concern by researchers and indeed the older
generation that the younger generation are somewhat disengaged from the news, and as a
result have a very narrow view of the world around them. This, however, couldn't be further
from the truth, as shown by a recent study carried out by the Media Insight Project (American
Press Institute & Associated Press). According to this research, 85% of youngsters say that
keeping up to date with the news is important to them, and 69% receive news on a daily basis.
__opinion/factual__
B Perhaps what some of the older generation fail to understand is that just because the
younger generation does not buy a daily newspaper, it doesn't mean that they don't follow
the news. Born into a digital age, or more specifically the age of the internet, the younger
generation simply accesses news through the digital devices they grew up using: laptops, tablets,
smartphones, etc. A recent study produced by Ofcom revealed that 60% of youngsters in the UK
use the internet or apps for news, compared to just 21% of those in the older age range.
___________
C Social media also plays an important part in consuming the news for the younger
generation. It was also revealed that most youngsters actually don't seek out news from
social media, but choose to follow it once they see it there. In other words, they encounter it
accidentally and therefore following the news is secondary. For example, when accessing social
media sites, news headlines automatically appear. These catch the user's eye and consequently
the news link is clicked and followed. ___________
D For the moment, social networks are being used selectively, however. For example, social
media is used for breaking news, but is not relied on in terms of accuracy. For hard news
topics, such as economics or local crime, youngsters continue to look to original sources. For
accuracy and reliability, television is still the preferred choice for both generations. ___________
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E According to Alison Preston, Head of Media Literacy Research at Ofcom, motivations for
following the news also vary according to the generation. In her current report on the topic,
she states that, for the younger generation, news is largely about convenience and being social.
For the older generation, however, motivation is greatly linked to a sense of duty and habit.
___________
F Overall, it is fair to say that news plays an important part in all our everyday lives,
regardless of generation. However, what is different amongst the generations is why and
how it is accessed. ___________
GRAMMAR FOCUS: THE PASSIVE

10 Look at extracts 1-4 from the text. Match a tense from the box with each extract.
past simple passive present continuous passive
present perfect passive present simple passive
1 ... social media is used for breaking news... present simple passive….
2 ... it was also revealed...
3 ... social networks are being used selectively...
4 … there has been growing concern by researchers...
11 Why has the writer chosen to use the passive rather than the active in these extracts?
12 Complete headlines 1-4 with the verb in brackets in one of these passive forms.
past simple present continuous present perfect present simple
1 Holidays __are ruined__ (ruin) by air strikes.
2 The launch of London's night tube ___________ (delay) until further notice.
3 The victims of the air disaster ___________ (name) earlier this morning.
4 A new medicine to help fight cancer ___________ (develop) in Cambridge at the moment.
13 Read these news headlines written in the active, then change them to the passive.
1 People blame all the wet weather on climate change.
Climate change _________________________________.
2 Police found the Hollywood actor unconscious in his Manhattan apartment.
132 | P a g e
The Hollywood actor _________________________________.
3 Researchers have recovered treasure from a sunken Spanish ship.
Treasure _________________________________.
4 Today, the public are celebrating a royal wedding.
A royal wedding _________________________________.
14 Answer these questions using what you have learnt in this lesson.
1 What should you read carefully before starting a matching information task?
2 Are you looking for matching words or synonyms?
3 Do the answers follow the same order as the text?
4 Can the same letter be used more than once?
5 Do all paragraphs need to be used?
EXAM SKILLS
15 The reading passage 'How the younger generation consumes the news' has six
paragraphs A-F. Which paragraph contains the following information?
1 the reasons why the younger generation seeks news ___________
2 the opinion that news is important to the younger generation ___________
3 the percentage of older adults in the UK who access the news digitally ___________
4 the idea that the younger generation largely encounters the news by chance ___________
5 the news is of great significance to both young and old people ___________
6 why the younger generation consumes the news through modern technology ___________
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HOMEWORK
PASSAGE 1
Trends and prospects for European transport systems
A
It is difficult to conceive of vigorous
economic growth without an efficient
transport system. Although modern
information technologies can reduce the
demand for physical transport by
facilitating teleworking and teleservices, the
requirement for transport continues to
increase. There are two key factors behind
this trend. For passenger transport, the
determining factor is the spectacular growth
in car use. The number of cars on European
Union (EU) roads saw an increase of three
million cars each year from 1990 to 2010, and in the next decade the EU will see a further
substantial increase in its fleet.
B
As far as goods transport is concerned, growth is due to a large extent to changes in the European
economy and its system of production. In the last 20 years, as internal frontiers have been
abolished, the EU has moved from a “stock” economy to a “flow” economy. This phenomenon
has been emphasised by the relocation of some industries, particularly those which are labour
intensive, to reduce production costs, even though the production site is hundreds or even
thousands of kilometres away from the final assembly plant or away from users.
C
The strong economic growth expected in countries which are candidates for entry to the EU will
also increase transport flows, in particular road haulage traffic. In 1998, some of these countries
already exported more than twice their 1990 volumes and imported more than five times their
1990 volumes. And although many candidate countries inherited a transport system which
encourages rail, the distribution between modes has tipped sharply in favour of road transport
since the 1990s. Between 1990 and 1998 ，road haulage increased by 19.4%, while during the
same period rail haulage decreased by 43.5%, although – and this could benefit the enlarged EU
– it is still on average at a much higher level than in existing member states.
D
However, a new imperative-sustainable development – offers an opportunity for adapting the
EU's common transport policy. This objective, agreed by the Gothenburg European Council, has
to be achieved by integrating environmental considerations into Community policies, and
shifting the balance between modes of transport lies at the heart of its strategy. The ambitious
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objective can only be fully achieved by 2020, but proposed measures are nonetheless a first
essential step towards a sustainable transport system which will ideally be in place in 30 years‟
time, that is by 2040.
E
In 1998, energy consumption in the transport sector was to blame for 28% of emissions of
CO2，the leading greenhouse gas. According to the latest estimates, if nothing is done to reverse
the traffic growth trend, CO2 emissions from transport can be expected to increase by around
50% to 1,113 billion tonnes by 2020 ，compared with the 739 billion tonnes recorded in 1990.
Once again, road transport is the main culprit since it alone accounts for 84% of the CO2
emissions attributable to transport. Using alternative fuels and improving energy efficiency is
thus both an ecological necessity and a technological challenge.
F
At the same time greater efforts must be made to achieve a modal shift. Such a change cannot be
achieved overnight, all the less so after over half a century of constant deterioration in favour of
roads. This has reached such a pitch that today rail freight services are facing marginalisation,
with just 8% of market share, and with international goods trains struggling along at an average
speed of 18km/h. Three possible options have emerged.
G
The first approach would consist of focusing on road transport solely through pricing. This
option would not be accompanied by complementary measures in the other modes of transport.
In the short term it might curb the growth in road transport through the better loading ratio of
goods vehicles and occupancy rates of passenger vehicles expected as a result of the increase in
the price of transport. However, the lack of measures available to revitalise other modes of
transport would make it impossible for more sustainable modes of transport to take up the baton.
H
The second approach also concentrates on road transport pricing but is accompanied by measures
to increase the efficiency of the other modes (better quality of services, logistics, technology).
However, this approach does not include investment in new infrastructure, nor does it guarantee
better regional cohesion. It could help to achieve greater uncoupling than the first approach, but
road transport would keep the lion’s share of the market and continue to concentrate on saturated
arteries, despite being the most polluting of the modes. It is therefore not enough to guarantee the
necessary shift of the balance.
I
The third approach, which is not new, comprises a series of measures ranging from pricing to
revitalising alternative modes of transport and targeting investment in the trans-European
network. This integrated approach would allow the market shares of the other modes to return to
their 1998 levels and thus make a shift of balance. It is far more ambitious than it looks, bearing
in mind the historical imbalance in favour of roads for the last fifty years, but would achieve a
marked break in the link between road transport growth and economic growth, without placing
restrictions on the mobility of people and goods.
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Questions 1-8
Reading Passage has nine paragraphs, A-I.
Choose the correct heading for paragraphs A-E and G-I from the list of headings below.
List of Headings
i A fresh and important long-term goal
ii Charging for roads and improving other transport methods
iii Changes affecting the distances goods may be transported
iv Taking all the steps necessary to change transport patterns
v The environmental costs of road transport
vi The escalating cost of rail transport
vii The need to achieve transport rebalance
viii The rapid growth of private transport
ix Plans to develop major road networks
x Restricting road use through charging policies alone
xi Transport trends in countries awaiting EU admission
1 Paragraph A
2 Paragraph B
3 Paragraph C
4 Paragraph D
5 Paragraph E
6 Paragraph G
7 Paragraph H
8 Paragraph I
Q Evidence for the answers Where have you found the evidence
1 Paragraph A
2 Paragraph B
3 Paragraph C
4 Paragraph D
136 | P a g e
5 Paragraph E
6 Paragraph G
7 Paragraph H
8 Paragraph I
Questions 9-13
9 The need for transport is growing, despite technological developments.

10 To reduce production costs, some industries have been moved closer to their relevant
consumers.
11 Cars are prohibitively expensive in some EU candidate countries.
12 The Gothenburg European Council was set up 30 years ago.
13 By the end of this decade, CO2 emissions from transport are predicted to reach 739 billion
tonnes.
Q Keywords in the Keywords in the evidence Where have you found

statement (evaluate if there are any same the evidence (which
words, synonyms, opposites or if paragraph, sentence)
there’s no match)
The need for
9 growing
Technological
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developments
closer to consumers
1
0
Cars are prohibitively
expensive in
some EU candidate
1 countries.
1
The Gothenburg European
1 Council was set up 30
2 years ago.
By the end of this decade,
1 CO2 emissions …739
3 billion tonnes.
Check-up 3: Translate the following paragraphs into Vietnamese: Paragraph G, H, I
G
The first approach would consist of focusing on road transport solely through pricing. This
option would not be accompanied by complementary measures in the other modes of transport.
In the short term it might curb the growth in road transport through the better loading ratio of
goods vehicles and occupancy rates of passenger vehicles expected as a result of the increase in
the price of transport. However, the lack of measures available to revitalise other modes of
transport would make it impossible for more sustainable modes of transport to take up the baton.
H
The second approach also concentrates on road transport pricing but is accompanied by measures
to increase the efficiency of the other modes (better quality of services, logistics, technology).
However, this approach does not include investment in new infrastructure, nor does it guarantee
better regional cohesion. It could help to achieve greater uncoupling than the first approach, but
road transport would keep the lion’s share of the market and continue to concentrate on saturated
arteries, despite being the most polluting of the modes. It is therefore not enough to guarantee the
necessary shift of the balance.
I
The third approach, which is not new, comprises a series of measures ranging from pricing to
revitalising alternative modes of transport and targeting investment in the trans-European
network. This integrated approach would allow the market shares of the other modes to return to
their 1998 levels and thus make a shift of balance. It is far more ambitious than it looks, bearing
in mind the historical imbalance in favour of roads for the last fifty years, but would achieve a
marked break in the link between road transport growth and economic growth, without placing
restrictions on the mobility of people and goods.
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PASSAGE 2
Stepwells
A millennium ago, stepwells were
fundamental to life in the driest parts of
India. Although many have been neglected,
recent restoration has returned them to their
former glory. Richard Cox travelled to
north-western India to document these
spectacular monuments from a bygone era.
During the sixth and seventh centuries, the
inhabitants of the modern-day states of
Gujarat and Rajasthan in North-western
India developed a method of gaining access
to clean, fresh groundwater during the dry
season for drinking, bathing, watering animals and irrigation. However, the significance of this
invention – the stepwell – goes beyond its utilitarian application.
Unique to the region, stepwells are often architecturally complex and vary widely in size and
shape. During their heyday, they were places of gathering, of leisure, of relaxation and of
worship for villagers of all but the lowest castes. Most stepwells are found dotted around the
desert areas of Gujarat (where they are called vav) and Rajasthan (where they are known as
baori), while a few also survive in Delhi. Some were located in or near villages as public spaces
for the community; others were positioned beside roads as resting places for travellers.
As their name suggests, stepwells comprise a series of stone steps descending from ground level
to the water source (normally an underground aquifer) as it recedes following the rains. When
the water level was high, the user needed only to descend a few steps to reach it; when it was
low, several levels would have to be negotiated.
Some wells are vast, open craters with hundreds of steps paving each sloping side, often in tiers.
Others are more elaborate, with long stepped passages leading to the water via several storeys
built from stone and supported by pillars, they also included pavilions that sheltered visitors from
the relentless heat. But perhaps the most impressive features are the intricate decorative
sculptures that embellish many stepwells, showing activities from fighting and dancing to
everyday acts such as women combing their hair and churning butter.
Down the centuries, thousands of wells were constructed throughout northwestern India, but the
majority have now fallen into disuse; many are derelict and dry, as groundwater has been
diverted for industrial use and the wells no longer reach the water table. Their condition hasn’t
been helped by recent dry spells: southern Rajasthan suffered an eight-year drought between
1996 and 2004.
However, some important sites in Gujarat have recently undergone major restoration, and the
state government announced in June last year that it plans to restore the stepwells throughout the
state.
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In Patan, the state’s ancient capital, the stepwell of Rani Ki Vav (Queen’s Stepwell) is perhaps
the finest current example. It was built by Queen Udayamati during the late 11th century, but
became silted up following a flood during the 13th century. But the Archaeological Survey of
India began restoring it in the 1960s, and today it’s in pristine condition. At 65 metres long, 20
metres wide and 27 metres deep, Rani Ki Vav features 500 distinct sculptures carved into niches
throughout the monument, depicting gods such as Vishnu and Parvati in various incarnations.
Incredibly, in January 2001, this ancient structure survived a devastating earthquake that
measured 7.6 on the Richter scale.
Another example is the Surya Kund in Modhera, northern Gujarat, next to the Sun Temple, built
by King Bhima I in 1026 to honour the sun god Surya. It’s actually a tank (kund means reservoir
or pond) rather than a well, but displays the hallmarks of stepwell architecture, including four
sides of steps that descend to the bottom in a stunning geometrical formation. The terraces house
108 small, intricately carved shrines between the sets of steps.
Rajasthan also has a wealth of wells. The ancient city of Bundi, 200 kilometres south of Jaipur, is
renowned for its architecture, including its stepwells. One of the larger examples is Raniji Ki
Baori, which was built by the queen of the region, Nathavatji, in 1699. At 46 metres deep, 20
metres wide and 40 metres long, the intricately carved monument is one of 21 baoris
commissioned in the Bundi area by Nathavatji.
In the old ruined town of Abhaneri, about 95 kilometres east of Jaipur, is Chand Baori, one of
India’s oldest and deepest wells; aesthetically, it’s perhaps one of the most dramatic. Built in
around 850 AD next to the temple of Harshat Mata, the baori comprises hundreds of zigzagging
steps that run along three of its sides, steeply descending 11 storeys, resulting in a striking
geometric pattern when seen from afar. On the fourth side, covered verandas supported by ornate
pillars overlook the steps.
Still in public use is Neemrana Ki Baori, located just off the Jaipur–Dehli highway. Constructed
in around 1700, it’s nine storeys deep, with the last two levels underwater. At ground level, there
are 86 colonnaded openings from where the visitor descends 170 steps to the deepest water
source.
Today, following years of neglect, many of these monuments to medieval engineering have been
saved by the Archaeological Survey of India, which has recognised the importance of preserving
them as part of the country’s rich history. Tourists flock to wells in far-flung corners of
northwestern India to gaze in wonder at these architectural marvels from 1,000 years ago, which
serve as a reminder of both the ingenuity and artistry of ancient civilisations and of the value of
water to human existence.
Questions 1–5
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1 Examples of ancient stepwells can be found all over the world.
2 Stepwells had a range of functions, in addition to those related to water collection.
3 The few existing stepwells in Delhi are more attractive than those found elsewhere.
4 It took workers many years to build the stone steps characteristic of stepwells.
5 The number of steps above the water level in a stepwell altered during the course of a year.
Q Keywords in the Keywords in the evidence (evaluate Where have you found
statement if there are any same words, the evidence (which
synonyms, opposites or if there’s no paragraph, sentence)
match)
found all over the
1 world
a range of functions
2
existing stepwells in
Delhi are more
attractive than…
3
took workers many
4 years to build stone
steps
5 number of steps
above the water level
altered
Questions 6–8: Choose ONE WORD ONLY from the passage for each answer.
6 Which part of some stepwells provided shade for people?
7 What type of serious climatic event, which took place in southern Rajasthan, is mentioned in
the article?
8 Who are frequent visitors to stepwells nowadays?
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Unique to the region, stepwells are often architecturally complex and vary widely in size and
shape. During their heyday, they were places of gathering, of leisure, of relaxation and of
worship for villagers of all but the lowest castes. Most stepwells are found dotted around the
desert areas of Gujarat (where they are called vav) and Rajasthan (where they are known as
baori), while a few also survive in Delhi. Some were located in or near villages as public spaces
for the community; others were positioned beside roads as resting places for travellers.
As their name suggests, stepwells comprise a series of stone steps descending from ground level
to the water source (normally an underground aquifer) as it recedes following the rains. When
the water level was high, the user needed only to descend a few steps to reach it; when it was
low, several levels would have to be negotiated.
Some wells are vast, open craters with hundreds of steps paving each sloping side, often in tiers.
Others are more elaborate, with long stepped passages leading to the water via several storeys
built from stone and supported by pillars, they also included pavilions that sheltered visitors from
the relentless heat. But perhaps the most impressive features are the intricate decorative
sculptures that embellish many stepwells, showing activities from fighting and dancing to
everyday acts such as women combing their hair and churning butter.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Questions 9-13: Complete the table below

Choose ONE WORD AND/OR A NUMBER from the passage for each answer.
Stepwells Date Features Other notes
Rani Ki Vav Late 11th As many as 500 sculptures Restored in the 1990s
century decorate the monument. Excellent condition, despite the 9
__________ of 2001.
Surya Kund 1026 Steps on the 10 __________ Looks more like a 11

produce a geometric pattern. __________ then a well.
Carved shrines
Raniji Ki 1699 Intricately carved monument One of 21 baoris in the area

commissioned by Queen
Nathavatji
Chand Baori 850 AD Steps take you down 11 Old, deep and very dramatic.
storeys to the bottom Has 12 __________ which
provide a view to the steps.
Neemrana Ki 1700 Has two 13 __________ Used by public today

Baori levels
Q Kind of Keywords in the Synonyms/Paraphrasesin Where have you

word(s) you question the evidence found the evidence
gap sentence)
9 excellent condition
despite … of 2001
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Steps on the….
10
produce a
geometric pattern.
Looks more like a

11 …..a well.
Old, deep and very

12 dramatic.
Has……which
provide a view to
the steps.
Has two ……
13 levels
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WRITING
BAR CHART
BEFORE CLASS
VOCABULARY
Activity 1: Read the writing below and find the synonyms to the given phrases.
The bar chart below shows the number of men and women studying engineering at Australian
universities. Summarise the information in the chart by selecting and reporting the main features.
Make comparisons where relevant.
The bar chart illustrates the number of men and women studying engineering at Australian
universities in the ten-year period starting from 1992.
Overall, we can see a clear upward trend in the number of female engineering students in
Australian universities, while the number of male students seems to have leveled off.
It can be seen that the number of male students fell slightly from 14,000 in the starting year to
12,000 in 2002, and then remained this level through the following decade. The number of
female students was relatively low, starting at 2,000 in 1992. However, in the next ten years,
while the number of men decreased, the number of women increased. Female students grew
steadily by 2,000 each decade. This led to a rise in the total number of engineering students from
16,000 to 18,000 in this period.
Men continue to make up the majority of students. However, the proportion of female students
increased sharply in this period. In the first year there was one woman to every seven men, but
by the final year this had narrowed to one woman to every two men.
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Phrases Synonyms
1992-2012
1992
Stay the same
From 1992 to 2012
Go down constantly
10 years
Rise significantly
2012
GRAMMAR
Activity 2: Fill in the blanks with the correct words
The bar chart below shows the percentage of government spending on roads and transport in 4
countries in the years 1990, 1995, 2000, 2005.
Smallest significantly high triple
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slightly comparison highest
The given bar chart shows the proportion of government expenditure on road and transport in
four countries (Italy, Portugal, UK, USA) every five years between 1990 and 2005.
Overall, it can be seen that governments in mainland Europe spent (1)____________ more
money on roads and transport than those in the UK and USA. It is also clear that the UK spent
the (2)________________amount of money on roads and transport in all measured years.
In 1990, Portugal spent the (3)________________amount of money on roads and transport at

approximately 27%, followed by Italy at about 22%, while the amount of money spent by the
USA was as (4)___________ as that by the UK, at only around 10% of their government budget.
In 1995 however, all countries reduced their road and transport spending by between 1-3%. In
that year, standing at 24%, the expenditure on road and transport in Portugal was
(5)______________higher than that in Italia and more than (6)_______________ the
expenditures in the UK and USA.
By 2000 while Portugal continued to reduce its road and transport spending down to around
22%, in (7)________________ with 23% in Italy, overtaking Portugal as the leading spender on
transport infrastructure in 2000. The UK and USA had both increased spending in 2000 by about
3%. In 2005, all countries except USA further reduced their spending with Portugal, Italy, UK
and the USA at 20%, 19%, 8% and 15% respectively.
WRITING MATERIALS FOR MAKING COMPARISONS
● Common Adverbs
1. Significantly/ Considerably + so sánh hơn.

2. Slightly/ Minimally + so sánh hơn.
VD: The number of female students is significantly/slightly higher than that of their male
counterparts.
● Hơn kém số lần
twice/three times/four times + as ADJ as

double that of
● Tương quan
• SV while SV
• SV whereas SV
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● There + be + số liệu + A + while/whereas/whilst + the figure for B stood at + số liệu.
VD: There are 16 female students in the class while the figure for their male counterparts stands
at 4.
● S + stood at + số liệu compared to/in comparison with/ as opposed to số liệu của B
VD: The number of female students stands at 16 compared to 4 male students
● At + số liệu, A + be + so sánh + that of B
VD: At 16, the number of female students is four times as high as that of their male counterparts.
● A, + Mệnh đề quan hệ + so sánh + that of B
VD: The number of female students, which stands at 16, is four times as high as that of their
male counterparts.
● Standing at + Số liệu, A + so sánh + that of B
VD: Standing at 16, the number of female students is four times as high as that of their male
counterparts.
IN CLASS
BAR CHART
Activity 3: With or without trends
_____________________________________ _____________________________________
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Bar charts with trends
Activity 4: Complete the sentences below
Đề bài: The chart below shows the percentage of government spending on roads and
transport in 4 countries in the years 1990, 1995, 2000, 2005.
● WHAT:
● WHERE:
● WHEN:
Question Paraphrase
● Subject:
● Verb:
● WHAT:
● WHERE:
● WHEN:
150 | P a g e
Check-up 1: Use the information above to write an introduction
A. Introduction
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
B. Overview
Question: What should be included in an overview for a bar chart with trends
______________________________________________________________________________
______________________________________________________________________________
Activity 5: Finish the table below and write an overview for the given chart
Upward trend
Downward trend
Highest proportion
Lowest proportion
Check-up 2: Use the information above to write an overview
Overview:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
C. Body paragraph
Questions:
How can the body paragraphs be divided?
A. By period of time
B. By groups with similar traits
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C. Both
Activity 5: Make an outline for the chart above

Period of time Groups with similar traits
Body 1: Body 1:
Part 1: Part 1:
Part 2: Part 2:
Part 3: Part 3:
Body 2: Body 2:
Part 1: Part 1:
Part 2: Part 2:
Part 3: Part 3:
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PRACTICE
Exercise 1: Based on the given words, finish the sentences below
The chart shows the percentage of people who ate five portions of fruit and vegetables per day
in the UK from 2001 to 2008.
I. Introduction
Gives information about / proportion / women, men and children / consume / five servings of
fruits and vegetables / on a daily basis / UK / period 8 years / 2001 / 2008 /
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
II. Overview
Overall, / seen / highest percentage / all people / consume / fruit and vegetables / women,/ while /
children / consistently/ account for / lowest proportion.
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
In addition, / there / be / substantial increase / proportion / people / eat / these food items / over
the surveyed period.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
III. Body paragraphs

Body paragraph 1 (Women)
The percentage / women / who / eat / fruit and vegetables / start at / over 20% / 2001
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
After that, / figure / rise gradually / and then / reach / peak / 35% / 2006, / before / dropping
gently / 30% / in the final year
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Body paragraph 2 (Men & Children)
In terms of / men and children / eat fruit and vegetables, / rate / remain relatively stable / first
three years
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
From this point, / proportion / men / rise moderately / then / peak / 28% / both 2006 and 2007,
before / reducing / about 26%.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
HOMEWORK
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Homework 1: The chart below shows the number of travellers using three major airports in
New York City between 1995 and 2000.
Summarise the information by selecting and reporting the main features, and make comparisons
where relevant.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
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………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
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UNIT 4: TRAVEL AND TRANSPORT
LISTENING
LEAD-IN
1 Some people are talking about transport problems. What is the problem in each case?
Listen to five conversations and choose from the list, A-E.
A A method of travel Conversation 1
B A travel plan Conversation 2
C Using the bicycle or car Conversation 3
D The bus service Conversation 4
E The next train Conversation 5
2 Listen again and identify the type of function that the speakers use in each conversation.
Choose from the list, F-J.
F Expressing doubt Conversation 1
G Persuading Conversation 2
H Complaining Conversation 3
I Proposing Conversation 4
J Enquiring Conversation 5
3 Match the functions F-J with each of these sentences from the conversations.
We use language like this to perform these everyday functions and others, such as requesting,
agreeing, disagreeing and advising. You will hear speakers in this lesson using some of these
functions.
1 Well, shall we take the train? __________
2 I really think you should do some more exercise. __________
3 Excuse me, could you tell me...? __________
4 Are you sure? I really don't think that's a good idea. __________
5 I don't believe it! __________
MATCHING QUESTIONS
4 You will hear two students working on a university project. They are talking about a
transport problem. What is the problem? Choose from the list, A-D.
TIP 4:
In the exam, the questions follow the order of information in the recording. The answer to each
question is the letter that appears next to the correct option in the box.
A The number of road accidents in the town has risen.
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B There are not enough buses and they are too crowded.
C There is too much traffic in the town centre.
D The train service into the town has been losing money and may close.
5 The students are discussing the details of the problem. Listen to the conversation and
match each place, A, B or C, with the correct location, 1-4. There is ONE more location
than you need.
A Town Hall Location 1: at the junction of East Road and Station Road
B Starview Cinema Location 2: by the main roundabout
C Arts Centre Location 3: at the shopping centre
Location 4: by Central Park
6 Now the students are discussing possible solutions to the traffic problem and possible
disadvantages to each. Listen to the conversation and match the disadvantages, A-D, with
the solutions, 1-4.
A It will cause problems with deliveries for businesses. 1 Bus and cycle-only lanes
B It will move traffic into residential areas. 2 Park and ride
C It will cost too much. 3 Pedestrian area and one-way system
D People won't use it much. 4 Tram transport system
7 Listen to the students' discussion about costs and match the costs, A-F, with the solutions,
1-4. There are TWO more costs than you need.
A £10m 1 Tram transport system
B £15m 2 Bus and cycle-only lanes
C £20m 3 Park and ride
D £23m 4 Pedestrian area and one-way system
E £25m
F £30m
8 Listen to the discussion of the likely benefits of each proposal and match the proposals,
A-D, with the benefits, 1-5. There are fewer proposals (A-D) than benefits (1-5), so letters
may be used more than once.
TIP 8:
In the Listening test, there are not always the same number of questions (numbers) and options
(letters). Sometimes, there are fewer options than questions, so you will need to choose the
same option more than once. Sometimes there are fewer questions than options, so you will
not need to use all the options.
A Park and ride 1 Better public transport

B Bus and cycle-only routes 2 More visitors
C Pedestrian area and one-way system 3 Better health
D Tram transport system 4 Less pollution and congestion
5 Greater safety
158 | P a g e
IDENTIFYING DIFFERENT FUNCTIONS
9 Sophie and Robert used functions A-G. Listen to extracts from their conversations and
write the function used in each. There is one more function than you need.
A Proposing/suggesting Extract 1
B Approving/accepting Extract 2
C Expressing doubt/reservations Extract 3
D Complaining Extract 4
E Disagreeing Extract 5
F Persuading Extract 6
G Correcting
EXAM SKILLS
10 Listen to Jane and Bill, who are discussing the results of a survey about changes to their
town, Ashtown, over the last 25 years, and choose the correct answer, A, B or C.
1 In Bill's opinion, why are there fewer buses in Ashtown?
A The buses are old and uncomfortable.
B Fares have gone up too much.
C There are not so many routes.
2 What change does Bill think has benefited the town centre the most?
A the construction of a bypass
B the development of cycle paths
C the banning of cars from certain areas
3 Which area does Bill think most people are employed in?
A manufacturing
B services
C education
What changes have been made to the facilities? Choose FIVE answers from the box and write
the correct letter, A-G, next to facilities 4-8.
Action
A it has moved to a new location
B it is now used for a different purpose
C it uses more technology than in the past
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D it has been closed down
E it is less popular than it used to be
F it has been sold to a different organisation
G it has been expanded
Facilities
4 railway station car park
5 cinema
6 indoor market
7 library
8 art college
HOMEWORK
Homework 1(HW1):
A. Question 1 - 4
Choose TWO letters, A-E.
Questions 1-2
Which TWO activities will students do as part of Amanda's assignment?
A analyse their own speech
B record other students' speech
C read something from a book
D repeat part of a lecture
E remember part of a lecture
Questions 3-4
Which TWO features must Amanda check when she chooses the extract?
A the time it takes to read
B the overall organisation
C the number of words
D the number of sentences
E the inclusion of key ideas
Complete IELTS band 5.0-6.5
B. Listen again to question 1 -4 and write down the transcription containing the key answers
Your Transcription
160 | P a g e
answers
1. A Well, I thought I could base my study on pronunciation and

______________________________________________________of their own
pronunciation skills.
T That's interesting. You mean get them to record themselves...
A That's right... then _____________________________________.
2. T Why don't you on the website and________________________ That way, you'll

be using authentic spoken language, rather than written text, and it will be
_________________________________
3. T Um, first I'd say pick something... well, something that's about a paragraph long
but that __________________________________of the lecture.
A Right - _____________________________________________
4. A Mmm-I should ____________________________ so that the students have to

show they know where to pause.
T Exactly. I wouldn't worry about how many sentences there are - but what you do
need are ____________________________
C. Question 5-8
Which comments do the speakers make about each lecture?
Choose FOUR answers from the box and write the correct letter, A-F, next to Questions 5-
8.
Lectures
5 History of English
6 Gestures and signs
7 Intonation patterns
8 Language and rhythm
Comments
A The content is repetitive.
B It took a long time to write.
C It was shorter than the others.
D It was well structured.
161 | P a g e
E The content is relevant.
F The topic was popular.
C. Listen again to question 5-8 and complete the table with suitable words
Keywords Synonyms/Paraphrases
well-structure
popular
relevant
shorter than others
Homework 2(HW2):
A. Questions 1-4
Which bank provides the following?
Choose FOUR answers from the box and write the correct letter, A-F, next to
questions 1-4.
1 a branch on the campus
2 a free gift for new customers
3 special interest rates for students
4 no bank charges for certain customers
A Evergreen
B Finley's
C Great Western
D International Union.
E Moneysafe
F Northern Star
B. Listen again and fill in the blanks with suitable words
So I thought that I'd first say a few words to help (1) _____________________ As new arrivals,
one of the first things you'll want to do is open a bank account. This will allow you to (2)
_____________________________, (3) __________________________and all sorts of other
things that will make your life easier. One mistake I think a lot of people make is to just (4)
______________________________________, thinking that all banks are much the same, and
ask to open an account. In actual fact, they all offer something slightly different, and some of the
differences can (5) __________________________________. For example, for those of you
who are studying at the university here, you may have noticed that there are two or three (6)
162 | P a g e
_________________________________________- Great Western and Moneysafe, for example
- but only one - Finley's - actually has an office (7)______________________________. For the
others, you'd have a bit more of a walk. Some banks give away free gifts: Evergreen offers a
laptop to people who (8) _______________________________for nine months; with
International Union, you'll get a phone when you open your first account; and one or two others,
like Moneysafe and Northern Star, (9) ________________________________if you put money
on deposit. That sort of thing. More seriously, you should look at the sort of interest rates the
bank will offer you, both if you (10) ___________________________, or if you're hoping to get
some interest on your savings. At the moment, Northern Star (11)
________________________________to savers, but Great Western will lend money at a lower
percentage than normal to people (12) ________________________________________. So you
can see it really is worth looking around. Another thing it's a good idea to enquire about are bank
charges. Again, they're not all the same. Some charge the same across the board, such as
Evergreen, Finley's and Northern Star, but Moneysafe actually say that (13)
____________________your account won't cost a thing - though, just like the others, as soon as
you go into the red, (14) __________________________
Homework 3(HW3):
A. What does the speaker say about the following forms of transport?
Write the correct letter, A, B, C, D or E, next to questions 18-20.
18 taxis
19 trams
20 buses
A will take more passengers than usual

B will suit people who want to see the start of the race
C waiting times will be longer than usual
D will have fewer staff than usual
E some work schedules will change
B. Listen again from 1:27 to 3:46 to and write down the transcription that you can hear
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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SPEAKING
LEAD-IN
1 Ask and answer these questions with a partner.
1 What different places have you been to on holiday?
2 Have you ever been to the desert? What about a city break?
3 What kind of transport have you used during holidays in the past?
4 Have you ever travelled anywhere alone?
PREPARING FOR SPEAKING PART 2

2 Listen to the instructions the examiner gives at the start of Speaking Part 2 and choose
the correct answer.
1 You can choose the topic for Speaking Part 2./ The examiner will give you a topic.
2 You have one minute to make notes. / You have lots of time to make notes.
3 You should make notes on the paper provided. / You can make notes on the task card.
4 The maximum time to talk is two minutes. / You can talk as long as you like.
5 You can stop talking if you have nothing to say. / You should keep talking until the examiner
stops you.
3 Look at the task the examiner gave the student in exercise 2.

TIP 3:
The sections on the task card should usually be taken in order, so it reads like a real story
where you set the scene in the beginning, then give your opinions at the end.
Describe an exciting journey you once took.
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You should say:
 when and where you went on the journey
 what kind of transport you used
 what happened on the journey
and explain what you remember most about the journey.
4 Complete this table with your own ideas, then practise asking and answering the
questions with a partner.
TIP 4:
It sometimes helps if you add some questions of your own to the task, to give you more to say.
When and where you went on the journey Where did I go?
When did I go?
Who did I go with?
What kind of transport you used What kind of transport did I use?
Why did I use that kind of transport?
What do I remember about the transport?
What happened on the journey Interesting point 1
Interesting point 2
Interesting point 3
And explain what you remember most about the What do I remember? (Item 1)
journey Why do I remember it?
What do I remember? (Item 2)
Why do I remember it?
166 | P a g e
USING SEQUENCING WORDS
You need to use the correct sequencing words during the long turn so that the examiner can
understand what happened from beginning to end.
5 Close your books and listen to the student attempting the task in exercise 3. Look at the
pictures and listen again. As you listen, put the pictures in the order they happened.
6 Use the words from the box and your ideas from exercise 4 to plan your own answer to
the task. Then practise your answer with a partner.
after until as and because before in order to
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now once or since although when whether
while yet so but where
PRONOUNCING SEQUENCING WORDS

7 Listen to sentences 1-5. Decide whether the words in bold are stressed or unstressed.
Underline the stressed words.
1 I boarded a plane to Paris, which was rather exciting as I had never done that before.
2 Since I come from China, it took a long time to arrive, but when I got there, the first thing I
did was go to the Louvre Museum.
3 I had trouble ordering food because I don't speak any French.
4 Once I had eaten, I then took a tour bus to the Champs Elysées in order to do a bit of
shopping.
5 As I got back on the tour bus and started taking pictures, I dropped my camera over the side.
CHOOSING THE CORRECT SEQUENCING WORDS

8 Connect the sentence beginnings, 1-10, with the sentence endings, a-j, and the correct
sequencing words. More than one answer may be possible.
1 This was rather exciting but a took a tour bus.
2 It took a long time to arrive as b I come from China.
3 It was a great experience and c started taking pictures.
4 I went to a restaurant although d I had eaten.
5 I went to the Champs Elysées to do a bit of shopping then e I went on to buy as much as I could.
6 I then took a tour bus since f I had never done that before.
7 I took the flight back to China once g I was pretty hungry around that time.
8 I got back on the tour bus where h next time I think I should study French.
9 I started taking on the tour bus after i everything was over.
10 Once I had eaten, I because j I dropped my camera over the side.
DEALING WITH FOLLOW-UP QUESTIONS

9 Listen to THREE recordings, A, B and C, and answer these questions.
TIP 9:
When ending the long turn, try to summarise what you have said.
1 How many questions did the examiner ask?
2 What kind of questions did the examiner ask?
3 How long was the student's answer?
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Share your ideas with a partner.
EXAM SKILLS
1 Do you usually go on holiday every year?
2 Do you prefer to go to cities or the countryside?
3 Do you like to travel alone or with other people?
4 Why do people like to travel?
11 Answer the prompts in this Speaking Part 2 task. Try to talk for TWO full minutes.
Describe an exciting journey you once took.
You should say:
 when and where you went on the journey
 what kind of transport you used
 what happened on the journey
and explain what you remember most about the journey.
12 As you listen to your partner, try to think of TWO follow-up questions. When your
partner has finished, ask follow-up questions. For example:
Would you..?
Do you ..?
Is there ..?
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READING
LEAD-IN
1 A common topic in IELTS is travel and transport. With a partner, match the words and
phrases 1-10 with definitions a-j. Then write FOUR sentences, each sentence using ONE
word or phrase from 1-10.
1 attraction a someone who lives in the area you are talking about
2 a local b the first language that you learn when you are a child
3 cancellation c a habit or tradition
4 mother tongue d to become part of a group or society, or to help someone do this
5 custom e to make someone upset or angry
6 body language f to give all your attention to something that you are doing
7 native g relating to the people who lived in a country first, before other people
8 integrate took control of it
9 offend h a place that people visit for pleasure and interest, usually while they are
10 focus on on holiday
i the act of stopping something that was going to happen or stopping an
order for something
j the way you move your body, showing people what you are feeling
MATCHING HEADINGS
In the IELTS Reading test you may be asked to match a list of headings with the correct
paragraph or section of the text. The headings summarise the main idea of the paragraph
/section.
2 Skim read the article to understand the main ideas.

TIP 2:
You are reading only for the main ideas at this stage, so remember to ignore unknown words.
A
In order to see all the best attractions and avoid the queues, try to get up early. Early morning is
also a good time to take photographs and meet the locals.
B
It is also a good idea to memorise a few useful phrases, such as 'please' and 'thank you. You
should not be worried about making mistakes, but try practising the language as much as
possible. Even if your pronunciation is not perfect, locals respond better to people who make an
effort.
C
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Travellers often face delays and cancellations, so it is important that you do not allow them to
ruin your trip. Also, try not to get frustrated when you are unable to communicate with a native.
Although you may be tempted to shout in your mother tongue in order to be understood, it is
more polite and often more effective to simply use body language. You will have a much better
trip if you are prepared for plans to change and you are able to see the funny side if things go
wrong.
D
Before starting your trip, find out about the people and customs of the place you are visiting.
This will help you to integrate more easily and will ensure you do not do anything to offend
locals. The more you know about your chosen destination, the more chance you have of gaining
the most from your experience.
E
Do not just socialise with other travellers, but try to start conversations with locals too. Locals
are often the key to knowing the best and cheapest places to visit and eat. Furthermore, taiking
regularly with natives gives you a much better chance of learning the language. People enhance
your travels just as much as sights do.
F
In order to get a real feel for a place, spend a few hours sitting in a park or in the main square by
yourself, just watching daily life happen around you. Try to absorb all the colours, smells and
sounds which surround you.
In order to match the headings correctly, you need to understand the main idea of the
paragraph/section. Some headings may be true of one line or phrase in the paragraph, but if the
heading does not summarise the whole section, it is not the correct choice. For example:
Choose the most suitable heading for Paragraph A.
a Taking photographs
b Seeing the best attractions
c The best time of day to be a tourist
Only option c relates to information in the whole paragraph.
3 Choose the most suitable heading for Paragraph B.

TIP 3,4:
Do not just look for matching words and assume from these you have found the correct
answer.
a Do not worry about making mistakes.
b Make an effort with the language.
c Your pronunciation is not important.
4 Choose the most suitable heading for Paragraph C.
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a Delays and cancellations
b Be relaxed if things do not go to plan
c Use body language
5 One way to identify the main idea is to write short summaries of your own, before
matching each heading. Follow steps 1-3.
1 Underline the key words in the text and write a summary in just a few words for each
paragraph.
2 Compare your summaries with a partner's. Are they similar?
3 Match your summary/each paragraph with the headings in the box.
List of headings 1 Paragraph A _____iv____
i Research the culture 2 Paragraph B __________
ii Use body language 3 Paragraph C __________
iii Be flexible and relax 4 Paragraph D __________
iv The best time of day to be a tourist 5 Paragraph E __________
v Observe daily life 6 Paragraph F __________
vi Take photographs
vii Try to speak the language
viii Spend time with the locals
6 Read this article, describing one of the most interesting train journeys in the world, to get
a general idea of what it is about.
The TRANS-SIBERIAN RAILWAY
A The Trans-Siberian Railway has been described by some as the most memorable journey on
Earth. Measuring nearly 9,300 km, it is the longest railway line in the world and takes
approximately a week to complete. It is one incredible train journey from Red Square to the
Great Wall, taking in Siberia, Mongolia, the Gobi Desert and arriving in the great city of Beijing.
The journey has captured the imagination of travellers from far and wide since construction
began in 1891.
B Although officials have been building this line since 1891, it is still being expanded today. The
original Trans-Siberian Railway was built from Moscow to Vladivostok on the orders of Tsar
Alexander III. Building the line was not an easy task as there were only a few qualified engineers
and the difficult climate often slowed progress. A lack of workmen meant that soldiers and
convicts had to be conscripted to help. Up to 90,000 men were employed in its construction.
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C From the moment building began, the project faced many difficulties. Even though it was
considered a technological marvel at the time, there were arguments about the quality of work.
Rails were considered too light and bridges not strong enough. Many claimed convicts had
sabotaged the line. Furthermore, the project also caused serious problems for the Russian
economy.
D Despite criticisms, however, the railway more than paid for itself in the twentieth century. The
Siberian economy exploded when 2.5 million poor people moved there from European Russia
between 1895 and 1916. The region quickly became famous for producing bread and butter.
Without the Trans-Siberian Railway, Siberia's industrial revolution would not have happened.
E Today, this service is used by both tourists and workers. Running at an average speed of 60
km/h, it is not designed for anyone in a hurry. Nor are the trains particularly glamorous. The trip
could never be described as dull, however, with breathtaking views from the carriage window
and the opportunity to talk to fellow passengers.
F Although the trip certainly attracts many foreign tourists, today it gets most of its use from
domestic passengers. It is responsible for 30% of Russian exports and carries more than 250,000
containers a year.
GRAMMAR FOCUS: PRESENT CONTINUOUS, PRESENT PERFECT

SIMPLE, PRESENT PERFECT CONTINUOUS AND PAST SIMPLE
7 Study sentences a-c, taken from the text, and answer the questions which follow.
a The journey has captured the imagination of travellers from far and wide since construction
began in 1891.
b From the moment building began, the project faced many difficulties.
c Although officials have been building this line since 1891, it is still being expanded today.
1 What tenses are used in the sentences?
2 How are these tenses formed?
8 Match sentences a-c from exercise 7 with definitions 1-3.
1 An action which took place in the past, and is now finished. __________
2 An action which took place in the past, and still has a connection to the present. __________
3 A continuous action which took place in the past, and still has a connection to the present.
__________
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9 Complete the sentences with the verb in brackets in the correct form of either the present
perfect simple, past simple or present perfect continuous.
1 I'm so tired. I __________ (travel) all day.
2 I __________ (get up) early this morning to avoid the crowds.
3 I'm so annoyed that my flight __________ (cancel).
4 My back is red, I __________ (sunbathe) too much.
5 I am very well travelled, I __________ (visit) many countries.
6 Last year, I __________ (go) on my first-ever cruise.
RECOGNISING SYNONYMS
Recognising synonyms is an important skill for this type of question (and many of the other
tasks in the Reading test). The words used in the headings are very often synonyms of words
used in the text.
10 Match words and phrases 1-7 with the correct synonym a-g.
1 construction
2 convicts
3 arguments
4 move to a new area
5 revolution
6 exports
7 impact
a effect
b migrate
c controversy
d transformation
e items sold abroad
f building
g prisoners
MATCHING HEADINGS: USEFUL STRATEGIES AND TIPS
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11 Put the words in 1-4 in the correct order.
1 do / twice / not / the / same / heading / use
2 of / track / keep / time
3 paragraph / read / first / shortest / the
4 understand / ignore / words / do / not / you
Use this advice to complete exercise 12.
EXAM SKILLS
12 The reading passage 'Trans-Siberian Railway' has six paragraphs, A-F. Choose the
correct heading for paragraphs A-F from the list of headings. Write the correct number, i-
ix, in the boxes provided.
TIP 12:
Be careful! There are more headings than paragraphs.
Matching-heading questions always come before the text in the exam.
List of headings
i The impact the railway line had on Siberia
ii The reasons why peasants migrated to Siberia
iii The construction of the line
iv The speed and style of the train
v The controversy which surrounded the building of the line
vi The attraction of the Trans-Siberian Railway
vii The role of prisoners and soldiers in the building of the project
viii The length of time it took to build the line
ix The role the line has in the local economy
1 Paragraph A
2 Paragraph B
3 Paragraph C
4 Paragraph D
5 Paragraph E
6 Paragraph F
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HOMEWORK
PASSAGE 1
The development of the Light Bulb
Thomas Edison is generally credited
with the invention of the light-bulb. In fact, he
was just one inventor among many involved in
the process of moving the concept of
incandescent light from inspiration to
marketable reality. What he actually invented in
1879 was a carbon filament that lasted for forty
hours. In 1880, he improved his idea, producing
a filament derived from bamboo that burned for
1,200 hours.
The first person to successfully produce
light with electricity was Humphry Davy, who
connected a carbon filament to a battery in 1809.
Other inventors worked on refinements of this
idea. In 1835, Jame Lindsay unveiled an electric
lamp, which cast enough light to read a book
one and a half feet away. In 1854, Henrich
Globel created the first actual lightbulb-a glass
bulb containing a filament that glowed when
electrical current passed through it. However, it burned out too quickly to have any commercial
value. Then, Hermann Sprengel developed the Sprengel Pump, a device that used mercury to
create a vacuum. Reducing the oxygen in the bulb allowed the filament to glow longer before
burning out.
In 1874, Henry Woodward and Matthew Evans filed a patent for a light specifically
described as “a shaped piece of carbon held between two electrodes enclosed in a glass vessel.”
Woodward and Evans attempted to raise the necessary money to improve and market their
invention; however, as entrepreneurs, they had little success finding anyone to back them
financially. Eventually they sold the rights to their patents to Thomas Edison.
Edison had already been working on the same idea, but for hom money was not a critical issue.
He was no longer a solitary inventor working in his basement, but the head of a laboratory with
the support of investors. He worked to refine the Woodward and Evans light because its filament
burned out too quickly. Edison set about testing every material possible for use as a filament.
“Before I got through,” Edison recalled, “ I tested no fewer than 6,000 vegetable growths, and
ransacked the world for the most suitable filament material.” He even considered using tungsten,
which is the material currently used. Eventually, Edison tried a carbonized cotton thread filament
clamped to platinum wires. When tested, it lasted forty hours. In 1880, he received a patent for
this invention. By the end of the year, Edison had perfected a sixteen-watt bulb that lasted for
1,500 hours.
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At the same time, Sir Joseph Swan was working on similar ideas in England. In 1860, he
obtained a patent for a carbon filament incandescent lamp, and in 1878, another for an improved
version of his lightbulb.
He presented it in a public lecture in 1879. In 1882, Swan sued Edison for patent infringement.
As part of the settlement, Edison had to take Swan as a partner in his British electric works.
Also, in 1877 and 1878, William Edward Sawyer and Albon Man were granted patents for
electric lamps. Based on these patents, the U.S Patent Office ruled in 1883 that Edison’s patents
were invalid. Edison fought to appeal that ruling, and in 1889, the court determined that his
patents were indeed valid.
Edison is famous for having said, “Genius is one percent inspiration and ninety-nine percent
perspiration.” It is an understandable statement coming from someone whose laboratory tested
more than 6,000 filament possibilities. Nevertheless, one might also consider the adage “History
is written by the winners.” Edison may not have been the actual inventor of the lightbulb, but he
was the man who had the genius, the business sense, and the financial backing to invent the first
one that was commercially viable.
Question 1-5
Complete the summary using the list of words below.
In the 1880s, many 1 __________ experimented with using electrical 2 _________ to produce
light. James Lindsay 3 _________ his version of an electric light in 1835. It was bright enough
for reading a book. Henrich Globel developed the first lightbulb in 1854. His 4 __________,
unfortunately, did not have commercial value. It needed 5 __________ because it burned out
very quickly.
backers current filed refinement
clampe device inventors unveiled

d
Q Kind of Keywords in the Synonyms/Paraphrases in Where have you

word(s) you question the evidence found the evidence
gap sentence)
1 experimented…
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use electrical… to
2 produce light
….version of an
3 electric light in
1835
4
his… did not have
commercial value
need…
5
Question 6-9
Choose an ending from the list to complete each sentence. There are more endings than
sentences, so you will not use them all.
A a cotton thread filament that he clamped to wires.
B a filament derived from bamboo.
C a tungsten filament like those used today.
D a long-lasting light bulb filament.
E a filament that burned out very quickly.
F the most suitable material for a lightbulb filament.
____ 6. Edison did not invent the lightbulb in 1879; he invented
____ 7. Edison ransacked the world searching for
____ 8. Edison’s first light bulb consisted of
____ 9. Edison later refined his idea with the development of
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Q Evidence for the Synonyms/Paraphrases in Where have you found the
answers evidence evidence (which paragraph,
sentence)
6 a filament derived from

bamboo
7 the most suitable

material for a lightbulb
filament
8 a cotton thread filament

that he clamped to
wires
9 a long-lasting light bulb

filament.
At the same time, Sir Joseph Swan was working on similar ideas in England. In 1860, he
obtained a patent for a carbon filament incandescent lamp, and in 1878, another for an improved
version of his lightbulb.
He presented it in a public lecture in 1879. In 1882, Swan sued Edison for patent infringement.
As part of the settlement, Edison had to take Swan as a partner in his British electric works.
Also, in 1877 and 1878, William Edward Sawyer and Albon Man were granted patents for
electric lamps. Based on these patents, the U.S Patent Office ruled in 1883 that Edison’s patents
were invalid. Edison fought to appeal that ruling, and in 1889, the court determined that his
patents were indeed valid.
Edison is famous for having said, “Genius is one percent inspiration and ninety-nine percent
perspiration.” It is an understandable statement coming from someone whose laboratory tested
more than 6,000 filament possibilities. Nevertheless, one might also consider the adage “History
is written by the winners.” Edison may not have been the actual inventor of the lightbulb, but he
was the man who had the genius, the business sense, and the financial backing to invent the first
one that was commercially viable.
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PASSAGE 2
Man or Machine
A
During July 2003, the Museum of
Science in Cambridge,
Massachusetts exhibited what Honda
calls ‘the world’s most advanced
humanoid robot’, ASIMO (the
Advanced Step in Innovative
Mobility). Honda’s brainchild is on
tour in North America and delighting
audiences wherever it goes. After 17
years in the making, ASIMO stands
at four feet tall, weighs around 115
pounds and looks like a child in an astronaut’s suit. Though it is difficult to see ASIMO’s face at
a distance, on closer inspection it has a smile and two large ‘eyes’ that conceal cameras. The
robot cannot work autonomously – its actions are ‘remote-controlled’ by scientists through the
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computer in its backpack. Yet watching AIMIO perform at a show in Massachusetts it seemed
uncannily human. The audience cheered as ASIMO walked forwards and backwards, side to side
and up and downstairs. After the show, a number of people told me that they would like robots to
play more of a role in daily life – one even said that the robot would be like ‘another person’.
B
While the Japanese have made huge strides in solving some of the engineering problems of
human kinetics and bipedal movements, for the past 10 years scientists at MIT’s former
Artificial Intelligence (AI) lab (recently renamed the Computer Science and Artificial
Intelligence Laboratory, CSAIL) have been making robots that can behave like humans and
interact with humans. One of MIT’s robots, Kismet, is an anthropomorphic head and has two
eyes (complete with eyelids), ears, a mouth, and eyebrows. It has several facial expressions,
including happy, sad, frightened and disgusted. Human interlocutors are able to read some of the
robot’s facial expressions, and often change their behavior towards the machine as a result – for
example, playing with it when it appears ‘sad’. Kismet is now in MIT’s museum, but the ideas
developed here continue to be explored in new robots.
C
Cog (short for Cognition) is another pioneering project from MIT’s former AI lab. Cog has a
head, eyes, two arms, hands and a torso – and its proportions were originally measured from the
body of a researcher in the lab. The work on Cog has been used to test theories of embodiment
and developmental robotics, particularly getting a robot to develop intelligence by responding to
its environment via sensors, and to learn through these types of interactions.
D
MIT is getting furthest down the road to creating human-like and interactive robots. Some
scientists argue that ASIMO is a great engineering feat but not an intelligent machine – because
it is unable to interact autonomously with unpredictabilities in its environment in meaningful
ways, and learn from experience. Robots like Cog and Kismet and new robots at MIT’s CSAIL
and media lab, however, are beginning to do this.
E
These are exciting developments. Creating a machine that can walk, make gestures and learn
from its environment is an amazing achievement. And watch this space: these achievements are
likely rapidly to be improved upon. Humanoid robots could have a plethora of uses in society,
helping to free people from everyday tasks. In Japan, for example, there is an aim to create
robots that can do the tasks similar to an average human and also act in more sophisticated
situations as firefighters, astronauts or medical assistants to the elderly in the workplace and in
homes – partly in order to counterbalance the effects of an ageing population.
F
Such robots say much about the way in which we view humanity, and they bring out the best and
worst of us. On one hand, these developments express human creativity – our ability to invent,
experiment, and to extend our control over the world. On the other hand, the aim to create a
robot like a human being is spurred on by dehumanized ideas – by the sense that human
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companionship can be substituted by machines; that humans lose their humanity when they
interact with technology; or that we are a little more than surface and ritual behaviors, that can be
simulated with metal and electrical circuits.
Questions 1-6: Which paragraph contains the following information?
NB You may use any letter more than once
1 different ways of using robots
2 a robot whose body has the same proportion as that of an adult
3 the fact that human can be copied and replaced by robots
4 a comparison between ASIMO for Honda and other robots
5 the pros and cons of creating robots
6 a robot that has eyebrows
Q Keywords in the Synonyms/Paraphrases in Where have you found the

questions the evidence evidence (which paragraph,
sentence)
1 different ways of using
robots
2 whose body has the same

proportion as that of an
adult
3 copied and replaced by

robots
4 a comparison between
ASIMO for Honda and
other robots
5 pros and cons

pros of using robots
cons of using robots
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6 a robot that has eyebrows
Questions 7-13: Complete the following summary of the paragraphs of Reading Passage.
Using NO MORE THAN TWO WORDS from the Reading Passage for each answer.
In 2003, Massachusetts displayed a robot named ASIMO which was invented by Honda, after a
period of 7 _________ in the making. The operating information is stored in the computer in its
8 _________ so that scientists can control ASIMO’s movement. While Japan is making great
progress, MIT is developing robots that are human-like and can 9 _________ Humans. What is
special about Kismet is that it has different 10 _________ which can be read by human
interlocutors. 11 _________ is another robot from MIT, whose body’s proportion is the same as
an adult. By responding to the surroundings through 12 _________, it could develop its 13
__________

sentence)
7
after a period of ….
8
stored in the computer
in its backpack
9 are human-like and

can…human
1 different….
0
read by human
interlocutors
1 body’s proportion is
1 the same as an adult
1 responding to the
2 surroundings
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through…
1 develop its….
3
E
These are exciting developments. Creating a machine that can walk, make gestures and learn
from its environment is an amazing achievement. And watch this space: these achievements are
likely rapidly to be improved upon. Humanoid robots could have a plethora of uses in society,
helping to free people from everyday tasks. In Japan, for example, there is an aim to create
robots that can do the tasks similar to an average human and also act in more sophisticated
situations as firefighters, astronauts or medical assistants to the elderly in the workplace and in
homes – partly in order to counterbalance the effects of an ageing population.
F
Such robots say much about the way in which we view humanity, and they bring out the best and
worst of us. On one hand, these developments express human creativity – our ability to invent,
experiment, and to extend our control over the world. On the other hand, the aim to create a
robot like a human being is spurred on by dehumanized ideas – by the sense that human
companionship can be substituted by machines; that humans lose their humanity when they
interact with technology; or that we are a little more than surface and ritual behaviors, that can be
simulated with metal and electrical circuits.
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WRITING
PIE CHART
BEFORE CLASS
VOCABULARY
28% 5% 14% 4%
15% more than a fifth. one in ten
The charts below show the results of a questionnaire that asked visitors to the Parkway Hotel
how they rated the hotel's customer service. The same questionnaire was given to 100 guests in
the years 2005 and 2010.
The pie charts compare visitors’ responses to a survey about customer service at the Parkway
Hotel in 2005 and in 2010.
It is clear that overall customer satisfaction increased considerably from 2005 to 2010. While
most hotel guests rated customer service as satisfactory or poor in 2005, a clear majority
described the hotel’s service as good or excellent in 2010.
Looking at the positive responses first, in 2005 only (1)_________ of the hotel’s visitors rated its
customer service as excellent, but this figure rose to (2)____________ in 2010. Furthermore,
while only (3)_____________ of guests described customer service in the hotel as good in 2005,
almost three times as many people gave this rating five years later.
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With regard to negative feedback, the proportion of guests who considered the hotel’s customer
service to be poor fell from (4)___________ in 2005 to just over (5)________________in 2010.
Similarly, the proportion of people who thought customer service was very poor dropped from
(6)________________ to only (7)______________ over the 5-year period. Finally, a fall in the
number of ‘satisfactory’ ratings in 2010 reflects the fact that more people gave positive responses
to the survey in that year.
Activity 2: Match the words with the suitable synonyms

Words/Phrases Synonyms
1. A quarter (n) a. 50 percent
2. A fifth (n) b. 10 percent
3. A tenth/One in ten (n) c. 20 percent
4. A half (n) d. Increase twofold
5. Halve (v) e. 25 percent
6. Double (v) f. Decrease by half
GRAMMAR
Activity 3: Choose the correct answer
1. There was a period of five years, during which the figures (have increased
significantly/increased significantly)
2. By 2022, the number of people visiting Viet Nam (fluctuated/had fluctuated) slightly.
3. Between 2015 and the present day, the percentage of female leaders (has remained/ remained)
stable.
4. Over the past twenty years, there (had been/has been) a rapid rise in the proportion of energy
produced
5. The pie chart (showed/shows) the number of people who followed higher education from 2015
to 2020
6. After 2015, the number of students (decreased/had decreased) remarkably.
7. Since 2020, the population (has recorded/recorded) a significant decline
8. The amount of energy generated (stay/had stayed) unchanged for the next two decades until a
new factory was constructed
9. Similarly, in 2025, the figure for cars in England (will experience/experiences) a substantial
decrease.
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10. From the data in the table, it is expected that the number of travellers (will increase/ increase)
in the following year.
Summary
Present Simple:
Past Simple:
Present Perfect Simple
Past Perfect Simple:
Future Simple:
IN CLASS
PIE CHART
Activity 4: Dynamic or Static
1……………………………………………..
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2…………………………………………
Dynamic charts
Activity 5: Complete the sentences below
Question: The charts detail the proportion of Australian secondary school graduates who were
unemployed, employed or further education in 1980, 1990, and 2000.
Question Paraphrase
Subject:
Verb:
What:
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Where:
When:

A. Introduction
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B. Overview
Question: What should be included in an overview for a dynamic pie chart?
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Activity 6: : Finish the table below and write an overview for the given chart
Upward trend
Downward trend
Overview:
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Body paragraph
Questions:
A.By period of time
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B.By groups with similar traits
C.Both
Activity 7: Make an outline for the chart below
Period of time Groups with similar traits

Body 1: Body 1:
Part 1: Part 1:
Part 2: Part 2:
Part 3: Part 3:
Body 2: Body 2:
Part 1: Part 1:
Part 2: Part 2:
Part 3: Part 3:
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Check-up 3: Use the information above to write the body paragraphs
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HOMEWORK
The chart below shows a comparison of different kinds of energy production in France in 1995
and 2005.
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1. What should be included in overview?
2. How should the bar chart be divided?
3. Describe the chart above

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REVIEW UNIT 3, 4
LISTENING, READING, SPEAKING
A- LISTENING
SECTION 1
Questions 1-6
Complete the form below.
Write NO MORE THAN THREE WORDS ANDIOR A NUMBER for each answer.
HOMESTAY APPLICATION
Example Answer
Surname: Yuichini
First name: 1 ………………..
Sex: female Nationality: Japanese
Passport number: 2 ………………… Age: 28 years
Present address: Room 21C, Willow College
Length of homestay: approx 3 ……………………..
Course enrolled in: 4 ………………………….
Family preferences: no 5 ……………………..
no objection to 6 ……………………
Questions 7-10
Answer the questions below. Write NO MORE THAN TWO WORDS for each answer.
7 What does the student particularly like to eat? ……………….
8 What sport does the student play? ……………….
9 What mode of transport does the student prefer? ……………….

10 When will the student find out her homestay address? …………………..
Cambridge IELTS 7
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SECTION 2
Questions 11-16

11 PS Camping has been organising holidays for
A 15 years.
B 20 years.
C 25 years.
12 The company has most camping sites in

A France.
B Italy.
C Switzerland.
13 Which organised activity can children do every day of the week?

A football
B drama
C model making
14 Some areas of the sites have a 'no noise' rule after

A 9.30 p.m.
B 10.00 p.m.
C 10.30 p.m.
15 The holiday insurance that is offered by PS Camping

A can be charged on an annual basis.
B is included in the price of the holiday.
C must be taken out at the time of booking.
16 Customers who recommend PS Camping to friends will receive

A a free gift.
B an upgrade to a luxury tent.
C a discount.
Questions 17-20
What does the speaker say about the following items?

Write the correct letter, A, B or C, next to questions 17-20.
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A They are provided in all tents.
B They are found in central areas of the campsite.
C They are available on request.
17 barbecues ………………..
18 toys ………………..
19 cool boxes ………………..
20 mops and buckets ………………..
Cambridge IELTS 7
B- READING
PASSAGE 1
The passage below has nine paragraphs A-I. Which paragraphs mention the following
information? You may use any letter more than once.
1 physical and mental problems that a business owner can face...................

2 leadership and team improvement ideas.................
3 the advantage of not expanding in business...............
4 individuals and larger groups that are available to help people who are new to business
………………
5 the reasons why the more basic jobs in a small company should not be not be carried
out by employers....................
6 external reasons why companies should try to keep their employees' knowledge and
expertise up-to-date..................
Setting up in business
(A) It takes a considerable commitment to set up and run a small business. Owners must be able
to do all the tasks necessary to run business or have sufficient funds to buy in appropriate
external help, and even then they must be able to check the quality of the service they are
receiving.
(B) Anyone planning to start a business must be realistic about what can be achieved, and in
what time frame. Entrepreneurs often work extremely long hours, not just during 'trading' hours,
but also after hours doing all the associated paperwork. If entrepreneurs overwork, they will find
it difficult to make good decisions and will lack the energy to analyse and evaluate marketing
and finance data. If an entrepreneur becomes over tired and over anxious, they can undermine
their businesses by giving the impression that things are bad and the business is just about to
close down.
(C) Many organizations provide support networks for entrepreneurs running small businesses.
These networks provide training and access to experienced business mentors for little or
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no charge. The Business Link network, funded by Department of Trade and Industry, is one
source of this kind of support. If entrepreneurs are under 30 years of age, the Prince's Trust
also provides training and mentoring for business start-ups. There are various other privately
run business networking groups which can be both fun and mutually supportive.
(D) Owners need to consider four key issues: training, leadership and team development,
delegation and management systems.
(E) Investment in training is necessary to ensure that staff have the skills to do their jobs
efficiently and they can meet the requirements of current legislation such as health and
safety. Staff may also need training to develop skills to meet internationally recognized
quality standards for products and service delivery. Research shows that small and
medium-sized firms often find it very difficult to organize effective training.
(F) Ideally, workplace teams should be happy, creative working groups of individuals who
support each other, work to each other's strengths and work towards the business's goals.
This might require the owners to undertake self-assessment and target-setting reviews to
ensure that the business is staying focused on its objectives. Team development can be
fostered by organizing events such as team lunches and days out walking together.
(G) Owners should delegate and employ appropriate people to do the tasks that they cannot
do or do not have time to do. By freeing themselves from some of the easier day-to-day
tasks of the business, owners can spend their time monitoring the overall business and
thinking about where the business should be going. Certainly if the owners are passionate
about the business, they need time to step back and focus on the long-term goals and
vision of the organization. They also need time to network, to build up sales leads and to
explore further investment opportunities for the business.
(H) In time, owners need to be able to let go of control of some aspects of the business and
to develop more formal management systems. This is probably the most difficult task for
any entrepreneur. Many entrepreneurs find it very difficult to trust paid employees to run
their businesses.
(I) At this stage in their development, without outside help and guidance, many businesses
simply reach their 'natural' capacity and they do not develop or grow any further.
Entrepreneurs need to decide whether they want to keep their business small - so that
they retain control of all decisions - or whether they want to go on growing their business
and therefore accept that this will necessarily change their role in the business.
Get Ready for IELTS Pre-Intermediate A2+

PASSAGE 2
The reading passage has five sections, A-F. Choose the correct heading for sections A-F
from the list of numbered headings below. Write the correct number i-x next to sections A-
F.
List of headings Sections

i the disappearance of traditional playground sports Section A:…………
ii the disappearance of classic playground games Section B:…………
iii the dangers of the playground Section C:…………
iv the best traditional games in Britain Section D:…………
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v possible explanations for the bans Section E:…………
vi not a very British bulldog Section F:…………
vii no real support for the bans
viii differing opinions about the bans
ix different ways of playing
x a closer look at some traditional games
Is this the end of traditional British playground pastimes?
Section A
A survey has suggested that traditional pastimes are increasingly being banned
at break times in primary schools. Number one on the list is chasing game British
Bulldog, followed by leapfrog and conkers.
Section B
Despite its name, British Bulldog is a game that does not involve animals, and is played
all over the world in a number of variations. In its basic form it involves runners trying to
get to the other side of the playground without being caught by the chaser, the 'bulldog'.
If caught, they become a bulldog too, until there is only one person left: the winner
of the game. 'Conkers' on the other hand, is genuinely British, as it is a game that was invented in
England. The players bring their own 'conker': a horse chestnut attached to a thick piece of string
that goes through the middle of the nut and is knotted underneath. Players pair up, wrap the
string around one of their hands and try up to three times to hit the other person's conker by
swinging their hand back and forth. They take this in turns until one of the conkers is destroyed.
That could be the end of the game, or the winner could go on to 'fight' others. There are different
types of scoring methods in place. The game is also played outside the school playground, with a
world championship taking place in England every year.
Section C
It will come as no surprise that people have had accidents resulting in a broken arm or leg while
playing British Bulldog, or by simply walking across the playground when a game is taking
place! It is also not difficult to imagine that many conker players manage to hit their opponent's
hand rather than their conker. Horse chestnuts are very hard and being hit with one hurts, as
many school children will - proudly - tell you.
Section D
This whole situation is not new. In the past, we have also heard stories about the banning of kiss
chase and of musical chairs. There is also anecdotal evidence that some schools ban marbles, and
even hopscotch, duck-duck-goose and skipping. The main reason for forbidding these games is
again fear of injury. Sometimes the justifications are stranger and perhaps not actually true. For
example, kiss chase, a chase game where the person who has been caught receives a kiss before
becoming the chaser, may pass on germs. And conkers might also be a problem for children with
nut allergies.
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Section E
Sporting activities are also becoming rarer on the playground, often because there is a lack of
staff available to supervise them. Apart from banning these, there are also more original
solutions, such as allowing students to play touch rugby only - a form of rugby where tackles are
not allowed, and playing football with a soft ball rather than the traditional leather one. Having
said that, these activities are often not popular with the kids, and this may discourage them from
playing at all.
Section F
Your comments:
This is just ridiculous! Illnesses and injuries are part of growing up! Sean, Watford
I used to play all these games, and more. I think I split my lip once when I fell over during a
circle game, but so what? It can't compete with the hours of fun I had with my friends. Susan,
Bournemouth
I don't think it's wrong to question whether we should allow violent games in schools. After all,
violence should not be tolerated in an educational environment. Perhaps this is something that
could lead to healthy group discussions involving teachers and pupils about rules and behaviour,
but in my opinion this should not result in a ban of healthy running games such as circle, tag or
chase games. Otherwise all P.E. and sports activities should also be banned on health and safety
grounds, which would be mad: it's just not necessary to do any of this.
Kiran, Cardiff
Let's ban active playground activities. Let's keep the kids inside the classrooms during break
times and pay extra staff to stay indoors to supervise them and keep them safe. Let's watch them
become very fat and very boring adults! A. Watson, Sheffield
Allowing children to play games that involve the occasional risk, such as British Bulldog,
teaches them to make intelligent decisions about their safety. Mohammed, Scotland
I blame lawyers and society: we always feel somebody should be to blame if anything goes
wrong, so we can sue them for a lot of money. Alison, London
Get Ready for IELTS Pre-Intermediate A2+
C- SPEAKING
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TOPIC: NEWS AND MEDIA
Part 1:
1. How do you usually get your news?

2. Do you often read the newspapers?
3. How do most people get the news in your country?
4. Do you think international news is important?
Part 2:
Describe an article about health or a healthy lifestyle that you have read in a newspaper or a
magazine.
You should say:
● what the article explained

● when you have read it
● how important you think it was
And explain how you felt about it.
TOPIC: TRAVEL AND TRANSPORT

Part 1:
1. How did you get here today?

2. What is your fave2orite mode of transport?
3. Do you ever use public transport?
4. Do you like the transport system in your country?
Part 2:
Describe your favourite means of transport.
You should say:
● what it is
● when and how often you use it
● why you use it

And explain why it is your favourite transport.
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EXTRA WRITING
WRITING
TABLE
BEFORE CLASS
VOCABULARY
constitutes, drops, amount, fifth,
higher, make, one, relative, figure, up
The pie charts compare the proportion of carbohydrates, protein and fat in three different diets,
namely an average diet, a healthy diet, and a healthy diet for sport. It is noticeable that sports
people require a diet comprising a significantly higher proportion of carbohydrates than an
average diet or a healthy diet. The average diet contains the lowest percentage of carbohydrates
but the highest proportion of protein. Carbohydrates ______ ______ 60% of the healthy diet for
sport. This is 10% ______ than the proportion of carbohydrates in a normal healthy diet, and
20% more than the proportion in an average diet. On the other hand, people who eat an average
diet consume a greater ______ ______ of protein (40%) than those who eat a healthy diet (30%)
and sportspeople (25%). The third compound shown in the charts is fat. Fat ______ exactly
______ ______ of both the average diet and the healthy diet, but the ______ ______ to only 15%
for the healthy sports diet.
Summary:
GRAMMAR
Activity 2: Rearrange the following words to make full sentences
1. of/Top/list/the/is/Ireland,/60%/at
______________________________________________________________________________
______________________________________________________________________________
2. the/In/place/first/Ireland,/is/at/60%
______________________________________________________________________________
______________________________________________________________________________
3. number-one/The/source/energy/of/coal/was/coal,/70%/at
______________________________________________________________________________
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______________________________________________________________________________
4. ranked/Coal/third/in terms of/energy source
______________________________________________________________________________
______________________________________________________________________________
5. is/This/by/followed/Italy,/50% at
______________________________________________________________________________
______________________________________________________________________________
6. came/Next/Italy,/50%/at
______________________________________________________________________________
______________________________________________________________________________
Summary
IN CLASS
TABLE
Activity 3: Dynamic or static
1…………………………………………….. 2…………………………………………….
Dynamic table
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Question: The table below shows the percentages of mobile phone owners using various
mobile phone features from 2006 to 2010.
Question Paraphrase
Subject:
Verb:
What:
Where:
When:

A. Introduction
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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B. Overview
Question: What should be included in an overview for a dynamic pie chart?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Activity 4: Finish the table below and write an overview for the given chart
The highest figure
Upward trend
The most significant increase

Overview:
Throughout/period/shown/main/reason/why/people/used/mobile/phones/to/make/phone/ calls.
______________________________________________________________________________
______________________________________________________________________________
However,/there/remarkable/increase/popularity/other/mobile/phone/features,/particularly/
Internet/search/feature
______________________________________________________________________________
______________________________________________________________________________
C. Body paragraph
Questions:
A.By period of time
B.By groups with similar traits
C.Both
Activity 5: Make an outline for the chart below
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Period of time
Body 1:
Part 1:
Part 2:
Part 3:
Body 2:
Part 1:
Part 2:
Part 3:
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Check-up 3: Use the information above to write the body paragraphs
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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HOMEWORK
Sales of fairtrade labelled coffee and bananas in five European countries. Summarize the
information.
……………………………………………………….
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…………………………………………………………………………………………………….
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…………………………………………………
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UNIT 5: BUSINESS AND WORK
LISTENING
LEAD-IN
1 In this lesson you will hear two lecturers talking about different types of business in the
UK. Listen to the introduction and match the type of business with the correct description,
A, B or C.
TIP 1:
In the Listening test the recorded instructions will tell you about the speaker and the topic.
Type of business
Sole trader Partnership Limited liability company
A ___________ B ___________ C ___________

 personal and business  personal and business  personal and business
finances are separate finances are not finance may be/may
 easier to borrow separate not be separate
money  no shares  members own
 corporation tax  income tax business together
 income tax
IDENTIFYING CORRECT NOTES

2 When you listen for information to complete notes in the Listening test, you need to listen
carefully to identify and select the correct information. Look at notes A-E and listen to
another lecturer talking about the structure, advantages and disadvantages of being a sole
trader. Decide which notes are correct and which are not. Correct any notes which are
wrong.
A A sole trader can start a business without registering with Companies House.
B Employing other people is not possible for a sole trader.
C Sole traders must pay tax on their earnings every month.
D A sole trader might pay more tax than a company pays.
E Lately, more people like teachers and computer programmers are becoming sole traders.
COMPLETION TASKS
3 In the Listening test, you may need to complete notes with ONE OR TWO WORDS
AND/OR A NUMBER from the recording. In this exercise, the lecturer is talking about the
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structure, and the advantages and disadvantages of partnerships. Listen and complete the
notes with the correct words or phrases from the box.
accounts borrow money contracts pay debts tax
1 Partnership: easier to _______________ than sole trader
2 If simple partnership fails, all partners may lose personal possessions to _______________
3 LLP members must send _______________ to Companies House
4 LLP better chance of getting _______________ from larger organisations
5 Members of partnership may pay more _______________ than owners of limited liability
companies
4 In the Listening test you might need to complete sentences which summarise the
information from the listening with ONE OR TWO WORDS AND/OR A NUMBER. The
lecturer is now talking about the structure, advantages and disadvantages of limited
liability companies. Listen and complete the sentences.
TIP 4:
In the Listening test you will not hear the same words that you read, but you will hear the same
information in the same order.
1 Shareholders in a limited liability company do not lose their __________ __________ or
property to pay debts because liability is limited to the business.
2 A limited company must have a registered address where the company keeps its__________
and __________.
3 The shareholders must pay __________ __________ on any money they take out of the
company as a salary.
4 For many people who think about setting up a business, it is a good idea to start as a
__________ __________ and form a limited company later.
IDENTIFYING COMPARISONS AND CONTRASTS
It is important to understand when a speaker is making comparisons and contrasts as it can
help you predict and choose the correct information to answer questions. In the Listening test,
you may need to complete notes which summarise the information in the recording and show
how the different points are connected.
5 The lecturer is discussing the advantages and disadvantages of the different business
structures, using various expressions to compare and contrast them. Listen and use the
words and phrases in the box to complete the notes.
however similarly the negative side the other hand the same is true
Business structure Advantages Disadvantages
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Sole trader Cheap and straightforward to start On 1 __________, danger of losing
Control of decision-making personal goods and property to pay
debts
May pay more tax
More difficult to get contracts
Partnership Useful that one partner can run the On 2 __________, it might be difficult
business if the other partner is to run the business effectively if there
absent are serious disagreements
Easier to borrow money than for a Regarding taxes, 3 __________ of
sole trader In a limited liability partnerships as sole traders
partnership, personal possessions In a simple partnership, 4 __________,
and members are personally responsible for
property are protected business debts
Limited liability Personal possessions and property Annual return and company accounts
company are protected must be sent to Companies House
Corporation tax is usually lower 5 __________, company records must
than income tax be kept at the registered address
EXAM SKILLS
6 Listen to the lecturer presenting three different case studies to illustrate each business
type. Complete the notes with information from the listening. Write TWO WORDS OR
ONE WORD AND/OR A NUMBER in each gap.
TIP 6:
It is essential that you use the correct spelling.
Sanjay and Tanya 1 Plan to set up business to provide __________ to __________

2 Better to set up a __________ company if employ their own staff
Melissa and Jane 3 Intend to spend __________ on __________ to use in the business
4 Limited company best as have enough __________ and __________ to be successful
Barry 5 Could use one of his __________
6 Could set up as sole trader, or start a limited company with relative as __________
__________
HOMEWORK
Homework 1(HW1):
Complete the notes below with NO MORE THAN ONE WORD.
Then, listen again and complete the transcription containing key answers
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ANSWER TRANSCRIPTION
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John needs JOHN:
help Well, ________________________________
preparing for __________________________________and, in a few months’ time.
his (1) _______________________________________, and that’s the part I was
__________ hoping you could help me with.
__________
The PROFESSOR:
professor I see. Well, if you want to ___________________ ____________
advises John ___________________________.
to make a (2)
__________
__________
of his design.
John’s main PROFESSOR:

problem is
getting good ______________________________________ Let me guess – is it the
quality materials?
(3)________
__________ JOHN:
Yes. I want it to look professional but __________

________________________________________
The PROFESSOR:
professor
suggests Look, projects like this are very important to us.
John apply _______________________________________________________________
for a (4) _________________ I can help you fill out the application forms if you like.
__________
__________
The PROFESSOR:
professor
will check You’d better show me this paper you’ve written as well.
the _______________________________________________________________
(5)________ _________________________________________________________
_________
information
in John’s
written
report.
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Homework 2(HW2):
A. Complete the sentences below with NO MORE THAN ONE WORD.
1. Paxton is a good place for seeing rare __________________ all year round.
2. This is a particularly good time for seeing certain unusual __________________
3. Visitors will be able to learn about __________________ and then collect some.
4. Part of the __________________ has been made suitable for swimming.
B. Listen again and complete the table with suitable words
Keywords Synonyms/Paraphrases
seeing rare
rare
all year round
collect
made suitable for swimming
Homework 3(HW3):
A. Complete the notes below with NO MORE THAN ONE WORD.
Subject of drawing Change to be made
A 1 __________ surrounded by trees Add Malcolm and a 2 __________ noticing him
People who are 3 __________ outside the Add Malcolm sitting on a tree trunk and 4
forest __________
Ice-skaters on 5 __________ covered with Add a 6 __________ for each person

ice
B. Listen again and write down the transcription of Jeremy talking

JEREMY:
__________________________
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HELEN:
Hi, Jeremy, no problem. Well we’d better work out where we are on our project, I suppose.
JEREMY:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
HELEN:
I’m glad you like them.
JEREMY:
_______________________________________________
HELEN:
Go ahead.
JEREMY:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
HELEN:
Yes, there’s nothing happening. Perhaps I should add the boy – Malcolm, isn’t it? He would be
walking up to it.
JEREMY:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
HELEN:
And the tiger stops in the middle of what it’s doing when it sees Malcolm walking past.
JEREMY:
_______________________
HELEN:
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OK, I’ll have a go at that.
JEREMY:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
HELEN:
That’s right, you wanted them to be watching a carnival procession, but I thought it would be too
crowded. Do you think it works like this?
JEREMY:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
HELEN:
What about having him sitting on the tree trunk on the right of the picture?
JEREMY:
_________________________
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SPEAKING
LEAD-IN
1 Match quotes 1-4 with the correct photo A-D.
1 I'd really love to be able to help children who are struggling with their studies.
2 I hope that one day I can help make new homes for people in our community.
3 I wish I could have the chance to look after people when they are ill.
4 I would like to be able to protect my community and make it safe for everyone.
TALKING ABOUT WISHES AND INTENTIONS

2 Look at the expressions in the box, then discuss the careers in the photos with your
partner.
I'd like to... I'd probably hate... I'd really love to...
I hope that one day I can... I'm not convinced that I'd... I'm not sure whether I'd...
I've always wanted to... I wish that I could... There is no way I'd ...
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DIFFERENT KINDS OF WORK
3 Look at these job postings. Match the postings 1-4 with the jobs a-d.
a architect b babysitter c DJ d firefighter
JOB SEARCH
1 QUALIFICATIONS: Must hold childcare 2 QUALIFICATIONS: Must be able to lift 60
certificate kg and run with it for 5 minutes. Must have
RESPONSIBILITIES: Responsible for making training in fire safety
sure children complete their homework, RESPONSIBILITIES: Putting out fires,
ensuring child safety, and getting children into rescuing animals from trees, and putting
bed on time yourself in danger every day
PAY: Approx. $5 per hour PAY: Approx. $50,000 a year
BENEFITS: Plenty of time to watch TV, or BENEFITS: Opportunities for promotion
work on your studies every 5 years, generous pension on retirement
3 QUALIFICATIONS: Must hold degree in 4 QUALIFICATIONS: Must know the latest
Computer-Assisted Design sounds making the charts
RESPONSIBILITIES: Ensuring new buildings RESPONSIBILITIES: Working unsociable
are cost-effective and environmentally friendly hours, keeping people entertained
PAY: Approx. $100,000 per year PAY: Approx. $200 per session
BENEFITS: Free accommodation upon project BENEFITS: Travel budget included, although
completion, small budget for stationery opportunities for a long career are limited
4 Complete this table with a partner, then discuss whether you would like to do each job.
Job Qualifications/ Responsibilities Pay/Salary/Wage Benefits (e.g.
Characteristics needed promotion, retirement)
Model
Politician
Reporter
Sailor
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EXTENDING THE TASK CARD
5 Read this Speaking Part 2 task, then match the question words, 1-6, with the correct
stem, a-f.
TIP 5:
If you have finished answering all the questions in the task, one useful technique is to think
how you can expand your answers to each prompt by giving examples and making
comparisons.
Describe a job that you would like to do for a day.

You should say:
 what kind of job it is
 what the daily responsibilities of the job are
 what characteristics you need for the job
and explain why you would like to do this job.
1 What...
2 Who...
3 When...
4 Where ...
5 How...
6 Why...
a usually does this kind of job?
b is this job a good job to do?
c do you have to arrive at work?
d do you have to go to do this job?
e special ability might you need to do this job?
f can I apply for the job?
6 With a partner, add SIX extra questions to this task. Practise answering the task for
TWO minutes each.
Describe a successful businessperson that you would like to meet.
You should say:
 who they are
 what kind of business they are in
 what characteristics make them successful
and explain why you would like to meet them..
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1 What __________________________
2 Who __________________________
3 When __________________________
4 Where __________________________
5 How __________________________
6 Why __________________________
7 With a partner, use these sentences to start your long turn. If you run out of ideas, ask
your partner to take over. Talk for at least TWO minutes on each topic.
1 I think I would be very interested in becoming a nurse for a day. Being a nurse is very...
2 I've often thought about being in the army. As a soldier, you would get to...
3 I wonder whether it would be fun to be a police officer, at least for a day. It would be very
interesting to...
4 I'm not sure if I could ever do this, but it would be fascinating to be a pop star for a day. As a
famous pop star, the first thing I would do is...
5 It would be fantastic if I could be a professional chef for a day. The first thing I would make
would be...
8 Look at these examples, which contain subordinate clauses, then complete sentences 1-5.
TIP 8:
The successful use of subordinate clauses will increase your grammatical range as well as your
overall fluency and coherence.
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1 I once worked as a ____________, which was ____________.
2 I've often thought about ____________, which might be ____________.
3 I've always been an admirer of ____________, who is ____________.
4 I remember how ____________ used to be in the past, when ____________.
5 I would like to work in ____________ one day, where ____________.
CONTRACTING MODAL VERBS

9 Listen to the speaker saying these pairs of sentences. The first example in each pair is not
contracted, while the second example is.
1a I would love to work as a computer programmer.
1b I'd love to work as a computer programmer.
2a I would not like to be a pilot as I do not like heights.
2b I wouldn't like to be a pilot as I don't like heights.
3a I will apply for a position as a receptionist.
3b I'll apply for a position as a receptionist.
4a I will not look for a job straight away after graduation.
4b I won't look for a job straight away after graduation.
5a I should have taken a part-time job at university.
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5b I should've taken a part-time job at university.
6a If I had studied harder, I could have got the job.
6b If I'd studied harder, I could've got the job.
10 Use these prompts to say complete sentences to your partner. Make sure you contract
the modal verbs.
1 I would love to...
2 I would not like to... as I do not...
3 I will apply for...
4 I will not...
5 I should have...
6 If I had..., I could have...
EXAM SKILLS
1 Have you ever had a part-time job?
2 What kind of job would you like in the future?
3 What kind of job is popular with young people in your country?
4 Is there a job that you would not like to do?
Describe a successful business in your country.
You should say:
 what kind of business it is
 what kind of people work there
 why the business is successful
and explain whether you would like to work for that business or not.
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READING
LEAD-IN
1 In the Reading test, you will be tested on your ability to identify facts, opinions and
theories. Read statements 1-3 and decide which category they belong to: fact, opinion or
theory.
1 I don’t believe space tourism will ever be possible-it is far too dangerous.
2 According to experts, robots will soon reach human levels of intelligence.
3 The first working robot was introduced in 1961. It worked on a production line making cars for
Ford.
2 With a partner, discuss statements 1 and 2 in exercise 1.
MATCHING FEATURES
‘Matching features’ is a common task in the Reading test and is used with texts which contain
opinions, theories or facts about different people. This type of question requires the student to
match an opinion, theory or fact with a person or people.
3 Skim read the text to identify the main ideas.
TIP 3:
Although matching features tasks are often about a person, they can also be about a place, year
or thing.
GREAT ENTREPRENEURS
A Andrew Carnegie was one of the wealthiest businessmen of the 19th century. Mostly self-
taught, he started his career as a messenger boy and telegraph operator. By 1889, however,
he had become the proud owner of Carnegie Steel Corporation, the largest company of its kind.
Famous not only for his success and wealth, he was equally well known for his generous
contribution to society. During the last 18 years of his life, it is estimated that he donated roughly
$350 million to charities, foundations and universities.
B Another success story of the 19th and 20th centuries was the founder of the Ford Motor
Company, Henry Ford. Responsible for manufacturing an automobile which could be
afforded by the masses, he made a significant impact on society and became incredibly wealthy.
Primarily, his success was achieved by using the 'assembly line" to manufacture his cars. Before
this, employees of other manufacturers would work in groups to build one car at a time. The
moving assembly line meant that each individual was responsible for a specific job. This division
of work allowed cars to be produced more quickly and efficiently. With the addition of the
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world's first automatic conveyor belt, it is estimated that Henry Ford's factory was soon
producing a car every 93 minutes.
C Estée Lauder started her own beauty company in 1946. Her business, which includes
product lines such as Estée Lauder, MAC Cosmetics and Clinique, has had incredible
success. Born in Queens, New York, in 1908, she started her first beauty company with a skin
cream developed by her uncle - a chemist by profession. Recognised as an innovative
businesswoman, Lauder became one of the richest self-made women in the world. She believed
her success came from producing high-quality products and focusing on excellent customer
service.
D Steve Jobs made his fortune by creating some of the most popular products of all time.
Born in 1955 in San Francisco, California, Jobs co-founded Apple Computer with Steve
Wozniak in 1976, when Jobs was just 21. The project started in the family garage and together
they revolutionised the computer industry with products such as the iPod, iPhone, iPad and Mac.
*assembly line - a line of machines and workers in a factory that a product moves along while it
is being built or produced *conveyor belt - a continuously moving piece of rubber or metal used
to transport objects from one place to another
4 Make notes about the main ideas in each paragraph and discuss them with a partner. Did
you focus on the same points?
5 Is the text mainly factual, theoretical or opinion-based?
TIP 5:
Identifying whether the text is mainly factual, theoretical or opinion-based will help you
understand the question better and decide what type of information you are looking for.
6 Read these statements connected to the text and underline the key words in each.
1 established a fast and economical way to produce a popular product
2 started their first company with a family member
3 began by inventing products at home
4 focused on creating first-rate items and looking after clients
5 a charitable entrepreneur, who gave a great deal of wealth away
7 Look back at the text and write down synonyms for key words in the statements. TIP 07
(Not every key word has a synonym in the text.)
TIP 7:
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When approaching this type of task, always try to look in the text for words or phrases which
are similar to those in the question. The same words are rarely found in both the question and
the text.
8 Look at the list of entrepreneurs. Match each statement from exercise 6 with the correct
entrepreneur, A-D. (You may use any letter more than once.)
TIP 8:
Make sure your answer is based on the information in the text and not on your personal
knowledge of the subject.
Be careful! Some of the people in the list could be distractors, you may not need to use all the
letters, and the people mentioned may be used in several sections.
Entrepreneurs
A Andrew Carnegie
B Henry Ford
C Estée Lauder
D Steve Jobs
9 Read through these steps and put them in the correct order. Approaching matching
features tasks.
IELTS passages are usually longer than the example given in exercise 3, so it is important to
arrive at the correct answers as quickly as possible.
a Decide if the text is mainly factual, opinion-based or theoretical. 

b Read the sentence before and after each option (e.g. list of names) in the passage and 
match the information to a statement.
c Read all the instructions carefully. 
d Match a statement to a name/option. 
e Skim read the whole passage to gain a general understanding. 
f Scan both the passage and question and identify: 
 the options in the passage (e.g. the list of people)
 key words in the statements
 synonyms in the passage for words in the statements.
10 Skim read the passage ‘Business ideas of the future’ for a general understanding of
what it is about.
BUSINESS IDEAS OF THE FUTURE
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A The most successful entrepreneurs are those who predict earlier than the competition. No
new business start-up is without risk, but the benefits can be immeasurable. Inventions such
as the automobile, the internet and the iPad were all initially met with a high degree of criticism,
so it is important to maintain the belief that anything is possible! Below are just a few of the
business ideas expected to be successful in the future.
B Travelling to space used to be possible only for governments or large aerospace companies.
This is no longer the case, however, and several private companies have planned tourist
missions into space which are going to take place in the next few years. Consulting firm Futron
Corporation predict that the space tourism industry will be worth $1.3 billion and have more than
25,000 customers in the next five to ten years. Space tourism pioneer Peter Diamandis also
predicts that space hotels are going to be big business, with companies from around the world
already working on such projects. Not everyone, however, is as convinced about the prospect of
space tourism. Jeffrey Jones, a member of the Center for Space Medicine at Baylor College,
warns that even a short journey into space could cause serious health problems for tourists of
average or poor health.
C Another idea comes from a company in New Zealand called Martin Aircraft. They have
produced the first commercially available jetpack, which they plan to start selling next year.
Initially, they will be sold to shops and cost approximately $150,000. The craft will work for
short trips only, approximately 30 minutes, and manage speeds of up to 74 kph and an altitude of
914 m. The CEO of the company, Peter Coker, notes that, as well as being used by the rich for
pleasure, they could also be useful in search-and-rescue operations.
D Growing meat in a laboratory is an idea which, understandably, appeals greatly to animal

rights activists. Jason Matheny, founder of the not-for-profit company New Harvest, also
feels that producing meat in this way would satisfy a growing global demand for meat. It would
also be healthier, more energy-efficient and sustainable. The Dutch scientist Professor Post, who
served up the world's first laboratory-grown beef burger, predicts that 'cultured meat' will mean
the end of traditional cattle farming within decades. Tracey Hayes, the CEO of the Northern
Territory Cattlemen's Association in Australia, admits that although this technology could be
damaging to the worldwide beef industry, it would not affect Australia, as cattle farming is a
great Australian tradition.
E According to a recent prediction made by the United Nations, in the future, 86% of people
living in developed countries will live in cities. With this in mind, an idea called 'vertical
farming' has emerged. Essentially, vertical farming comes from the belief that cities should not
rely on rural areas for food but should grow their own crops by creating multi-storey, high-tech
greenhouses. The idea for vertical farms came from the ecologist Dickson Despommier, who
turned his knowledge of parasites* into a way of looking at cities.
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F Daniel Kluko of Green Spirit Farms predicts that software will be used to look after these
multiple farms remotely. For example, an app on a smartphone or tablet will be able to
handle the day-to-day care of crops. Kluko also believes that this use of technology will help to
keep costs to a minimum, allowing vertical farms to compete with traditional farms.
*parasite - a plant or animal that lives on or inside another plant or animal in order to get food
11 Decide whether the text is mainly factual, theoretical or opinion-based.
12 Look at statements 1-5 and the list of people.
This person believes this new idea
1 could be used to save lives.
2 could be harmful.
3 is best controlled using technology.
4 would fulfil a worldwide need.
5 could have a significant impact on an existing business.
List of people
A Jeffrey Jones
B Daniel Kluko
C Peter Coker
D Peter Diamandis
E Jason Matheny
F Professor Post
13 Scan the text and statements and identify:
1 the list of people in the text
2 the key words in the statements
3 synonyms in the text for words in the statements
14 Match each statement with the correct person.
TIP 14:
Be careful of distractors. Do not simply choose the name which is nearest to the key
information- you need to read the whole section to locate the correct answer.
GRAMMAR FOCUS: FUTURE: WILL AND GOING TO
15 Look at the extract taken from the previous text and answer these questions using will,
going to, or both.
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1 Which future form is used to express a planned action?
2 Which future form is used to express a prediction?
This is no longer the case, however, and several private companies have planned tourist missions
into space, which are going to take place in the next few years. Consulting firm Futron
Corporation predict that the space tourism industry will be worth $1.3 billion and have more
than 25,000 customers in the next five to ten years. Space tourism pioneer Peter Diamandis also
predicts that space hotels are going to be big business, with companies from around the world
already working on such projects.
16 Complete the sentences using the correct future form. More than one answer may be
possible.
1 In the future, robots __________ do many of our manual tasks.
2 The new invention __________ to be revealed to the public tomorrow, according to the
schedule given to the media.
3 A Are you going to the exhibition on space travel this afternoon?
B I'm not sure, maybe I __________.
MATCHING SENTENCES
17 Another type of question in the Reading test is matching sentence beginnings and
endings. Complete each sentence beginning, 1-5, with the correct ending, A-E.
1 Aside from the job itself, A assessing the work environment is very important.
2 A positive work environment makes B improves job satisfaction among employees.
3 If you're looking for a new job, C the work environment is very important to an
4 Having a sense of balance between work and personalemployee.
life D where they are not afraid to suggest ideas for
5 Employees should work in an environment improvement.
E employees feel good about coming to work.
18 Read these tips about the matching sentence beginnings and endings task, and highlight
key information.
1 The questions follow the order of the text.
2 The questions may test only part of the whole text.
3 The sentence endings may look grammatically similar.
4 Focus on the sentence beginnings as you will not use all of the sentence endings.
5 Look for similar words, not matching words.
19 Read the text “Business ideas of the future” again, then look at these sentence
beginnings.
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TIP 19:
Remember that the sentence beginnings follow the order of the text.
1 Starting a new business can be difficult
2 The first jetpack available to the public
3 Animal rights activists would definitely
20 Scan the text for the relevant section and then match each sentence beginning with the
corresponding paragraph (A-F).
21 Now read the sentence endings and match them with the beginnings in exercise 19.
There are more endings than you need.
a will not be able to travel far.
b but if you have money you should try.
c ban eating meat.
d support the idea of producing meat in a laboratory.
e but the rewards can be great.
22 Read each completed sentence and check both meaning and grammar are correct.
EXAM SKILLS
23 Refer again to the text “Business ideas of the future” and complete sentences 1-5 with
the correct endings A-G. There are two more endings than you need.
1 New ideas that are not always believed in
2 It has been predicted that accommodation in space
3 The invention which has been created to enable people to fly
4 It has been predicted that in years to come
5 The price of producing food in the city
A is currently available only to the rich.
B the majority of the population will be living in urban areas.
C at first are still worth following.
D will be kept to a minimum using technology.
E will be possible in the future, based on the evidence of current projects.
F is not as high as on traditional farms.
G will not be possible in the future.
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HOMEWORK
PASSAGE 1
The birds of London
There are more than two hundred different
species and sub-species of birds in the London
area, ranging from the magpie to the
greenfinch, but perhaps the most ubiquitous is
the pigeon. It has been suggested that the
swarms of feral pigeons are all descended from
birds which escaped from dovecotes in the early
medieval period; they found a natural habitat in
the crannies and ledges of buildings as did their
ancestors, the rock doves, amid the sea-girt
cliffs. ‘They nest in small colonies,’ one
observer has written, ‘usually high up and
inaccessible’ above the streets of London as if the streets were indeed a sea. A man fell from the
belfry of St Stephens Walbrook in 1277 while in quest of a pigeon’s nest, while the Bishop of
London complained in 1385 of ‘malignant persons’ who threw stones at the pigeons resting in
the city churches. So pigeons were already a familiar presence, even if they were not treated with
the same indulgence as their more recent successors. A modicum of kindness to these creatures
seems to have been first shown in the late nineteenth century, when they were fed oats rather
than the customary stale bread.
From the end of the nineteenth century, wood pigeons also migrated into the city; they were
quickly urbanised, increasing both in numbers and in tameness. ‘We have frequently seen them
on die roofs of houses,’ wrote the author of Bird Life in London in 1893, apparently as much at
home as any dovecote pigeon.’ Those who look up today may notice their ‘fly-lines’ in the sky.
from Lincoln’s Inn Fields over Kingsway and Trafalgar Square to Battersea, with other lines to
Victoria Park and to Kenwood. The air of London is filled with such ‘fly-lines’, and to trace the
paths of the birds would be to envisage the city in an entirely different form; then it would seem
linked and unified by thousands of thoroughfares and small paths of energy, each with its own
history of use.
The sparrows move quickly in public places, and they arc now so much part of London that they
have been adopted by the native population as the sparred; a friend was known to Cockneys as a
‘cocksparrer’ in tribute to a bird which is sweet and yet watchful, blessed with a dusky plumage
similar to that of the London dust, a plucky little bird darting in and out of the city’s endless
uproar. They are small birds which can lose body heat very quickly, so they are perfectly adapted
to the ‘heat island’ of London. They will live in any small cranny or cavity, behind drainpipes or
ventilation shafts, or in public statues, or holes in buildings; in that sense diet are perfectly suited
to a London topography. An ornithologist who described the sparrow as peculiarly attached to
man’ said it never now breeds at any distance from an occupied building’. This sociability, bred
upon the fondness of the Londoner, is manifest in many ways. One naturalist, W.H. Hudson, has
described how any stranger in a green space or public garden will soon find that ‘several
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sparrows are keeping him company … watching his every movement, and if he sits down on a
chair or a bench several of them will come close to him, and hop this way and that before him,
uttering a little plaintive note of interrogation — Have you got nothing for us? They have also
been described as die urchins of the streets — ‘thievish, self-assertive and pugnacious’ — a
condition which again may merit the attention and admiration of native Londoners. Remarkably
attached to their surroundings, they rarely create ‘fly-lines’ across the city; where they are born,
like other Londoners, they stay.
There are some birds, such as the robin and the chaffinch, which are less approachable and
trustful in the city than in the country. Other species, such as the mallard, grow increasingly
shyer as they leave London. There has been a severe diminution of the number of sparrows,
while blackbirds are more plentiful. Swans and ducks have also increased in number. Some
species, however, have all but vanished. The rooks of London are, perhaps, the most notable of
the disappeared, their rookeries destroyed by building work or by tree-felling. Areas of London
were continuously inhabited by rooks for many hundreds of years. The burial ground of St
Deinstalls in the East and the college garden of the Ecclesiastical Court in Doctors’ Commons,
the turrets of the Tower of London and the gardens of Grays Inn, were once such localities.
There was a rookery in the Inner Temple dating from at least 1666, mentioned by Oliver
Goldsmith in 1774. Rooks nested on Bow Church and on St Olave’s. They were venerable
London birds, preferring to cluster around ancient churches and the like as if they were their
local guardians. Yet, in the words of the nineteenth-century song, ‘Now the old rooks have lost
their places’. There was a grove in Kensington Gardens devoted to the rooks; it contained some
seven hundred trees forming a piece of wild nature, a matter of delight and astonishment to those
who walked among them and listened to the endless cawing that blotted out the city’s noise. But
the trees were torn down in 1880. The rooks have never returned.
Questions 1-4
Answer the questions below using NO MORE THAN THREE WORDS for each answer.
1 What kind of birds are the London pigeons descended from?
2 What were pigeons given to eat before attitudes towards them changed?
3 What are the routes taken by wood pigeons known as?
4 What TWO activities have contributed to the drastic reduction in the number of rooks ?
There are more than two hundred different species and sub-species of birds in the London area,
ranging from the magpie to the greenfinch, but perhaps the most ubiquitous is the pigeon. It has
been suggested that the swarms of feral pigeons are all descended from birds which escaped
from dovecotes in the early medieval period; they found a natural habitat in the crannies and
ledges of buildings as did their ancestors, the rock doves, amid the sea-girt cliffs. ‘They nest in
small colonies,’ one observer has written, ‘usually high up and inaccessible’ above the streets of
London as if the streets were indeed a sea. A man fell from the belfry of St Stephens Walbrook
in 1277 while in quest of a pigeon’s nest, while the Bishop of London complained in 1385 of
‘malignant persons’ who threw stones at the pigeons resting in the city churches. So pigeons
233 | P a g e
were already a familiar presence, even if they were not treated with the same indulgence as their
more recent successors. A modicum of kindness to these creatures seems to have been first
shown in the late nineteenth century, when they were fed oats rather than the customary stale
bread.
From the end of the nineteenth century, wood pigeons also migrated into the city; they were
quickly urbanised, increasing both in numbers and in tameness. ‘We have frequently seen them
on die roofs of houses,’ wrote the author of Bird Life in London in 1893, apparently as much at
home as any dovecote pigeon.’ Those who look up today may notice their ‘fly-lines’ in the sky.
from Lincoln’s Inn Fields over Kingsway and Trafalgar Square to Battersea, with other lines to
Victoria Park and to Kenwood. The air of London is filled with such ‘fly-lines’, and to trace the
paths of the birds would be to envisage the city in an entirely different form; then it would seem
linked and unified by thousands of thoroughfares and small paths of energy, each with its own
history of use.
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
Questions 5-9
Choose NO MORE THAN THREE WORDS from the passage for each answer.
SPARROWS
Word meaning 5 __________ is derived from the bird’s name suited to atmosphere of London
because of tendency to rapidly 6 __________ always likely to reproduce close to 7 __________
characteristic noted: 8 __________ because of attitude of people in London make a sound that
seems to he a kind of 9 __________

sentence)
5
derived from the
bird’s name
6
rapidly….
suited to the
atmosphere of
London
7 reproduce
close to an occupied
building
8 attitude of people in
London
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9 make a sound….a
kind of…
Question 10-13
Classify the following as being stated of
A pigeons 10 They are happier with people when they are in rural areas.
B wood 11 They rapidly became comfortable being with people.
pigeons 12 They used to congregate particularly at old buildings.
C sparrows 13 They used to be attacked by people.
D chaffinches
E blackbirds
F rooks

sentence)
1 happier with people

0 when they are in rural
areas.
1 rapidly became
1 comfortable
being with people
1 used to congregate
2
old buildings.
1 attacked by people.
3
PASSAGE 2
Why are so few tigers man-eaters?
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A. As you leave the Bandhavgarh National
Park in central India, there is a notice which
shows a huge, placid tiger. The notice says,
‘You may not have seen me, but I have
seen you.’ There are more than a billion
people In India and Indian tigers probably
see humans every single day of their lives.
Tigers can and do kill almost everything
they meet in the jungle, they will even
attack elephants and rhino. Surely, then, it
is a little strange that attacks on humans are not more frequent.
B. Some people might argue that these attacks were in fact common in the past. British writers of
adventure stories, such as Jim Corbett, gave the impression that village life in India in the early
years of the twentieth century involved a stage of constant siege by man-eating tigers. But they
may have overstated the terror spread by tigers. There were also far more tigers around in those
days (probably 60.000 in the subcontinent compared to just 3000 today). So in proportion,
attacks appear to have been as rare then as they are today.
C. It is widely assumed that the constraint is fear; but what exactly are tigers afraid of? Can they
really know that we may be even better armed than they are? Surely not. Has the species
programmed the experiences of all tigers with humans its genes to be inherited as instinct?
Perhaps. But I think the explanation may be more simple and, in a way, more intriguing.
D. Since the growth of ethology in the 1950s. We have tried to understand animal behaviour
from the animal’s point of view. Until the first elegant experiments by pioneers in the field such
as Konrad Lorenz, naturalists wrote about animals as if they were slightly less intelligent
humans. Jim Corbett’s breathless accounts of his duels with man-eaters in truth tell us more
about Jim Corbett than they do about the animals. The principle of ethology, on the other hand,
requires us to attempt to think in the same way as the animal we are studying thinks, and to
observe every tiny detail of its behaviour without imposing our own human significances on its
actions.
E. I suspect that a tiger’s afraid of humans lies not in some pre-programed ancestral logic but in
the way he actually perceives us visually. If you think like a tiger, a human in a car might
appear just to be a part of the car, and because tigers don’t eat cars the human is safe-unless the
car is menacing the tiger or its cubs, in which case a brave or enraged tiger may charge. A human
on foot is a different sort of puzzle. Imagine a tiger sees a man who is 1.8m tall. A tiger is less
than 1m tall but they may be up to 3m long from head to tail. So when a tiger sees the man face
on, it might not be unreasonable for him to assume that the man is 6m long. If he meets a deer of
this size, he might attack the animal by leaping on its back, but when he looks behind the mind
he can’t see a back. From the front the man is huge, but looked at from the side he all but
disappears. This must be very disconcerting. A hunter has to be confident that it can tackle its
prey, and no one is confident when they are disconcerted. This is especially true of a solitary
hunter such as the tiger and may explain why lions-particularly young lionesses who tend to
encourage one another to take risks are more dangerous than tigers.
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F. If the theory that a tiger is disconcerted to find that a standing human is both very big and yet
somehow invisible is correct, the opposite should be true of a squatting human. A squatting
human is half the size and presents twice the spread of back, and more closely resembles a
medium-sized deer. If tigers were simply frightened of all humans, then a squatting person would
be no more attractive as a target than a standing one. This, however, appears not to be the case.
Many incidents of attacks on people involving villagers squatting or bending over to cut grass for
fodder or building material.
G. The fact that humans stand upright may therefore not just be something that distinguishes
them from nearly all other species, but also a factor that helped them to survive in a dangerous
and unpredictable environment.
Note:
Ethology = the branch of zoology that studies the behaviour of animals in their natural habitats
Questions 1-5
Reading Passage 2 has seven paragraphs labeled A-G
Which paragraph contains the following information?
1 a rejected explanation of why tiger attacks on humans are rare
2 a reason why tiger attacks on humans might be expected to happen more often than they do
3 examples of situations in which humans are more likely to be attacked by tigers
4 a claim about the relative frequency of tiger attacks on humans
5 an explanation of tiger behavior based on the principles of ethology
Q Keywords in the questions Synonyms/Paraphrases in Where have you found

the evidence the evidence (which
paragraph, sentence)
1 rejected explanation
2 tiger attacks on humans

might be expected to happen
more often than they do
3 situations in which humans

are more likely to be attacked
238 | P a g e
by tigers
4 a claim about the relative

frequency of tiger attacks on
humans
5 based on the principles of

ethology
Questions 6-10
Do the following statements agree with the information given in Reading Passage 2?
6 Tigers in the Bandhavgarh National Park are a protected species.
7 Some writers of fiction have exaggerated the danger of tigers to man.
8 The fear of humans may be passed down in a tiger's genes.
9 Konrad Lorenz claimed that some animals are more intelligent than humans.
10 Ethology involves applying principles of human behaviour to animals.

Where have you found
Q Keywords in the statement Keywords in the evidence (evaluate the evidence (which
if there are any same words, paragraph, sentence)
synonyms, opposites or if there’s no
match)
Tigers in the Bandhavgarh
6 National Park
protected species.
Some writers of fiction

7
exaggerated
the danger of tigers to man.
The fear of humans
maybe
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passed down in a tiger's
8 genes.
some animals are more
9 intelligent than humans.
applying principles of human
1 behaviour to animals.
0
Questions 11-13
Choose the correct answer, A. B C or D
11. Why do tigers rarely attack people in cars?
A They have learned that cars are not dangerous.
B They realise that people in cars cannot be harmed.
C They do not think people in cars are living creatures.
D They do not want to put their cubs at risk.
12. The writer says that tigers rarely attack a man who is standing up because
A they are afraid of the man's height.
B they are confused by the man's shape.
C they are puzzled by the man's lack of movement.
D they are unable to look at the man directly.
13. A human is more vulnerable to tiger attack when squatting because

A he may be unaware of the tiger's approach.
B he cannot easily move his head to see behind him.
C his head becomes a better target for the tiger.
D his back appears longer in relation to his height.

E. I suspect that a tiger’s afraid of humans lies not in some pre-programed ancestral logic but in
the way he actually perceives us visually. If you think like a tiger, a human in a car might
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appear just to be a part of the car, and because tigers don’t eat cars the human is safe-unless the
car is menacing the tiger or its cubs, in which case a brave or enraged tiger may charge. A human
on foot is a different sort of puzzle. Imagine a tiger sees a man who is 1.8m tall. A tiger is less
than 1m tall but they may be up to 3m long from head to tail. So when a tiger sees the man face
on, it might not be unreasonable for him to assume that the man is 6m long. If he meets a deer of
this size, he might attack the animal by leaping on its back, but when he looks behind the mind
he can’t see a back. From the front the man is huge, but looked at from the side he all but
disappears. This must be very disconcerting. A hunter has to be confident that it can tackle its
prey, and no one is confident when they are disconcerted. This is especially true of a solitary
hunter such as the tiger and may explain why lions-particularly young lionesses who tend to
encourage one another to take risks are more dangerous than tigers.
F. If the theory that a tiger is disconcerted to find that a standing human is both very big and yet
somehow invisible is correct, the opposite should be true of a squatting human. A squatting
human is half the size and presents twice the spread of back, and more closely resembles a
medium-sized deer. If tigers were simply frightened of all humans, then a squatting person would
be no more attractive as a target than a standing one. This, however, appears not to be the case.
Many incidents of attacks on people involving villagers squatting or bending over to cut grass for
fodder or building material.
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
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WRITING
VOCABULARY – Business
Lesson Preparation: Business
Exercise. Fill in the blanks
1. The Covid 19 pandemic is believed to greatly ____________.
2. Opening businesses or working as employees both ________ for people.
3. Thanks to internship opportunities, college graduates are able to ________________.
4. Having a college degree can ________ the young.
5. Diligent and intelligent workers ____________ at big companies.
6. The leaders of the company are finding ways to ____________ their sales.
7. The ____________ department is an important part of business.
8. They have been unable to settle the _______________ over working conditions.
9. Startup companies often go through lots of ______________.
10. This ______________ has been extremely successful lately.
Vocab Meaning
Ups and downs
Dispute
Recruitment
Boost
open up opportunities for
provide income
acquire knowledge
underpin the economy
thrive
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IELTS FOCUS – Opinion
A. Introduction
As well as making money, businesses also have social responsibilities. Do you agree or
disagree?
In the modern busy life, responsibility to the public/ society has played an integral role in the
development for both individuals and enterprises. Many adopt that businesses should only
contribute to their economic boom without regarding the social concerns. From my own
perspective, generating profits and social duties are equally important.
Find out the function of these sentences
Sentence 1, 2: __________________
Sentence 3: __________________
Introduction structures:
 ________________________________________________________________________
________________________________________________________________________
Liệu rằng ________ vẫn còn gây nhiều tranh cãi. Trong khi nhiều người cho rằng ______, tôi
hoàn toàn không đồng ý với quan điểm đó.
 ________________________________________________________________________
________________________________________________________________________
Với sự phát triển như vũ bão của công nghệ thông tin, một số người tin rằng _____ trong khi số
khác cho rằng ______. Với quan điểm của cá nhân tôi, tôi ủng hộ quan điểm ở phía trước.
 ________________________________________________________________________
________________________________________________________________________
Gần đây, rất nhiều giấy mực đã được viết về vấn đề ___________. Một số người cho rằng _____
trong khi tôi tin ______.
EX1: Practice writing introductions.

disagree?
Intro:
_______________ or not business should have public responsibilities is still up to debate.
_______________ some people _______________ that generating profit is the top priority for
each company, I _______________ that they should also conduct their business in a socially
responsible manner.
B. Body
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Businesses should do anything they can to make a profit. Do you agree or disagree with the
following statement?
Body 1: On the one hand, it is clear that the business world should be clear and transparent. In
this regard, many people are reckoned to think that the owners cannot do everything for their
annual revenue. Moreover, other people should be benefited by these works, and it is not correct
to not think about the society. For instance, city men cannot commit crimes in order to make a
profit.
Sentence 1: __________________
Other sentences: __________________
Body 2: On the other hand, it is true that setting and running a business is difficult, especially for
the people who has not an experience. In this reason, many people are reckoned to think that
rustlers should do everything for their future revenue. Furthermore, trading and servicing are
very difficult task for many people. In this regard, some people tend to think that in order to
obtain the customers' number, the owners should be ready for anything. Even if the clients are
keen to ask for minor things such as providing detailed information about the product or
discounts, the owners should behave themselves accurately.
Sentence 1: __________________
Other sentences: __________________
Body structures:
Paragraph 1 Paragraph 2
1. Agreement 2. Disagreement
 On the one hand, it is  However, this opinion is flawed in many ways.
understandable why people believe  However, A may not be the sole culprit behind B
that ______/ why ______  However, this view does not hold true in every
 On the one hand, it is true that case.
______  Another reason is that _____
 On the one hand, people have Examples:
grounds to believe that ______  This can be illustrated by ________
 It is a common belief that ______  As an illustration ________
 On the other hand, it is true that  To illustrate _________
______  To clarify __________
 On the one hand, naysayers may  To exemplify __________
argue that ____________  For example
EX2: Practice writing body parts.

disagree?
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Body 1: _______________, the efforts of companies to maximize their profits may have some
benefits for society as a whole. Firstly, the higher the profits earned by enterprises, the more
taxes they pay to the government. As a result, authorities may have more revenue to spend in key
fields, including education and health care, which leads to an improvement in the quality of life
of the whole community. Secondly, by earning huge profits companies have the opportunity to
grow their business. _______________, firms could use their capital to expand their production,
creating new job opportunities within the community.
Body 2: _______________, there are strong reasons why businesses should also accept that they
have social responsibilities. The first reason is that their activities have an effect on the
environment. Without controls, production processes may result in serious environmental
degradation, such as global warming stemming from factory emissions or the irresponsible
disposal of industrial waste. _______________, if factories installed waste treatment systems
instead of discharging chemical wastes into rivers, water pollution could be controlled.
_______________ is that enterprises should help those who are less fortunate since they have the
money to do so. _______________, big corporations such as Unilever and Vinamilk have
enhanced their public image through philanthropic actions such as providing scholarships and
giving charitable donations.
C. Conclusion
disagree?
Conclusion: In conclusion, enterprises should place as much importance on their social
obligations as they do on their financial goals.
Structures:
 In the final analysis, this discussion has made it clear that while _____, _______.
 In conclusion, it is by now clear that although _______, ________. _______________, I
believe _____
EX3: Practice writing conclusion
Businesses should do anything they can to make a profit.
Do you agree or disagree with the following statement?
Conclusion: In conclusion, _______________ although many people are keen to think that the
city men can do many things in order to obtain the customers' number, others feel that certain
activities such as crime should be prohibited. Personally, I believe that the rich people should
serve the general public.
PRACTICE
Exercise 1: Write topic and supporting sentences based on the given words
Topic: As well as making money, businesses also have a responsibility towards society.
To what extent do you agree or disagree?
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Topic sentence 1: one hand/understandable/ why /responsible/contribute/community
___________________________________________________________________________
___________________________________________________________________________
Explanation 1: socially responsible/ effective/ promote/ brand/ attract/ customers
___________________________________________________________________________
___________________________________________________________________________
Topic sentence 2: other hand/ social contributions/ damage/ company
___________________________________________________________________________
___________________________________________________________________________
Explanation 2: they/ need/ spend/ huge amount of money/ train employees/ launch campaigns.
___________________________________________________________________________
___________________________________________________________________________
Exercise 2: Using the instruction to write a full body paragraph to the following topic
Topic: It is a positive trend that small businesses are disappearing and being replaced by large
multinational companies.
Do you agree or disagree ?

Body 1: Agree
Reason 1: employment opportunities for local people
Reason 2: Funding -> improve local public infrastructures
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Body 2: Disagree
Reason 1: environmental damage <- exploiting local natural resources/ neglecting the
responsibility
Reason 2: a loss in national revenues <- the lack of diversified products
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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HOMEWORK
Homework 1 : Write topic and supporting sentences based on the given words
Topic: Small businesses should avoid recruiting young women who do not have their own
family in order to avoid paying maternity leave later on. To what extent do you agree or
disagree?
Topic sentence 1: Another reason/ hire/ young females/ related/ loyalty.
___________________________________________________________________________
___________________________________________________________________________
Explanation 1: Once having to/support /children/themselves, young mothers /normally/ stable

job/for this reason, they/ tend/loyal/ than/ those who/ not /financial burden.
___________________________________________________________________________
___________________________________________________________________________
Topic sentence 2: Moreover, if/enterprises/ help/go/difficult time, they/more attached/want/

contribute more.
___________________________________________________________________________
___________________________________________________________________________
Explanation 2: This /bring /mutual benefits/employers and employees. In/sense, paying/

maternity leave/ considered/ investment/long run/rather than/ cost.
___________________________________________________________________________
___________________________________________________________________________
Homework 2: Brainstorm ideas for the outline below and write a full essay.
Marketing and promotion is the key to a successful business. To what extent do you
agree?
Answer:
Introduction:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Body 1:
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Body 2:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Conclusion:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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UNIT 6: THE NATURAL ENVIRONMENT
LISTENING
LEAD-IN
1 You will hear a lecture about the environment and energy sources. Listen to the first part
of the lecture and complete the table with the energy sources from the box.
fracking petroleum solar power wave power
Renewable sources Non-renewable sources

Hydroelectric power Coal
Wind power Natural gas
COMPLETING DIAGRAMS
2 You are going to hear a lecture about fracking (a method of obtaining gas from the
ground). First, listen to descriptions of some words from the lecture and match them with
the correct picture, A-D.
In the Listening test, you may have to listen and complete a diagram showing a process and
what happens in a sequence of events. Some of the labels in the chart will be missing. You will
need to listen and complete the missing labels.
1 drill 2 well 3 shale 4 fissure
3 Now look at the diagram below and discuss these questions with a partner.
1 Do you need to look at the whole diagram carefully to complete this type of task?
2 Do you need to understand all the words? What can you do if you don't understand some of the
words?
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3 Why is there a large circle in the diagram? What does it tell you?
4 The diagram shows you the sequence of events in the process. Can you find where it starts,
where it goes and where it finishes?
5 What type of word do you think is missing in each case?
4 The lecturer is talking about the fracking process. Listen and complete the diagram with
NO MORE THAN ONE WORD AND/OR A NUMBER for each answer.
QUANTIFIERS WITH COUNTABLE AND UNCOUNTABLE NOUNS

Nouns in English can be either countable or uncountable. Some nouns can be both countable
and uncountable, usually with differences in meaning.
'Quantifiers', like some, many, few and all, are used to refer to quantity. There are three types
of quantifier - those which are used:
 only with countable nouns
 only with uncountable nouns
 with both types of noun.
5 Choose the correct quantifier in these sentences.

1 Little/Few of the renewable energy sources, such as wind and wave power, have been
developed and used around the world.
2 Although coal is still widely used, much/many more gas is used instead these days.
3 All / Every non-renewable resources have negative effects on the environment.
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4 Several / Some energy production in the UK comes from wind turbines.
5 There are not a lot of /much suitable sites for solar power in the UK.
6 The lecturer is talking about fracking in different countries. Listen and complete the
sentences with the quantifier from the box which correctly reflects what the lecturer says.
There are more quantifiers than you need.
TIP 6:
Remember that you will hear the recording only once in the exam.
a little more all every few fewer

a lot of many less much some several
1 In Canada, __________ shale gas has been found in various areas.
2 Only a __________ Canadian regions have allowed fracking to take place.
3 In the USA, __________ of the requirement for gas is met by shale gas.
4 A great deal __________ shale gas is being produced in Australia now than a decade ago.
5 If fracking takes place in the UK, people might save __________ money on their gas bills.
6 There are far __________ people per kilometre in the USA than in the UK.
7 Write the quantifiers from the box in exercise 6 in the correct place in the table.
Used only with countable Used only with uncountable Used with both countable and uncountable
nouns nouns nouns
MULTIPLE-CHOICE TASKS
In the exam you will need to answer multiple-choice questions about a recording. You have
three choices and must choose one correct answer. The two wrong answers are distractors:
they seem as if they could be correct but are not.
8 The lecturer is talking about the benefits of fracking. Listen to the first part of the
lecture, look at question 1 and choose the correct answer, A, B or C. Why is this answer
correct?
TIP 8:
In multiple-choice tasks in the Listening test you will hear the answers in the same order as the
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questions.
1 Those who are in favour of fracking say that the main benefit is
A better energy supply.
B lower energy bills.
C increased electricity generation.
9 Listen to the first part of the lecture again and make a note of the words and phrases in
the listening which mean the same as the main part of the question and the correct answer.
10 With a partner, discuss why you think the other options are wrong.
TIP 10:
It is important not to listen for words which are in the question. You must listen and
understand the idea that the speaker is expressing and choose the answer which means the
same.
11 Underline the important words and phrases in question 2, then listen and choose the
correct answer, A, B or C.
TIP 11:
Focus on the important parts of the question by looking at it carefully and underlining the
words and phrases you think are key. Then listen and choose an answer. Make sure you listen
to the end before making your final choice.
2 When fracking starts in a new location
A local businesses lose many of their employees.
B companies bring in most of the workers needed.
C it creates more opportunities for businesses in the area.
12 Did any of your underlined words and phrases help you choose the correct answer
rather than the distractors? Why?/Why not?
13 Look at questions 3 and 4 and underline the words and phrases you think are
significant. Then listen to the next part of the lecture and choose the correct answer, A, B
or C.
TIP 13:
Focus on the ideas that the questions and options express, not the words themselves.
3 Although burning gas produces carbon dioxide,

A it does not produce chemicals which are harmful to the body.
B the amount produced is slightly less than from coal and oil.
C it produces much less water than coal and oil burning produces.
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4 Some people think that using more gas from fracking to produce energy means that
A 50% less electricity will be produced than now.
B more water can be used in the production of coal and oil.
C there will be more time to work on environmentally friendly sources of energy.
14 The lecturer is talking about people's concerns about fracking. Before you listen,
underline the words and phrases in the statements that you think are important, so that
you can recognise words and phrases which express the same ideas in the recording. Then
listen and choose the correct answer, A, B or C.
1 One of the environmental concerns is that
A increased use of shale gas will significantly raise carbon dioxide levels.
B using shale gas in some areas will not benefit the environment overall.
C countries that use shale gas will still use high levels of oil and natural gas.
2 Fracking may not be economically beneficial because
A it can reduce the value of homes in the areas where it takes place.
B after five years of fracking, production can fall significantly.
C the levels of gas in the ground are unlikely to be sustainable.
3 One medical concern related to fracking is that
A the quality of the water supply in some areas can be badly affected.
B poor air quality causes breathing problems in healthy people.
C workers are passing on illnesses to local people.
4 Fracking has not been able to take place in some places because
A local people have managed to prevent it.
B the authorities are waiting for better information about its effects.
C some countries want to follow the example of France.
15 Check your answers, then think about why the other options are wrong and discuss
your reasons with a partner.
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UNDERSTANDING SIGNPOSTING TO FOLLOW A TALK
To help listeners follow a lecture or talk, speakers often use 'signposting". This involves words
and expressions that tell the listener what the speaker is going to say, for example: saying how
many main points there are, giving examples, emphasising a point, summarising what has been
said, etc.
16 Listen again to the lecturer talking about people's concerns and write signposting words
and expressions from the box in the table. Write the correct function for each expression:
sequencing (SE), contrast (C), addition (AD), summarising (SU), topic change (T) or
attitude (AT).
TIP 16:
Signposting can help you know where you are up to with the exam questions because these
occur in the same order as the script. If you get lost, signposting words and expressions may
help you find your way back to the right question.
clearly earlier to begin with secondly now while

that first to summarise what's more last
Signposting word/expression Function

1 __To begin with __, let's look at the environmental concerns. SE
2 The __________ and possibly most significant environmental concern
is...
3 __________, there are serious pollution problems…
4 The __________ environmental concern connected with drilling is that of
earthquakes.
5 __________ I’d like to turn to the economic concerns.
6 __________ there’s clearly an increase in economic activity…
7 As I mentioned __________, there are a lot of concerns…
8 __________, a lot more research needs to be done…
9 So __________, there are significant environmental…
10 We can see that the future is very uncertain, and __________ is what I’d
now like to discuss.
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EXAM SKILLS
17 The lecturer is talking about the future of fracking and other forms of energy. Listen
and choose the correct answer, A, B or C.
1 The problem with fracking is that it
A has caused carbon dioxide levels to rise by more than a third.
B will not help countries meet their energy requirements.
C will make the world climate warmer by 1 degree Celsius.
2 One result of climate change is
A lower levels of rain in some parts of Europe.
B serious problems for food production in some African regions.
C increased risk of ice in populated areas by the sea.
3 A reason renewable energy sources are not being developed quickly is that
A fracking is the best way to reduce global warming at the moment.
B governments want to find other long-term solutions.
C energy companies are afraid the cost will affect their businesses.
4 To develop renewable sources further
A commercial organisations need external help.
B governments need to produce less gas and oil.
C countries should work together to change their economies.
5 Environmental groups believe that
A fracking can help reduce global warming in the short term.
B non-renewable sources can continue alongside renewable sources.
C only renewable sources will be able to provide energy in the future.
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HOMEWORK
Homework 1(HW1):
You will hear a trainee teacher called Eve talking to her university tutor about her
preparations for teaching practice. Label the diagram below.
Then, listen again and complete the transcription containing information about the key
answers
1 _______ The smaller container on the left is

_______________________________________________
Waste container
2 _______ That’s right. And that’s slurry _______________________

Slurry
3 ________ So is that pipe at the bottom ____________________?

Water inlet
4 __________ Yes it is ... As the slurry mixture digests it produces gas, and
___________________________. Then when it’s needed it can be
Gas ________________________ in homes or factories. It’s very simple.
5 ___________ That’s the overflow tank. _______________________. As the slurry expands

some of it flows into that, and then once
Overflow tank __________________________________, the slurry level goes down again and
the overflow tank empties again.
Homework 2(HW2):
A. Label the diagram below
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B. Listen again from 00:22 to 1:20 and write down the transcription
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Homework 3(HW3): Choose the correct letter to label the diagram.
Then, listen again and complete the transcription containing key answers
A. electricity indicator
B. on/off switch
C. reset button
D. time control
E. warning indicator
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ANSWE TRANSCRIPTION
R
11 In the upstairs cupboard, you'll find the water heater. You'll see three main
controls ____________________________. The first one - the round one on the
far left - is the most important one for the heating and hot
water.__________________________________________. Make sure it's in the
'on' position.The switch is 'off'. That's probably what's happened -
_________________________
________________________________________________
12 Below the heating controls in the middle is a small round plastic button.
If_________________________________, sometimes the heater goes out.If this
happens you'll need to____________________________________________.
Hold it in for about five seconds and the heater should come on again.
13 Then there's a little ____________________________that's kind of __________.

It'll flash if you need to reset the heater.
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SPEAKING
LEAD-IN
1 Discuss these questions with a partner.
1 What is the most beautiful place you have ever visited?
2 Do you think that global pollution is a serious problem?
3 Does the place where you live have a lot of pollution?
TALKING ABOUT THE ENVIRONMENT

2 With a partner, complete the table with words from the box. Some words can go in both
columns.
acid rain carbon monoxide drought earthquakes tornados
landslides volcanic eruptions oil spills radiation leaks tsunamis
sinkholes thunderstorms floods forest fires
Natural disasters Man-made pollution

earthquakes oil spills
3 Complete the sentences using words from the table. More than one answer may be
possible.
1 Humanity is to blame for the increase in __________ emissions around the world.
2 __________ result in many homes and public buildings being burnt down.
3 Proper care of important facilities will result in fewer __________.
4 We cannot really prevent __________ but we can take steps to make buildings safer in case
they happen.
5 __________ causes significant damage to homes and businesses.
6 Protection against __________ will involve the cooperation of local people and local
government.
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4 Which of these environmental factors are a threat where you live? Discuss with a
partner.
acid rain carbon monoxide volcanoes landslides chemical spills
floods freezing temperatures tornados earthquakes
PRONUNCIATION: SILENT LETTERS IN ENGLISH

5 Some letters in English are 'silent' when spoken, or sound different from the spelling.
Listen to these examples.
Scenic - the first 'c' is silent- this word is spoken as /'si:.nik/
Business - the 'T' is silent- this word is spoken as /'biz.nis/
6 Listen to these words. Underline the letter(s) in each word which are silent or which
sound different from the spelling.
1 calendar
2 foreigner
3 should
4 guest
5 autumn
6 honest
7 light
8 doubt
9 castle
10 yoghurt
MAKING TIMED NOTES

7 Look at these Speaking Part 2 tasks.
A Describe a place in your country that B Describe a place of natural beauty that you have
is famous for its natural beauty. visited.
You should say: You should say:
 where that place is  when you visited this place
 what kind of place it is  what kind of scenic features the place had
 what makes it beautiful  what you remember most about the place
and explain why this place is famous in your and explain whether you would like to visit the
country. place again.
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1 Which points in the tasks require more information?
2 What kind of information will you need for each point?
3 How many examples will you need for each point?
4 What tense will you need for each point?
9 Thinking about your answer to question 1 in exercise 8, make notes for tasks A and B in
just 60 seconds. Use your notes to talk for TWO minutes on each topic.
TIP 9:
You have only one minute to make notes so it is a good idea to practise making them with a
stopwatch or timer.
10 Compare your notes with a partner. Try to talk about task A for TWO minutes using
your partner's notes. Were you able to complete the task? If not, advise your partner how
the notes can be improved, based on your answers to question 1 in exercise 8.
11 Here are two sets of notes for task B in exercise 7. Which set of notes do you think
would be easier to write in just 60 seconds?
RECOGNISING AND USING DIFFERENT FUNCTIONS

Part 2 of the Speaking test asks you to describe something, for example a place in your
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country. Remember that questions in Part 3 could ask you to do some (or all) of the functions
in the box in exercise 12.
12 Match questions 1-5 with a function from the box.

assess compare explain predict suggest
1 So, what do you think will happen to the environment in the future?
2 What can governments do to help the environment?
3 Is there any difference between environmental issues now and those in the past?
4 Have schools done enough to inform children about environmental problems?
5 Why have private businesses not done more to help the environment?
13 Read this transcript of a student answering a Speaking Part 3 question. Write the
correct function from the box in the gaps before each phrase. Some functions can be used
more than once.
TIP 13:
Questions in Speaking Part 3 ask you about society as a whole, rather than you and your
personal experience.
How can we do more to protect the environment?
Well, that's a tough question. 1 __________ In the past, we didn't know much about the effect
we were having on the environment 2 __________ as we didn't have access to much scientific
knowledge back then, 3 __________ whereas now we know much more about the world and
how it works and 4 __________ this knowledge has been so useful in helping us to protect the
environment. 5 __________ The science has improved, 6 __________ so I think that we might
start to discover new ways to reduce pollution in the future 7 __________ that are much better
than those we have at the moment. 8 __________. Perhaps the government could spend more
money on promoting environmental responsibility to companies, although 9 __________ it is by
no means certain this will have the desired effect.
EXPRESSING OPINIONS: CERTAINTY AND DOUBT

When we give opinions we often want to express how sure we are about our feelings or
claims:
 If things do not improve quickly, there is no doubt that the environment will suffer.
certain
 If things do not improve quickly, it is possible that the environment might suffer.
careful
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14 Complete the table using words from the box.
almost certainly clearly definitely indeed likely
maybe might no doubt occasionally of course perhaps
seemingly surely unlikely will
Certain Careful
certainly likely
15 In Speaking Part 3, you should be prepared to have an opinion about any statement or
topic. For statements 1-9, put a tick ✔ to show whether the speaker is agreeing or
disagreeing.
Certain words can be used to make these statements stronger. For example:
I just don't share that point of view.
That's totally incorrect. I definitely have to side with you on that one.
That's 100% true.
Statement Agree Disagree

That's true. ✔
1 That's right.
2 I'm not sure about that.
3 That's also how I feel about it.
4 I have to side with you on that one.
5 Me neither.
6 That's incorrect.
7 I beg to differ.
8 You might have a point there.
9 I'm afraid I don't share that point of view.
16 For statements 1-5, write how much you agree or disagree with the statement. Then,
using the example phrases in exercise 15, tell your partner whether you agree or disagree
with each statement, remembering to express yourself strongly where necessary.
Statement Strongly agree Agree Disagree Strongly disagree
1 Governments should do more to prevent
environmental damage.
2 We are not responsible for damage to the
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environment.
3 Global warming is not caused by humans.
4 Factories do enough to prevent
environmental accidents.
5 Children should be educated about
protecting the environment.
EXAM SKILLS
1 Is there a place of natural beauty in your country?
2 Are there fewer places of natural beauty now than in the past?
3 Do you do anything to help the environment?
4 What is the most serious problem facing the environment today?
Describe an environmental issue facing your country.
You should say:
 what kind of problem it is
 how long the problem has existed
 what effect the problem has had on people
and explain what we can do to solve the problem.
19 With a partner, discuss these Speaking Part 3 questions.

1 What is the cause of most environmental problems in the world?
2 Is there much more environmental damage now than in the past?
3 What more can governments do to solve environmental issues?
4 How can we educate children to protect the environment?
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READING
LEAD-IN
1 The environment is a common topic in IELTS. Match the words in the box with the
definitions 1-8.
captivity conservation endangered extinction
habitat poach species threaten
1 the natural environment of an animal or plant
2 a situation in which a type of animal no longer exists
3 the protection of nature
4 situation where animals or plants may soon not exist because there are very few now alive
5 a group of plants or animals that share similar characteristics
6 be likely to cause harm or damage to something or someone
7 illegally catch or kill animals, especially by going onto land without the permission of the
person who owns it
8 a situation in which an animal is kept in a zoo or a person is kept as a prisoner, rather than
being free
YES/NO/ NOT GIVEN TASKS
Yes/No/Not Given tasks are common in the exam. The purpose of this task is to identify if the
statements in the questions match the views or claims of the writer.
2 Read this short text and answer the question.
TIP 2:
A 'view' is a personal opinion and a 'claim' is a statement made by the writer and presented as
a fact.
It is commonly believed that taking steps to protect the environment is morally the right thing to
do. What is sadly evident, however, is that we all have friends and family who do not concern
themselves at all with tackling this problem.
The number one reason for this is that, for some, it is just inconvenient. Other people just do not
feel that their contribution makes a difference. Fortunately, however, the majority of us do give it
the attention it deserves and many people go to great lengths to ensure the planet is protected for
future generations.
Look at the statements and write
YES if the statement agrees with the views in the text
NO if the statement contradicts the view of the writer
NOT GIVEN if it is impossible to say what the writer thinks
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1 Some people do not pay attention to environmental issues because they do not believe their
involvement would make an impact.
2 Some people tackle environmental problems in the wrong way.
3 Most people do not care about environmental issues.
4 Some people do a great deal to protect the environment.
Which synonyms or words/phrases with a similar meaning to those in the text helped you
to locate the answer?
3 To help you approach this type of question with a longer text, put the steps in order.
Approaching Yes/No / Not Given tasks
a Scan the text for these key words or words of a similar meaning. 
b Choose Yes, No or Not Given. 
c Underline these words in the text. 
d Read the question statements carefully and underline key words. 
e Read the instructions carefully. 
f Read the sentence before and after the key words or synonyms in the text. 
g Skim read the text to gain a general understanding of the topic. 
4 Skim read the text and answer the question, following the steps in exercise 3.
TIP 4:
In this type of task, the questions appear in the same order as the text.
THE ROLE OF THE MODERN ZOO
Initially seen purely as centres of entertainment, zoos were often often heavily criticised in
society for keeping animals captive. Nowadays, however, zoos have a lot more to offer than
perhaps some people realise. Good zoos have changed their focus and are now responding
to environmental problems, such as the decline in wildlife and loss of habitat. Indeed,
scientists believe that a third of all animal and plant species on Earth risk extinction within
this century.
The modern zoo, therefore, has developed dramatically as a major force in conserving
biodiversity worldwide. Zoos linked with the Association of Zoos and Aquariums participate in
Species Survival Plan Programmes, which involve captive breeding, reintroduction programmes
and public education to ensure the survival of many of the planet's threatened and endangered
species. Captive breeding is the process of breeding animals outside their natural environment in
restricted conditions such as farms, zoos or other closed areas.
It is a method used to increase the populations of endangered species, in order to prevent
extinction. One of the main challenges facing captive breeding programmes, however, is
maintaining genetic diversity.* Zoo staff are fully trained in this area, and manage the
programmes carefully to ensure genetic variation. Another way in which zoos protect
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endangered species is through reintroduction programmes. These programmes release animals
that have been in the zoo back into their natural habitats.
Finally, and perhaps most significantly, many zoos now concentrate on educating the public,
particularly the younger generation. These zoos educate millions of visitors each year about
endangered species and related conservation issues. Visiting the zoo not only raises money for
conservation projects, but also reminds individuals about environmental issues.
*biodiversity - the number and types of plants and animals that exist in a particular area, or in
the world generally
*genetic diversity - the variety of genes within a species
NOT GIVEN if it is impossible to say what the writer thinks
1 Zoos have been very successful in protecting endangered species.
2 Putting endangered animals back into the wild to reproduce is a good way to increase their
populations.
3 All zoos now focus on teaching people about animals facing extinction.
4 Zoo visits increase awareness of environmental problems.
GRAMMAR FOCUS: SO, TOO, EITHER AND NEITHER
5 So, too, either and neither can be used to agree or disagree with someone.
Study the sentences.
Agreeing with the speaker
'I love visiting zoos and seeing all the animals.' 'Me too.' / 'So do I.'/'I do, too.'
'Really? I don't like seeing animals in cages.' 'Me neither.'/'Neither do I.'
'I'm more interested in animals in the wild.' 'Me too.' / 'So am I.'/'I am, too.'
Disagreeing with the speaker
A: I love visiting zoos and seeing all the animals.
B: I don't.
C: Neither do I. / Me neither.
A: Really? I'm fascinated by all the different animals.
B: I'm not.
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C: I'm not either. / Neither am I.
6 Using the information in the box, answer these questions using so, too, either and neither.
More than one answer is possible.
1 'I like exploring nature.'_____________ (agree)
2 'I would love to go on a safari holiday.' _____________ (disagree)
3 'I'm really interested in animal conservation.' _____________ (agree)
4 'I don't know anything about endangered species.' _____________(agree)
SUMMARY COMPLETION TASKS
There are two kinds of summary completion task in the Reading test. One provides a box with
possible answers and the other requires you to choose the answers from the text.
For this type of task there are usually more words or phrases than gaps and some of the words
or phrases might be distractors (words/phrases which look suitable but are not the correct
answer).
7 Complete the summary of the previous text with a word from the list.
TIP 7:
In the exam, the summary covers only a part of the whole text.
When you have chosen a word for each gap, make sure thatyour sentences are grammatically
correct. This is a way of double-checking that you have the correct answer.
In the past, zoos focused mainly on 1 __________ the public. This is certainly not the case
anymore. Today, the role of good zoos is to take an active part in 2 __________ projects. Several
methods are used to achieve this. One way to avoid the extinction of certain species is to ensure
that animals within zoos breed. This is handled 3__________, however, to ensure genetic
diversity. Another method is to release the animals back into their natural habitat. Perhaps the
most significant role of the zoo, however, is its capacity to educate the general public about
conservation and, more specifically, to inform the 4 __________ generation.
A carefully
E conservation
B quickly
C entertaining
D animal
F reproduce
G younger
8 Answer these questions with a partner.
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1 Which words from the list above are distractors?
2 In which spaces would they have been grammatically correct?
9 Skim read this text to understand the main ideas.

The mountain GORILLA
As their name suggests, mountain gorillas live in forests in the mountains, at heights of
around 2,400 to 4,000 m. The mountain gorilla's habitat is limited to protected national
parks in two regions of Africa. They have thicker fur compared to other great apes and this
helps them to survive in a habitat where temperatures often drop below freezing. Mountain
gorillas also have shorter arms and tend to be a bit larger than other gorillas.
Currently there are fewer than 900 surviving and they are classed as critically endangered. They
are endangered for several reasons, but most significantly because humans are moving further
into their territory and consequently destroying their habitats. Human invasion also brings with it
the risk of disease and the threat of being poached. Another problem the species faces is the area
where they live, which is continuously troubled by war. Consequently, gorillas have been killed
by bombs and war refugees have removed trees from the forests to create new homes and farms.
Many conservation projects have been set up to aid mountain gorillas and it is believed that their
numbers may slowly be increasing. Nevertheless, they continue to face major threats from both
loss of habitat and poaching,
10 Complete the summary using one word from the text.

TIP 10:
Decide what type of word you are looking for before scanning the text, e.g. noun, adjective,
etc....
Mountain gorillas are one of the most 1 ______________ species in the world. With fewer than
900 surviving, there are several factors which have caused their decline. The biggest factor is
humans moving into their areas and destroying their 2 ______________. The risk of being 3
______________ is another major reason. In response to this decline in mountain gorillas, efforts
have been made by 4 ______________ groups to try and increase numbers.
EXAM SKILLS
11 Using all the skills you have learnt in this lesson, read the text and answer the questions
which follow.
HOW EFFECTIVE ARE CONSERVATION EFFORTS?
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While many organisations put a considerable amount of effort into conservation projects, it
is just not enough. Many of these efforts are effective short- term, but in the long term they
simply do not work, due to a number of factors.
Whilst there remains a demand for exotic animals in society, endangered species will always be
at risk of being hunted and poached. Poachers often target larger animals - animals which take a
long time to repopulate, such as rhinos and elephants. The poachers are clever and use methods
which are sometimes completely undetectable. A recent case involved 300 elephants being killed
in Zimbabwe's largest nature reserve. Poachers put poison in the water holes, killing hundreds of
elephants and destroying an entire ecosystem".
Captive breeding is perhaps the most effective method of protecting animals from extinction, but
this also has its problems. First, releasing animals from captive environments could introduce
disease into wild populations. Secondly, after several generations in captivity, species could
become less able to survive in the wild. Would they know how to hunt for food? Or how not to
be killed by other animals? Perhaps the biggest problem facing endangered species, however, is
the increasing population of the human race. Although conservation measures have helped to
prevent humans from completely destroying all natural habitats, human invasion will always be
one of the greatest risks to threatened species.
* ecosystem - all the living things in an area and the way they affect each other and the
environment
NOT GIVEN if it is impossible to say what the writer thinks about this
1 Captive breeding programmes ensure that animals can cope in their natural habitat.
2 Poachers are good at hiding the way in which they kill animals.
3 Releasing animals into the wild after captive breeding has led to infections spreading.
4 Conservation projects have not made any impact on saving natural habitats.
Complete the summary using the list of words, A-L.
The problems faced by conservationists
A great deal of effort is put into conservation work in order to protect endangered species from
becoming 1 __________. Whilst some of these conservation efforts are successful to an extent,
they are still not enough to safeguard certain species in the long term.
Culturally, these sought-after endangered 2 __________ are still valuable property and therefore
they will always be at risk from 3 __________. 4 __________ is perhaps the best method to
ensure their survival, but is also problematic. After generations of being held in a 5 __________
environment, these species may lose their ability to cope in their natural habitat. One of the most
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significant factors is the increase in the population of the human race, leading to many natural
habitats being taken over and 6 __________.
A lost D diseases G protected J captive breeding
B poachers E extinct H human K destroyed
C strange F species I destroy L changed
HOMEWORK
PASSAGE 1
So you think humans are unique
There was a time when we thought humans were special
in so many ways. Now we know better. We are not the
only species that feels emotions, empathises with others or
abides by a moral code. Neither are we the only ones with
personalities, cultures and the ability to design and use
tools. Yet we have steadfastly clung to the notion that one
attribute, at least, makes us unique: we alone have the
capacity for language.
Alas, it turns out we are not so special in this respect
either. Key to the revolutionary reassessment of our talent
for communication is the way we think about language
itself. Where once it was seen as a monolith, a discrete
and singular entity, today scientists find it is more
productive to think of language as a suite of abilities.
Viewed this way, it becomes apparent that the component
parts of language are not as unique as the whole.
Take gesture, arguably the starting point for language.
Until recently, it was considered uniquely human - but not
any more. Mike Tomasello of the Max Planck Institute for
Evolutionary Anthropology in Leipzig, Germany, and
others have compiled a list of gestures observed in monkeys, gibbons, gorillas, chimpanzees,
bonobos and orang-utans, which reveals that gesticulation plays a large role in their
communication. Ape gestures can involve touch, vocalising or eye movement, and individuals
wait until they have another ape’s attention before making visual or auditory gestures. If their
gestures go unacknowledged, they will often repeat them or touch the recipient.
In an experiment carried out in 2006 by Erica Cartmill and Richard Byrne from the University of
St Andrews in the UK, they got a person to sit on a chair with some highly desirable food such as
banana to one side of them and some bland food such as celery to the other. The orang-utans,
who could see the person and the food from their enclosures, gestured at their human partners to
encourage them to push the desirable food their way. If the person feigned incomprehension and
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offered the bland food, the animals would change their gestures - just as humans would in a
similar situation. If the human seemed to understand while being somewhat confused, giving
only half the preferred food, the apes would repeat and exaggerate their gestures - again in
exactly the same way a human would. Such findings highlight the fact that the gestures of non -
human primates are not merely innate reflexes but are learned, flexible and under voluntary
control - all characteristics that are considered prerequisites for human-like communication. As
well as gesturing, pre-linguistic infants babble. At about five months, babies start to make their
first speech sounds, which some researchers believe contain a random selection of all the
phonemes humans can produce. But as children learn the language of their parents, they narrow
their sound repertoire to fit the model to which they are exposed, producing just the sounds of
their native language as well as its classic intonation patterns. Indeed, they lose their polymath
talents so effectively that they are ultimately unable to produce some sounds - think about the
difficulty some speakers have producing the English.
Dolphin calves also pass through a babbling phase, Laurance Doyle from the SETI Institute in
Mountain View, California, Brenda McCowan from the University of California at Davis and
their colleagues analysed the complexity of baby dolphin sounds and found it looked remarkably
like that of babbling infants, in that the young dolphins had a much wider repertoire of sound
than adults. This suggests that they practise the sounds of their species, much as human babies
do, before they begin to put them together in the way characteristic of mature dolphins of their
species.
Of course, language is more than mere sound - it also has meaning. While the traditional,
cartoonish version of animal communication renders it unclear, unpredictable and involuntary, it
has become clear that various species are able to give meaning to particular sounds by
connecting them with specific ideas. Dolphins use 'signature whistles’, so called because it
appears that they name themselves. Each develops a unique moniker within the first year of life
and uses it whenever it meets another dolphin.
One of the clearest examples of animals making connections between specific sounds and
meanings was demonstrated by Klaus Zuberbuhler and Katie Slocombe of the University of St
Andrews in the UK. They noticed that chimps at Edinburgh Zoo appeared to make rudimentary
references to objects by using distinct cries when they came across different kinds of food.
Highly valued foods such as bread would elicit high-pitched grunts, less appealing ones, such as
an apple, got low-pitched grunts. Zuberbuhler and Slocombe showed not only that chimps could
make distinctions in the way they vocalised about food, but that other chimps understood what
they meant, When played recordings of grunts that were produced for a specific food, the chimps
looked in the place where that food was usually found. They also searched longer if the cry had
signalled a prized type of food.
Clearly animals do have greater talents for communication than we realised. Humans are still
special, but it is a far more graded, qualified kind of special than it used to be.
Questions 1-5: Choose the correct letter, A, B, C or D.
1 What point does the writer make in the first paragraph?
A We know more about language now than we used to.
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B We recognise the importance of talking about emotions.
C We like to believe that language is a strictly human skill.
D We have used tools for longer than some other species.
2 According to the writer, what has changed our view of communication?

A analysing different world languages
B understanding that language involves a range of skills
C studying the different purposes of language
D realising that we can communicate without language
3 The writer quotes the Cartmill and Byrne experiment because it shows
A the similarities in the way humans and apes use gestures.
B the abilities of apes to use gestures in different environments.
C how food can be used to encourage ape gestures.
D how hard humans find it to interpret ape gestures
4 In paragraph 7, the writer says that one type of dolphin sound is

A used only when dolphins are in danger.
B heard only at a particular time of day.
C heard at a range of pitch levels.
D used as a form of personal identification.
5 Experiments at Edinburgh Zoo showed that chimps were able to

A use grunts to ask humans for food.
B use pitch changes to express meaning.
C recognise human voices on a recording.
D tell the difference between a false grunt and a real one.
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Q Keywords in the answer Synonyms/Paraphrases in Where have you found the
the evidence evidence (which
paragraph, sentence)
1
like to believe
language is a strictly
human skill.
2
understanding that
language involves a range

of skills
3
the similarities in the way
humans and apes use
gesture.
4
type of dolphin sound used
as a form of
personal identification.
5
use pitch changes to
express meaning
Questions 6-10
Do the following statements agree with the claims of the writer in Reading Passage 1?
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
6 It could be said that language begins with gestures.
7 Ape gestures always consist of head or limb movements.
8 Apes ensure that other apes are aware of their gesturing.
9 Primate and human gestures share some key features.
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10 Cartoons present an amusing picture of animal communication.
Q Keywords in the Keywords in the evidence the evidence (which
statement (evaluate if there are any same paragraph, sentence)
words, synonyms, opposites or if
there’s no match)
language begins with
6 gestures.
Ape gestures always
7 consist of head or limb
movements.
Apes
ensure that other apes are
8 aware of
their gesturing.
Primate and human
9 gestures share some key
features.
Cartoons present an
1 amusing picture of animal
0 communication
Questions 11-14: Complete the summary using the list of words, A-H, below.
Babbling
It seems that humans are not the only species that babble.
Before young infants speak, some experts think that they produce the 11 __________ mixture of
human sounds.
Over time, however, they copy the language of their parents, and this affects their ability to
pronounce 12 __________ sounds from other languages.
A 13 __________ pattern has been found among dolphins.
They produce a range of individual sounds when they are babies, and then combine some of
these to produce the sounds of 14 __________ dolphins later on.
A adult
B rare
C similar
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D full
E restricted
F sociable
G different
H random
Of course, language is more than mere sound - it also has meaning. While the traditional,
cartoonish version of animal communication renders it unclear, unpredictable and involuntary, it
has become clear that various species are able to give meaning to particular sounds by
connecting them with specific ideas. Dolphins use 'signature whistles’, so called because it
appears that they name themselves. Each develops a unique moniker within the first year of life
and uses it whenever it meets another dolphin.
One of the clearest examples of animals making connections between specific sounds and
meanings was demonstrated by Klaus Zuberbuhler and Katie Slocombe of the University of St
Andrews in the UK. They noticed that chimps at Edinburgh Zoo appeared to make rudimentary
references to objects by using distinct cries when they came across different kinds of food.
Highly valued foods such as bread would elicit high-pitched grunts, less appealing ones, such as
an apple, got low-pitched grunts. Zuberbuhler and Slocombe showed not only that chimps could
make distinctions in the way they vocalised about food, but that other chimps understood what
they meant, When played recordings of grunts that were produced for a specific food, the chimps
looked in the place where that food was usually found. They also searched longer if the cry had
signalled a prized type of food.
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PASSAGE 2
Pulling strings to build pyramids
No one knows exactly how the pyramids were built. Marcus Chown reckons the answer could be
'hanging in the air'.
The pyramids of Egypt were built more than
three thousand years ago, and no one knows
how. The conventional picture is that tens of
thousands of slaves dragged stones on sledges.
But there is no evidence to back this up. Now a
Californian software consultant called Maureen
Clemmons has suggested that kites might have
been involved. While perusing a book on the
monuments of Egypt, she noticed a hieroglyph
that showed a row of men standing in odd
postures. They were holding what looked like
ropes that led, via some kind of mechanical
system, to a giant bird in the sky. She wondered if perhaps the bird was actually a giant kite, and
the men were using it to lift a heavy object.
Intrigued, Clemmons contacted Morteza Gharib, aeronautics professor at the California Institute
of Technology. He was fascinated by the idea. 'Coming from Iran, I have a keen interest in
Middle Eastern science/ he says. He too was puzzled by the picture that had sparked Clemmons's
interest. The object in the sky apparently had wings far too short and wide for a bird. The
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possibility certainly existed that it was a kite/ he says. And since he needed a summer project for
his student Emilio Graff, investigating the possibility of using kites as heavy lifters seemed like a
good idea.
Gharib and Graff set themselves the task of raising a 4.5-metre stone column from horizontal to
vertical, using no source of energy except the wind. Their initial calculations and scale-model
wind-tunnel experiments convinced them they wouldn't need a strong wind to lift the 33.5-tonne
column. Even a modest force, if sustained over a long time, would do. The key was to use a
pulley system that would magnify the applied force. So they rigged up a tent-shaped scaffold
directly above the tip of the horizontal column, with pulleys suspended from the scaffold's apex.
The idea was that as one end of the column rose, the base would roll across the ground on a
trolley.
Earlier this year, the team put Clemmons's unlikely theory to the test, using a 40-square-metre
rectangular nylon sail. The kite lifted the column clean off the ground. 'We were absolutely
stunned,' Gharib says. The instant the sail opened into the wind, a huge force was generated and
the column was raised to the vertical in a mere 40 seconds.'
The wind was blowing at a gentle 16 to 20 kilometres an hour, little more than half what they
thought would be needed. What they had failed to reckon with was what happened when the kite
was opened. There was a huge initial force - five times larger than the steady state force,' Gharib
says. This jerk meant that kites could lift huge weights, Gharib realised. Even a 300-tonne
column could have been lifted to the vertical with 40 or so men and four or five sails. So
Clemmons was right: the pyramid, builders could have used kites to lift massive stones into
place. 'Whether they actually did is another matter,' Gharib says. There are no pictures showing
the construction of the pyramids, so there is no way to tell what really happened. The evidence
for using kites to move large stones is no better or worse than the evidence for the brute force
method,' Gharib says.
Indeed, the experiments have left many specialists unconvinced. The evidence for kite lifting is
non-existent,' says Willeke Wendrich, an associate professor of Egyptology at the University of
California, Los Angeles.
Others feel there is more of a case for the theory. Harnessing the wind would not have been a
problem for accomplished sailors like the Egyptians. And they are known to have used wooden
pulleys, which could have been made strong enough to bear the weight of massive blocks of
stone. In addition, there is some physical evidence that the ancient Egyptians were interested in
flight. A wooden artefact found on the step pyramid at Saqqara looks uncannily like a modern
glider. Although it dates from several hundred years after the building of the pyramids, its
sophistication suggests that the Egyptians might nave been developing ideas of flight for a long
time. And other ancient civilisations certainly knew about kites; as early as 1250 BC, the
Chinese were using them to deliver messages and dump flaming debris on their foes.
The experiments might even have practical uses nowadays. There are plenty of places around the
globe where people have no access to heavy machinery, but do know how to deal with wind,
sailing and basic mechanical principles. Gharib has already been contacted by a civil engineer in
Nicaragua, who wants to put up buildings with adobe roofs supported by concrete arches on a
site that heavy equipment can't reach. His idea is to build the arches horizontally, then lift them
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into place using kites. 'We've given him some design hints,' says Gharib. We're just waiting for
him to report back.'. So whether they were actually used to build the pyramids or not, it seems
that kites may make sensible construction tools in the 21 st century AD.
Questions 1-7
1 It is generally believed that large numbers of people were needed to build the pyramids.
2 Clemmons found a strange hieroglyph on the wall of an Egyptian monument.
3 Gharib had previously done experiments on bird flight.
4 Gharib and Graff tested their theory before applying it.
5 The success of the actual experiment was due to the high speed of the wind.
6 They found that, as the kite flew higher, the wind force got stronger.
7 The team decided that it was possible to use kites to raise very heavy stones.

Q Keywords in the Keywords in the evidence the evidence (which
statement (evaluate if there are any same paragraph, sentence)
words, synonyms, opposites or if
there’s no match)
It is generally believed
1 that
large numbers of people
build the pyramids.
found a strange
2 hieroglyph
on the wall of an Egyptian
monument.
Gharib had previously
done experiments on bird
3 flight.
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tested their theory before
4 applying it.
high speed of the wind.

5
6 They found that, as the

6 kite flew higher, the wind
force got stronger.
use kites to raise very
7 heavy stones.
Questions 8-13
Complete the summary below.
Additional evidence for theory of kite-lifting
The Egyptians had 8 ___________ which could lift large pieces of 9 ___________ and they
knew how to use the energy of the wind from their skill as 10 ___________
The discovery on one pyramid of an object which resembled a 11 ____________ suggests they
may have experimented with 12 ___________
In addition, over two thousand years ago kites were used in China as weapons, as well as for
sending 13 ___________

answer the evidence evidence (which paragraph,
sentence)
8
lift
9
larger pieces of
1
0 use the energy of the
wind
1
1 discovery on one
pyramid of an object
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resemble
1
2 experimented with
1
3 weapons
sending
The pyramids of Egypt were built more than three thousand years ago, and no one knows how.
The conventional picture is that tens of thousands of slaves dragged stones on sledges. But there
is no evidence to back this up. Now a Californian software consultant called Maureen Clemmons
has suggested that kites might have been involved. While perusing a book on the monuments of
Egypt, she noticed a hieroglyph that showed a row of men standing in odd postures. They were
holding what looked like ropes that led, via some kind of mechanical system, to a giant bird in
the sky. She wondered if perhaps the bird was actually a giant kite, and the men were using it to
lift a heavy object.
Intrigued, Clemmons contacted Morteza Gharib, aeronautics professor at the California Institute
of Technology. He was fascinated by the idea. 'Coming from Iran, I have a keen interest in
Middle Eastern science/ he says. He too was puzzled by the picture that had sparked Clemmons's
interest. The object in the sky apparently had wings far too short and wide for a bird. The
possibility certainly existed that it was a kite/ he says. And since he needed a summer project for
his student Emilio Graff, investigating the possibility of using kites as heavy lifters seemed like a
good idea.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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WRITING
LAW
Discussion essay
Lesson preparation
Check-up: Fill in the blanks
1. The new measures are intended to reduce _______________ and drug dealing in the area.
2. The government should act to _______________ human trafficking.
3. The government must find _______________ to reduce the crime rate
4. The strategy _______________ for dealing with robbery.
5. He was sent to prison because he _______________.
6. The prisoner was sentenced to five months of _______________
7. There are many ways we can _______________
8. Murderers should _______________ up for life.
9. While he was in prison, he had to follow _______________
10. We have exhausted all possible legal _______________ for this injustice.
11. Tougher prison sentences may act/serve as a _______________ to other would-
be offenders.
12. The school is _______________ by students.
13. The overall _______________ was down 11.9% last year.
14. To reduce the crime rate, we need to _______________
Vocabulary Pronunciation Meaning

Lock up /lɒk/
Tackle systemic problems /ˈtæk.əl/ /sɪˈstem.ɪk/ /ˈprɒb.ləm/
Deterrent /dɪˈter.əns/
Criminality /ˌkrɪm.ɪˈnæl.ə.ti/
remedy /ˈrem.ə.di/
Hold long-term promise
Well-regarded
Crime rate /ˈkraɪm ˌreɪt/
Commit a crime /kəˈmɪt/ /ə/kraɪm/
Threat /θret/
Mandatory sentencing guidelines /ˈmæn.də.tər.i/
/ˈsen.tənsing/
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/ˈɡaɪd.laɪn/
Impose severe sentences /ɪmˈpəʊz/ /sɪˈvɪər/ /ˈsen.tənsiz/
Curb /kɜːb/
Sustainable solutions /səˈsteɪ.nə.bəl/ /səˈluː.ʃən/
incarceration /ɪnˌkɑː.sərˈeɪ.ʃən/
IELTS FOCUS
DISCUSSION ESSAY
Some people think that strict punishments for driving offences are the key to reducing traffic
accidents. Others, however, believe that other measures would be more effective in improving
road safety.
Discuss both these views and give your own opinion.
I. Question types
1. 2 tasks
 _______________
 _______________
II. Outline
1. Activity 1: rearrange the following paragraphs to make a full essay.
Paragraphs Order Function

In conclusion, in my view, while there are some benefits of punishments,
I still agree with those who think that a range of other measures can be
used together to promote better driving habits.
On the one hand, strict punishments can certainly help to encourage
people to drive more safely. Penalties for dangerous drivers can act as a
deterrent, meaning that people avoid repeating the same offence. There
are various types of driving penalty, such as small fines, licence
suspension, driver awareness courses, and even prison sentences. The aim
of these punishments is to show dangerous drivers that their actions have
negative consequences. As a result, we would hope that drivers become
more disciplined and alert, and that they follow the rules more carefully.
On the other hand, I believe that safe driving can be promoted in several
different ways that do not punish drivers. Firstly, it is vitally important to
educate people properly before they start to drive, and this could be done
in schools or even as part of an extended or more difficult driving test.
285 | P a g e
Secondly, more attention could be paid to safe road design. For example,
signs can be used to warn people, speed bumps and road bends can be
added to calm traffic, and speed cameras can help to deter people from
driving too quickly. Finally, governments or local councils could reduce
road accidents by investing in better public transport, which would mean
that fewer people would need to travel by car.
People have differing views with regard to the question of how to make
our roads safer. While punishments can help to prevent bad driving, I
believe that other road safety measures should also be introduced.
 Structure of a discussion essay
A. Introduction
Activity 2: What are the functions of the following clauses
Some people think that strict punishments for driving offences are the key to reducing traffic
accidents. Others, however, believe that other measures would be more effective in improving
road safety.
Discuss both these views and give your own opinion.
Clauses Function
People have differing views with regard to the question of how to make our roads
safer.
While punishments can help to prevent bad driving,
I believe that other road safety measures should also be introduced.
 Structure of an introduction:
Introduction = _____________________________________________
Useful structures
1. Background statement
Trong xã hội đương thời, có những quan điểm khác nhau liên quan tới (câu hỏi về A)
2. Thesis statement
Trong khi có nhiều người tin rằng A, tôi đồng ý với những người có quan điểm rằng
B
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Some people think that the best way to reduce crime is to give longer prison sentences. Others
believe that there are better alternative ways to reduce crime. Discuss both views and give
your own opinion.
_______________, ______________________________ the most effective way to deter crime.
______________________________ putting people in jail is an excellent measure,
______________________________ that there are other alternatives that are equally important
B. BODY PARAGRAPH
Body 1: 1 viewpoint
st
Activity 3: What are the functions of the following sentences (topic sentence/ consequence/
explanation/ example)
Sentences Functions
On the one hand, there are several reasons why it is often argued that strict
punishments can certainly help to encourage people to drive more
safely
This is due to the fact that penalties for dangerous drivers can act as a deterrent,
meaning that people avoid repeating the same offence
For example, there are various types of driving penalty, such as small fines,
licence suspension, driver awareness courses, and even prison sentences
The aim of these punishments is to show dangerous drivers that their actions have
negative consequences.
As a result, we would hope that drivers become more disciplined and alert, and
that they follow the rules more carefully.
 Structure of the 1 body paragraph: (one idea in 1 paragraph)

st
1 Idea = topic sentence + explanation + example + consequence

In case we want to have more than 1 ideas in one paragraph
Body paragraph 1 = Idea 1 + Idea 2
Useful structures
1. Topic sentence:
Một mặt, có những lí do vì sao nó thường được biện luận rằng A….
2. Idea 1:
Thứ nhất là, chúng ta cần phải chỉ ra một thực tế không thể chối cãi rằng
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 Explanation 1:
Điều này là do thực tế rằng
 Example 1:
Ví dụ như là
 Consequence 1:
Kết quả là
3. Idea 2:
Thứ hai là,
 Explanation 2:
Điều này là bởi vì
 Example 2
Một trường hợp cụ thể là
 Consequence 2
Kết quả là
_______________, I believe that giving longer prison sentence to criminals could do wonders
for the battle against crime. _______________, _______________ this method would act as a
deterrent since it may discourage people from breaking the law. _______________ knowing they
would serve a long prison sentence, those who have the idea of committing a crime would think
carefully and realize that it would not worth the risk. _______________, a longer prison
sentence may help rehabilitate offenders. _______________ they have more time to think about
what they have done. _______________, when being released, they would be afraid of engaging
in activities that could lead to criminality.
Body 2: 2 viewpoint (your viewpoint)

nd
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Activity 4: What are the functions of the following sentences (topic
sentence/consequence/explanation/example)
On the other hand, I firmly hold the view that safe driving can be promoted in several
different ways that do not punish drivers.
Firstly, it is vitally important to educate people properly before they start to drive,
The reason for this is that a thorough understanding of the law may encourage these drivers
to travel in a proper manner.
Secondly, more attention could be paid to safe road design.
For example, signs can be used to warn people, speed bumps and road bends can be added
to calm traffic, and speed cameras can help to deter people from driving too quickly.
Consequently, these strategies may increase the safety for travelers
Structure of body paragraph 2 (more than 1 ideas in one paragraph)
Body paragraph 2 = _______________
Each idea = _____________________________________________
Useful structures
1. Topic sentence
Mặt khác, bất chấp những lí do kể trên, tôi giữ vững quan điểm rằng
2. Idea 1: Đầu tiên là, không thể phủ nhận được rằng
 Explanation 1: Lí do cho điều này là
 Example 1: Một ví dụ điển hình là
 Consequence 1: Vì thế
3. Idea 2: Một lí do khác giải thích cho điều này là
 Explanation 2: Điều này có thể được giải thích thông qua thực tế rằng
 Example 2: Một bằng chứng cho điều này là
 Consequence: Kết quả là

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_______________, in spite of these arguments, I firmly hold the view that other alternatives are
also essential to reduce the crime rate. _______________, authorities should hold more
workshops which educate people on legal knowledge. ______________________________
these programs would help people realize how risky breaking the law is. _______________, this
could raise people’s awareness. ______________________________ the government should
install more surveillance cameras on the street. ______________________________ installing
surveillance camera systems could prevent petty criminals like shoplifters and pickpockets, since
they are less likely to operate when being watched.
C. Conclusion
Activity 4: compare the two following sentences
Thesis statement: While punishments can help to prevent bad driving, I believe that other
road safety measures should also be introduced.
Conclusion: In conclusion, in my view, while there are some benefits of punishments, I still
agree with those who think that a range of other measures can be used together to promote
better driving habits.
 Note: _____________________________________________
Useful structures
Kết luận lại, mặc dù có những lợi ích của A, tôi vẫn đồng ý với những người tin rằng B…

_______________, while there are some benefits of long prison sentences, I still agree with
those who think that there are other effective measures that need to be taken simultaneously
PRACTICE
Exercise 1: Complete the tasks below
Some people think that the government should be responsible for crime prevention, while
others believe that it is the responsibility of the individual to protect themselves. Discuss both
sides and give your opinion
a. Write an introduction:
 Introduction:
__________________________________________________________________
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__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________________
b. Rearrange sentences to make full body paragraphs
Body 1
1. Self-defense is certainly one of the most efficient ways to avoid crime.
2. Thus, it is easy to see why it is important to be independent and hold responsibility for
preventing any criminal activity.
3. For instance, in Japan, achieving a black belt in Karate is mandatory for every student
because people believe in making students independent
4. Mastering certain techniques like Kungfu, Karate, Boxing can definitely help a common
man protect himself and his family from criminals.
5. Thus, students are made to undergo such training so that they are able to protect
themselves from an unforeseen incidence of violence or crime.
 Order: _____________________
Body 2
1. Thus, it goes without saying that the government has a major responsibility in preventing
crime.
2. However, not everyone can be independent, and also, the intensity of crime can be quite
high.
3. For example, a recent survey showed that the main reason for 0.2% crime rate in the USA
is ridiculously strict rules and an intensely proactive criminal department.
4. In such situations, if government tightens the rules and ensures that the police department
is proactive, definitely everyone fears the punishments and tends to stay away from
crime.
 Order: _____________________
c. Translate the given phrases into English to make a complete conclusion

Giảm tỷ lệ tội phạm rất quan trọng để tạo ra một môi trường an toàn và hòa bình trong nước. Bài
luận này đã thảo luận về lý do tại sao mọi người nên học cách tự lập và học một số kỹ thuật tự
vệ; tuy nhiên, vai trò của chính phủ quan trọng hơn trong việc giảm tội phạm. Theo tôi, các quy
tắc do chính phủ đặt ra hiệu quả hơn là tự vệ trong việc ngăn ngừa tội phạm.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Exercise 2
The most common solution for criminal behaviour is prison but many believe education is a
better method.
Discuss both views and give your own opinion
Fill in the blanks
Introduction:
Background statement: _______________, ______________________________ the best
solution to reduce the crime rate.
1 view: _______________ we could better reduce crime by_______________ in our
st
educational systems,
2 view (writer’ view): _______________ although education is
nd
important, _______________ remains the primary inhibitor of _______________
Body 1:
Topic sentence: _______________, ______________________________education as a better
_______________ as it _______________.
Explanation: _______________ the main cause of crime is poverty and that can be linked
directly to education.
Example: _______________, in Singapore, which has one of the most _______________
school systems in the world, the majority of graduates can find well paid jobs.
Consequence: _______________, the _______________ is among the lowest globally. There is
no cause _______________ if you have enough money to provide for yourself and your family.
Body 2:
Topic sentence: _______________, _______________, _______________ deterrence remains
the main reason why people do not commit crimes.
Explanation: _______________ if there was no _______________ of prison, people would feel
free to steal, murder or commit whatever crime they choose.
Example: _______________ the effect of prison on crime _______________ in countries
with _______________. Many Southeast Asian countries _______________ on drug related
crimes to successfully _______________ drug trafficking.
Conclusion:
_______________, _______________, _______________ the deterring effect of prison prevents
most crime. Countries ought to invest in _______________ such as education and economic
reform while not neglecting the irreplaceable role of _______________.
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HOMEWORK
Homework 1: Make an outline for this following essay
Some people think that young people who commit serious crimes, such as robbery or violent
attacks should be punished in the same way as adults, while others believe that the degree of
punishment should not be taken to the extreme.
Suggested ideas: Support the 2nd viewpoint
Body 1: Youngsters who are involved in serious crimes should be subject to the same sort of
punishment as adults
Topic sentence:
_____________________________________________________________________________
_____________________________________________________________________________
Explanation:
_____________________________________________________________________________
_____________________________________________________________________________
For example:
_____________________________________________________________________________
_____________________________________________________________________________
Body 2: The degree of detention for juveniles should be lower than that for mature people
Idea 1: _______________________________________________________
Explanation:
______________________________________________________________________________
________________________________________________________________________
Idea 2: _____________________________________________________________
Homework 2: Using the ideas in Homework 1 to write an essay
Some people think that young people who commit serious crimes, such as robbery or violent
attacks should be punished in the same way as adults, while others believe that the degree of
punishment should not be taken to the extreme.
Answer:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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REVIEW UNIT 5, 6
listening, reading, writing, speaking
A – LISTENING
Questions 1 – 4
Complete the table below. Write ONE WORD ONLY for each answer.
Festival information
Date Type of event Details
17th a concert performers from Canada
company
18th a ballet
called 1……………
type of play: a comedy

19th-20th (afternoon) a play called Jemima has had a
good 2………….
20th (evening) a 3………… show show is called 4… ……….
Questions 5-10
Write ONE WORD ONLY for each answer.
Workshops
● Making 5…………….. food
● (children only) Making 6……………..
● (adults only) Making toys from 7……………… using various tools
Outdoor activities
● Swimming in the 8………………
● Walking in the woods, led by an expert on 9……………….
See the festival organiser’s 10………………. for more information
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Part 4
Questions 31-36
31. What led the group to choose their topic?
A. Wildlife in city gardens
B. They were interested in the effects of city growth
C. They wanted to investigate a recent phenomenon
32. The exact proportion of land devoted to private gardens was confirmed by
A. consulting some official documents.
B. taking large-scale photos.
C. discussions with town surveyors.
33. The group asked garden owners to
A. take part in formal interviews
B. keep a record of animals they saw
C. get in contact when they saw a rare species
34. The group made their observations in gardens
A. which had a large number of animal species
B. which they considered to be representative
C. which had stable populations of rare animals
35. The group did extensive reading on
A. wildlife problems in rural areas
B. urban animal populations
C. current gardening practices
36. The speaker focuses on three animal species because
A. a lot of data has been obtained about them.
B. the group were most interested in them.
C. they best indicated general trends.
Question 37-40
Animals Reason for population Comments

increase in gardens
37…… ……………………. Suitable stretches of water Massive increase in urban

population
Hedgehogs Safe from 38…… Easy to 39…… ……………..

……………… when in cities them accurately
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Song thrushes - a variety of 40…… Large survey starting soon
……………… to eat
- more nesting places
available
B – READING
Crop-growing skyscrapers
By the year 2050, nearly 80% of the Earth’s
population will live in urban centres. Applying
the most conservative estimates to current
demographic trends, the human population will
increase by about three billion people by then.
An estimated 109 hectares of new land (about
20% larger than Brazil) will be needed to grow
enough food to feed them, if traditional farming
methods continue as they are practised today. At
present, throughout the world, over 80% of the
land that is suitable for raising crops is in use.
Historically, some 15% of that has been laid
waste by poor management practices. What can
be done to ensure enough food for the world’s
population to live on?
The concept of indoor farming is not new, since hothouse production of tomatoes and other
produce has been in vogue for some time. What is new is the urgent need to scale up this
technology to accommodate another three billion people. Many believe an entirely new approach
to indoor farming is required, employing cutting-edge technologies. One such proposal is for the
“Vertical Farm”. The concept is of multi-storey buildings in which food crops are grown in
environmentally controlled conditions. Situated in the heart of urban centres, they would
drastically reduce the amount of transportation required to bring food to consumers. Vertical
farms would need to be efficient, cheap to construct and safe to operate. If successfully
implemented, proponents claim, vertical farms offer the promise of urban renewal, sustainable
production of a safe and varied food supply (through year-round production of all crops), and the
eventual repair of ecosystems that have been sacrificed for horizontal farming.
It took humans 10,000 years to learn how to grow most of the crops we now take for granted.
Along the way, we despoiled most of the land we worked, often turning verdant, natural
ecozones into semi-arid deserts. Within that same time frame, we evolved into an urban species,
in which 60% of the human population now lives vertically in cities. This means that, for the
majority, we humans have shelter from the elements, yet we subject our food-bearing plants to
the rigours of the great outdoors and can do no more than hope for a good weather year.
However, more often than not now, due to a rapidly changing climate, that is not what happens.
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Massive floods, long droughts, hurricanes and severe monsoons take their toll each year,
destroying millions of tons of valuable crops.
The supporters of vertical farming claim many potential advantages for the system. For instance,
crops would be produced all year round, as they would be kept in artificially controlled, optimum
growing conditions. There would be no weather-related crop failures due to droughts, floods or
pests. All the food could be grown organically, eliminating the need for herbicides, pesticides
and fertilisers. The system would greatly reduce the incidence of many infectious diseases that
are acquired at the agricultural interface. Although the system would consume energy, it would
return energy to the grid via methane generation from composting non-¬edible parts of plants. It
would also dramatically reduce fossil fuel use, by cutting out the need for tractors, ploughs and
shipping.
A major drawback of vertical farming, however, is that the plants would require artificial light.
Without it, those plants nearest the windows would be exposed to more sunlight and grow more
quickly, reducing the efficiency of the system. Single-storey greenhouses have the benefit of
natural overhead light: even so, many still need artificial lighting. A multi-storey facility with no
natural overhead light would require far more. Generating enough light could be prohibitively
expensive, unless cheap, renewable energy is available, and this appears to be rather a future
aspiration than a likelihood for the near future.
One variation on vertical farming that has been developed is to grow plants in stacked trays that
move on rails. Moving the trays allows the plants to get enough sunlight. This system is already
in operation, and works well within a single-storey greenhouse with light reaching it from above:
it is not certain, however, that it can be made to work without that overhead natural light.
Vertical farming is an attempt to address the undoubted problems that we face in producing
enough food for a growing population. At the moment, though, more needs to be done to reduce
the detrimental impact it would have on the environment, particularly as regards the use of
energy. While it is possible that much of our food will be grown in skyscrapers in future, most
experts currently believe it is far more likely that we will simply use the space available on urban
rooftops.
Questions 1-7
Complete the sentences below.
Write your answers in boxes 1-7 on your answer sheet.
Indoor farming
1 Some food plants, including __________ are already grown indoors.
2 Vertical farms would be located in __________, meaning that there would be less need to take
them long distances to customers.
3 Vertical farms could use methane from plants and animals to produce __________.
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4 The consumption of __________ would be cut because agricultural vehicles would be
unnecessary.
5 The fact that vertical farms would need __________ light is a disadvantage.
6 One form of vertical farming involves planting in __________ which are not fixed.
7 The most probable development is that food will be grown on __________ in towns and cities.
Questions 8-13
In boxes 8-13 on your answer sheet, write
8 Methods for predicting the Earth’s population have recently changed.
9 Human beings are responsible for some of the destruction to food-producing land.
10 The crops produced in vertical farms will depend on the season.
11 Some damage to food crops is caused by climate change.
12 Fertilisers will be needed for certain crops in vertical farms.
13 Vertical farming will make plants less likely to be affected by infectious diseases.
C – WRITING
You should spend about 40 minutes on this task
Write about the following topic
Some people who have been in prison become good citizens later, and it is often argued that
these are the best people to talk to teenagers about the dangers of committing a crime.
To what extent do you agree or disagree
Give reasons for your answer and include any relevant from your knowledge or experience
Write at least 250 words
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
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………………………………………………………………………………………………………
………………………………………………………………………………………………………
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D – SPEAKING
Topic: Business and Work
Part 1:
1. What do you do for a living?
2. What do you enjoy most about your work?
3. What are your main duties?
4. Is there any other work you would like to do in the future?
Part 2:
Describe someone you would like to study or work with
● who this person is

● how you know him/her
● why you would like to study or do with him/her
Topic: Natural environment

Part 1
1. What is your favorite kind of weather?
2. What is the climate like in your country?
3. Do you like rainy days?
4. Does weather affect your mood?
Part 2
Describe your favourite season. You should say:
● what the season is and when it occurs

● what the weather is like during this season
● what your typical activities are during this season
● and explain why it is your favourite season.
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UNIT 7: EDUCATION SYSTEMS
LISTENING
LEAD-IN
1 In this lesson you will hear a discussion and a lecture about education in the UK. Listen
to seven short conversations and write 1-7 in the table to show which type of education the
people are mainly talking about.
Type of education Conversation Information
Nursery
Primary school
Secondary school
Sixth form college
Further education college 1
University A
Adult education
2 Read the information A-G about different educational institutions in the UK. Listen
again and write A-G in the table to show the correct information for each type of
education.
A This is usually the first time students become completely independent. It's normal in the UK
for these students to study in places a long way from their homes.
B You can take courses in all kinds of subjects, usually after work or at the weekend. The
courses are usually quite cheap.
C The purpose of a vocational course is to prepare students for work in a certain profession, like
hairdressing or car mechanics.
D Students no longer study in one classroom, but have to go to different classrooms depending
on the subjects that they are studying.
E Parents can choose to send their children here. Many places are free, but parents often have to
pay.
F When children are required to start full-time education, the majority of them go to this
institution.
G Although students can prepare to pass exams for university entry at their schools, they can
also choose to go to this special institution for two years.
CHARTS AND DIAGRAMS
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This exercise helps you to focus on the words you will need to complete a chart by giving you
two choices. The prompts that help you choose the correct answer are the ages of the children,
so you should pay careful attention to those.
3 The lecturer is talking about the education system in England and Wales up until the age
of 16. Listen and choose the correct answers in the table.
TIP 3:
Before you listen for information to complete a chart or diagram, you should look at the chart
or diagram carefully and think about the type of information that is required.
Key Ages School and school Assessments Compulsory subjects

stage years include
0 4/5 1 None
Nursery/Reception
1 5-7 Primary: Key stage 1
2 Infant/Junior Teacher
Assessments
2 7-11 Primary: Key stage 2 7 Modern Foreign
3 Infant/Junior 4 Standard Assessment Languages/Citizenship
Tests/Teacher
Assessments
3 11-14 Secondary Key stage 3
5 Standard Assessment
Tests/Teacher
Assessments
4 14-16 Secondary Key stage 4
6 Standard Assessment
Tests/General
Certificates of Secondary
Education
4 The lecture is talking about post-16 educational opportunities-the choices which pupils
can make between the ages of 16 and 18. Listen and complete the diagram. Write ONE OR
TWO WORDS in each gap.
TIP 4:
If there are arrows in the diagram, you can use these to help you listen for the answers.
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COMPLETING SENTENCES
5 A school student is discussing how to apply for university with a teacher. Listen and
choose the correct word in each sentence.
1 Register on the UCAS (University and Colleges Admissions Service) website, enter your
personal details and choose five / seven universities which offer a course you want to study.
2 Write your personal statement / assessment, telling the universities about you and why they
should offer you a place.
3 The reference / advice will be supplied by your UCAS adviser at school.
4 Each university on your list examines your application and decides whether to make an offer.
Offers may be conditional / provisional, which means you have to get certain grades.
5 If your exam results meet the requirements, the university will confirm / renew the offer and
you can accept or reject it.
6 Many universities use a clearing / reapplying system to offer unfilled places on their courses
to students who did not get high enough grades for their first-choice university.
FOLLOWING CONVERSATIONS
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6 Practise following the direction of a conversation by choosing the correct notes. A student
who has just started university is discussing his course with a tutor. Listen and choose the
correct notes (a or b) for 1-5.
1a Students usually attend a seminar after they have been to a lecture.
1b Students usually attend a lecture after they have been to a seminar.
2a Students usually attend tutorials every three weeks to discuss their progress with the tutor.
2b Students usually attend tutorials every two weeks to discuss their progress with the tutor.
3a The assessment over the whole course is 60% course assignments and 40% exams.
3b The assessment over the whole course is 40% course assignments and 60% exams.
4a Course assignments should be no fewer than 2,000 words.
4b Course assignments should not be more than 3,000 words.
5a Every assignment should have at least three academic references and five non- academic
ones.
5b Every assignment should have at least five academic references and three non- academic
ones.
EXAM SKILLS
7 A student who is about to finish university is discussing opportunities for further study
with a tutor. Listen and complete each sentence with NO MORE THAN TWO WORDS.
1 If you want to teach in a school, the best option is to complete a __________ in Education.
2 You can also apply to study on a __________ of __________ course.
3 If you want to do a __________ like a PhD, it may take at least three years to complete.
4 A __________ __________ provides a good opportunity to gain commercial experience in
your chosen profession.
5 If you want to find work, a good idea would be to attend a __________ __________, which
gives you the opportunity to talk to many potential employers in one place.
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HOMEWORK
Homework 1(HW1):
A.Choose FIVE answers from the box and write the correct letter, A-G.
16 ________________
17 ________________
18 _________________
19 _________________
20 _________________
B. Listen to 0:15-1:05 and write down the transcription that you can hear
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Homework 2 (HW2):
A.Choose SIX answers from the box and write the correct letter, A-I.
B. Listen again and complete the table with suitable words you can hear in the transcription
KEYWORDS SYNONYMS/PARAPHRASES
choose area of city to study
did a survey of (21)

____________________
compare with
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old maps
(22) ___________ was assessed
five key locations
measured (23) ____________________
researched (24) ______________________
official figures
number of pedestrians
Homework 3 (HW3):
A. Choose the correct letter to label the diagram
A. bullet points
B. film
C. notes
D. structure
E. student paper
F. textbook
G. documentary
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B. Listen again and write down the transcription containing the information about key
answers
S
6 BETH: Well, what I suggest is that you __________________

__________________, which is kept in the library. It’s______
__________________, and I’m sure you’ll find it helpful. I’ll give you the
details in a moment. ______________________
________________, it can be very difficult to choose just one.
7 BETH: If it’s the one I am thinking of, hmm, I’d ignore it – it’s more fantasy
than reality. But I’ve got a ____________________that you should watch. It
makes some ___________________________, which I think will help you to
focus your topic.
8 BETH:
So then ________________?
JAMES:
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Yes. Just _______________________, at this stage.
9 And then you should start_____________________________

______________________, and take notes which you organise according to
those headings.
10 JAMES:
Then put short phrases and sentences as bullet points under each heading.
____________________________________
___________________ before writing up the paper in full.
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SPEAKING
LEAD-IN
1 What kind of school do you currently attend?
2 Is there anything about your school you would like to improve?
3 Have you ever thought about attending school in a different country?
4 What do you think schools will be like in the future?
TALKING ABOUT EDUCATION

2 Complete the sentences with words from the box.
academic curriculum discipline essays grades
graduation private tutors teachers technical tests
1 Our __________ are quite strict and give us lots of homework. They are also responsible for
__________ and if you don't do your homework, your parents might get a letter!
2 I'm really worried about our high school __________ - my parents want me to get good
__________.
3 At university, we need to learn how to write in a more __________ style. It's different from the
way we used to write at school, so many students need help from __________ at first.
4 The __________ at my school includes lessons on speaking, reading and listening to English,
and I also have to write a lot of __________.
5 Our school teaches a number of __________ subjects like electronics and electrical
engineering, so I hope to get a good job in those areas after __________.
3 Using the words from the box and your own ideas, describe the education system in your
country to your partner. Use themes 1-4 to help you (both UK and US names are given).
TIP 3:
Education is a common topic in IELTS, so you may be asked about your educational history or
context in Speaking Parts 1, 2 or 3.
1 nursery school/kindergarten
2 primary school/elementary school
3 secondary school/high school
4 university/school
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GIVING REASONS FOR YOUR ANSWER
4 In Speaking Part 3 you need to speak at length about a topic. To do this, you may need to
provide reasons to expand your opinions. With a partner, brainstorm some reasons to
support these opinions.
TIP 4:
In Speaking Part 3, you need a wide vocabulary to speak about various topics at length and
make your meaning clear.
1 The school system in our country is one of the best in the world.
2 The school system in our country is in need of improvement.
3 Too many people in our country go to university.
4 Many people in our country are not ready to get a job when they leave school.
5 Technology has brought many great developments in education.
6 Technology is making education more stressful.
5 Use these prompts to link your reasons together, then say them to your partner.
1 There are several reasons why...
2 The first reason is that...
3 The second reason is that...
4 Another point to consider is that...
5 The biggest/main reason is that...
TALKING ABOUT CAUSE AND EFFECT

6 In Speaking Part 3, you might also have to talk about the causes and effects related to a
topic. With a partner, brainstorm some possible causes for the problems in the table.
Problem Causes
a Parents have to spend a lot of money on 1 Because students are under a lot of pressure to get good grades.
private education. 2
3
b Students do not have enough free time to 1 Due to the fact that they have to study from morning until night.
socialise. 2
3
c Many students have reported that they 1 As they have to spend a lot of time memorising lists of vocabulary.
are unhappy with studying English. 2
3
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7 With a different partner, brainstorm some possible effects of the causes in the table.
Cause Effect
a Because students are under a lot of 1 Parents have to spend a lot of money on private education.
pressure to get good grades 2
3
b Due to the fact that 1 Students do not have enough free time to socialise.
they have to study from morning until 2
night 3
c As they have to spend a lot of time 1 Many students have reported that they are unhappy with studying
memorising vocabulary English.
2
3
MAKING SUGGESTIONS USING MODAL VERBS

8 Speaking Part 3 questions often ask you to make suggestions or recommendations. Make
some suggestions about your country's education system by completing these sentences.
TIP 8:
You should study the way that should, must and have to are used and try to include them in
your responses.
1 In order to improve our education system, the government should __________.
2 Teachers should __________ to improve their students' grades.
3 Students must __________ to improve their chances of getting a job after graduation.
4 Parents have to __________ with teachers to help their children do better at school.
5 Our country must __________ in order to compete internationally.
9 For each sentence in exercise 8, give a reason for your answer. This may include some
causes and effects.
In order to improve our education system, the government should change the testing
system(suggestion). The main reason is that because we only study to pass our tests (cause), we
find it difficult to use our knowledge in real-life situations. (effect)
10 Your class is going to make a 'time capsule' that will be opened in the year 3000. You
can include only TEN items in the capsule. In small groups, decide which items you will
include, and justify your selection. To do this, try to give reasons, causes, effects and
suggestions. Use the table to help you.
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Item Why?
A picture of the The main reason is that the people who open the capsule should know who
students in the class buried it. Otherwise, they might not be able to understand the objects inside.
1
2
3
4
5
6
7
8
9
10
11 Once your group has decided on TEN items, present your list to the class, giving
reasons, causes, effects and suggestions. Your class now has to decide on the final TEN
items to be selected.
PRONUNCIATION: CONTRACTIONS IN SPEECH

In speech, we often shorten words like would, will and is to make contractions, for example:
 I would→ I'd
 I will I'll
 That is→ That's
12 Write the contraction of the pronoun and verb in these sentences and then practice
saying them.
1 She would __________ often give us extra homework before our exams.
2 The problem with studying late at night is that it is __________ hard to remember the next day
what you learnt.
3 I know that if I work harder, I will __________ get good grades.
13 Listen to the contractions in these sentences, then practise saying the sentences to your
partner.
1 I'd suggest going to bed earlier or you won't be able to remember what you've learnt.
2 We mustn't push young people into studying too hard, or they'll drop out of school.
3 That's not the right solution. Instead, we should've banned homework for pupils some time
ago.
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EXAM SKILLS
14 Respond to the prompts in this Speaking Part 2 task. Try to talk for TWO full minutes.
Describe a problem with the education system in your country.
You should say:
 what kind of problem it is
 how long the problem has existed
 what effect the problem has had on education
And explain what we can do to solve the problem.
15 Listen to a student answering these Speaking Part 3 questions. Note down any reasons,
causes, effects or suggestions they give. Then answer the questions with your own ideas.
1 What is the effect of private tutoring on education?
2 Is private tutoring more important today than it was in the past?
3 What more can governments do to reduce the need for private tutoring?
4 How can we encourage more parents to teach their children at home?
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READING
LEAD-IN
1 Read these signs displayed in a local university.
2 Match the words in bold in the notices with definitions 1-10.

1 a formal talk given to a group of people in order to teach them about a subject
2 to become or make someone become an official member of a course, college or group
3 to provide money for an event, activity or organisation
4 a piece of work or job that you are given to do
5 the land and buildings belonging to a college or university
6 a particular department at a college or university, or the teachers in that department
7 a higher university qualification that usually takes one or two more years of study after your
first degree or qualification
8 a student who is studying for their first university degree
9 a university degree that is given after a course of study that usually takes three or four years
10 a student who has one degree and is now studying at a university for a more advanced degree
COMPLETING FLOW-CHARTS
3 In the Reading test you may be given a flow-chart to complete. Look at this chart,
ignoring the gaps for the moment.
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TIP 3:
Often it is not necessary to understand every single word in the diagram or chart, so try to
focus on key words and phrases.
Applying to study at university in Australia (for international students)
4 Study the chart again and answer these questions.

TIP 4:
The answers do not always come in the same order as the text.
1 What does the title suggest the chart is about?
2 What information is given by the main headings?
3 What type of word is missing from the text in 1-4 (e.g. noun, adverb, etc.)?
4 Can you guess what any of the missing words are?
5 Read this short text and then complete the flow-chart using ONE WORD ONLY from
the text.
TIP 5:
Numbers and hyphenated words count as one word in IELTS.
Studying abroad as an international student can be an enriching experience. If you have a good
level of English, you will face the difficult decision of deciding which university you would like
to apply to. Once you have chosen, you can contact the university directly in order to apply.
In order to successfully obtain a place at university, you will need to get a visa to study at the
university of your choice. In order to obtain a visa, you will need proof of admission to the
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college. You will also need to show that you have enough funds for the first year of study. After
you have done this, you can apply for a visa. Once you have received a visa, you can start to look
for flights and also try to find somewhere to live. This is something that you don't need to worry
about, as each university has an accommodation team to help you. Furthermore, preferential
treatment is given for new students from abroad.
6 Read through the flow-chart again, with the gaps completed, and ask yourself these
questions.
1 Are your answers grammatically correct?
2 Does the flow-chart make sense?
7 In the Reading test, you may also be asked to complete a chart or diagram. Study this
chart, ignoring the gaps for the moment, then answer the question.
Monday Tuesday Wednesday Thursday Friday
9.00-12.00 1 ________ 3 ________ Lecture
12.00-15.00
15.00-18.00 Private study 2 ________ Tutorial Private study 5 ________
18.00-21.00 Cinema club 4 ________
What does the chart illustrate?
8 Read this text and complete the gaps in the chart using NO MORE THAN TWO
WORDS AND/OR A NUMBER.
UNIVERSITYLIFE
University life is quite different to life at school or college. One of the most significant
differences is the amount of time you spend at university, either attending lectures or tutorials. At
school you spend about 30 hours a week studying in the classroom. At university, there is much
less contact time and therefore you must have a great deal of self-discipline. At the moment I
have to attend three lectures a week, all in the morning. In the afternoons, I use my time for
private study, either working on assignments or revising for exams. That is unless I have a
scheduled tutorial. Tutorials are an opportunity to work through assignments or topics in small
groups. In some countries they are also referred to as 'seminars. I attend tutorials weekly, one in
the middle and one at the end of the week. Another important part of university life is making
sure you become involved in other activities, such as clubs or sport. You should choose
something you will enjoy or something new. This will help you make friends and enjoy your
time away from home. Towards the end of the week, I have football training in the evening and
on Tuesday evening I attend the cinema club.
GRAMMAR FOCUS: MODAL VERBS OF OBLIGATION: SHOULD, HAVE

TO AND MUST
9 Look at phrases a-c taken from the text and answer the questions which follow.
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a I have to attend three lectures a week
b you must have a great deal of self-discipline
c you should choose something you will enjoy
1 Which of these statements expresses advice?
2 Which two of these statements express an obligation?
3 Which of these statements expresses a strong obligation?
4 What is the negative form for each of these statements?
5 What is the past tense for each of these statements?
10 Complete the sentences to show strength of obligation. More than one answer is
possible.
Note the difference between mustn't and don't have to.
You mustn't cheat in exams. / You don't have to study tonight.
Mustn't means it is not allowed or is a bad idea; don't have to means something is optional.
1 I __________ study harder. (strong obligation)
2 I __________ go to school today. (no obligation)
3 You __________ revise for your exams this weekend. (advice)
4 You __________ be late for lessons. (strong negative obligation)
11 Study these university signs. Which sentence in each pair is most likely to be correct
and why?
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LOCATING THE ANSWER QUICKLY
12 Study the diagram and then skim read the text below.
TIP 12:
Locating the answer quickly is important as it allows you more time for other reading tasks
which take longer.
Another significant difference between university and high school is the size of the campus. A
university campus is much bigger and is often spread around a city, meaning that sometimes you
have to walk to different areas of the city to attend lectures. Usually, however, each faculty is
located in a building with classrooms and lecture halls close by. The main student facilities tend
to be in just one area. Universities have a variety of services to offer students, from areas for
sport and relaxation, to places for quiet study.
I do most of my assignments in the university library, situated next to residential services and
just behind the finance office. When I have finished, I like to relax, by going either to the gym or
the students' union. Conveniently, both are close by, near student services. The students' union is
a great place to have something to eat or drink and socialise with friends.
The university also offers help in finding a job. Advice is given by the careers centre, which is
just behind the medical centre. Generally, though, if you need any advice on where to find
things, just go to the main reception, in front of the finance office.
13 Complete the gaps in the diagram using NO MORE THAN TWO WORDS AND/OR A
NUMBER. Try to locate the answers as quickly as possible.
TIP 13:
These types of diagram may be difficult to understand at first, but it is important not to panic
and to focus on what you do understand. This type of question is testing your understanding of
the text, not your technical knowledge.
14 Answer these questions with a partner.
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1 Do the answers come from the whole text?
2 Which words helped you locate the relevant information quickly?
Sometimes in the exam, you may get a diagram which is a technical drawing of a machine or
invention, or something from the natural world.
15 Study this diagram, then read the text below. Write NO MORE THAN TWO WORDS
from the text for each answer.
TIP 15:
Make sure you copy the spellings correctly, especially for technical words.
UNDERSTANDING EXPLANATIONS
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Technical terms or explanations can be given using these methods:
 footnote
 an explanation in the text
 an explanation given by the surrounding context.
16 How were the words explained in the text?
lever ribbon carriage return lever
17 Read this short text explaining how the modern computer works and answer the
question which follows.
INPUT
The mouse and keyboard are input units: ways of getting information into your computer. Most
computers store all this information on a hard drive (a huge magnetic memory). However,
smaller computer-based devices like digital cameras and mobile phones use other kinds of
storage, such as flash memory cards.
PROCESSING
The computer's processor, also known as the central processing unit, is a microchip* buried deep
inside. As it is used it becomes incredibly hot and a fan prevents the computer from overheating.
OUTPUT
Many computers now have LCD screens, capable of displaying high-resolution graphics, such as
very clear and detailed photographs. Many computers also have loudspeakers and can be
connected to a printer.
*microchip-a very small part of a computer or machine that does calculations or stores
information
How were words explained in the text: by footnote, explanation in the text or explanation
given by surrounding context?
a hard drive
b flash memory cards
c high-resolution
d microchip
18 Using your understanding of the text, complete this diagram. Write NO MORE THAN
TWO WORDS from the text for each answer.
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EXAM SKILLS
19 Read this text and complete this diagram using NO MORE THAN TOW WORDS
AND/OR A NUMBER.
The most common degree from an Australian university is a three-year bachelor degree in a field
such as arts, business or science. Professional degrees such as engineering or law are completed
over four years. Veterinary and dentistry degrees take five years and medical degrees take up to
six.
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A bachelor degree with 'honours' is usually achieved by doing an extra year of study at a more
advanced level. Honours programme placements are offered to students with high bachelor-
degree grades, particularly in the final year.
Admission to postgraduate programmes is based on achievement in previous university studies

and, for some courses, on professional experience as well.
To be accepted onto a doctoral programme, you need high achievement in a masters degree or to
have a bachelor degree with at least upper-level second- class honours. A doctoral degree is
assessed based on a dissertation, although coursework may feature in the first year. Generally
this degree will last three to four years.
Masters courses are typically one year in duration for full-time study (or two years when
completed part-time). MBAs may require one or two years of full-time study but are most
commonly one and a half years.
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HOMEWORK
PASSAGE 1
Do literate women make better mothers?
Children in developing countries are
healthier and more likely to survive past the
age of five when their mothers can read and
write. Experts in public health accepted this
ideal decade ago, but until now no one has
been able to show that a woman's ability to
read in itself improves her children’s
chances of survival.
Most literate women learnt to read in
primary school, and the fact that a woman
has had an education may simply indicate
her family’s wealth or that it values its children more highly. Now a long-term study carried out
in Nicaragua has eliminated these factors by showing that teaching reading to poor adult women,
who would otherwise have remained illiterate, has a direct effect on their children’s health and
survival.
In 1979, the government of Nicaragua established a number of social programmes, including a
National Literacy Crusade. By 1985, about 300,000 illiterate adults from all over the country,
many of whom had never attended primary school, had learnt how to read, write and use
numbers.
During this period, researchers from the Liverpool School of Tropical Medicine, the Central
American Institute of Health in Nicaragua, the National Autonomous University of Nicaragua
and the Costa Rican Institute of Health interviewed nearly 3,000 women, some of whom had
learnt to read as children, some during the literacy crusade and some who had never learnt at all.
The women were asked how many children they had given birth to and how many of them had
died in infancy. The research teams also examined the surviving children to find out how well-
nourished they were.
The investigators' findings were striking. In the late 1970s, the infant mortality rate for the
children of illiterate mothers was around 110 deaths per thousand live births. At this point in
their lives, those mothers who later went on to learn to read had a similar level of child mortality
(105/1000). For women educated in primary school, however, the infant mortality rate was
significantly lower, at 80 per thousand.
In 1985, after the National Literacy Crusade had ended, the infant mortality figures for those
who remained illiterate and for those educated in primary school remained more or less
unchanged. For those women who learnt to read through the campaign, the infant mortality rate
was 84 per thousand, an impressive 21 points lower than for those women who were still
illiterate. The children of the newly-literate mothers were also better nourished than those of
women who could not read.
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Why are the children of literate mothers better off? According to Peter Sandiford of the
Liverpool School of Tropical Medicine, no one knows for certain. Child health was not on the
curriculum during the women’s lessons, so fie and his colleagues are looking at other factors.
They are working with the same group of 3,000 women, to try to find out whether reading
mothers make better use of hospitals and clinics, opt for smaller families, exert more control at
home, learn modern childcare techniques more quickly, or whether they merely have more
respect for themselves and their children.
The Nicaraguan study may have important implications for governments and aid agencies that
need to know where to direct their resources. Sandiford says that there is increasing evidence that
female education, at any age, is "an important health intervention in its own right’. The results of
the study lend support to the World Bank's recommendation that education budgets in
developing countries should be increased, not just to help their economies, but also to improve
child health.
'We’ve known for a long time that maternal education is important,’ says John Cleland of the
London School of Hygiene and Tropical Medicine. ‘But we thought that even if we started
educating girls today, we'd have to wait a generation for the pay off. The Nicaraguan study
suggests we may be able to bypass that.'
Cleland warns that the Nicaraguan crusade was special in many ways, and similar campaigns
elsewhere might not work as well. It is notoriously difficult to teach adults skills that do not have
an immediate impact on their everyday lives, and many literacy campaigns in other countries
have been much less successful. 'The crusade was part of a larger effort to bring a better life to
the people,’ says Cleland. Replicating these conditions in other countries will be a major
challenge for development workers
Questions 1-5
Complete the summary using the list of words, A-J, below.
NB You may use any letter more than once.
The Nicaraguan National Literacy Crusade aimed to teach large numbers of illiterate
1__________ to read and write.
Public health experts have known for many years that there is a connection between child health
and 2 __________
However, it has not previously been known whether these two factors were directly linked or
not.
This question has been investigated by 3 __________ in Nicaragua.
As a result, factors such as 4 __________ and attitudes to children have been eliminated, and it
has been shown that 5 __________ can in itself improve infant health and survival.
A child literacy B men and women C an international research team
D medical care E mortality F maternal literacy
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G adults and children H paternal literacy I a National Literacy Crusade
J family wealth

answer the evidence evidence (which paragraph,
sentence)
1 teach large numbers of

illiterate…. to read and
write
2 Public health experts

have known for many
years
there is a connection
between child health and
….
3 investigated by ….. in
Nicaragua.
4
factors such as … and
attitudes to children
have been eliminated
5
in itself improve infant
health and survival
Questions 6-11
Do the following statements agree with the claims of the writer in Reading Passage 2?
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6 About a thousand of the women interviewed by the researchers had learnt to read when they
were children.
7 Before the National Literacy Crusade, illiterate women had approximately the same levels of
infant mortality as those who had learnt to read in primary school.
8 Before and after the National Literacy Crusade, the child mortality rate for the illiterate women
stayed at about 110 deaths for each thousand live births.
9 The women who had learnt to read through the National Literacy Crusade showed the greatest
change in infant mortality levels.
10 The women who had learnt to read through the National Literacy Crusade had the lowest rates
of child mortality.
11 After the National Literacy Crusade, the children of the women who remained illiterate were
found to be severely malnourished.
Where have you

Q Keywords in the statement Keywords in the evidence found the evidence
(evaluate if there are any (which paragraph,
same words, synonyms, sentence)
opposites or if there’s no
match)
About a thousand of the women
6 interviewed by the researchers had
learnt to read when they were
children.
illiterate women
7
those who had learnt to read in
primary school
had approximately the same levels
of infant mortality as
the child mortality rate for the
8 illiterate women
stayed at about 110 deaths for
each thousand live births.
The women who had learnt to
9 read through the National Literacy
Crusade
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showed the greatest change
in infant mortality levels
The women who had learnt to
1 read through the National Literacy
0 Crusade
had the lowest rates of child
mortality.
After the National Literacy
1 Crusade, the children of the
1 women who remained illiterate
were found to be severely
malnourished.
Questions 12-13
Choose TWO letters, A-E.
Which TWO important implications drawn from the Nicaraguan study are mentioned by the
writer of the passage?
A It is better to educate mature women than young girls.
B Similar campaigns in other countries would be equally successful.
C The effects of maternal literacy programmes can be seen very quickly.
D Improving child health can quickly affect a country’s economy.
E Money spent on female education will improve child health.
During this period, researchers from the Liverpool School of Tropical Medicine, the Central
American Institute of Health in Nicaragua, the National Autonomous University of Nicaragua
and the Costa Rican Institute of Health interviewed nearly 3,000 women, some of whom had
learnt to read as children, some during the literacy crusade and some who had never learnt at all.
The women were asked how many children they had given birth to and how many of them had
died in infancy. The research teams also examined the surviving children to find out how well-
nourished they were.
The investigators' findings were striking. In the late 1970s, the infant mortality rate for the
children of illiterate mothers was around 110 deaths per thousand live births. At this point in
their lives, those mothers who later went on to learn to read had a similar level of child mortality
(105/1000). For women educated in primary school, however, the infant mortality rate was
significantly lower, at 80 per thousand.
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
PASSAGE 2
Making every drop count
A-
The history of human civilisation is entwined
with the history of the ways we have learned
to manipulate water resources. As towns
gradually expanded, water was brought from
increasingly remote sources, leading to
sophisticated engineering efforts such as
dams and aqueducts. At the height of the
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Roman Empire, nine major systems, with an innovative layout of pipes and well-built sewers,
supplied the occupants of Rome with as much water per person as is provided in many parts of
the industrial world today.
B - How a global challenge was met
During the industrial revolution and population explosion of the 19th and 20th centuries, the
demand for water rose dramatically. Unprecedented construction of tens of thousands of
monumental engineering projects designed to control floods, protect clean water supplies, and
provide water for irrigation and hydropower brought great benefits to hundreds of millions of
people. Food production has kept pace with soaring populations mainly because of the expansion
of artificial irrigation systems that make possible the growth of 40 % of the world’s food. Nearly
one fifth of all the electricity generated worldwide is produced by turbines spun by the power of
falling water.
C-
Yet there is a dark side to this picture: despite our progress, half of the world’s population still
suffers, with water services inferior to those available to the ancient Greeks and Romans. As the
United Nations report on access to water reiterated in November 2001, more than one billion
people lack access to clean drinking water; some two and a half billion do not have adequate
sanitation services. Preventable water-related diseases kill an estimated 10,000 to 20,000
children every day, and the latest evidence suggests that we are falling behind in efforts to solve
these problems.
D-
The consequences of our water policies extend beyond jeopardising human health. Tens of
millions of people have been forced to move from their homes - often with little warning or
compensation - to make way for the reservoirs behind dams. More than 20 % of all freshwater
fish species are now threatened or endangered because dams and water withdrawals have
destroyed the free-flowing river ecosystems where they thrive. Certain irrigation practices
degrade soil quality and reduce agricultural productivity. Groundwater aquifers* are being
pumped down faster than they are naturally replenished in parts of India, China, the USA and
elsewhere. And disputes over shared water resources have led to violence and continue to raise
local, national and even international tensions.
*underground stores of water
E-
At the outset of the new millennium, however, the way resource planners think about water is
beginning to change. The focus is slowly shifting back to the provision of basic human and
environmental needs as top priority - ensuring ‘some for all,’ instead of ‘more for some’. Some
water experts are now demanding that existing infrastructure be used in smarter ways rather than
building new facilities, which is increasingly considered the option of last, not first, resort. This
shift in philosophy has not been universally accepted, and it comes with strong opposition from
some established water organisations. Nevertheless, it may be the only way to successfully
address the pressing problems of providing everyone with clean water to drink, adequate water to
grow food and a life free from preventable water-related illness.
332 | P a g e
F-
Fortunately - and unexpectedly - the demand for water is not rising as rapidly as some predicted.
As a result, the pressure to build new water infrastructures has diminished over the past two
decades. Although population, industrial output and economic productivity have continued to
soar in developed nations, the rate at which people withdraw water from aquifers, rivers and
lakes has slowed. And in a few parts of the world, demand has actually fallen.
G-
What explains this remarkable turn of events? Two factors: people have figured out how to use
water more efficiently, and communities are rethinking their priorities for water use. Throughout
the first three-quarters of the 20th century, the quantity of freshwater consumed per person
doubled on average; in the USA, water withdrawals increased tenfold while the population
quadrupled. But since 1980, the amount of water consumed per person has actually decreased,
thanks to a range of new technologies that help to conserve water in homes and industry. In
1965, for instance, Japan used approximately 13 million gallons* of water to produce $1 million
of commercial output; by 1989 this had dropped to 3.5 million gallons (even accounting for
inflation) - almost a quadrupling of water productivity. In the USA, water withdrawals have
fallen by more than 20 % from their peak in 1980.
H-
On the other hand, dams, aqueducts and other kinds of infrastructure will still have to be built,
particularly in developing countries where basic human needs have not been met. But such
projects must be built to higher specifications and with more accountability to local people and
their environment than in the past. And even in regions where new projects seem warranted, we
must find ways to meet demands with fewer resources, respecting ecological criteria and to a
smaller budget.
* 1 gallon: 4.546 litres
Questions 1-7
Reading Passage has seven paragraphs, A-H.
Choose the correct heading for paragraphs A and C-H from the list of headings below.
List of Headings
i Scientists’ call for a revision of policy
ii An explanation for reduced water use
iii How a global challenge was met
iv Irrigation systems fall into disuse
v Environmental effects
vi The financial cost of recent technological improvements
vii The relevance to health
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viii Addressing the concern over increasing populations
ix A surprising downward trend in demand for water
x The need to raise standards
xi A description of ancient water supplies
1 Paragraph A
Example: Paragraph B iii
2 Paragraph C
3 Paragraph D
4 Paragraph E
5 Paragraph F
6 Paragraph G
7 Paragraph H
Q Keywords in the headings Synonyms/paraphrases in the Where have you

evidence found the evidence
1 ancient water supplies Paragraph
2 The relevance to health Paragraph
3 Environmental effects Paragraph
4 Scientists’ call for a revision Paragraph

of policy
5 A surprising downward trend Paragraph

in demand for water
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6 An explanation for reduced Paragraph
water use
7 The need to raise standards Paragraph
Questions 8-13
8 Water use per person is higher in the industrial world than it was in Ancient Rome.
9 Feeding increasing populations is possible due primarily to improved irrigation systems.
10 Modern water systems imitate those of the ancient Greeks and Romans.
11 Industrial growth is increasing the overall demand for water.
12 Modern technologies have led to a reduction in domestic water consumption.
13 In the future, governments should maintain ownership of water infrastructures.

Q Keywords in the statement Keywords in the evidence the evidence (which
(evaluate if there are any same paragraph, sentence)
words, synonyms, opposites or
if there’s no match)
Water use per person is
8 higher in the industrial world
than it was in Ancient Rome
Feeding increasing
9 populations is possible
due primarily to improved
irrigation systems.
Modern water systems
1 imitate those of the ancient
0 Greeks and Romans.
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increasing the overall
1 demand for water.
1
Modern technologies have
1 led to
2
a reduction in domestic
water consumption.
In the future, governments
1 should maintain ownership
3 of water infrastructures
F-
Fortunately - and unexpectedly - the demand for water is not rising as rapidly as some predicted.
As a result, the pressure to build new water infrastructures has diminished over the past two
decades. Although population, industrial output and economic productivity have continued to
soar in developed nations, the rate at which people withdraw water from aquifers, rivers and
lakes has slowed. And in a few parts of the world, demand has actually fallen.
G-
What explains this remarkable turn of events? Two factors: people have figured out how to use
water more efficiently, and communities are rethinking their priorities for water use. Throughout
the first three-quarters of the 20th century, the quantity of freshwater consumed per person
doubled on average; in the USA, water withdrawals increased tenfold while the population
quadrupled. But since 1980, the amount of water consumed per person has actually decreased,
thanks to a range of new technologies that help to conserve water in homes and industry. In
1965, for instance, Japan used approximately 13 million gallons* of water to produce $1 million
of commercial output; by 1989 this had dropped to 3.5 million gallons (even accounting for
inflation) - almost a quadrupling of water productivity. In the USA, water withdrawals have
fallen by more than 20 % from their peak in 1980.
H-
On the other hand, dams, aqueducts and other kinds of infrastructure will still have to be built,
particularly in developing countries where basic human needs have not been met. But such
projects must be built to higher specifications and with more accountability to local people and
their environment than in the past. And even in regions where new projects seem warranted, we
must find ways to meet demands with fewer resources, respecting ecological criteria and to a
smaller budget.
336 | P a g e
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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337 | P a g e
WRITING
VOCABULARY – EDUCATION
New words Pronunciation Meaning
Maturity (n) / məˈtʃʊərəti /
Eclipse (v,n) / ɪˈklɪps /
Accumulate (v) / əˈkjuːmjəleɪt /
Homesick (adj) / ˈhəʊmsɪk /
Commence (v) / kəˈmens /
Pursue (v) / pəˈsjuː /
Beneficial (adj) / ˌbenɪˈfɪʃl /
Budget (n) / ˈbʌdʒɪt /
Attain (v) / əˈteɪn /
Note-worthy / ˈnəʊtwɜːði /
(adj)
Check-up: Fill in the blank
1 She wishes to ____________________ a medical career.
2 By investing wisely she ____________________ a fortune.
3 Most of our students ____________________ five ‘A’ grades in their exams.
4 The election result marked the ____________________ of the right wing.
5 It is ____________________ that only 15% of senior managers are women.
6 A good diet is ____________________ to health.
7 He has ____________________ beyond his years.
8 Many families struggle to balance the household ____________________
9 The company ____________________ operations in April.
10 She felt ____________________ for her country.
IELTS FOCUS – ADVANTAGES AND

DISADVANTAGES
In the past, lectures were the traditional method of teaching large numbers of students in a
classroom. Nowadays new technology is increasingly being used to teach students.
What are the advantages and disadvantages of this new approach in teaching?
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I. Question types
2 tasks
 ____________________
 ____________________
II. Outline
Activity 1: rearrange the following paragraphs to make a full essay.
To conclude, technology is a reality of our life today, and we just can not
ignore it even if we want to. Therefore, we should be judicious in using it
in the field of education and learning in order to extract maximum
benefits.
Perhaps the most visible advantage of it is that it allows students to access
more and varieties of information with just a few mouse clicks. Students,
with the help of technology, can choose to research topics, and fill their
interests and needs, much more easily than by going to a library where
resources may be limited. And the best thing about it is that all this can be
done in a group, freeing the teacher to attend to other individual students
in more need. In other words, using technology in this way ensures that
all the students get what they need, and also when they need it while
allowing teachers to focus more on academically poor students.
However, while technology has allowed both teachers and students alike
to accomplish more, it is not without disadvantages. One such
disadvantage is that it has significantly reduced the “face-to-face
interaction” between students and teachers. This “face-to-face
interaction” is very important because it helps students not just acquire
facts, but also understand, interpret, and apply these facts into useful and
interesting knowledge. More importantly, without such interaction, it is
very highly unlikely that teachers would be able to help students build
self-esteem and confidence and emotional maturity, especially, when
there is so much bullying in and around the classrooms.
Technology has touched every aspect of our life today, so much so that
we cannot think of living without it, even for a day. The world of
“teaching and learning” is no exception, and this essay will try to explain
what benefits and demerits incorporating technology in this field have
brought.
 Structure of an advantages and disadvantages essay
A. Introduction
In some countries young people are encouraged to work or travel for a year between finishing
high school and starting university studies.
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Discuss the advantages and disadvantages for young people who decided to do this.
Peoples are divided on the issue that countries should encourage the young peoples to do jobs or
to travel before attending university. Some people think that it is better for students to attend
university, while others believe that travelling and working before joining the university for
formal education is better for the students to understand the world. In my opinion, it is very
important for students to develop communication, attain maturity and develop professional
attitudes and the later approach is the better way of achieving it.
Sentence 1, 2: ____________________
Sentence 3: ____________________
Introduction structures:
 While this trend may bring ____________________ some benefits, I would argue they
are eclipsed by the drawbacks.
 There are certain advantages____________________ its disadvantages are much more
considerable/ significant.
 In my ____________________, this trend could have both positive and negative
consequences in equal measure.
 This trend could create certain benefits but there will also be some note-worthy
____________________
 ____________________ some drawbacks of this idea, I think that the benefits are more
significant.
EX1: Practice writing 2 different introductions.
Some teachers think that international student exchange would be beneficial for all teenage
school students.
Do you think its advantages will outweigh the disadvantages?

Intro:
_____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
B. Body
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Body 1: On the one hand, some people argue that young adults taking a break to study is the
most beneficial way to learn about life. The most vital benefits are they can gain work
experience and new skills. It helps them to know themselves and to accumulate knowledge.
Particularly, it is most common to those who can't decide how to commence their future career.
In addition, numerous students face financial problems. Some of them inevitably take up
learning space. The advantages of this are they earn extra money and meet a lot of people and the
best way to develop themselves. Therefore, school graduates must be given time and
opportunities to gain experience and make money before starting their studies.
Sentence 1: _________________________
Other sentences: _________________________
Body 2: On the other hand, many possible drawbacks to taking a prep year. If you want to be
more successful and intelligent, as soon as possible start studying to have more chances to
become a professional in it. Although youngsters are essential to get experience, it could be more
insurmountable to go back to school, and their desire to learn decreases. For instance, the
National Statistics Committee reported that the number of students who took a year off is more
unmotivated than students who did not get a gap.
Sentence 1: _________________________
Other sentences: _________________________
Body structures:
Paragraph 1 Paragraph 2
 Ad1: advantage 1 + support +  Disad 1:
example On the other hand, beneficial as something
On the one hand, people speculate this would be, it can be detrimental in terms of….
might be due to the fact that … A proof of this would be +
By this I mean that/In other words +  Disad 2:
clause…. Another negative impact lies with ….
For instance/ For example, Take something for example,…
One example they often reference is that
…
 Ad2: advantage 2 + support +
example
Another benefit that should be taken into
account is….
To be more specific,
To be more detailed,
341 | P a g e
A case in point is that….
Useful structures:
 Advantages = benefits
 _________________________ = _________________________ (adj)
 Disadvantages = drawbacks = problems
 _________________________ = _________________________ (adj)
EX2: Practice writing body parts.

school students.

Body 1: _________________________, going to study abroad can bring many life-changing
opportunities for the student. _________________________, transfer programmes between an
Asian and a western country is an enormous step as a person gets to experience a new language
and different cultural norms. To be able to indulge in a new language brings out the essence of
that particular culture. Similarly, academically it gives an experience to those wishing to pursue
further studies if they find this swap a positive experience. Consequently, cultural enrichment is
not limited to just language and travel, it entails food, people and many other habits, therefore,
providing many reasons for teenagers to pursue their careers abroad.
Body 2: _________________________, some may feel that an exchange programme is not
suited to them. _________________________, many students are unable to afford the costs of
travelling, living and paying for study materials. _________________________, it can make it
more an unhappy experience particularly, if they have to live on a limited budget. Additionally,
some students may get homesick. Although, during the current modern era, we are able to video
call and text our families via apps such as Whatsapp, being physically around family and friends
is an unimaginable feeling. Consequently, it can be difficult to make new friends. As a result,
pupils may feel that taking part in this programme may not be the right choice for them.
C. Conclusion
Conclusion: All things considered, there are lots of better ways to take a break. You can find out
what you want and what you do in the future. It is a great way to be independent and focus on
self-improvement.
Structures:
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 In ______________, I would agree that the benefits of … outweigh the drawbacks
 All things ______________, one can conclude that…
 In conclusion, … could bring about certain benefits, ______________ its negative
consequences should not be overlooked.
 In summary, ______________ potential gains, there are more serious drawbacks
associated with …
EX3: Practice writing two conclusion
school students.

Conclusion:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
PRACTICE
WRITING
Exercise 1: Fill in the blanks with the suitable words.
Firstly Thirdly Additionally On the one hand
(1) _________________, the activities of transnational corporations can create a significant

economic boost for less developed nations. (2) ___________ , thanks to projects concerning the
construction of factories and infrastructure, more jobs and training for local people are created.
(3) ___________ , due to their activities, these corporations help other nations improve
economic governance as well as broaden export and import, which enables them to gain further
integration into the global economy. From the international perspective, the activities of
transnational companies also contribute to hunger eradication and poverty alleviation in
developing countries. (4) ___________, the local industry can get access to higher technology
from foreign countries through transnational companies, which helps improve its technological
parameter.
Exercise 2: Rearrange the sentences to form a complete passage.
A. On the other hand, multinational enterprises obviously have negative impacts on the local
community.
B. Second, in developing economies, large multinational companies can have greater
competitive advantages than local firms which may lead to the latter becoming broke.
C. First, the jobs that they create are not permanent because these enterprises could relocate
to another country, which is caused by management barriers in the host nation.
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D. Last, in order to maximize profits, transnational corporations often contribute to pollution
in the local areas, which puts the environment under threat.
1 2 3 4
Exercise 3: Using the given words to complete the sentences.

1. On/ one hand, people /believe/ multinational company/ contribute/ significant/ to/
economic development.
______________________________________________________________________________
________________________________________________________________________
2. In words/, they/ provide/ job opportunity for/ locals /and/ generate/ huge amounts/
foreign money.
______________________________________________________________________________
________________________________________________________________________
3. benefit/ should/ take/ account/ be/ the/ integration/ into/ the global economy.
______________________________________________________________________________
________________________________________________________________________
4. To/ specific, the/ country/ can/ broaden/ their export and import/, hence/ improve/ their
economic governance.
______________________________________________________________________________
________________________________________________________________________
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HOMEWORK
Homework 1: Rearrange the sentences to form a complete paragraph.
1. Advantages of zoos
A. They help to protect endangered species, such as pandas or rhinos, and allow scientists to
study animal behavior.
B. There are several merits to keeping zoos.
C. Also, the money that zoos make can be used for conservation projects.
D. The main benefit is that zoos play an important role in wildlife conservation.
E. They are entertaining for families, and teach children to appreciate wildlife and nature.
F. Another advantage of zoos is that they employ large numbers of people, therefore
providing job opportunities and income for the local area.
G. From a personal point of view, zoos are interesting, educational and fun.
1 2 3 4 5 6 7
2. Disadvantages of zoos
A. On top of that, the hot and humid weather of Vietnam might cause huge difficulty for
them, so the animals may not be taken after well enough and be in good condition.
B. Nevertheless, for the animals kept in zoos, there are also some drawbacks.
C. For example, a lion born and growing up in a zoo environment would not know how to
hunt preys and live out of the zoo.
D. Moreover, the conditions and facilities of some of the zoos, such as some ones in
Vietnam, are not really well preserved and developed.
E. Thus, for the sake of animals, it is best that we should be mindful of these factors and
attempt to build their living space to be as near to their natural habitat as possible.
F. They can easily lose their natural habits and instincts when separated from their natural
habitat for too long, so it's difficult for them to return to the wild.
1 2 3 4 5 6
Homework 2: Write the introduction to these following topics.

Today food travels from thousands of miles from the farm to the consumer. Some people
say that it would be better for the economy & environment if people ate food produced
from local farmers. Would the advantages of this idea outweigh the disadvantages?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________
Fossil fuels, such as coal, oil and natural gas, are the main source for many countries.
However, some nations are using alternative energy such as solar power and wind power.
Do you think this is a positive or negative development?
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________
Homework 3: Write the conclusions to these following topics.

Today food travels from thousands of miles from the farm to the consumer. Some people say
that it would be better for the economy & environment if people ate food produced from local
farmers. Would the advantages of this idea outweigh the disadvantages?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________
Fossil fuels, such as coal, oil and natural gas, are the main source for many countries.
However, some nations are using alternative energy such as solar power and wind power.
Do you think this is a positive or negative development?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________
Homework 4: Write a complete paragraph based on the given ideas.

Some scientists use animals for cosmetic testing and other purposes. What do you think are
the benefits and drawbacks of this?
1. Drawbacks
 Animals are often subjected to cruel and inhumane treatment to produce food for human
 It is not necessary to exploit animals for gain since there are other alternatives to using
animals for food or scientific research
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________
2. Benefits
 make better research subjects than human beings because of their shorter life cycles.
 animals benefit from the results of animal testing.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________
Homework 5: Write the introduction to these following topics.
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Small businesses are disappearing and being replaced by large multinational companies. Do
the advantages of this outweigh the disadvantages?
______________________________________________________________________________
______________________________________________________________________________
Multinational companies are becoming increasingly common in developing countries. What

are the advantages and disadvantages of this?.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Homework 6: Write the suitable topic sentences for these following paragraphs.
______________________________________________________________________________
______________________________________________________________________________
The first one is that multinational corporations could cause harm to the environment. They might
over-exploit local natural resources for production or discharge wastes into the environment,
which directly affects the environment and human life. For example, in Vietnam, the Taiwanese
company Vedan caused environmental pollution on a prolonged scale in the Dong Nai province.
Another one is that the disappearance of small companies might cause a loss in national
revenues. In the previous decades, small businesses accounted for a large proportion of the total
number of enterprises, providing the market with a wide variety of products. Therefore, the
contribution of small businesses to the total output of the economy is very large.
______________________________________________________________________________
______________________________________________________________________________
On the other hand, I would argue that these disadvantages are outweighed by three main benefits.
Firstly, multinational companies contribute directly to the economic development of the country
in which they operate by creating employment opportunities for local people through factories
and projects operating in developing countries. Secondly, local employees at multinational
corporations could increase cultural awareness by the exchange of knowledge and work
experience as well as cultures between countries. Multinational companies are acclaimed as
pioneers in the research and development of new technologies, so they could transfer culture and
knowledge to developing countries. Finally, the presence of multinational enterprises could
improve local public infrastructures because they help to fund local projects such as road
improvements, bridges building, etc.
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UNIT 8: FESTIVALS AND TRADITIONS
LISTENING
LEAD-IN
1 Listen to these short extracts from talks and complete the table to show the type of event
each speaker is talking about.
Speaker Event
Music festival
Arts and crafts festival
Poetry and literature festival
Food festival
1 Sports festival
Technology fair
SUMMARY COMPLETION
In the Listening test you may have to complete a summary with words from the recording.
You may need to write up to three words and/or a number in each gap. Before you listen, you
need to look at the summary and gaps and think about:
 what the topic is
 what the missing information could be
 what kind of words you can put there (nouns, verbs, adjectives, adverbs, etc.).
You also need to pay attention to key words and phrases in the summary which will help you
to listen carefully for the correct words.
2 The speaker, Dr Saunders, is talking about the preparations for a recent arts festival at a
university. Before you listen, look at sentences 1-4 and underline the key words and
phrases. Listen and choose the correct alternative in each sentence to create a summary of
his talk. (You may hear both alternatives, but the context should help you make the correct
choice.)
TIP 2:
Remember that the information on the recording is in the same order as in the summary.
1 The festival has grown in four years from having mostly music and performing arts in the first
year to including other art forms, most recently painting and crafts/photography and films,
especially from the university students.
2 Dr Saunders is particularly encouraged by the number of students/professional artists who
took part in the latest festival.
3 The festival visitors stayed at the university and at the city college, with the students helping
with the accommodation/catering arrangements.
4 The aims of the festival include extending the university's reputation and giving students the
chance to get experience of organising events, mainly as paid workers/volunteers.
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3 Listen to Dr Saunders' review of the festival and complete the sentences in the summary.
Write up to TWO WORDS AND/OR A NUMBER in each gap.
TIP 3:
Before you listen, look at each sentence and underline the key words and phrases to help you
focus on listening for the correct words.
 At 12,500, visitors were up by 10% on the previous year.
 The 1 __________ event was the most popular with many different entries and high
levels of attendance.
 One of the main musical attractions had to call off through illness and a replacement
could not be found in time, so money had to be returned to the customers.
 The crafts exhibition was 2 __________ despite the variety and quality of crafts on
display, so it needs to be reviewed.
 Although there was good security present, 3 ___________, which were worth about
£3,000, were stolen so there is a need for better security in future.
 There were some complaints about accommodation because many visitors booked it very
late. Unfortunately, the extra accommodation which was supplied was of a 4 _________.
 More volunteers are needed as some visitors did not get enough information. A lot of
money was spent on 5 __________ to work with the volunteers but they were possibly
not worth the money, so suggestions for reducing costs in that area are welcome.
 The programme needs to be updated and there needs to be more 6 __________, such as
advertising and sponsorship, from local companies for the next festival.
COMPLETING TABLES
In the Listening test you may have to complete a table with words from the recording. The
table will have information in clear categories, so before you listen, you need to look at the
categories with gaps and think about what kind of information is required in each gap. This
will help you to listen carefully for the correct missing words.
4 A lecturer, Dr Reynolds, and two students, Sangita and Lawrence, are discussing the
festival programme. Listen and choose the correct alternative in these notes.
Discussion on events
Event Sangita Lawrence
Music Artist in reserve Unlikely for the main act to
1 Student band/ be unable to play in future
Well-known local band 2 Book local band for the last
night/Book local band every night
Crafts Have clothes separate from other Make more of the fashion section
crafts 3 Show clothes, glass and
pottery/Show only clothes
Theatre and Performances in students' own 4 Have students' plays and
poetry languages poems/Have only famous plays and
poems
Photography 5 Have only digital photographs Only have photographs displayed
displayed/ Have digital and non- digitally
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digital photographs displayed
5 Dr Reynolds, Sangita and Lawrence are discussing the practical aspects of the TIP os
festival. Listen and complete the notes with ONE WORD AND/OR A NUMBER.
Remember to look at the different categories in the notes and think about what information
would come under that category. This will help you to focus on the correct words when
listening.
You may need to write up to three words and/or a number in each gap in the exam.
Discussion on organisation
Aspect of Sangita Lawrence
organisation
Accommodation Use holiday accommodation for 1 Having young people at the festival
__________. helps the university in future.
Catering Encourage students to give their ideas and Agrees
offer to use their own 2 __________
skills.
Professional Former students would organize it better. The 3 __________ did not work
help/ volunteers well as they saw the festival as just
a student event.
Security Windows were open. Nothing to add, as there were
Everyone should be more careful and take security guards around all the time.
personal 4 __________ for security.
Finance It's a good idea for businesses to sponsor Students might not be happy with
or advertise as long as they commercial organisations taking a
respect the spirit of the festival. role. Businesses can sponsor
specific events and present 5
__________.
EXAM SKILLS
6 Dr Reynolds is telling Dr Saunders about the students' suggestions. Listen and complete
the table with NO MORE THAN TWO WORDS AND/OR A NUMBER.
Suggestions from the discussion on the festival
Suggestion and reason accepted Suggestion and reason rejected
Music Local bands and student bands: Using replacement bands: too
encouraging people to take part complicated
Crafts Fashion show: good idea as it can involve Stop pottery and glass exhibition: need
many international students to encourage all 1 __________ of art,
not just the popular ones
Theatre and Plays and poems by students: it would -
poetry help to raise 2 __________
Works in different languages: help
international students feel more at home
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and valued
Photography - Digital and non-digital exhibition: not
next year because of the 3 __________
Accommodation - Using the holiday park: unlikely to be
ready in time, but a good possibility for
future festivals
Catering Encourage students to take part in -
cooking: helps their 4 __________
Professional Find better organisers: have a better Using former students instead of
help/volunteers selection system professional organisers: not really
possible-too much trouble to find and
employ them
Security Encourage students to be more careful: it -
will increase 5 __________ among
students
Finance Encourage businesses to sponsor events Encourage students to have more events
and advertise: would encourage more to raise money: would take their
interest in the university and improve attention away from their 6 __________
relationships with business
HOMEWORK
Homework 1(HW1): Fill in the blanks
B. Listen again and complete the tables with suitable words that you can hear from the audio
KEYWORDS SYNONYMS/PARAPHRASES
Boost
Organic food products
Save necessary
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Producing pesticides and fertilizers
Double in number
Attack organic vegetables
Production of organic vegetables
40% lower
Winter weed production
Lower than it used to be
Organic products for animals
Keeps the same
Homework 2(HW2):
A. Fill in the blanks
HIRING A PUBLIC ROOM
Room and cost
• the 1 ___________________ Room - seats 100
• Cost of Main Hall for Saturday evening: 2 £ ___________________
+ £250 deposit (3 ___________________ payment is required)
• Cost includes use of tables and chairs and also 4 ___________________
• Additional charge for use of the kitchen: £25
Before the event

• Will need a 5 ___________________ license
• Need to contact caretaker (Mr Evans) in advance to arrange 6 ___________________
During the event

• The building is no smoking
• The band should use the 7 ___________________ door at the back
• Don’t touch the system that controls the volume
• For microphones, contact the caretaker
After the event

• Need to know the 8 ___________________ for the cleaning cupboard
• The 9 ___________________ must be washed and rubbish placed in black bags
• All 10 ___________________ must be taken down
• Chairs and tables must be piled up
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B. Listen again from 3:23 and write down the missing transcription
OFFICIAL:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
WOMAN:
OK.
OFFICIAL:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
WOMAN:
Sure. Anyway, _________________________________________________. Oh, that reminds

me, we’ll be having speeches – _______________________________________?
OFFICIAL:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
WOMAN:
Right. So what do we need to do after everyone’s gone? Sweep the floors I suppose?
OFFICIAL:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
WOMAN:
Of course. We’ll make sure everything’s left tidy. Oh, and I forgot to
ask,______________________________________________?
OFFICIAL:
____________________________________________
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WOMAN:
Sure.
OFFICIAL:
________________________________________________
WOMAN:
I’ll make sure I’ve got a few people to help me.
Homework 3(HW3):
A. Fill in the blanks
Cycle tour leader: Applicant enquiry
About the applicant

• wants a 1 ___________________ job
• will soon start work as a 2 ___________________
• has led cycle trips in 3 ___________________
• interested in being a leader of a cycling trip for families
• is currently doing voluntary work with members of a 4 ___________________ club
• available for five months from the 1 st of 5 ___________________
• can’t eat 6 ___________________
Contact details
• address: 27, 7 ___________________ Place, Dumfries
• postcode: 8 ___________________
Interview
• interview at 2.30 pm on 9 ___________________
• will plan a short 10 ___________________ about being a tour guide
B. Listen again and complete the transcription containing the information about key
answers
ANS TRANSCRIPTION
WE
RS
1 BOB:
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Are you looking for a permanent job, Margaret?
MARGARET:
______________________________________________________________________
___________________________________________________________
2 MARGARET:
This will probably sound crazy –

______________________________________________________________________
___________________________________________________________
3 MARGARET:
Yes, I’ve led several bike tours in Africa.

______________________________________________________________________
________________, so when I saw you were advertising for tour leaders, I decided to
apply.
4 MARGARET:
Yes,
______________________________________________________________________
________________. Before that I helped out in a cycling club where I taught
beginners.
5 MARGARET:
That’s be fine. I’ll be free for five months.

______________________________________________________________________
________________
6 BOB:
Good. Now is there anything I need to know about the food you eat? We usually have
one or two people in the group who don’t eat meat, or
_____________________________, so we’re always very careful about that.
MARGARET:
Yes, __________________. Would that be a problem?
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7 MARGARET:
Could you send it to 27 Arbuthnot Place – A-R-B-U-T-H-N-O-T – Place, Dumfries.
8 BOB:
And what’s the postcode, please?
MARGARET:
DG7 4PH.
9 BOB:
Got that.
______________________________________________________________________
___________________________________________________________. Would that
be possible for you?
10 BOB:
And at the interview we’d like to find out about your experience of being a tour guide,
______________________________________________________________________
______________________________________________________________________
_______________________________
MARGARET:
Right. I’ll start thinking about that straightaway!
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SPEAKING
LEAD-IN
1 With a partner, describe what you can see in the photos below and then discuss these
questions.
1 What kind of things do people celebrate in your country?
2 What do you do to celebrate birthdays in your country?
3 Are any of the celebrations in your country known throughout the world?
4 Do you enjoy public holidays and celebrations?
COMPARING THE PAST AND THE PRESENT

Often Speaking Part 3 questions will ask you to compare the importance of a topic in the past
and present. Look at this sample Part 3 question:
Do you think that national celebrations are less important now than they were in the past?
When answering this type of question, it is useful to consider all sides of the debate.
2 With a partner, complete this chart. Complete each sentence in at least two different
ways.
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We can use more or less to compare the ideas in the chart:
Celebrations were more important in the past than now because_
Celebrations were less important in the past than now because_
3 With a partner, decide whether celebrations are more important now than in the past.
Use more and less in your answer, and give reasons using your ideas from the chart.
TIP 3:
Develop your responses by using a range of tenses and by adding more information in your
answer.
MAKING PAST/PRESENT COMPARISONS WITH WOULD

To offer more information in questions which ask for a comparison between the present and
the past, it helps to consider the differences between what people would or used to doin the
past and what they do now.
4 With a partner, brainstorm some popular events that you know about and write them in
the first column of the table. Then complete the table with your shared ideas.
Event Things people would do in the past Things people do now
1 Chinese New Year In the past, people would get together with Now, people like to watch the
their familles. and celebrate at home. fireworks at the harbour.
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2
3
4
5
6
LOOKING AT BOTH SIDES OF THE ARGUMENT

In Speaking Part 3, you should try to consider both sides of an argument. You can do this by
using words such as although, even though and while to add information about one side of the
argument, then adding information about the other side. For example:
Although many people still celebrate Valentine's Day each year, it is possible that they focus
too much on presents.
Even though preparing for the carnival takes a lot of time, it is an important part of our
culture.
While the Battle of the Oranges is supposed to be fun, it leaves a lot of mess for people to
clean up!
When we present both sides of the argument using these words, it is called 'concession'.
5 With a partner, consider one positive and one negative statement about a festival you
have attended. Then make a positive and negative statement about a festival you would like
to attend. Make a balanced argument using a concession for each one.
Although the Battle of the Oranges gets very messy, it's such a colourful experience.
TIP 5:
You can also make concessions with sentence openers such as:
The problem is,...
The trouble is,...
The thing is,...
The disadvantage of that is,...
On the other hand,...
DISCUSSING SIMILARITIES AND DIFFERENCES

6 We can make categories for ideas about similarities and differences. Using the festivals
you chose in exercise 4, complete this table.
Event Season Location Procedure Meaning
Rio Carnavale Spring Brazil Street dancing Celebration of
and performance different cultures
7 Using the information in the table, talk about how these festivals are similar and different
with a partner. Can you think of any other categories to describe the festivals?
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TIP 7:
Another useful way of comparing things is to focus directly on the differences. For example:
The main difference between Chinese New Year and new year celebrations in my country is...
ADJECTIVES FOR CELEBRATIONS

8 Using the adjectives in the box (as well as your own ideas), compare and contrast the four
festivals with a partner.
TIP 8:
When we compare, we focus on the similarities. When we contrast, we focus on the
differences.
astonishing colourful dramatic Emotional entertaining exhausting

impressive incredible memorable mysterious peaceful serious
PRONUNCIATION: CONTRASTIVE STRESS

9 Often we can emphasise differences by stressing key words. Listen to the sentences and
underline the words which the speakers stress.
1 I prefer spending time with my family on my birthday rather than spending time with them at
New Year.
2 This holiday is much more exciting than that holiday.
3 These ideas might be better for a celebration than those ideas.
4 Some people don't enjoy public holidays as much as other people I know.
10 Write THREE sentences comparing different things with your own ideas. Say them to a
partner, stressing the key words to show contrast.
EXAM SKILLS
1 Do you have any special festivals in your country?
2 What kind of festival is most popular in your country?
3 Are there any international festivals that you would like to attend?
4 Are there any festivals or celebrations you don't enjoy?
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Describe a public holiday in your country.
You should say:
 what the holiday is celebrating
 when the holiday occurs
 what people do on that holiday
and explain why you like/dislike that holiday.
13 Listen to a student answering these questions. Then practise asking and answering them
with a partner.
1 What is the difference between how people celebrate special events today compared with the
past?
2 Should we learn about the special events of other countries in school?
3 What will special events be like in the future?
4 Do we spend too money on special events like Valentine's Day or birthdays?
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READING
LEAD-IN
1 Read these three short texts, describing some of the most interesting festivals in the
world.

1 Which one of these festivals would you most like to attend and why?
2 Which one of these festivals would you least like to attend and why?
LA TOMATINA SPAIN
La Tomatina is the world's biggest food fight! It is always held on the last Wednesday of August
every year in Bunol, a town near Valencia in Spain. Because it is such fun, it has become very
popular and officials have had to limit the event to 20,000 people by issuing tickets. More than
100 metric tons of over-ripe tomatoes are thrown in the street during the event.
TRUE / FALSE / NOT GIVEN QUESTIONS

True/False/Not Given questions are a common feature of the exam. They are similar to
Yes/No / Not Given questions, but instead of being opinion-based, these questions relate to
factual information only.
3 Read statements 1-3 relating to the short texts in the lead-in, and decide if they are True,
False or Not Given.
TIP 3:
The questions are in the same order as the text.
1 Any number of people can attend La Tomatina.
2 The mud festival is used to sell a beauty product.
3 On Dia de los muertos people do the same activities their loved ones enjoyed in life.
BORYEONG MUD FESTIVAL SOUTH KOREA
A cosmetics company in South Korea created a line of beauty products which featured mud from
the Boryeong mud flats as a main ingredient. The company did not want to spend money on
advertising, so the Boryeong Mud Festival was born. This allowed potential customers to feel the
benefits of the special mud. The festival is home to mud slides, a mud prison, mud pools and
mud skiing. You can also enjoy live music, acupuncture and a fireworks display.
DIA DE LOS MUERTOS (DAY OF THE DEAD) MEXICO
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This Mexican holiday is celebrated throughout Mexico and around the world. The holiday
focuses on remembering friends and family members who have died. It is particularly celebrated
in Mexico, where the day is a bank holiday. Activities involved in the holiday include building
private altars, cleaning the graves of loved ones and telling funny stories about dead relatives.
Street parties, parades and festivals are also a common feature of the celebration.
Perhaps the hardest part of this type of question is understanding when the information is Not
Given.
It is important to remember here that your answers must be based on the information in the
text only and not from your own knowledge of the subject (or an educated guess).
4 In exercise 3, which word makes statement 1 false?
5 In exercise 3, which word/phrase in the text makes statement 2 true?
6 Read this short text and answer the questions which follow.
Birthdays take place once a year and celebrate the day you were born. Many people have a party
on their birthday and socialise with family and friends. A birthday cake, with candles on the top,
is often presented at this celebration, together with gifts and cards.
Answer True, False or Not Given.
1 The candles on the cake often represent your age.
2 Everyone has a party on their birthday.
3 Presents are often given on birthdays.
4 Everyone likes birthdays.
5 Birthdays are celebrated differently around the world.
7 Here is a summary of the advice given in the previous section. Complete the tips using
ONE word from the box in each gap. There is one word you do not need.
carefully change order rely same synonyms
Tips
 Do not 1 __________ on matching words in the text and question to decide on your
answer.
 Answers are in the same 2 __________ as they appear in the text.
 True means that the information is the 3 __________ as in the text, not similar.
 Read the relevant part of the text very 4 __________.
 It is useful to look for 5 __________ as the words in the question are rarely the same as
in the text.
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8 Using the tips in exercise 7, read the texts and then decide if these statements agree with
the information given in them.
1 The Dragon Boat Festival celebrates when Qu Yuan was saved by the people who stopped the
fish eating him.
2 When the Harbin Ice and Snow Festival first began, only the Chinese entered the competition.
3 If conditions allow, the exhibits at the Harbin Ice and Snow Festival are displayed when the
official festival is over.
4 There are a variety of things to do and see at the Lantern Festival.
5 Chinese New Year is also known as the Spring Festival.
CHINESE FESTIVALS
If I could visit any country to be a part of their celebrations and festivals, it would be China.
China is home to some of the most beautiful celebrations on the planet - celebrations filled with
colour and meaning.
HARBIN ICE AND SNOW FESTIVAL
Another spectacular festival hosted by the Chinese is the Harbin Ice and Snow Festival. This is
an annual winter festival which takes place in Harbin, Heilongjiang, China, and is now the
largest ice and snow festival in the world. Initially, the majority of participants were Chinese, but
it has since become an international festival and competition. The festival includes the world's
biggest ice sculptures. Officially, the festival starts on 5th January and lasts for one month.
However, exhibits often open earlier and finish later, weather permitting. The ice sculptures are
displayed throughout the city.
DRAGON BOAT RACING
The Dragon Boat festival, also known as the Dwanwu Festival, has been celebrated in China for
more than 2,000 years. The festival occurs on the fifth day of the fifth month of the Chinese
lunar calendar. The celebration emerged after the Chinese scholar, Qu Yuan, threw himself into
the Mi Lo river in protest against the government of the time. Qu Yuan was drowned and the
people were unable to find the body, so to prevent the fish from eating him, the locals threw rice
patties into the river. Ever since then, rice dumplings or zongzi are prepared and eaten during this
festival season. Other activities include drinking a special drink called realgar and dragon-boat
racing to the sound of beating drums.
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CHINESE NEW YEAR
By far the biggest celebration in the Chinese calendar, however, is Chinese New Year. In fact,
the lartern festival signifies the end of this long celebration, which begins on Chinese New Year's
Eve. It is a holiday filled with dragons, fireworks, symbolic clothing and flowers. Chinese New
Year is a time for families to get together. The New Year's Eve dinner is called Reunion Dinner,
and is believed to be the most important meal of the year. Families of several generations sit
together, enjoying food and socialising.
LANTERN RIDDLES
Also in January there is the Lantern Festival, or the Shangyuan Festival, which is celebrated on
15th January of the Chinese lunar calendar. This festival marks the return of spring and is
regarded as a day for appreciating family and the bright full moon. There are several different
activities involved in this celebration, appealing to all age groups. These include: watching
fireworks or solving the riddles featured on the lanterns.
*riddle-a strange and difficult question that has a clever and often funny answer
GRAMMAR FOCUS: FIRST AND SECOND CONDITIONALS

9 Read statements a and b and answer the questions which follow.
a If I have the time this weekend, I will come to the Dragon Boat Festival with you.
b If I could attend any festival in the world, it would be the carnival in Rio de Janeiro.
1 In which statement does the speaker believe that attending the festival is unlikely to happen?
2 In which statement does the speaker believe that attending the festival may happen?
3 Label each statement as either the first or second conditional.
4 Using the examples, complete these rules with these words: past simple, present simple,
infinitive, would.
Rules
First conditional
If+5 __________, … will + 6 __________
Second conditional
If+7 __________, … 8 __________ + infinitive
10 Complete the sentences with suitable verbs, using either the first or second conditional
form.
1 If you __________ to the festival in town tomorrow, there crowds of people. You did say you
were going.
2 If I __________ the time, I __________ to more festivals. I am just too busy with other things.
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3 If I __________ the time, I __________ bake a cake for the party. I should be able to do it this
evening.
4 If I __________ enough money, I __________ in Australia. I just don't have the money at the
moment.
5 If he __________ this fancy dress costume this afternoon, he __________ be very hot in this
summer heat.
EXAM SKILLS
11 Read the text and answer the questions which follow.
In January or February, Venice plays host to the most magical of carnivals. During the
carnival, the city is filled with a mass of masked party- goers, posing and dancing, in an
attempt to reinvent one of the great traditions of the city. Naturally, it is very crowded and
hotels and restaurants are expensive, but it is a unique occasion and a great time to
experience this beautiful city.
The carnival was first held in Venice in the 11th century and lasted for over two months.
Activities involved a series of formal parties in St Mark's Square and playing games for money.
Regardless of social status, participants wore costumes and masks. Images of the time and
occasion are still displayed throughout the city today. During the 18th century, however, this
period of festivities came to an end, and the carnival did not return until 1979. Today, the
carnival is extremely popular with people eager to dress up and parade around the city in their
masks and costumes.
The weekends are the busiest times at the carnival - the final weekend in particular. During the
festivities, you can enjoy live music and take part in a large open-air festival. Costumes are also
a major feature of the occasion and there is even a competition to judge the best one. The best
ones are usually displayed at the centre of carnival festivities, in the breathtaking St Mark's
Square. Numerous shops in Venice sell these costumes and masks in preparation for this great
event.
Perhaps the most attractive aspect of the Venice carnival, though, is the variety of masked balls
and parties there are to attend. You do have to pay for these, however, and they can be quite
costly. One of the most expensive parties is the Valentine's Grand Masquerade Ball, held on
February 14th at the Palazzo Flangini.
Do these statements agree with the information given in the text? Look at the statements
and write
1 Before the 20th century, only the rich participated in the carnival.
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2 The Venice carnival was banned in the 18th century.
3 The most popular days at the carnival are during the week.
4 None of the festivities take place outside.
5 There are few places in Venice where you can purchase your costume and mask.
6 In order to take part in the costume competition you need to be Italian.
7 The tickets for the Valentine's Grand Masquerade Ball are worth a lot of money.
HOMEWORK
PASSAGE 1
Bondi Beach
A
Bondi Beach, Australia’s most famous
beach, is located in the suburb of Bondi, in
the Local Government Area of Waverley,
seven kilometers from the centre of
Sydney. “Bondi” or “Boondi” is an
Aboriginal word meaning water breaking
over rocks or the sound of breaking waves.
The Australian Museum records that Bondi
means a place where a flight of nullas took
place. There are Aboriginal Rock carving
on the northern end of the beach at Ben
Buckler and south of Bondi Beach near
McKenzies Beach on the coastal walk.
B
The indigenous people of the area at the time of European settlement have generally been
welcomed to as the Sydney people or the Eora (Eora means “the people”). One theory describes
the Eora as a sub-group of the Darug language group which occupied the Cumberland Plain west
to the Blue Mountains. However, another theory suggests that they were a distinct language
group of their own. There is no clear evidence for the name or names of the particular band(s) of
the Eora that roamed what is now the Waverley area. A number of place names within Waverley,
most famously Bondi, have been based on words derived from Aboriginal languages of the
Sydney region.
C
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From the mid-1800s Bondi Beach was a favourite location for family outings and picnics. The
beginnings of the suburb go back to 1809, when the early road builder, William Roberts,
received from Governor Bligh a grant of 81 hectares of what is now most of the business and
residential area of Bondi Beach. In 1851, Edward Smith Hall and Francis O’Brien purchased 200
acres of the Bondi area that embraced almost the whole frontage of Bondi Beach, and it was
named the “The Bondi Estate.” Between 1855 and 1877 O’Brien purchased Hall’s share of the
land, renamed the land the “O’Brien Estate,” and made the beach and the surrounding land
available to the public as a picnic ground and amusement resort. As the beach became
increasingly popular, O’Brien threatened to stop public beach access. However, the Municipal
Council believed that the Government needed to intervene to make the beach a public reserve.
D
During the 1900s beach became associated with health, leisure and democracy – a playground
everyone could enjoy equally. Bondi Beach was a working-class suburb throughout most of the
twentieth century with migrant people from New Zealand comprising the majority of the local
population. The first tramway reached the beach in 1884. Following this, tram became the first
public transportation in Bondi. As an alternative, this action changed the rule that only rich
people can enjoy the beach. By the 1930s Bondi was drawing not only local visitors but also
people from elsewhere in Australia and overseas. Advertising at the time referred to Bondi
Beach as the “Playground of the Pacific”.
E
There is a growing trend that people prefer having to relax near seaside instead of living
unhealthily in cities. The increasing popularity of sea bathing during the late 1800s and early
1900s raised concerns about public safety and how to prevent people from drowning. In
response, the world’s first formally documented surf lifesaving club, the Bondi Surf Bathers’
Life Saving Club, was formed in 1907. This was powerfully reinforced by the dramatic events of
“Black Sunday” at Bondi in 1938. Some 35,000 people were on the beach and a large group of
lifesavers were about to start a surf race when three freak waves hit the beach, sweeping
hundreds of people out to sea. Lifesavers rescued 300 people. The largest mass rescue in the
history of surf bathing, it confirmed the place of the lifesaver in the national imagination.
F
Bondi Beach is the endpoint of the City to Surf Fun Run which is held each year in August.
Australian surf carnivals further instilled this image. A Royal Surf Carnival was held at Bondi
Beach for Queen Elizabeth II during her first visit to Australia in 1954. Since 1867, there have
been over fifty visits by a member of the British Royal Family to Australia. In addition to many
activities, the Bondi Beach Markets are open every Sunday. Many wealthy people spend
Christmas Day at the beach. However, the shortage of houses occurs when lots of people are
crushed by the seaside. Manly is the seashore town which solved this problem. However, people
still choose Bondi as the satisfied destination rather than Manly.
G
Bondi Beach has a commercial area along Campbell Parade and adjacent side streets, featuring
many popular cafes, restaurants, and hotels, with views of the contemporary beach. It is depicted
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as wholly modern and European. In the last decade, Bondi Beaches’ unique position has seen a
dramatic rise in svelte houses and apartments to take advantage of the views and scent of the sea.
The valley running down to the beach is famous world over for its view of distinctive red-tiled
roofs. Those architectures are deeply influenced by British coastal towns.
H
Bondi Beach hosted the beach volleyball competition at the 2000 Summer Olympics. A
temporary 10,000-seat stadium, a much smaller stadium, 2 warm-up courts, and 3 training courts
were set up to host the tournament. The Bondi Beach Volleyball Stadium was constructed for it
and stood for just six weeks. Campaigners oppose both the social and environmental
consequences of the development. The stadium will divide the beach in two and seriously restrict
public access for swimming, walking, and other forms of outdoor recreation. People protest for
their human rights of having a pure seaside and argue for health life in Bondi.
I
“They’re prepared to risk lives and risk the Bondi beach environment for the sake of eight days
of volleyball”, said Stephen Uniacke, a construction lawyer involved in the campaign. Other
environmental concerns include the possibility that soil dredged up from below the sand will
acidify when brought to the surface.
Questions 1-5
1 The name of the Bondi beach was first called by the British settlers.
2 The aboriginal culture in Australia is different when compared with European culture.
3 Bondi beach area holds many contemporary hotels.
4 The seaside town in Bondi is affected by British culture for its characteristic red color.
5 Living near Bondi seashore is not beneficial for health.
Q Keywords in the Keywords in the evidence (evaluate the evidence (which
statement if there are any same words, paragraph, sentence)
synonyms, opposites or if there’s
no match)
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The name of the Bondi
1 beach
was first called by the
British settlers.
The aboriginal culture
2 in Australia
different
compared with
European culture.
contemporary hotels.
3
affected by British
4 culture for…
Living near Bondi

5 seashore is not
beneficial for health.
Questions 6-9
Summary
Complete the following summary of the paragraphs of Reading Passage, using NO MORE
THAN TWO WORDS from the Reading Passage for each answer.
Bondi beach holds the feature sports activities every year, which attracts lots of 6__________
choosing to live at this place during the holidays. But local accommodation cannot meet with the
expanding population, a nearby town of 7 __________ is the first suburb site to support the
solution, yet people prefer 8 __________ as their best choice. Its seaside buildings are well-
known in the world for the special scenic colored 9 __________ on buildings and the joyful
smell from the sea.
Q Keywords in the Synonyms/paraphrases in the Where have you found the

headings evidence evidence (which paragraph,
sentence)
6 lots of…
live at this place
during the holidays
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7 a nearby town of….
support the solution
8 yet
people prefer… as
their best choice
9 well-known in the
world
special colored ….

D
During the 1900s beach became associated with health, leisure and democracy – a playground
everyone could enjoy equally. Bondi Beach was a working-class suburb throughout most of the
twentieth century with migrant people from New Zealand comprising the majority of the local
population. The first tramway reached the beach in 1884. Following this, tram became the first
public transportation in Bondi. As an alternative, this action changed the rule that only rich
people can enjoy the beach. By the 1930s Bondi was drawing not only local visitors but also
people from elsewhere in Australia and overseas. Advertising at the time referred to Bondi
Beach as the “Playground of the Pacific”.
E
There is a growing trend that people prefer having to relax near seaside instead of living
unhealthily in cities. The increasing popularity of sea bathing during the late 1800s and early
1900s raised concerns about public safety and how to prevent people from drowning. In
response, the world’s first formally documented surf lifesaving club, the Bondi Surf Bathers’
Life Saving Club, was formed in 1907. This was powerfully reinforced by the dramatic events of
“Black Sunday” at Bondi in 1938. Some 35,000 people were on the beach and a large group of
lifesavers were about to start a surf race when three freak waves hit the beach, sweeping
hundreds of people out to sea. Lifesavers rescued 300 people. The largest mass rescue in the
history of surf bathing, it confirmed the place of the lifesaver in the national imagination.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
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PASSAGE 2
The Lost City
A
When the US explorer and academic Hiram
Bingham arrived in South America in 1911,
he was ready for what was to be the
greatest achievement of his life: the
exploration of the remote hinterland to the
west of Cusco, the old capital of the Inca
empire in the Andes mountains of Peru. His
goal was to locate the remains of a city
called Vitcos, the last capital of the Inca
civilisation.
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Cusco lies on a high plateau at an elevation of more than 3,000 metres, and Bingham’s plan was
to descend from this plateau along the valley of the Urubamba river, which takes a circuitous
route down to the Amazon and passes through an area of dramatic canyons and mountain ranges.
B
When Bingham and his team set off down the Urubamba in late July, they had an advantage over
travellers who had preceded them: a track had recently been blasted down the valley canyon to
enable rubber to be brought up by mules from the jungle. Almost all previous travellers had left
the river at Ollantaytambo and taken a high pass across the mountains to rejoin the river lower
down, thereby cutting a substantial corner, but also therefore never passing through the area
around Machu Picchu.
C
On 24 July they were a few days into their descent of the valley. The day began slowly, with
Bingham trying to arrange sufficient mules for the next stage of the trek. His companions
showed no interest in accompanying him up the nearby hill to see some ruins that a local farmer,
Melchor Arteaga, had told them about the night before. The morning was dull and damp, and
also seems to have been less than keen on the prospect of climbing the hill. In his book Lost City
of the Incas, he relates that he made the ascent without having the least expectation that he would
find anything at the top.
D
Bingham writes about the approach in vivid style in his book. First, as he climbs up the hill, he
describes the ever-present possibility of deadly snakes, ‘capable of making considerable springs
when in pursuit of their prey’; not that he sees any. Then there’s a sense of mounting discovery
as he comes across great sweeps of terraces, then a mausoleum, followed by monumental
staircases and, finally, the grand ceremonial buildings of Machu Picchu. 'It seemed like an
unbelievable dream. The sight held me spellbound’, he wrote.
E
We should remember, however, that Lost City of the Incas is a work of hindsight, not written
until 1948, many years after his journey. His journal entries of the time reveal a much more
gradual appreciation of his achievement. He spent the afternoon at the ruins noting down the
dimensions of some of the buildings, then descended and rejoined his companions, to whom he
seems to have said little about his discovery. At this stage, didn’t realise the extent or the
importance of the site, nor did he realise what use he could make of the discovery.
F
However, soon after returning it occurred to him that he could make a name for himself from this
discovery. When he came to write the National Geographic magazine article that broke the story
to the world in April 1913, he knew he had to produce a big idea.
He wondered whether it could have been the birthplace of the very first Inca, Manco the Great,
and whether it could also have been what chroniclers described as ‘the last city of the Incas’.
This term refers to Vilcabamba the settlement where the Incas had fled from Spanish invaders in
the 1530s. Bingham made desperate attempts to prove this belief for nearly 40 years. Sadly, his
373 | P a g e
vision of the site as both the beginning and end of the Inca civilisation, while a magnificent one,
is inaccurate. We now know that Vilcabamba actually lies 65 kilometres away in the depths of
the jungle.
G
One question that has perplexed visitors, historians and archaeologists alike ever since Bingham,
is why the site seems to have been abandoned before the Spanish Conquest. There are no
references to it by any of the Spanish chroniclers - and if they had known of its existence so
close to Cusco they would certainly have come in search of gold.
An idea which has gained wide acceptance over the past few years is that it was a country estate
built by an Inca emperor to escape the cold winters of Cusco, where the elite could enjoy
monumental architecture and spectacular views. Furthermore, the particular architecture of
Machu Picchu suggests that it was constructed at the time of the greatest of all the Incas, the
emperor Pachacuti (1438-71). By custom, Pachacuti’s descendants built other similar estates for
their own use, and so Machu Picchu would have been abandoned after his death, some 50 years
before the Spanish Conquest.
Questions 1-7
Reading Passage has seven paragraphs, A-G.
Choose the correct heading for each paragraph from the list of headings below.
1 Paragraph A
2 Paragraph B
3 Paragraph C
4 Paragraph D
5 Paragraph E
6 Paragraph F
7 Paragraph G
List of Headings
i Different accounts of the same journey
ii Bingham gains support
iii A common belief
iv The aim of the trip
v A dramatic description
vi A new route
vii Bingham publishes his theory
viii Bingham’s lack of enthusiasm

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Q Keywords in the Synonyms/Paraphrases/Detailed Where have you
headings information in the evidence found the evidence
1 The aim of the trips Paragraph
2 New route Paragraph
3 lack of enthusiasm Paragraph
4 dramatic Paragraph
description
5 different accounts Paragraph

of the same journey
6 Bingham publishes Paragraph

theory
7 a common belief Paragraph
Questions 8-11
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8 Bingham went to South America in search of an Inca city.
9 Bingham chose a particular route down the Urubamba valley because it was the most common
route used by travellers.
10 Bingham understood the significance of Machu Picchu as soon as he saw it.
11 Bingham returned to Machu Picchu in order to find evidence to support his theory.
Questions 12-13
Complete the sentences below.
Choose ONE WORD ONLY from the passage for each answer.
12 The track that took Bingham down the Urubamba valley had been created for the
transportation of __________ .
13 Bingham found out about the ruins of Machu Picchu from a __________ in the Urubamba
valley.

Q Keywords in the statement Keywords in the evidence the evidence (which
(evaluate if there are any same paragraph, sentence)
words, synonyms, opposites or
if there’s no match)
in search of an Inca city.
8
the most common route used

9 by travellers.
understood the significance

1
0
Bingham returned to Machu

1 Picchu in order to find
1 evidence to support his
theory.
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created for the transportation
1 of…
2
found out about the ruins of

1 Machu Picchu from a …
3

D
Bingham writes about the approach in vivid style in his book. First, as he climbs up the hill, he
describes the ever-present possibility of deadly snakes, ‘capable of making considerable springs
when in pursuit of their prey’; not that he sees any. Then there’s a sense of mounting discovery
as he comes across great sweeps of terraces, then a mausoleum, followed by monumental
staircases and, finally, the grand ceremonial buildings of Machu Picchu. 'It seemed like an
unbelievable dream. The sight held me spellbound’, he wrote.
E
We should remember, however, that Lost City of the Incas is a work of hindsight, not written
until 1948, many years after his journey. His journal entries of the time reveal a much more
gradual appreciation of his achievement. He spent the afternoon at the ruins noting down the
dimensions of some of the buildings, then descended and rejoined his companions, to whom he
seems to have said little about his discovery. At this stage, didn’t realise the extent or the
importance of the site, nor did he realise what use he could make of the discovery.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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WRITING
Cause/Problem-Solution essay
Lesson preparation
Vocabulary Pronunciation Meaning
Global warming /ˈɡləʊ.bəl/ /ˈwɔː.mɪŋ/
release /rɪˈliːs/
emission /iˈmɪʃ.ən/
In a nutshell /in/ /ə/ /ˈnʌt.ʃel/
phenomenon /fəˈnɒm.ɪ.nən/
incentivize /ɪnˈsen.tɪ.vaɪz/
stringent /ˈstrɪn.dʒənt/
propose /prəˈpəʊz/
tremendous /trɪˈmen.dəs/
(be) associated with /əˈsoʊ.si.eɪ.t̬ ɪd/ /wɪð/
thermal power /ˈθɜː.məl/ /paʊər/
contamination /kənˌtæm.ɪˈneɪ.ʃən/
sustainable /səˈsteɪ.nə.bəl/
efficiency /ɪˈfɪʃ.ən.si/
economic reform /ˌiː.kəˈnɒm.ɪk/ /rɪˈfɔːm/
incarcerate /ɪnˈkɑː.sər.eɪt/
Check-up:
1. We need to ……………………… our sales managers to achieve these targets.
2. Both ……………………… and an effective democratic politics require a new type of
public service.
3. She was prepared to take on the job, with all its ……………………… risks.
4. A rising level of greenhouses gas emissions is ……………………… with increased risk
of global warming.
5. The water supply is being tested for ……………………… .
6. In a………………………, the problem is that we had to move out of that office.
7. The governor announced his plan to ……………………… repeat offenders.
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8. We need to introduce more ……………………… security measures such as identity
cards.
9. Coal power stations ……………………… sulphur dioxide into the atmosphere.
10. She's been a tremendous help to me over the last few months.
11. The use of high-speed machinery improved the ……………………… of the factory.
12. Reducing the consumption of energy and increasing its efficient use would help control
CO2 ……………………….
13. ……………………… power plants produce twice as much heat as they do electricity,
but this heat is wasted in large power plants.
14. A large international meeting was held with the aim of promoting ………………………
development in all countries.
15. We discussed the ever-growing popularity of talk radio, and wondered how to explain
this ……………………….
16. I ……………………… that we wait until the budget has been announced before
committing ourselves to any expenditure.
IELTS FOCUS
CAUSE/PROBLEM-SOLUTION ESSAY
Global warming is one of the biggest threats to our
environment.
What causes global warming?
What solutions are there to this problem?
I. Question types
2 tasks
 ________________
 ________________
II. Outline
Activity 1: rearrange the following paragraphs to make a full essay.
The main causes of global warming are man-made. First, it is due to
greenhouse gases often produced by power plants. When coal is burnt to
make electricity, it releases a large amount of CO2 into the atmosphere.
The second greatest source of carbon dioxide emissions comes from the
petrol burning in motor vehicles which have led to increased toxicity and
pollution of the atmosphere. Another reason is deforestation for farmland,
wood and paper that contributes to higher temperatures which lead to the
melting of polar ice caps and the rising of sea levels.
In a nutshell, it is clear that there are various reasons for global warming,
and steps need to be taken to tackle this problem.
Global warming is a universal concern that has gained worldwide
380 | P a g e
attention. A number of causes have led to this life-threatening
phenomenon, the most conspicuous among them being human activities.
This problem can be controlled to a certain extent by implementing
certain environment-friendly practices.
Fortunately, there are several measures that could be implemented to
mitigate the problems arising from global warming. Firstly, the
government should encourage power stations and plants to use more
environmentally-friendly sources of energy such as renewable energy
instead of fossil fuels. Secondly, raising social awareness of
environmental protection should be high on the agenda. For instance,
television programmes could be used to incentivize people to participate
in environmental protection campaigns. Further, the governments of each
country should implement stringent laws and rules to control the
exploitation of resources and pollution of the environment by various
organizations or common people.
 Structure of a cause-solution essay
A. Introduction
Activity 2: What are the functions of the following clauses
Air pollution is one of the largest problems the world is facing today.
What are some causes of air pollution and what measures can be proposed to solve this
problem?
It is undeniable that air pollution is one of the most pressing environmental issues that the world
has to face today. This essay attempts to explore some major causes of the issue and propose
some possible solutions to it.
Clauses Function
It is undeniable that air pollution is one of the most pressing environmental issues 
that the world has to face today.
This essay attempts to explore some major causes of the issue

and propose some possible solutions to it.

Structure of an introduction:
Introduction = ________________________________
Useful structures
1. Background statement
Không thể phủ nhận rằng A là một trong những vấn đề (tính từ) cấp bách nhất mà thế giới phải
đối mặt hiện nay.
2. Thesis statement
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Bài viết dưới đây của tôi sẽ phân tích cả nguyên nhân và giải pháp khả thi cho vấn đề này.
Check-up: Write an introduction

Global warming is one of the biggest threats to our environment. What causes global
warming? What solutions are there to this problem?
______________________________________________________________________________
______________________________________________________________________________
________________________
B. BODY PARAGRAPH
Body 1: Causes
Sentences Orde Functions
r
First, it is due to greenhouse gasses often produced by power plants.
As the number of vehicles worldwide is increasing significantly
annually, there has been an increase in toxicity and pollution of the
atmosphere.
When coal is burnt to make electricity, it releases a large amount of CO2
into the atmosphere.
The second greatest source of carbon dioxide emissions comes from the
petrol burning in motor vehicles.
The main causes of global warming are man-made.
Such amount of CO2 absorbs heat radiating from the Earth’s surface and
re-releases it back toward the ground, which heats the climate up.

st

Useful structures
1. Topic sentence:
[Tên của vấn đề] có thể được quy cho một số lý do như sau.
2. Idea 1:
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Đầu tiên, chính A gây ra [tên vấn đề]
 Explanation 1:
Điều này là do thực tế rằng
 Example 1:
Một ví dụ rõ ràng về điều này là
 Consequence 1:
Kết quả là
3. Idea 2:
Một lý do có khả thi khác cho vấn đề này là B
 Explanation 2:
Điều này là bởi vì
 Example 2
NP/clause là một điều đáng nói
 Consequence 2
Kết quả là
The increasingly high level of exploitation of natural resources could ________________.
________________ the tremendous demands for resources in developing countries that causes
overconsumption of natural resources. ________________ the citizens of countries such as
China and India are becoming increasingly wealthy, and they may now afford a living standard
that is associated with a higher level of resource consumption. ________________the
widespread use of cars among tens of millions of middle-income Chinese nationals, which may
have contributed substantially to the burning of oil on a global scale. ________________ the
over-dependence on natural resources, such as fossil fuels in less-developed countries.
________________ these countries have yet found other source of energy to meet the demand,
therefore having no other choice but to continue relying on non-renewable energy.
________________ Vietnam, where the majority of electricity is generated in thermal power
stations, in which a vast amount of coal is burnt on a daily basis.
Body 2: Solutions
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It will be the government's responsibility to enforce tighter regulation on deforestation as
well as stricter punishment for illegal logging.
Fortunately, several measures can be taken to protect the global air from further
contamination.
Alternatives such as public transportation and fully electric vehicles either minimize
emission per vehicle or do not emit exhaust fumes, therefore will help reduce vehicle
emissions significantly.
In other words, forest clearance for any purpose will be restricted unless it is utterly
necessary, which will discourage people from violating the laws.
An effective method to cut down on emissions in the cities is to promote the use of
environmentally friendly transports.
Another measure pertains to how forests should be protected and managed.
st

Useful structures
1. Topic sentence
Một số biện pháp có thể được thực hiện để giảm nhẹ/giải quyết/giải quyết
2. Idea 1: Biện pháp thiết thực nhất là
 Explanation 1: Điều này có thể được thực hiện bởi
 Consequence 1: Nếu một biện pháp như vậy được thực hiện
3. Idea 2: Một giải pháp bền vững khác là
 Example 2: Ví dụ là
 Consequence: Kết quả là

________________ mitigate the problem of over- consuming Earth’s resources.
________________ at the moment is to reduce the demand for resources in developing
countries. ________________ mass-producing energy-efficient products, such as hybrid cars,
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and selling these items at a low price to citizens of these nations. ________________, these
people may still benefit from better living standards without over-consuming natural resources.
________________ to lower the reliance on natural resources by taking advantage of alternative
sources. ________________ building more renewable energy plants to cater for the increasing
needs for energy. ________________, wind and tidal power in the Netherlands, nuclear power in
Japan and solar power in the United States have all proven their efficiency in energy production.
They, ________________, minimise greatly the global dependence on fossil fuels.
C. Conclusion
Activity 4: compare the two following sentences
Thesis statement: This essay attempts to explore some major causes of the issue and propose
some possible solutions to it.
Conclusion: In conclusion, the demand in developing countries and the over-reliance on these
types of resources have greatly contribute to the exploitation of natural resources. Strong
measures, such as reducing the aforementioned demand and making use of alternative energy
sources, should be implemented to tackle this situation.
 Note:________________________________________________
Useful structures
Kết luận lại, mặc dù có những lợi ích của A, tôi vẫn đồng ý với những người tin rằng B…
________________, power generation and petrol burning ________________ global warming.
________________ encouraging environmentally-friendly sources of energy and raising social
awareness, ________________________________.
PRACTICE
Exercise 1:
Influence of human beings on the world’s ecosystem is leading to the extinction of species and
loss of bio-diversity.
What are the primary causes of loss bio-diversity?
What solutions can you suggest?
Fill in the blanks
Introduction:
Background statement: ________________ the extinction of species and loss of diversity
________________ environmental ________________________________.
385 | P a g e
Thesis statement:
________________________________________________________________.
Body 1:
Topic sentence: Species extinction ________________________________________________.
Idea 1: ________________, it is change in the natural habitat ________________ animals to go
extinct.
Explanation 1: ________________ when humans artificially transform the environment, they
destroy vegetation and animals’ natural habitat.
Example 1: ________________ people are cutting down the trees and cementing the soil,
altering the environment in order to build new roads
Consequence 1: ________________, a lot of species are dying out for a lack of adequate shelter.
Idea 2: ________________________________ the intensive exploitation of resources in an area.
Explanation 2: ________________ when the activities connected with capturing and harvesting
a natural resource are too intense in a particular area, the resource becomes exhausted.
Example 2: ________________ too frequent fishing, where fish does not have enough time to
reproduce and grow fully, therefore disappears significantly.
Body 2:
Topic sentence: ________________________________ the problem
Idea 1: ________________________________ protecting natural areas in order to create habitat
for wild animals.
Explanation 1: ________________________________ limiting human activity and avoiding
overexploitation of its resources.
Consequence 1: ________________________________, we can save the untouched
environment and prevent species from dying out.
Idea 2: ________________ informing the general population about the dangers of this problem.
Consequence 2: ________________, people will be more conscious of the environment and
won’t overuse or destroy its resources.
Conclusion:
________________, human activities ________________ negatively ________________ the
change in the world’s ecosystem. ________________ natural areas protection
________________ people enlightenment, ________________________________.
Exercise 2:
Part 1: Fill in the blanks with the suitable words.
There is a general increase in anti-social behaviours and lack of respect for others. What are
the causes and solutions?
done level government
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influence measures educate
A number of strong (1) ______________ could be adopted by the government and families to
mitigate the problem. On the national level, the (2) ______________ should take definite
actions against violence and discrimination. This could be (3) ______________ by ensuring
strict enforcement of the laws on violent and discriminatory acts to deter them from happening.
In addition, on the nuclear-family (4) ______________ , parents need to reaffirm their role in
morally guiding their children. If they notice any signs of antisocial or insolent behavior in
children, the children should be reprimanded accordingly. Parents, at the same time, could also
(5) ______________ their children about social manners by instilling a moral code in them.
These actions, albeit small, could have a strong (6) ______________ on children when they
grow up.
Exercise 3: Rearrange the order of the sentences.

The world’s natural resources are consumed at an ever-increased rate. What are the causes
of this situation? What are the solutions?
Body paragraph 1
A. In less-developed countries, the over-dependence on natural resources, such as fossil
fuels, is another significant reason to consider.
B. The increasingly high level of exploitation of natural resources could be ascribed to a
number of causes.
C. The most obvious reason is the tremendous demands for resources in developing
countries, such as China and Brazil.
D. A clear example of this is the widespread use of cars among tens of millions of middle-
income Chinese nationals, which may have contributed substantially to the burning of oil
on a global scale.
E. The citizens of these countries are becoming increasingly wealthy, and they may now
afford a living standard that is associated with a higher level of resource consumption.
F. In Vietnam, for example, the majority of electricity is generated in thermal power
stations, in which a vast amount of coal is burnt on a daily basis.
1 2 3 4 5 6
Body paragraph 2
A. This can be done by mass-producing energy-efficient products, such as hybrid cars, and
selling these items at a low price to citizens of these nations.
B. Besides, a more sustainable solution is to lower the reliance on natural resources by
taking advantage of alternative sources.
C. Some measures can be taken to mitigate the problem of over-7 consuming Earth’s
resources.
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D. The most practical measure at the moment is to reduce the demand for resources in
developing countries.
E. For instance, wind and tidal power in the Netherlands, nuclear power in Japan and solar
power in the United States have all proven their efficiency in energy production.
F. If such a measure is implemented, these people may still benefit from better living
standards without over-consuming natural resources.
1 2 3 4 5 6
Exercise 4: Write a complete introduction
Many people believe that international tourism is a bad thing for their country. What are the
reasons? Solutions to change negative attitudes?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Cyclists and car drivers sharing the same road cause some problems. What are the
problems? What are the solutions?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
HOMEWORK
Homework 1: Write a complete conclusion.
Many people believe that international tourism is a bad thing for their country. What are the
reasons? Solutions to change negative attitudes?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________
Cyclists and car drivers sharing the same road cause some problems. What are the
problems? What are the solutions?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________
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Homework 2: Write complete sentences using the given words to form a complete body
paragraph.
1. Some measure/ can take/ mitigate/ problem/ over-consuming/ Earth’s resources.
______________________________________________________________________________
________________________________________________________________________
2. most practical/ measure/ at/ moment/ be/ to reduce/ demand/resources/ in /developing

country.
______________________________________________________________________________
________________________________________________________________________
3. This/ can/ do/ by/ mass-produce/ energy-efficient/ product/ such as/ hybrid car/and /sell/
these/ item/ at/ a low price/ to citizens/ these /nation.
______________________________________________________________________________
________________________________________________________________________
4. If such a measure/ be implement/ these/ person/ may/ still benefit/ from/ better living
standards/ without /over-consume/ natural resources.
______________________________________________________________________________
________________________________________________________________________
5. Besides/ a more sustainable/ solution/ be/ lower/ the/ reliance/ on/ natural resource/ by/
take/ advantage/ alternative sources.
______________________________________________________________________________
________________________________________________________________________
6. For instance/ wind and tidal power/ in/ Netherlands/ nuclear power/ in/ Japan and / solar
power/ in/ US/ have/ all/ prove/ their efficiency/ in/ energy produce.
______________________________________________________________________________
________________________________________________________________________
7. These/ form/ energy/ should/ be use/ in other part/ of / world as well/ to minimize / the
global dependence/fossil fuels.
______________________________________________________________________________
________________________________________________________________________
Homework 3:Write the complete essay to the following topic.
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It is observed that in many countries not enough students are choosing to study science
subjects. What are the causes? And what will be the effects on society?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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REVIEW UNIT 7, 8
Listening, reading, writing, speaking
A - LISTENING
PART 2 (*)
Questions 11 – 14
11 Stevenson’s was founded in
A 1923.
B 1924.
C 1926.
12 Originally, Stevenson’s manufactured goods for
A the healthcare industry.
B the automotive industry.
C the machine tools industry.
13 What does the speaker say about the company premises?
A The company has recently moved.
B The company has no plans to move.
C The company is going to move shortly.
14 The programme for the work experience group includes
A time to do research.
B meetings with a teacher.
C talks by staff.
Questions 15-20
Label the map below.
Write the correct letter, A-J, next to Questions 15-20.
Plan of Stevenson’s site
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15 coffee room …………….
16 warehouse …………….
17 staff canteen …………….
18 meeting room …………….
19 human resources …………….
20 boardroom …………….
PART 2 (**)
Questions 11 – 14
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Matthews Island Holidays
11 According to the speaker, the company
A has been in business for longer than most of its competitors.
B arranges holidays to more destinations than its competitors.
C has more customers than its competitors.
12 Where can customers meet the tour manager before travelling to the Isle of Man?
A Liverpool
B Heysham
C Luton
13 How many lunches are included in the price of the holiday?
A three
B four
C five
14 Customers have to pay extra for
A guaranteeing themselves a larger room.
B booking at short notice.
C transferring to another date.
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Questions 15-20
Write ONE WORD AND/OR A NUMBER for each answer.
Timetable for Isle of Man holiday
Activity Notes
Introduction by manager
Day 1 Arrive
Hotel dining room has view
of the 15…………
Tynwald may have been

Day 2 Tynwald Exhibition and Peel founded in 16………… not
979.
Travel along promenade in a

Day 3 Trip to Snaefell tram; train to Laxey; train to
the 17…………. of Snaefell
Company provides
Day 4 Free day a 18…………. for local
transport and heritage sites.
Free time, then coach to

Take the 19…………. railway train Castletown –
Day 5
from Douglas to Port Erin former 20………… has old
castle.
Leave the island by ferry or

Day 6 Leave
plane
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B – READING
The construction of roads and bridges
Roads
Although there were highway links in
Mesopotamia from as early as 3500 bc, the
Romans were probably the first road-builders
with fixed engineering standards. At the peak of
the Roman Empire in the first century ad, Rome
had road connections totalling about 85,000
kilometres.
Roman roads were constructed with a deep
stone surface for stability and load-bearing.
They had straight alignments and therefore were
often hilly. The Roman roads remained the main
arteries of European transport for many
centuries, and even today many roads follow the
Roman routes. New roads were generally of inferior quality, and the achievements of Roman
builders were largely unsurpassed until the resurgence of road-building in the eighteenth century.
With horse-drawn coaches in mind, eighteenth-century engineers preferred to curve their roads
to avoid hills. The road surface was regarded as merely a face to absorb wear, the load-bearing
strength being obtained from a properly prepared and well-drained foundation. Immediately
above this, the Scottish engineer John McAdam (1756-1836) typically laid crushed stone, to
which stone dust mixed with water was added, and which was compacted to a thickness of just
five centimetres, and then rolled. McAdam’s surface layer - hot tar onto which a layer of stone
chips was laid - became known as ‘tarmacadam’, or tarmac. Roads of this kind were known as
flexible pavements.
By the early nineteenth century - the start of the railway age - men such as John McAdam and
Thomas Telford had created a British road network totalling some 200,000 km, of which about
one sixth was privately owned toll roads called turnpikes. In the first half of the nineteenth
century, many roads in the US were built to the new standards, of which the National Pike from
West Virginia to Illinois was perhaps the most notable.
In the twentieth century, the ever-increasing use of motor vehicles threatened to break up roads
built to nineteenth-century standards, so new techniques had to be developed.
On routes with heavy traffic, flexible pavements were replaced by rigid pavements, in which the
top layer was concrete, 15 to 30 centimetres thick, laid on a prepared bed. Nowadays steel bars
are laid within the concrete. This not only restrains shrinkage during setting, but also reduces
expansion in warm weather. As a result, it is, possible to lay long slabs without danger of
cracking.
The demands of heavy traffic led to the concept of high-speed, long-'distance roads, with access -
or slip-lanes - spaced widely apart. The US Bronx River Parkway of 1925 was followed by
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several variants - Germany’s autobahns and the Pan American Highway. Such roads - especially
the intercity autobahns with their separate multi-lane carriageways for each direction - were the
predecessors of today’s motorways.
Bridges
The development by the Romans of the arched bridge marked the beginning of scientific bridge-
building; hitherto, bridges had generally been crossings in the form of felled trees or flat stone
blocks. Absorbing the load by compression, arched bridges are very strong. Most were built of
stone, but brick and timber were also used. A fine early example is at Alcantara in Spain, built of
granite by the Romans in AD 105 to span the River Tagus. In modern times, metal and concrete
arched bridges have been constructed. The first significant metal bridge, built of cast iron in
1779, still stands at Ironbridge in England.
Steel, with its superior strength-to-weight ratio, soon replaced iron in metal bridge-work. In the
railway age, the truss (or girder) bridge became popular. Built of wood or metal, the truss beam
consists of upper and lower horizontal booms joined by vertical or inclined members.
The suspension bridge has a deck supported by suspenders that drop from one or more overhead
cables. It requires strong anchorage at each end to resist the inward tension of the cables, and the
deck is strengthened to control distortion by moving loads or high winds. Such bridges are
nevertheless light, and therefore the most suitable for very long spans. The Clifton Suspension
Bridge in the UK, designed by Isambard Kingdom Brunei (1806—59) to span the Avon Gorge in
England, is famous both for its beautiful setting and for its elegant design. The 1998 Akashi
Kaikyo Bridge in Japan has a span of 1,991 metres, which is the longest to date.
Cantilever bridges, such as the 1889 Forth Rail Bridge in Scotland, exploit the potential of steel
construction to produce a wide clearwater space. The spans have a central supporting pier and
meet midstream. The downward thrust, where the spans meet, is countered by firm anchorage of
the spans at their other ends. Although the suspension bridge can span a wider gap, the cantilever
is relatively stable, and this was important for nineteenth-century railway builders. The world’s
longest cantilever span - 549 metres - is that of the Quebec rail bridge in Canada, constructed in
1918.
Questions 1-3
Label the diagram below. Choose NO MORE THAN TWO WORDS AND/OR A NUMBER
from the passage for each answer.
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1 __________
2 __________
3 __________
Questions 4-7
Do the following statements agree with the information given in Reading Passage ?
Write
4 Road construction improved continuously between the first and eighteenth centuries.
5 In Britain, during the nineteenth century, only the very rich could afford to use toll roads.
6 Nineteenth-century road surfaces were inadequate for heavy motor traffic.
7 Traffic speeds on long-distance highways were unregulated in the early part of the twentieth
century.
Questions 8-13
Use ONE WORD ONLY from the passage for each answer.
Bridges
Type of bridge Features Example(s)
Arched bridge - introduced by the 8 Alcantara, Spain Ironbridge,

__________ UK
- very strong
- usually made of 9
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__________
Truss bridge - made of wood or metal

- popular for railways
- has a suspended deck Clifton, UK

- strong but 10 __________
Suspension bridge Akashi Kaikyo, Japan
(currently the 11
__________ span)
- made of 12 __________ Quebec, Canada

- more 13 __________ than
Cantilever bridge the suspension bridge
C – WRITING
You should spend about 40 minutes on this task
Write about the following topic
In the developed world, average life expectancy is increasing. What problems will this cause
for individuals and society? Suggest some measures that could be taken to reduce the
impact of ageing populations.
Give reasons for your answer and include any relevant from your knowledge or experience
Write at least 250 words
………………………………………………………………………………………………………
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D – SPEAKING
Topic: Education system
Part 1:
1. Could you describe your education?

2. Do you think education is important? Why or why not?
3. Do you prefer studying at a university or taking online courses?
4. Are there any changes you would like to see in the education system in your country?
Part 2:
Describe your favourite teacher. You should say:
● who this person is

● how you know them
● what subject they taught
● and explain why they are your favourite teacher
Topic: Festivals and tradition

Part 1:
1. What’s your favorite holiday?

2. How do you celebrate festivals in your country?
3. What special food and activities do you have for these festivals?
4. What do people do to celebrate this holiday in your country?
Part 2:
Question: Describe a festival that is important in Vietnam

You should say:
● What that festival is

● When it is celebrated
● How it is celebrated
● And explain why it is so important in your country.
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TABLE OF CONTENTS

UNIT 1: THE MAN-MADE ENVIRONMENT..........................................................................3

Days Class / Age Group Sentence

(2) Tennis (3) We have tennis lessons on

Tuesday, (4) Children teens, We do.

Friday Book club (5) Well, actually, that book club is

We may _________________________ but we

Membership fees (6) $…………………………individual

(7) $………………………… family

Located at 107 (8) …………………………Street

Parking is located (9) …………………………

The center is closed on (10) …………………………

*Tham khảo IELTS Practice Exams, trang 45

charge for non-members?

free access to?

can use facilities such as?

can come on Monday?

pay for the classes with a personal check?

Student number: (1) …………………………………………

Name: (2) …………………………………………

Rent: From (3) ……………………………………

Depending on: Areas

Properties Lakeside Road Rent (6) …………………… a month

Rent 460 pounds a month

Bills included: (7) …………………………(Lakeside Road)

Viewing Meet at office on (8) …………………………

Must: Give (10) ………………………… notice of moving in

Give deposit (11) …………………………

Pay for contract

*Tham khảo Essential Tests for IELTS, trang 8

KEY WORDS SYNONYMS/PARAPHRASE

Give notice of moving in

South Coast School of English

The woman is going to study a (1)…………………………………………course

Types of GE course available

The woman decides to study the (4) ………………………………………… course

Her course will start at (5) ………………………………………… and finish at (6)

The course costs (7) ………………………………………… per week

There is also a (9) ………………………………………… of 50 pounds.

Doing the test

The woman is going to visit the school on Friday at (10) …………………………………… to

IELTS Preparation Courses

Students have to pay an additional (11) ………………………………………… per week

Name: Jana (12) …………………………………………

Nationality: (13) …………………………………………

Date of birth (14) …………………………………………

ID card number: (15) …………………………………………

Phone number: (16) …………………………………………

*Tham khảo sách Build up to IELTS, trang 32.

Receptionist: OK, great. Well, we have (4)_________________________________________ ...

4 With a partner, ask and answer these questions.

8 Ask and answer these questions about your home town/accommodation.

THINKING OF NEW IDEAS

10 Add TWO more topics to the mindmap.

Location Building type Style Rooms Parts of a room Materials

SKIMMING AND SCANNING

5 Skim the text to understand the main ideas.

GRAMMAR FOCUS: PRESENT SIMPLE/PRESENT CONTINUOUS

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

2 In Australia, teachers will show interest in students’ personal circumstances.

6 Younger Australians tend to be friendlier than older Australians.

Stage 7 They notice the 8 between different