Lessondownloads>IELTSAcademicModulepreparation>Writing>Lesson2

Introduction
InthelastemaillessonwelookedathowtodescribetablesforIELTSwritingtask1.Wealso
lookedathowtodealwithproblemandsolutiontypediscursiveessaysfortask2.Inthislesson
wellcontinuelookingathowtodescribetablesfortask1.Wellalsobelookingatanotherkindof
compositionfortask2theadvantagesanddisadvantagesessay.

Inthislessonyouwill
practiseidentifyingtheimportantinformationinatable.
learnhowtosummarisefiguresfromatable.
lookatwhatmakesagoodopeningparagraphfortask2discursiveessays.
reviewlanguageformakingcomparisons.
practiseplanningacomposition
reviewusefullanguageforstructuringanargument.

IELTSWRITINGTASK1:TABLES

Activity1>Identifyingimportantinformation(1)>5minutes

Thetableyouaregiventodescribeintask1willprobablycontainfarmoreinformationthanyoucan
describeinthetimeandwordlimit.(Remember,youonlyhaveabout20minutesand150words.)
Youwillhavetopickoutthemostimportantinformationfromthetable,andtosummarisethe
figures.Infact,examinersarelookingforyourabilitytodothis.

Lookatthetablebelow.Whichfiguresdoyouthinkarethemostimportanttomention?Circlethe
figuresyouthinkshouldbementioned.

Percentageofhouseholdswithdurablegoods19702005
Central

oven

Video

connection
Car

Heating

Washing
machine
Tumble

Phone

phone

Satellite

Internet
dryer

Dishwasher

recorder

receiver

CDplayer

Computer
Microwave

mobile

1970 52 30 65 35
1975 57 47 72 52

1980 60 59 79 72
1985 63 69 83 81 30 13

1990 67 79 86 87 61 17
199495 69 84 89 50 18 67 91 76 46

199596 70 85 91 50 20 70 92 79 51
199697 69 87 91 51 20 75 93 16 82 19 59 27
199798 70 89 91 51 22 77 94 20 84 26 63 29
199899 72 89 92 51 24 80 95 26 86 27 68 32 9
199899* 72 89 92 51 23 79 95 27 85 28 68 33 10
19992000* 71 90 91 52 23 80 95 44 86 32 72 38 19
200001* 72 91 92 53 25 84 93 47 87 40 77 44 32
3
200102 * 74 92 93 54 27 86 94 64 90 43 80 49 39
200203* 74 93 94 56 29 87 94 70 90 45 83 55 45
200304* 75 94 94 57 31 89 92 76 90 49 86 58 49
200405* 75 95 95 58 33 90 93 78 88 58 87 62 53

=nodataavailable
Source:NationalStatistics(seehttp://www.statistics.gov.uk/copyright.aspforcopyrightdetails)
Activity2>Identifyingimportantinformation(2)>7minutes

NowreadthedescriptionforthetableinActivity1.Asyouread,findandcircletheinformationin
thetable.

Thistableshowshowthepercentageofhouseholdswithcertaindurablegoodschangedovera
35yearperiod.Itisinterestingtoseethatgoodsthatwereprobablyluxuryitemsatthebeginning
oftheperiodhavenowbecomealmostuniversal.Forexample,onlyaroundathirdofhouseholds
hadcentralheatingandtelephonesin1970,butthefigurehadrisento95%and93%respectively
by2004.

Ownershipofsomegoodssawasteadyincreaseoverthe35years.Householdswithcars,for
example,rosefrom52%to75%.Percentagesforsomegoods,however,rosemuchmoreslowly.
Householdswithwashingmachines,forinstance,rosebyonly8%from1994onwards.

Insharpcontrast,ownershipofothergoodsrosedramaticallyoveraveryshortperiod.
HouseholdswithmobilephonesandInternetconnections,forexample,rosebyaround50%in
only6years.Finally,itisworthnotingthatownershipofvideorecordersactuallyfellby2%
between2003and2004,nodoubtduetotheappearanceofDVDplayersonthemarket.

Activity3>Identifyingimportantinformation(3)>7minutes

Heresanothertablewithlotsofinformation farmorethanyoucouldincludeinashortdescription.
Lookatthetableandthenreadthesentenceswhichfollow.Decidewhichsentencesshouldbe
includedinyourdescriptionandwhicharenotimportant.

Averageweeklyhouseholdexpenditure()
19992000
19945

19956

19967

19978

19989

20001

20012

20023

20034

20045
Housing 60.10 60.50 61.00 59.90 61.00 65.60 64.50 70.20 71.30 70.70 72.10
Fueland
16.80 16.20 16.10 16.20 14.90 13.40 12.80 13.00 12.70 12.40 12.40
power
Foodand
nonalcoholic 65.20 66.30 67.70 68.70 67.60 67.60 67.40 68.00 67.00 68.20 67.00
drinks
Alcoholic
15.90 14.30 15.30 16.00 16.80 16.10 17.30 16.50 15.50 15.70 15.20
drink
Tobacco 7.30 7.30 7.40 7.60 7.50 6.70 6.80 6.70 5.90 5.70 5.60
Clothingand
22.20 21.50 22.30 22.90 24.10 24.90 23.70 24.10 24.20 23.30 23.10
footwear
Household
29.30 29.40 29.90 32.60 31.90 34.00 34.80 35.80 35.80 35.90 36.20
goods
Household
19.50 19.00 19.00 19.80 21.00 21.70 21.40 24.10 25.50 24.80 25.70
services
Personal
goodsand 13.90 14.50 14.70 14.50 15.00 15.30 15.70 16.10 16.20 16.20 16.70
services
Motoring 46.80 46.40 47.90 51.60 56.00 59.40 59.50 60.50 62.70 65.40 64.40
Faresand
othertravel 8.60 7.70 8.30 9.40 10.20 9.50 10.40 10.40 10.10 8.50 10.00
costs
Leisuregoods 18.00 17.20 18.10 19.30 20.60 20.50 21.00 21.70 21.30 21.70 22.10
Leisure
40.40 40.20 41.00 42.80 46.80 48.20 49.70 55.60 56.20 56.80 56.80
services
Miscellaneous 3.00 3.00 1.50 1.20 1.30 1.40 1.60 0.80 2.00 2.00 2.00
All
366.90 363.30 370.30 382.60 394.50 404.40 406.60 423.40 426.30 427.30 429.10
expenditure

Source:NationalStatistics(seehttp://www.statistics.gov.uk/copyright.aspforcopyrightdetails)
1 Overallhouseholdexpenditurerosebymorethan60perweekoverthetenyearperiod.
2 Between2001and2005,weeklyexpenditureremainedsteadyataround427.
3 Thebiggestsingleriseintotalexpenditurewasbetween2001and2002.
4 Householdsspent56perweekonmotoringin1998.
5 Theamountspentonhousingroseby12overthetenyearperiod.
6 Householdsspent12.80onfuelandpowerin2000.
7 Generallytheamountspentonfuelandpowerhasfallensteadilysince1994.
8 Expenditureontobaccorosebytenpencebetween1995and1996.
9 Clothingwastheseventhlargesthouseholdexpensein2004.
10 Thebiggestrisesinweeklyexpenditureoverthetenyearswereformotoringandleisure
services.

Activity4>Summarisingandgroupingfigurestogether(1)>7minutes

Onewaytosummarisetheinformationinabigtableistogroupnumberstogether.Forexample,
withtheprevioustableabouthouseholdexpenditure,youcouldgroupyearstogetheranddescribe
thechangeoverathreeorfiveyearperiod.

Alternatively,youcouldgroupdifferentexpenditurestogetherintooneexpendituretype.For
example,leisuregoodsandleisureservicescouldbegroupedtogetherasoneexpenditurecalled
leisure.

Ofcourse,thismeansyouhavetodoalittlemaths!LookagainatthetablefromActivity3andthen
choosethebestanswerforthequestionsthatfollow.

1Whatwasthetotalweeklyexpenditureonleisurein20045?
A78.90
B100
C75.20

2Whatwastheriseinallexpenditurefrom20002001to20012?
Aabout35
Babout17
Cabout27
3Whatwasthetotalweeklyexpenditureontravel,includingmotoring,in19945?
A55.40
B45.40
C35.40

4Whatwasthefallinweeklyexpenditureonalcoholandtobaccooverthetenyears?
A1.40
B3.40
C2.40

5Whatwastheoverallriseinexpenditureonhouseholdgoodsandservicesoverthetenyears?
Aabout20
Babout13
Cabout10

Activity5>Makingcomparisons(1) >5minutes

Whenyoudescribetablesorchartsintask1,youwillalmostcertainlyneedtomakecomparisons
betweenvalues.Herearesomeusefulphrasesforcomparingvalues.Puteachphraseintothe
correctgroup.

asmanyasfarfewer farlessfewerfewerandfewerlesslessandless
manymoremoremostasmuchasmuchmoresmallerandsmalleramountsof
thegreatestnumberofthegreatestpercentageofthehighestpercentageofthe
largestquantitythemajorityoffarmore
 With countable With both With uncountable

Activity6>Makingcomparisons(2) >5minutes

NowusephrasesfromActivity5tocompletethesentencesbelow.Thereisoftenmorethanone
correctanswer.

1Menspend[] moremoneyonsportsandhobbiesthanwomendo.
2Theamountofmoneypeoplespendontobaccoisgetting[]eachyear.
3The[]thepopulationstillhavesomeformofreligiousbeliefs.
4Thenumberofpeoplewhorenttheirhomehasbeengetting[]inrecentyears.
5Thetotalamountoffuelconsumedin1970wasnot[]thetotalamountconsumed
in1980.
6Far[]childrenwalktoschoolnowcomparedwithtwentyyearsago.
7Consumptionoforganicproducewasfar[]tenyearsagothanitisnow.
8Thesurveyshowsthatoverthetenyearperiod,[]peoplebecameselfemployed.

Activity7>Writingtask>20minutes

Nowletsputwhatwevediscussedsofarintopractice.Youregoingtowriteadescriptionofthe
mostimportantinformationinthetablebelow.Butbeforeyouwrite,trytoanswerthefollowing.

1Doesthetableshowdynamicorstaticdata?
2Whatthreefactorsaffectingearningsdoesthetableshow?
3Comparethefigureearningsforallmenwiththoseforallwomen.Whoearnsmore?
4Atwhatagedomenearnthemost?
5Atwhatagedowomenearnthemost?
6Howmuchmoredomenwithdegreesearnthanmenwithnoqualifications?
7Howmuchmoredowomenwithdegreesearnthanwomenwithnoqualifications?
Averageweeklyearnings():bysex,highestqualificationattainedandage,2005

Allworking
1624 2534 3544 4554 5559/64 age
Men
Degreeorequivalent 356 619 810 862 732 726
Highereducationbelowdegreelevel 366 501 588 619 583 554
GCEAlevelorequivalent 290 446 545 536 436 470
GCSEgradesA*toCorequivalent 253 410 469 463 503 410
Other(includingGCSEbelowgradeC) 253 389 453 435 417 407
Noqualifications 250 325 359 366 335 342

Allmen 283 483 574 575 487 506

Women
Degreeorequivalent 319 528 627 679 651 561
Highereducationbelowdegreelevel 267 384 464 491 488 440
GCEAlevelorequivalent 250 353 421 364 390 347
GCSEgradesA*toCorequivalent 227 330 331 329 309 308
Other(includingGCSEbelowgradeC) 187 378 299 315 302 313
Noqualifications 182 300 235 262 259 251

Allwomen 253 425 433 424 381 397

Nowwriteaparagraphdescribingthemostimportantinformationinthetable.Organiseyour
paragraphlikethis:

1Discusstheeffectofgenderonearnings.(Seetheyellowcells)
2Discusstheeffectofageonearnings.(Seethebluecells)
3Discusstheeffectofqualificationsonearnings.(Seetheredcells)
 IELTSWRITINGTASK2:ADVANTAGESANDDISADVANTAGES

Activity8>Analysingthequestion>7minutes
Inpart2oftheIELTSwritingtestyoumaybeaskedtowriteadiscursivecompositiondiscussing
theadvantagesordisadvantagesofsomething.Heresanexample:

Presentawrittenargumentorcasetoaneducatedreaderwithnospecialknowledgeofthe
followingtopic.

Moreandmorecollegesanduniversitiesareofferingcoursesviadistancelearning.
Distancelearninghasmanybenefits,buttherearealsodrawbacks,andnoteverylearner
willbesuitedtothismodeofstudy.

Towhatextentdoyouagreeordisagree?

Youshoulduseyourownideas,knowledgeandexperienceandsupportyourargumentswith
examplesandrelevantevidence.

Beforeyoubeginwritingyoushouldtakeafewmomentstoconsiderwhatyouranswershould
includeandwhatitshouldnotinclude!Readtheexamplewritingtaskagain,andthenanswerthe
questionsbelow.

Whenansweringthequestion,youshould YES NO
1 discussreasonswhydistancelearningcanbegoodforlearners
2 discussreasonswhydistancelearningisgoodforcollegesanduniversities
3 discussthehistoryofdistancelearning
4 discusstheproblemsassociatedwithdistancelearning
5 discussreasonswhydistancelearningisnotsuitableforsomelearners
6 giveadetailedaccountofthetypesofcoursethatcanbefollowedby
distancelearning
7 discussreasonswhydistancelearningisbadforcollegesanduniversities
8 describethekindoflearnerthatwouldbesuitablefordistancelearning
9 cometoalogicalconclusionaboutthevalueofdistancelearninginyourview
10 saywhatyouwouldliketolearnbydistanceifyouhadtime

Activity9>Planningyourcomposition>5minutes

Onceyouresureyouunderstandwhatthequestionisaskingyoutodiscuss,itstimetoplan.Its
worthspending2or3minutesthinkingabouthowyouregoingtoorganiseyouranswer.Theres
neveranysinglecorrectwaytoorganiseanessay,butitshouldhavesomekindoflogic.

Herearetwowaysoforganisingananswertotheexamplequestioninactivity8.Usethephrases
intheboxtocompletethetwoplans.

Advantagesforsuitablelearners
Conclusion
Introduction
Suitableandunsuitablelearnersfordistancelearning
 Plan1 Plan2

Introduction 3

Advantagesand
disadvantagesof
1 distancelearning

Disadvantagesfor
unsuitablelearners 4

2 Conclusion

Activity10>Introductoryparagraphs>10minutes

Itsimportantthatyoumakeagoodstarttoyourcompositionrememberthatfirstimpressionslast,
andyouropeningparagraphwillgivetheexaminerhisorherfirstimpressionofyourwork.

Youropeningparagraphshouldnotbetoolong.Thefunctionoftheparagraphistointroducethe
topic,butalsototellthereaderhowyouressayisgoingtobeorganised.Amistakethatmany
IELTScandidatesmakeistousetheopeningparagraphtomakegeneralstatementsaboutthe
topic.Instead,makesurethatyourfirstparagraphiscompletelyfocusedonthequestion.

Hereisanopeningparagraphfortheexamplequestionaboutdistancelearning.Readthe
questionsagain,andthenreadtheparagraph.Crossoutthesentenceswhichyouthinkshouldnot
beincluded.

Thenumberofcoursesofferedbydistancehasincreasedagreatdealoverthelastfewyears.In
thepast,thistypeoflearningwassometimescalledcorrespondencelearning.Theadventofthe
Internetasalearningmediumhashelpedtocreatedistancelearningopportunitiesworldwide.
LearnersneedtohaveacomputerandanInternetconnectioninordertofollowthesecourses.
However,isitreallypossibletolearnfromhome?Aresuchcoursessuitableforalllearners?I
knowseveralpeoplewhohavetriedthistypeofcourseandtheyallgaveupafterafewweeks.I
willexaminethesequestionsbelow,firstlybyconsideringtheadvantagesanddisadvantagesof
learninginthismode,andthenbylookingatthekindoflearnerthatsuitsdistancelearning.But
first,hereisabriefhistoryofdistancelearning.
Activity11>Brainstormingideas(1)>5minutes

Inthelastlessonwelookedatbrainstormingasawaytogenerateideasbeforeyoustartwriting.
Spendfiveminutesnowbrainstormingideasfortheexamplequestionwehavebeenworkingon.
Usethefollowingheadings:

Advantagesofdistancelearning Disadvantagesofdistancelearning

Whatmakesalearnersuitablefordistancelearning

Activity12>Brainstormingideas(2)>5minutes

Herearesomeideasthatcouldpossiblybeincluded.Puteachideaunderthecorrectheading.

itcanbedifficulttofittimeforstudyintoabusyworkingorfamilylife
itsdifficulttogetquickfeedbackoncourseworkfromtutors
learnersareisolatedandgetlittleopportunitytomeetfellowstudents
learnershavetowaitsometimebeforetutorscananswertheirquestions
learnerslearnattheirownpace
needtobehighlymotivated
needtobeselfdisciplined
needtobewellorganised
shouldhaveagoodlearningenvironmentathome
shouldbegoodatusingtechnology,especiallycomputers
shouldhaveagoodideaaboutwhattheyneedtostudy
studentscanstudyinthecomfortofhome
technologybreakdownscanhinderlearning
thecontentofthecoursecanbeviewedorreadagainandagainbylearners
therearepossibilitiestostudyatuniversitiesfromallovertheworld

Activity13>Structuringandargument(1)>5minutes

Onceyouhavebrainstormedideas,youneedtopickoutthebestonesandbuildthemintoa
structuredargument.Therearetwowaysyoucandothis:

Thefirstwayistoputaseriesofsupportingpointsoneafteranother.Forexample,
Distancelearningallowsyoutostudyfromhome.Furthermore,itmeansyoucanstudyatyour
ownpace.

Thesecondwayistojointogethertwoopposingpointsofview.Forexample,
PresentationofdistancelearningmaterialthroughtheInternetortelevisionbroadcastscanoftenbe
moreinterestingthanclassroompresentations.However,notalllearnersarecomfortableusingthe
computertechnology.

Herearesomeusefulphrasesforjoiningideas.Whichphrasesareforjoiningsupportingideasand
whichonesareforjoiningopposingideas?Puteachphraseintothecorrectgroup.

Joiningsupportingideas Joiningopposingideas

also
besidesthis
furthermore
however
inaddition
incontrast
moreover
nevertheless
ontheotherhand
whatismore
Activity14>Structuringandargument(2)>5minutes

NowusethephrasesfromActivity12tojointheseideas.

1Classroombasedcoursesprovideopportunitiesforlearnerstomeeteachotherandsocialise.
[..],distancelearnerscanoftenfeelisolated.
2Akeyadvantageofdistancelearningisthatlearnersworkattheirownpace.[..],they
canchoosethepartsofthecoursethatsuittheirlearningneeds.
3Distancelearningdemandsthatlearnersarehighlymotivatedandorganised.[..],
manylearnersfindtheyneedalotofguidanceandcannotstudyindependently.
4Itcanbedifficultfordistancelearnerstocontacttheirtutortoaskquestions.[..],they
mayneedtowaitweeksforfeedbackonassignments.
5Distancelearningthesedayscanbedifficultforpeoplewhofindcomputersdifficulttouse.
[..],ifthetechnologybreaksdown,learningisdisrupted.

Activity15>WritingTask>15minutes

Hereisanotherexampleofanadvantagesanddisadvantagesstylequestionfortask2of
theIELTStest.

Readthequestion
Brainstormideas
Makeaplan
Writeanopeningparagraph

Presentawrittenargumentorcasetoaneducatedreaderwithnospecialknowledgeofthe
followingtopic.

Manycitycentresthesedayshavetrafficflowproblems,causingcongestionand
pollution.Onesolutionistobuildfastringroadsontheoutskirtsofacity,takingtraffic
awayfromthecentre.Whilethisishelpfulinsomeways,italsocausesnewproblems.

Towhatextentdoyouagreeordisagree?

Youshoulduseyourownideas,knowledgeandexperienceandsupportyourargumentswith
examplesandrelevantevidence.

LessonReview

Inthisem@illessonyouhave:

practisedidentifyingtheimportantinformationinatable.
learnedhowtosummarisefiguresfromatable.
lookedatwhatmakesagoodopeningparagraphfortask2discursiveessays.
reviewedlanguageformakingcomparisons.
practisedplanningacomposition
reviewedusefullanguageforstructuringanargument.
 Answerkey>IELTSAcademicModulepreparation>Writing>Lesson2

Activity3 6notinclude
1include 7include
2include 8notinclude
3include 9notinclude
4notinclude 10include
5include

Activity4
1AAddupleisuregoodsandleisureservicesfor20045:(22.10+56.80=78.90)
2BSeeallexpenditureSubtract 20001from20012:(432.40406.60=16.80=about
17.00)
3AAddupmotoringandfaresandothertravelcostsfor19945:(46.80+8.60=55.4)
4CAddtobaccoandalcoholfor19945(15.90+7.30=23.2)andfor20045(15.20+5.60=
20.8). 23.220.8=2.40
5BAddhouseholdgoodsandhouseholdservicesfor19945(48.70)and20045(61.9):
61.9048.70=13.20=about13

Activity5

Withcountablenouns Both Withuncountablenouns

fewer more less
manymore most farless
farfewer thelargestquantity lessandless
thegreatestnumberof smallerandsmalleramountsof muchmore
fewerandfewer thehighestpercentageof farmore
asmanyas thegreatestpercentageof asmuchas
themajorityof

Activity6
1much/far
2lessandless
3majorityof/highestpercentageof/
4fewerandfewer/smallerandsmaller
5asmuchas
6fewer
7less
8moreandmore

Activity7
1static
2gender(sex),age,andqualifications
3men
44554
53544
6almost400
7justover300

Exampledescription
Thetableshowstheeffectthatgender,ageandqualificationshaveonweeklyearnings.Itisclear
thatgenderhasastronginfluenceonanindividualsearningpotential.Thisistrueforallage
groupsandregardlessofeducationalachievement.Theaverageweeklypayforallmenisover
100morethanthatforwomen.
Generallyspeaking,peopleearnmoreastheygetolder.However,mensearningspeakata
slightlyhigheragethanwomens.Thehighestearningsformenare575perweek,attheageof
4554.Womenshighestsalaries,ontheotherhand,are434attheageof3544.

Thetableclearlyshowsthatqualifiedpeopleearnmoremoneythanthosewithoutqualifications.
Again,though,theeffectofqualificationsonearningsisfarstrongerformenthanforwomen.Men
withdegreesearnapproximately400perweekmorethanunqualifiedmen.Graduatewomen,on
theotherhand,earn300moreperweekthanunqualifiedwomen.

Activity8
1yes
2no
3no
4yes
5yes
6no
7no
8yes
9yes
10no

Activity9

Plan 1 Plan 2

Introductio Introductio
n n

Advantages and
Advantages for disadvantages of
suitable distance learning
learners

Disadvantages Suitable and

for unsuitable unsuitable learners
learners for distance learning

Conclusion Conclusion

Activity10

Sentenceswhichshouldbedeletedare:
Inthepast,thistypeoflearningwassometimescalledcorrespondencelearning.
LearnersneedtohaveacomputerandanInternetconnectioninordertofollowthesecourses.
Iknowseveralpeoplewhohavetriedthistypeofcourseandtheyallgaveupafterafewweeks.
Butfirst,hereisabriefhistoryofdistancelearning.

Theparagraphshouldread:
Thenumberofcoursesofferedbydistancehasincreasedagreatdealoverthelastfewyears.
TheadventoftheInternetasalearningmediumhashelpedtocreatedistancelearning
opportunitiesworldwide.However,isitreallypossibletolearnfromhome?Aresuchcourses
suitableforalllearners?Iwillexaminethesequestionsbelow,firstlybyconsideringthe
advantagesanddisadvantagesoflearninginthismode,andthenbylookingatthekindoflearner
thatsuitsdistancelearning.
Activity11
Advantagesofdistancelearning
learnerslearnattheirownpace
therearepossibilitiestostudyatuniversitiesfromallovertheworld
thecontentofthecoursecanbeviewedorreadagainandagainbylearners
studentscanstudyinthecomfortofhome

Disadvantagesofdistancelearning
learnersareisolatedandgetlittleopportunitytomeetfellowstudents
itsdifficulttogetquickfeedbackoncourseworkfromtutors
learnershavetowaitsometimebeforetutorscananswertheirquestions
technologybreakdownscanhinderlearning
itcanbedifficulttofittimeforstudyintoabusyworkingorfamilylife

Whatmakesalearnersuitablefordistancelearning
needtobeselfdisciplined
needtobewellorganised
shouldhaveagoodlearningenvironmentathome
needtobehighlymotivated
shouldbegoodatusingtechnology,especiallycomputers
shouldhaveagoodideaaboutwhattheyneedtostudy

Activity12
Joiningsupportingideas
inaddition
furthermore
whatismore
besidesthis
moreover
also

Joiningopposingideas
however
incontrast
ontheotherhand
nevertheless

Activity13
1Incontrast
2Furthermore/Inaddition/Moreover
3However/Incontrast
4Besidesthis/Moreover/Furthermore
5Inaddition/Whatismore/Moreover