STRATEGIES:
DESCRIPTION
Targeted skills:
o Scanning for factual information given in the passage
o Close reading
You will be given a number of statements and asked: ‘Do the following statements agree with the
information in the text?’
You are required to write ‘TRUE’, ‘FALSE’ or ‘NOT GIVEN’ (‘YES’/’NO’/’NOT GIVEN’) in the boxes on your
answer sheet.
E.g. Bedtime is at 10.30 for children under 12 and at 11.30 for older children. On Friday and Saturday
nights bedtime is an hour later.
a. Children aged 11 go to bed at 9.30 on Friday evenings. FALSE
b. Children aged 12 and above can stay up past midnight two times a week. TRUE
c. Children can wake up an hour later on weekends. NOT GIVEN
Answers follow the passage order.
ACTION PLAN
Tip: Pay special attention to EXTREME
1. Read the instruction carefully to see if you have to write
words that give extra meanings to the
‘TRUE’, ‘FALSE’, or ‘YES’, ‘NO.’
key words: quantifiers (ONLY, ALL,
2. Read the statement carefully to make sure you fully
FEW, SOME), negative (NOT,
understand it.
NEITHER), comparison words (MORE,
3. Highlight the key words or phrases in the statement and scan LESS, RARELY, ALWAYS, SELDOM).
for them in the passage. They usually play a key role in
4. The words or phrases used in the text and the statement might deciding whether a statement is
not be exactly the same, but synonymous you should also TRUE, FALSE or NOT GIVEN
scan for paraphrases and synonyms
5. Once you spot the information in the passage, carefully read
around the key words. You should also read the preceding and following sentences of the one
containing the key words.
(In many cases, a piece of information is expressed in bits in different sentences. You have to collect
these bits to fully understand the whole meaning.)
6. Write:
o TRUE if the statement agrees with what is in the passage They share the same meaning
o FALSE if the statement contradicts what is in the passage They have opposite meanings
o NOT GIVEN if there is no, or not enough, not related information in the passage not TRUE or FALSE
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7. Use the information provided in the passage only
Do not make use of your own knowledge from outside the text when deciding the answer
8. Repeat the steps above for the other statements
9. Time management: You should spend about 1 minute on each question.
MODEL PRACTICE
Read the passage below and answer questions 1‐6
Future of Money: a Currency that Helps People Make Friends
New game with a social purpose
A. In one of America's poorest cities, a new use of technology has been
(1) ‘The money which
attracting attention. The 92,000 people who live in Macon, Georgia, USA know people get from playing
each other a little better than they did, thanks to an online computer game. Macon isn’t real.’
Since October, the locals – college students and elderly people alike – have been Virtual money = not real
playing Macon Money, a 'social impact game' that uses 'virtual money' to bring money
people from different economic backgrounds closer together by encouraging
them to meet.
B. In the game, winning players receive 'bonds', which they can then exchange
for bank notes of Macon Money. These notes can be spent at local shops and
(2) ‘in shops all over
the USA with Macon businesses. But the game is not as simple as it sounds. Each person receives just
Money’ half a bond and must find the person with the other half so that they can spend
Local = within the it. People often find their other half by searching for them on the social
town, NOT ‘all over the networking sites Facebook and Twitter. Matching players then meet in person
USA’ to redeem the bond and get their Macon Money. The bonds range in value from
$10 to $100.
C. Pairs might spend their money separately, or do something together (3) Most people […] give their
like share a meal or give the money to someone who needs it more, money away to poor people.
says Beverly Blake of the John S. and James L. Knight Foundation, the Giving the money away is one
non‐profit group based in Miami, Florida, that funded the game. 'These of the many options. However,
the number of people choosing
are meetings and conversations that might not happen naturally at all.'
this option is unspecified.
she said. The game's designers are hoping Macon Money will bring
not enough information
members of the community together who wouldn't normally meet
each other.
D. Although Macon Money is quite a new innovation early signs are positive. The first round of the game
has seen $65.000‐worth of bonds given out and 2,688 participants so far spending $48,000 in Macon
Money. Recently, Macon Money's Executive Producer Kati London accepted the 2011 FutureEverything
Award for outstanding innovation in art, society and technology in Manchester, UK. It isn't just
technology for technology's sake, London said in an interview with FutureEverything after receiving the
award, 'It's about putting those tools, that craft, to work in the community.’
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E. Whether such a game can bring lasting economic growth remains to be seen, however. An independent
research firm will now evaluate how much economic activity the game has caused, with results due later
this year.
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. The money which people get from playing Macon isn’t real. TRUE ...............
2. People can buy things in shops all over the USA with Macon Money. FALSE ..............
3. Most people decide to give their money away to poor people. NOT GIVEN .....
4. Despite its success, Macon Money only received one award in 2011. ........................
5. The John S. and James L. Knight Foundation has made a lot of profit
with Macon Money. ........................
6. More research is needed to see whether Macon Money has created
a healthier economy ........................
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EXTRA EXERCISE 1
Read the passage below and answer the questions that follow
Children at Work
Children have been used as workers for thousands of years in countries around the world. The rise of child
labor in the United States began in the late seventeen and early eighteen hundreds. Industrialization was
a strong force in increasing the number of working children. By 1900, more than two million U.S. children
were at work. The 1900 census, which counted workers aged 10 to 15, found that 18.2 percent of the
country's children between those ages were employed. Children worked in factories, mines, fields, and in
the streets. They also picked cotton, shined shoes, sold newspapers, canned fish, made clothes, and wove
fabric. Children worked to help support their families.
Working conditions were often horrendous. Children would work twelve hours a day, six days a week
throughout the year. The hours were long, the pay was low, and the children were exhausted and hungry.
Factory children were kept inside all day long. Children who worked the fields spent long, hot days in the
sun or went barefoot in mud and rain. These young workers could not attend school and rarely knew how
to read or write.
Children in the United States continued to work under deplorable conditions until well into the mid‐
twentieth century. In the early nineteen hundreds, reformers began working to raise awareness about
the dangers of child labor and tried to establish laws regulating the practice. In 1904, the National Child
Labor Committee was formed. In 1908, the Committee hired Lewis Hine as its staff photographer and sent
him throughout the country to photograph and report on child labor. Documenting child labor in both
photographs and words, his state‐by‐state and industry‐by‐industry surveys became one of the
movement's most powerful tools. Often photographing the children looking directly into the camera, Hine
brought them face to face with people throughout the country who would rather believe that such
poverty and hardship did not exist.
The movement against child labor confronted its biggest obstacle when it lobbied for the creation of a
federal child labor law that would prohibit the use of child labor nationwide. At the time, the federal
government di d not have cl ear authori ty to regul ate chi ld l abor. Legal scholars believed that the U.S.
Constitution left the matter of child labor to each State to regulate as it saw fit. Nevertheless, the
movement was able to generate strong public support for the federal regulation of child labor. It also
succeeded in establishing a Children's Bureau within the United States government in 1912.
By 1916, the U.S. Congress had passed its first federal child labor law, which effectively prevented factories
and mines from using children under the age of 14. However, the U.S. Supreme Court struck down the
law and ruled that it was not within the federal government's authority to regulate child labor. In
December of 1918, Congress tried again and passed a second child labor law. This time, it based the law
on its powers of taxation rather than its powers of interstate commerce. However, the U.S. Supreme Court
again struck down the law for the same reasons.
For the next twenty years, the U.S. Congress and the U.S. Supreme Court remained at odds over federal
regulation of child labor. It wasn't until 1938 that federal protection of working children would be
obtained through passage of the Fair Labor Standards Act. Like the first child labor bill, it prohibited the
interstate commerce of products or services that were made using children under a certain age. It also
established minimum standards and working conditions for the employment of children above a certain
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age. The law was again challenged in the U.S. Supreme Court. However, in 1941, the U.S. Supreme Court
reversed its earlier ruling on the 1918 law and upheld the right of the federal government to use its
interstate commerce powers to regulate child labor.
With the Fair Labor Standards Act and its amendments, the movement to end child labor in the United
States accomplished most of what it initially set out to do. The worst abuses of child labor as it existed in
the first few decades of the twentieth century are now history. Countless children and their children were
saved from deadening exploitation in mines, mills, and factories. But new challenges have arisen both in
the United States and abroad. Young people around the world continue to toil as child laborers.
Internationally, two hundred fifty million children work to help support their families. Africa, Asia, Central
America, and South America have the highest rates of child labor. There are also a significant number of
children who are migrant farm workers and sweatshop workers in the United States.
Questions 1-9
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.The rise of child labor in the United States began between 1790 and 1810. ......................
2.By 1900, two million U.S. children were at work. ......................
3.Children who worked the fields suffered from harsh working conditions. .....................
4.Most child laborers were illiterate. ....................
5. It was not until the mid-twentieth century that reformers began working to raise awareness about
the dangers of child labor. ......................
6.Lewis Hine photographed the child laborers to prove that such hardship and poverty did
not exist. ......................
7. Presently in America, nearly 28 percent of the children between 16 and 18 are employed. ...................
8. Initially, the first federal child labor law was successful in preventing factories and mines from using
workers under 14 years of age. ...................
9.The issue of child labor in the US has been completely eradicated. ...................
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EXTRA PRACTICE 2
Read the passage below and complete the exercises that follow
Graffiti ‐ Art or Crime?
A People love to make their mark, and graffiti such as initials or drawings written or spray‐painted
onto subways, walls, or footpaths is a universal phenomenon. It has existed since ancient times, and one
of the oldest pieces of still‐existing graffiti is an advertisement for a brothel in the ancient town of Ephesus,
in Greece. There are many types of graffiti, and also a variety of views about it. Some see it as an art form,
some use it as a form of protest against authority, others regard it as needless and destructive vandalism,
and it is often seen as the precursor of gang‐related crime in a neighbourhood.
B The heyday of graffiti was in New York City in the 1970s. At that time, there was little money for
the policing of graffiti, and artists targeted the subways and subway cars in particular. Graffiti became so
popular at this time that artists wanted to identify their own particular work. They began to create
distinctive stylised signatures, and thus, the art of tagging was born. Sales of spray paint increased
significantly at this time, as more and more street artists began to explore this new medium of expression,
and graffiti became bigger and more elaborate. Artists were competing to cover the whole city of New
York with their work, and finally, the Metro Transit Authority (MTA) began to battle with graffiti artists,
locking gates and removing pictures from subway trains. At the same time, graffiti began making its way
into art galleries, as the established art world began to recognise it as a legitimate modern art form.
C By the 80s, graffiti culture in New York was beginning to decline. It was becoming associated with
the local drug scene, and legal penalties for vandalism became more severe at this time. In particular, the
MTA hugely increased its anti‐graffiti budget, and it became much harder for artists to create elaborate
pieces on subway cars, so graffiti was restricted to the streets, where it has stayed until today. By mid‐
1986, the 'war on graffiti' was being won, and there were fewer graffiti artists in New York. In the 90s,
under Mayor Rudolph Giuliani, the anti‐tagging task force set out to eradicate graffiti vandals by banning
sales of spray paint to under 18s and by hugely increasing fines for the offence.
D Of course, graffiti is not only a North American phenomenon, and there are thriving cultures
throughout the world, especially in Brazil where graffiti is endemic. Some people say that the huge gap
between rich and poor in the country has fuelled the growth of graffiti as a form of anonymous political
protest against economic injustice. It is also becoming more common in various countries in the Middle
East, probably also as a protest by people who feel marginalised or repressed by existing political regimes.
In general, cities around the world have problems with graffiti artists, who are often seen by the
establishment as mindless, drug‐fuelled vandals.
E This is particularly the case with tagging, as one common use of tags is as turf markers for gangs,
who use them to mark out territory in a neighbourhood. Tagging is seen as the first sign of gang activity
in an area and, consequently, many cities seek to stamp it out to prevent the growth of crime and
lawlessness. Common methods for fighting graffiti include banning sales of spray paint, the creation of
online tagging databases, fines, and even imprisonment, but the taggers continue, seeing an arrest as a
8
badge of honour rather than as a deterrent. At the same time, graffiti has become a recognised art form
with commercial uses by companies such as Sony and even ultraconservative IBM, which was recently
fined to pay for the cleanup of a graffiti‐based advertising campaign.
F So is graffiti a form of mindless, criminal vandalism, or is it a vibrant and exciting modern art form?
As with so many phenomena of modern life, this is all in the eye of the observer.
Questions 1 ‐ 7
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. More and more graffiti artists were creating graffiti in New York in the 1980s. ................
2. During the 1980s, the fines for graffiti became a lot higher. ................
3. During the 1980s, many graffiti artists were imprisoned because of their graffiti activities. ................
4. The MTA spent a lot more money on graffiti removal. ................
5. Because of the MTA’s increased budget, more detailed graffiti appeared on the subways. ................
6. During the 1990s, laws were passed to prevent young people buying spray paint. ................
7. The fines for graffiti under Mayor Giuliani were unchanged. ................
Questions 8 – 12
Write the correct letter, A‐E. According to the information in the reading passage, classify the following as
being:
A. graffiti as personal art expression 8……………………… graffiti in Ephesus
B. graffiti as a marker of territory 9. …………………… graffiti in New York in the 1970s
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MATCHING HEADINGS
OBJECTIVES:
At the end of this lesson, you should be able to handle the IELTS Reading – Matching Headings
question type.
STRATEGIES:
DESCRIPTION
Targeted skills:
o Identifying the MAIN IDEA of the paragraph
o Differentiating between the MAIN IDEA and SUPPORTING DETAILS
In this type of questions, you will be given a list of headings which you have to match to the
paragraphs in the passage.
There are usually more headings than paragraphs, so some headings may not be used.
The most suitable heading for each paragraph is usually the one that sums up the main idea in that
paragraph.
ACTION PLAN
1. Check the instruction and the example to know whether you
have to read the whole passage or just focus on certain parts. Tips:
2. Read the heading list and underline the key words in each Do this question type FIRST
heading to understand them thoroughly. Be aware of synonyms and
3. Read the first paragraph CAREFULLY and summarize the main paraphrases
idea in your head. Main ideas are usually: Be aware of distractors
expressed in the topic sentences (1st, 2nd and last If you cannot decide the heading
sentence). for a paragraph, move on to the next
repeated a lot. one and get back to it after you finish
supported by the details. the other paragraphs
4. Go back to the list of headings and choose the one that best
fits your summary.
5. Don’t choose headings that contain words from the paragraphs but express ideas that are not
supported by or contradicted by other ideas. (These are usually just distractors or supporting
details NOT the main ideas)
6. Repeat the steps above for the other paragraphs.
7. Time control:
Suggested time for each paragraph: 1.5 minutes
The entire Matching Heading question block: Max 8‐10 min.
10
MODEL PRACTICE
Read the passage below and complete the exercises that follow
The Social Life of Mammals
A. (1) When it comes to social behavior, mammals are far more
highly developed than other creatures. Some birds may form pairs or (1) Topic sentence: Mammal
even co‐operate to hunt, but the complexity of their relationships Social Interaction: more
highly developed and complex
can hardly compare to those within a group of dolphins, elephants than other creatures
or humans. (2) What makes mammalian social groups different from, --> Answer: iv. The intricacy in
say, a flock of starlings or a shoal of fish is that in many cases the mammal's social interaction
individuals recognize each other. (2) Although we may think that (2) Details:
elephants look pretty much the same, we can easily tell individuals 1. Individuals recognize each other
of our own species apart, and it has become clear through studies Ex: Human, Dolphins, Elephants
that the same is true of other species of mammals. (2) Dolphins have (3) Distractor:
their own signature whistles that act like names, and elephants can
vii. Most bird species don’t have
recognize and greet other individuals they have known but not seen the ability to recognize individuals of
for many years. (3) This is something that only a few species of birds their own groups. (Wrong answer)
appear to be able to do.
B. Mammals in complex social groups not only recognize each other as individuals, they also
remember a lot of information about that individual. Social groups often rely on this memory – such as
knowing who is dominant to whom, who is related to whom, and who has done what to whom in the
past. They have to learn who to trust, who their friends are and who to watch out for.
C. All this remembering goes on in a particular part of the brain called the neo‐cortex. If you compare
the size of a mammal’s social group with the size of this part of the brain, you find they are remarkably
closely related. This area, though, seems to take a long time to develop fully, and animals in which it is
very large take a long time to grow up to adulthood. During this time, the youngster has to learn all the
rules of social behavior in their group and to piece together all the relationships between the group
members: knowledge that will be needed to avoid getting into trouble.
D. Like all the advanced and specialized features that mammals have, social behavior has developed
because of the one defining characteristic that mammals possess: the production of milk, allowing baby
mammals to have a period of childhood in which they can develop their own distinctive and successful
characteristics.
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Questions 1‐4
The reading passage has four paragraphs, A‐D.
Choose the correct heading for each section from the list of headings below.
List of Headings
i. Human beings’ sharing a social skill with other animals.
ii. What makes it possible for mammals to spend time growing up
iii. The need to know the exact individuals in a group
iv. The intricacy in mammal’s social interaction
v. Processing information of different individuals in an animal’s brain
vi. A contrast between the social organization of humans and other animals
vii. Most bird species don’t have the ability to recognize individuals of their own groups
1. Paragraph A …iv…..
2. Paragraph B ………..
3. Paragraph C ………..
4. Paragraph D ………..
12
EXTRA PRACTICE 1
Read the passage below and complete the exercises that follow
Studying in the US
A. American films exaggerate things in order to excite audiences and so they present a rather odd picture
of what life in the US is really like. Even if some ideas are true for certain individuals, they may not be
true in general. For example, although Americans tend to be louder than people from other cultures,
many of the people you meet when you study in the US will be quiet and polite.
B. Americans are much more assertive than most international visitors. They use words as tools to give
their views and to accomplish goals. It is expected that you will offer opinions and attempt to persuade
someone to adopt your view. Take the initiative and volunteer information that will be of interest. In an
interview, talk about your goals and accomplishments. Eye contact is also important. It is not a sign of
disrespect, but instead an indication of openness, honesty and enthusiasm.
C. You will find that teaching styles in the US are very different from those in other countries. Teaching in
the US is interactive and less dependent on rote learning. Professors prefer discussion and debate to
passive silence and classes are often organised in groups. Students regularly visit lecturers to ask questions
about their courses and how they are doing. Your faculty will also have open office hours for students to
come by and ask questions.
D. Americans tend to be more informal than people from other countries. It is common for Americans to
wear casual clothing to school and to greet professors by first name. Nevertheless, good manners and
politeness are always appropriate. If you are courteous and polite, and dress a little more formally than
your American friends, it will only reflect well on you. However, as in most countries, it would be
inappropriate to wear a T‐shirt and jeans to an interview.
E. Unless the professor has indicated that collaboration is expected, you should produce your written
work by yourself. Collaborating with fellow students on individual assignments is considered cheating.
Studying with others is fine, but assignments should be completed alone. Likewise, using someone else's
ideas or quoting a text without properly acknowledging the source is plagiarism. Cheating and plagiarism
are grounds for failing or even expulsion.
F. Your grade in most classes will be based on your scores on tests, quizzes, and assignments. If the class
has a recitation or discussion section, active participation can improve your grade. The better the
professor and teaching assistants know you and your work, the better they will be able to judge your
progress. Good luck in your first semester!
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Questions 1‐6
The reading passage has 6 paragraphs, A‐F. Choose the correct heading for each paragraph from the list
of headings below.
List of headings
i. Be prepared for different methods of assessment
ii. Mix with people from different country
iii. Make sure your work is your own
iv. Aim to be successful on your course
v. Attend lectures regularly
vi. Don’t believe everything you hear
vii. Feel free to discuss your education
viii. Don’t worry about having a smart appearance
ix. Don’t be afraid to speak up
1. Paragraph A ……….. 4. Paragraph D ………..
2. Paragraph B ……….. 5. Paragraph E ………..
3. Paragraph C ……….. 6. Paragraph F ………..
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EXTRA PRACTICE 2
Read the passage below and complete the exercises that follow
A History of Fingerprinting
A. To detectives, the answers lie at the end of our fingers. Fingerprinting offers an accurate and infallible
means of personal identification. The ability to identify a person from a mere fingerprint is a powerful tool
in the fight against crime. It is the most commonly used forensic evidence, often outperforming other
methods of identification. These days, older methods of ink fingerprinting, which could take weeks, have
given way to newer, faster techniques like fingerprint laser scanning, but the principles stay the same. No
matter which way you collect fingerprint evidence, every single person's print is unique. So, what makes
our fingerprints different from our neighbour’s?
B. A good place to start is to understand what fingerprints are and how they are created. A fingerprint is
the arrangement of skin ridges and furrows on the tips of the fingers. This ridged skin develops fully during
foetal development, as the skin cells grow in the mother's womb. These ridges are arranged into patterns
and remain the same throughout the course of a person's life. Other visible human characteristics, like
weight and height, change over time whereas fingerprints do not. The reason why every fingerprint is
unique is that when a baby's genes combine with environmental influences, such as temperature, it
affects the way the ridges on the skin grow. It makes the ridges develop at different rates, buckling and
bending into patterns. As a result, no two people end up having the same fingerprints. Even identical twins
possess dissimilar fingerprints.
C. It is not easy to map the journey of how the unique quality of the fingerprint came to be discovered.
The moment in history it happened is not entirely clear. However, the use of fingerprinting can be traced
back to some ancient civilisations, such as Babylon and China, where thumbprints were pressed onto clay
tablets to confirm business transactions. Whether people at this time actually realised the full extent of
how fingerprints were important for identification purposes is another matter altogether. One cannot be
sure if the act was seen as a means to confirm identity or a symbolic gesture to bind a contract, where
giving your fingerprint was like giving your word.
D. Despite this uncertainty, there are those who made a significant contribution towards the analysis of
fingerprinting. History tells us that a 14th century Persian doctor made an early statement that no two
fingerprints are alike. Later, in the 17th century, Italian physician Marcello Malpighi studied the
distinguishing shapes of loops and spirals in fingerprints. In his honour, the medical world later named a
layer of skin after him. It was, however, an employee for the East India Company, William Herschel, who
came to see the true potential of fingerprinting. He took fingerprints from the local people as a form of
signature for contracts, in order to avoid fraud. His fascination with fingerprints propelled him to study
them for the next twenty years. He developed the theory that fingerprints were unique to an individual
and did not change at all over a lifetime. In 1880 Henry Faulds suggested that fingerprints could be used
to identify convicted criminals. He wrote to Charles Darwin for advice, and the idea was referred on to
Darwin's cousin, Sir Francis Galton. Galton eventually published an in‐depth study of fingerprint science
in 1892.
E. Although the fact that each person has a totally unique fingerprint pattern had been well documented
and accepted for a long time, this knowledge was not exploited for criminal identification until the early
20th century. In the past, branding, tattooing and maiming had been used to mark the criminal for what
he was. In some countries, thieves would have their hands cut off. France branded criminals with the
fleur‐de‐lis symbol. The Romans tattooed mercenary soldiers to stop them from becoming deserters.
15
F. For many years police agencies in the Western world were reluctant to use fingerprinting, much
preferring the popular method of the time, the Bertillon System, where dimensions of certain body parts
were recorded to identify a criminal. The turning point was in 1903 when a prisoner by the name of Will
West was admitted into Leavenworth Federal Penitentiary. Amazingly, Will had almost the same Bertillon
measurements as another prisoner residing at the very same prison, whose name happened to be William
West. It was only their fingerprints that could tell them apart. From that point on, fingerprinting became
the standard for criminal identification.
G. Fingerprinting was useful in identifying people with a history of crime and who were listed on a
database. However, in situations where the perpetrator was not on the database and a crime had no
witnesses, the system fell short. Fingerprint chemistry is a new technology that can work alongside
traditional fingerprinting to find more clues than ever before. From organic compounds left behind on a
print, a scientist can tell if the person is a child, an adult, a mature person or a smoker, and much more. It
seems, after all these years, fingers continue to point the way.
Questions 1‐7
The Reading Passage has seven paragraphs, A‐G. Choose the correct heading for paragraphs A‐G from
the list of headings below.
List of Headings
i Key people that made a difference
ii An alternative to fingerprinting
iii The significance of prints
iv How to identify a criminal
v Patterns in the making
vi Family connections
vii Exciting new developments
viii A strange coincidence
ix Punishing a criminal
x An uncertain past
1. Paragraph A ........................
2. Paragraph B ........................
3. Paragraph C ........................
4. Paragraph D ........................
5. Paragraph E ........................
6. Paragraph F ........................
7. Paragraph G ........................
Questions 8‐10
Choose NO MORE THAN TWO WORDS from the passage for each answer.
8. Unlike other………..………..………..……….. that you can see, fingerprints never change.
9. Although genetically the same, ………..………..………..……….. do not share the same fingerprints.
10. A fingerprint was a substitute for a ………..………..………..……….. in Indian contracts.
16
Questions 11‐15
Do the following statements agree with the information given in 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
11. Fingerprinting is the only method for identifying criminals. ................
14. Roman soldiers were tattooed to prevent them from committing violent crimes. ..............
15. Fingerprint chemistry can identify if a fingerprint belongs to an elderly person. ................
17
MATCHING INFORMATION
OBJECTIVES:
STRATEGIES:
DESCRIPTION
Targeted skill: Identifying and scanning for SPECIFIC INFORMATION.
You have to decide which paragraphs contain which pieces of information.
These pieces of information can be specific details, an example, a reason, a description, a
comparison, a summary, or an explanation.
Some paragraphs may not contain the information you are asked to identify.
In a given paragraph, there may be more than one piece of information that you need to locate. In
this case, the instruction will say that you may use any letter more than once.
ACTION PLAN Tips
1. Read the instruction carefully to see if an option can be used
Answers may not come in the
more than once. paragraph order.
2. Read the list of questions carefully and underline the key words It is more likely that you will be
3. Read the first paragraph and go back to the list to see if the key looking for synonyms and paraphrases
words of any question are mentioned or paraphrased in it. If you rather than the exact words from the
cannot find any match, move on to the next paragraph. questions.
4. If you find the key words of a question in paragraph 1, read In some statements, the first few
around these key words to fully understand the meaning before words in the statements are usually
generic (comparison, list, reference
you decide if that paragraph actually contains that specific
etc.) so they won’t be helpful for
information.
scanning. Scan the later key words
5. Repeat step 2, 3, and 4 for the next paragraphs. After carrying
that carry SPECIFIC meanings.
these steps for two‐three times, you should be able to understand You should try to keep all the
the passage properly and to retain necessary information to questions in mind as you may find the
answer the other questions faster. answer to one when looking for
6. You may write the letter next to the information, but don’t forget another.
to write in the answer sheet later. Your scores depend on the
answers you grid in the answer sheet.
7. Time management: 1 minute for each question
18
MODEL PRACTICE
Read the passage below and answer questions 1‐3
Polar Bears
A The polar bear is the largest land‐living found as far north as the North Pole. The five‐
million‐square‐mile range of the polar bear circles
carnivore. Adult males can measure more than
the Arctic, and contains stretches of open water
2.70 metres in length and weigh between 350 and
where its primary food – seals – are easily caught.
650 kilograms. The bear's body and neck are long
and the head is narrow and long, with small D Polar bears live on the annual Arctic sea ice,
rounded ears. which provides a platform from which they can
B The polar bear's coat, hunt. But as the edge of the ice moves further
(2) How the polar north during summer, bears must either follow it,
bear’s coat produces
which covers it completely
or become stranded on land until the fall.
body heat except for the nose and
footpads, is superbly E Between late April and mid‐July, polar bears
adapted to Arctic environments. Along with a thick hunt seals by breaking into their dens in the sea
layer of body fat, the water‐repellent coat ice. The dens are not visible from above, but seeing
insulates the bear from cold air and water. The fur is less important than smelling to a polar bear.
is 95 per cent efficient in converting the sun's rays With their good sense of smell, polar bears can
into usable heat. Surprisingly, the fur has no white detect the breathing holes of seals in their dens
pigment; it is the reflection of the sun that causes beneath the snow and ice. Easy access to food in
the fur to appear white. this period is critical, particularly for pregnant
C Polar bear populations can be found in northern females. As the southern edge of the arctic ice cap
melts in summer, polar bears can become
Canada, Greenland, Norway and Russia, and there
stranded on land. They then have to live off body
have been reports that polar bear tracks have been
fat stored from hunting in the spring and winter.
Questions 1‐3
The passage contains five paragraphs, A‐E.
Which paragraph contains the following information?
Write the correct letter, A‐E.
NB You may use any letter more than once
1. a list of countries which are home to the polar bear … .................
2. how the polar bear’s coat produces body heat …B ...............
3. how the polar bear locates its prey ....................
19
EXTRA PRACTICE 1
Read the passage below and complete the exercises that follow
Hello 3D Printing, Goodbye China
A A spectre is haunting the great container ship ports of China, with their highways jammed by
lorries and the vast factory estates stretching from the coast to the mountainous inland provinces. It is
the spectre of a revolution led by a quiet, software‐driven 3D printer, a machine that can laser up layers
of liquid or granular resin or even cell tissue into a finished product. Some 3D printers are huge devices
that make complete components such as aircraft parts. Others are small units that could stand next to a
desk and create a small plastic prototype. Maplin, the British electronics retailer, said last week it would
start selling one for just £700. The Velleman K8200 will allow those who are so inclined to make simple
objects – mobile phone covers, perhaps, or toys. 'The only restriction is your imagination. You can make
whatever you want,' said Pieter Nartus, export manager at Velleman.
B To visionaries in the West, the digital 3D printer promises to disrupt conventional manufacturing
and supply chains so radically that advocates compare its impact to the advent of the production line or
the internet. In China, whose big factories are thinking of using giant 3D printers for manufacturing, the
technology does not seem to pose an immediate threat. 'It is on their horizon but it is not a factor right
now,' says a British buying agent who sources plastics in China. However, as Chinese leaders ought to
know from their compulsory classes in Karl Marx, control of the means of production is everything. And if
3D printing takes off, production will come back to a place near you.
C The implications, economists say, are limitless. No huge factories. No fleets of trucks. No ships.
No supply chain. No tariffs. Few middlemen. Orders tailored exactly to demand, so no need for stock and
warehouses. Just a printer, raw materials, software and a design. The advantages do not end there.
Because the item is 'sintered' – created from a powdered material – to precise settings using a laser, there
is no waste such as metal shavings. To customise a product, the user simply changes the software. An
operator presses a button and the printer spits out the item.
D 'The first implication is that more goods will be manufactured at or closer to their point of
purchase or consumption,' said Richard D'Aveni, a professor at Dartmouth College in the USA. Writing in
the Harvard Business Review, D'Aveni predicted the elimination of the long supply chain linked to a huge
factory staffed by cheap workers and sited on the other side of the world. It may be the most significant,
if underplayed, article in that distinguished publication in decades. 'China has grabbed outsourced
manufacturing contracts from every mature economy by pushing the mass‐manufacturing model to its
limit,' he wrote. 'It not only aggregates enough demand to create unprecedented efficiencies of scale but
also minimises a key cost: labour... Under a model of widely distributed, highly flexible small‐scale
manufacturing, these daunting advantages become liabilities. No workforce can be paid little enough to
make up for the costs of shipping across oceans.'
E In the brutal war for margin amid volatile commodities and currencies at the bottom end of the
market, where China has carved its niche, the numbers tell their own ominous story. In a world of 3D
manufacturing, the classic supply chain makes no commercial sense. 'China won't be a loser in the new
20
era,' D'Aveni argued in the Harvard Business Review. 'It will have a domestic market to serve...
and its domestic market is huge. But China will have to give up on being the mass‐manufacturing
powerhouse of the world.'
F China, of course, is not sitting still. It is eagerly buying Western 3D printing technology and making
its own lightweight machines to sell to consumers. The Ministry of Industry and Information Technology
has already allocated £20 million to fund 10 research centres and set up a group of 40 participating
companies. So there is no doubt about China's scientific, engineering and intellectual commitment to 3D
manufacturing. However, it is a fundamentally different concept in China. To the Chinese, it is an industrial
tool to be used in making more things to sell. To Western economies that are hooked on cheap imports
with a huge carbon footprint, it could be a means of transformation – perhaps even an agent of de‐
industrialisation.
Questions 1 – 6
The reading passage has six paragraphs A – F. Which paragraph, A – F, contains the following information?
1. a change in China’s markets ……………………
2. the advent of a new technology ……………………
3. a description of the new business model ……………………
4. a comparison of 3D printing with past innovations ……………………
5. China’s investments in 3D printing ……………………
6. possible future consequences of 3D printing ……………………
21
EXTRA PRACTICE 2
Read the passage below and complete the exercises that follow
Readers can join a unique experiment to discover what goes on in our brains and bodies at the
fairground.
Roger Highfield reports.
A. For decades, thrill‐seekers have happily queued to experience a few seconds of the adrenaline‐spiking,
intestine‐twisting thrills of roller coaster and other funfair joy rides. Nowadays, people also spend hours
living out the virtual excitement of computer games.
B. An experiment will soon lay bare the science of thrills and help to build the foundation of the next
generation of funfair rides and sensational computer games. Brendan Walker, a self‐proclaimed 'thrill
engineer', is curating this extraordinary venture where people can become a guinea pig. Fairground: Thrill
Laboratory, at the Science Museum's Dana Centre, will include three different rides over three weeks –
the Booster, to measure the physiology of excitement and thrill; a ghost train, to measure fear and the
tingle of anticipation; and Miami Trip, a gentler ride designed to explore pleasure.
C. One of the collaborators in the thrill lab is Prof Tom Rodden. Its impetus is the blurring of the boundary
between the real and the digital worlds, he explained: today, trainers count footsteps, wrist watches can
measure heart rate, satellites can detect where we are and, all the while, computer games are being
played in the streets not just the living room, and computer accessories such as joysticks are being
replaced with real‐world objects such as tennis racquets.
D. Doctors already understand the broad effects of joy rides. As a roller coaster puts the body through
weightlessness, high gravitational forces and acceleration, the brain struggles to make sense of conflicting
and changing signals from the senses. There are effects on the vestibular system, located in the inner ear,
that detects position and motion, and on the somatic nervous system, which controls voluntary systems
in the body, such as heartbeat.
E. Added to the confusion of these signals are the messages from the eye, which may be different from
those of the other systems. This can lead to peculiar effects such as the vection illusion (think of when you
are stopped at a traffic light and the car next to you edges forward – you feel as though you are moving).
G. But engineers and scientists have not figured out how to fool the senses at the same rate at the same
time. They still don't know for sure who might get sick. Meanwhile, the latest rides are pushing the
boundaries of endurance. The human body cannot take much more of a G‐force than the latest
22
rollercoasters, so we need to understand more about what distinguishes a spine‐tingling thrill from a gut‐
emptying fright to ensure the experience is memorable for the right reasons.
H. At the thrill lab volunteers will be asked to try the fairground rides while hooked up to special
equipment. This includes an accelerometer that measures the G‐force their body is subjected to; a
measure of blood oxygen levels; measures of skin conductance (sweating) and an ECG monitor that keeps
track of their heart rate. In addition, a helmet‐mounted video camera will film their expressions, from the
first gasp to the last scream. As with astronauts and test pilots, information will be beamed in real time to
a computer. And measurements will be displayed publicly. Aside from providing amusement for
onlookers, participants can relive their terrifying experiences.
I. This study will help designers of amusement parks to squeeze more shrieks out of people by creating
the illusion of imminent death, said Prof Rodden. Equally, the next generation of rides will sense when
too many people feel nauseous and wind down accordingly. In short, they will be able to distinguish terror
from titillation. This work will also help computer games to escape the boundaries of the Xbox and
PlayStation. Steve Benford, of the mixed‐reality lab at the University of Nottingham, believes that the thrill
lab will help to design more immersive rides and games, 'real‐time adaptive spaces.'
Questions 1‐6
The reading passage has nine paragraphs, A‐I. Which paragraph contains the following information?
NB You may use any letter more than once.
1. the impact on the human auditory system .............................
2. what the lab experiments will show onlookers .............................
3. the purpose of having different test rides .............................
4. the various types of medical apparatus employed to monitor the research .............................
5. the substances produced in reaction to thrilling rides .............................
6. specific assistance to those designing amusement parks in the future .............................
Questions 7‐12
Do the following statements agree with the information given in the 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
7. More people now get thrills from computer games than fair ground rides. ...................
8. The brain has difficulty understanding the messages sent from the senses during rollercoaster rides. …
9. Simulator sickness has been under investigation by a large number of researchers. ...................
23
10. The most recent rollercoasters take the human body further than their G‐force limits. ...................
Question 13
Choose the correct letter, A, B, C or D.
13. Which of the following is the most suitable title for this reading passage?
A. Rollercoasters and their effects on the brain
B. What makes fairground rides so thrilling?
C. The equipment used to test the efficacy of funfair rides
D. How the brain copes with fear in response to funfair rides
24
MULTIPLE CHOICE - Type 1
(1 correct option)
OBJECTIVES:
After this lesson, you should be able to handle the IELTS reading – multiple choice question type.
STRATEGIES:
DESCRIPTION
Targeted skill: skimming and scanning
There are two types of multiple choice questions:
o In type 1, there is only one correct option
o In type 2, there are two or more correct options
The answers follow the passage order.
You only need to write the correct letter (A, B, C or D) in the answer sheet.
ACTION PLAN
Tips:
1. Read the instruction carefully to see what type of task you deal
with. Normally, you should focus on the
2. Underline/highlight/circle the keywords in the question or chunk of text that contains the
unfinished statement. information related to the keywords in
3. Look for and match these keywords (or their paraphrase) in the the questions. This will help you avoid
passage – make sure you are looking at the right place for the getting distracted.
answer. Avoid reading the choices before
4. Read around the section of text you have found and see if you locating the relevant part in the passage
can find words or expressions that match the options. since doing this only confuses you.
5. Once you have grasped the meaning of the part in the passage,
go to the options and compare that to the meaning of each of the four options.
6. Eliminate any options that are definitely wrong. Incorrect options may be:
An option which contains information that is not mentioned in the text
An option which contains information contradicting that in the text
An option that is not related to the given half of the statement though it may
include some key words
A vague option that may seem true, yet with little evidence to support it
7. Decide which option is correct. It is the true paraphrase of the ideas in the passage.
8. Time management: about 1 minute per question
25
MODEL PRACTICE
Read the text below and answer the questions that follow
From a number of recent studies, it has become clear that blind
1. … the writer makes the point that people can appreciate the use of outlines and perspectives to
blind people can […] describe the arrangement of objects and other surfaces in space. But
pictures are more than literal representations. This fact was drawn to
The correct answer should have the
closest meaning to “can appreciate
my attention dramatically when a blind woman in
the use of outlines and perspectives
one of my investigations decided on her own
to describe the arrangement of initiative to draw a wheel as it was spinning. To
objects and other surfaces in space.” show this motion, she traced a curve inside the
circle (Fig. 1). I was taken aback. Lines of motion,
such as the one she used, are a very recent invention in the history of illustration.
Indeed, as art scholar David Kunzle notes, Wilhelm Busch, a trend‐setting nineteenth‐
century cartoonist, used virtually no motion lines in his popular figures until about 1877.
When I asked several other blind study subjects to draw a spinning wheel, one particularly clever
rendition appeared repeatedly: several subjects showed the wheel’s spokes as curved lines. When asked
about these curves, they all described them as metaphorical ways of suggesting motion. Majority rule
would argue that this device somehow indicated motion very well. But was it a better indicator than, say,
broken or wavy lines – or any other kind of line, for that matter? The answer was not clear. So I decided
to test whether various lines of motion were apt ways of showing movement or if they were merely
idiosyncratic marks. Moreover, I wanted to discover whether there were differences in how the blind and
the sighted interpreted lines of motion.
To search out these answers, I created raised‐line drawings of five different wheels, depicting spokes with
lines that curved, bent, waved, dashed and extended beyond the perimeter of the wheel. I then asked
eighteen blind volunteers to feel the wheels and assign one of the following motions to each wheel:
wobbling, spinning fast, spinning steadily, jerking or braking. My control group consisted of eighteen
sighted undergraduates from the University of Toronto.
All but one of the blind subjects assigned distinctive motions to each wheel. Most guessed that the
curved spokes indicated that the wheel was spinning steadily; the wavy spokes, they thought, suggested
that the wheel was wobbling; and the bent spokes were taken as a sign that the wheel was jerking.
Subjects assumed that spokes extending beyond the wheel’s perimeter signified that the wheel had its
brakes on and that dashed spokes indicated the wheel was spinning quickly.
In addition, the favoured description for the sighted was o Perspective (n): the art of drawing solid objects
the favoured description for the blind in every instance. on a two‐dimensional surface so as to give the
What is more, the consensus among the sighted was right impression of their height, width, depth,
barely higher than that among the blind. Because motion and relative position when viewed from a
devices are unfamiliar to the blind, the task I gave them particular point
involved some problem solving. Evidently, however, the o Initiative (n): the ability to use one’s judgment to
blind not only figured out meanings for each line of make decisions and do things without needing
to be told what to do
motion, but as a group they generally came up with the
o To take sb aback (v): to shock or surprise sb
same meaning at least as frequently as did sighted
o Spokes (n, plural): the bars that connect the
subjects. edge of a wheel to its centre
26
Questions 1–3 Choose the correct letter, A, B, C or D.
1. In the first paragraph the writer makes the point that blind people
A. may be interested in studying art.
‐ A & D may be eliminated because they contain
B. can draw outlines of different objects and surfaces. information that is not mentioned in the text.
C. can recognise conventions such as perspective. ‐ B is incorrect because “can appreciate the use
of outlines” does not mean “can draw outlines”
D. can draw accurately.
‐ C is the correct answer, because the word
‘recognise’, in this context, is synonymous with
the word ‘appreciate’ in the text.
2. The writer was surprised because the blind woman
A. drew a circle on her own initiative.
B. did not understand what a wheel looked like.
C. included a symbol representing movement.
D. was the first person to use lines of motion.
3. From the experiment described in the passage, the writer found that the blind subjects
A. had good understanding of symbols representing movement.
B. could control the movement of wheels very accurately.
C. worked together well as a group in solving problems.
D. got better results than the sighted undergraduates.
27
EXTRA PRACTICE 1
Read the text below and answer the questions that follow
Seven Ways To Fast Track Success
1 Optimism: Simply put, if you do not believe that some things can get better, you will have no reason
to try wholeheartedly. The idea of 'positive psychology' has been around at least since the 1950s and we
are in the grip of it once more, but don't let that put you off. Aside from some of the overblown claims
and simplicities, learning how to reframe your thinking into a positive cast of mind is a useful skill.
2 Openness: The curse of clever people is they too readily analyse new information and categorise it
into their existing schemas and frameworks. In this way they can be blind to nuances and nuggets that
can change their lives. The curse of stupid people is that they don't bother analysing new information in
the first place. The result in both cases is a kind of content and complacent maintenance of the status
quo.
3 Self‐efficacy: This is a concept pioneered by psychologist Albert Bandura and relates to one's belief
that you can do something or achieve something. People who believe they can successfully complete a
training course or diet are more likely to do so than those without this self‐belief. Self‐efficacy is not just
about positive self‐talk (though this can help) but also about engaging in action steps set out, to provide
the proof to yourself that you really can do it.
4 Vision: Vision has received bad press because it has been overused and devalued in numerous vision
statements. However, vision is creating something akin to a mental movie in which you can see yourself
doing whatever it is you seek. Can you see yourself acting and interacting with the other people in this
desired domain? Are you succeeding? The other point to make is I am not advocating some form of
visual goal‐setting. The purpose of envisaging is to create some active engagement that may lead to
other opportunities as you act.
5 Playfulness and risk: Children will often test their toys to destruction, or use them in 'inappropriate'
ways. It means coming to an idea without preconceptions to see it for what it is. It is a bit like throwing
away the instruction manual. The Zen Buddhist term for this concept is Shoshin.
6 Flexibility: This is perhaps best summed up, by Groucho Marx's quote: 'These are my principles and if
you don't like them, don't worry, I've got others!' It means most diamonds have flaws as well as
brilliance and it depends on how you hold them up to the light as to what you will see.
7 Persistence: I'll bet the most important things you've done in your life involved a degree of risk that
met with resistance from some quarters. It is amazing how many people fail simply because they lose
the courage of their convictions. It's therefore important to recognise that giving in is ultimately your
choice and yours alone.
28
Questions 1‐7. Choose the correct letter, A, B, C or D.
1. The author believes that 'positive psychology'
A. has been around for too long.
B. is effective if caution is taken.
C. is far too simple to be good.
D. detracts because of overblown claims.
2. It is suggested that the difference between the most and the least intelligent people relates to
A. their analysis or non‐analysis of information.
B. their blindness to nuances and life‐changing nuggets.
C. the different ways that they change and hope.
D. one group being more content with the status quo.
3. Albert Bandura's concept for self-efficacy encourages people to
A. commence a training course or diet successfully.
B. engage predominantly in positive self‐talk techniques.
C. develop a positive self‐belief in achieving success.
D. take steps in proving to themselves that they can really succeed.
4. Vision relates to
A. creating opportunities through being actively engaged.
B. developing forms of visual goal‐setting in a desired domain.
C. making positive statements of honesty and integrity.
D. feeling comfortable and successful through interaction.
5. Children are mentioned because they
A. use their toys inappropriately.
B. throw away the instruction manual.
C. engage in spontaneous play.
D. have preconceptions about their toys.
6. The idea of persistence suggests that
A. there is usually widespread opposition to an idea.
B. failing to achieve has a number of causes.
C. taking responsibility for one's own convictions is key.
D. giving in has some element of resistance from others.
7. The writer's overall purpose is to
A. suggest methods of becoming successful.
B. warn about potential negative factors.
C. give information about the idea of action steps.
D. identify the mind steps that aid success.
29
EXTRA PRACTICE 2
Read the passage below and answer the questions that follow.
Food for Thought
Nowadays, you not only are what you eat; you R & D* what you eat.
To cajole nervous students into the chemistry laboratory, teachers used to say that the subject was like
cooking. These days, it is truer to say that cooking is like chemistry. In a cut‐throat market, food
companies are unwilling to leave anything to chance. They must constantly formulate new flavours,
ingredients and processing methods if they are to keep abreast of their competitors.
As a result, their research laboratories have never been busier. A study published in November by
Prepared Foods, a trade magazine, showed that 42% of the 331 food manufacturers surveyed had plans
to increase their R & D budgets by at least 15% in 2001; only 3% said that their R & D budgets would
drop. This money has spurred the development of new ideas in food technology.
To lower cost or improve texture, food manufacturers often have to replace one substance by another
that tastes nothing like it. One popular substitution is soya protein for meat. In addition to being
cheaper than meat, soya has (at least in America) the added advantage of being marketable. The
country's Food and Drug Administration, which regulates such matters, has recently decided that if a
foodstuff contains more than 6.25g of soya per serving, manufacturers can state on its label that eating
soya may reduce the risk of heart disease.
That is a nice bonus. Unclogged arteries are not, however; the main point of eating hamburgers. Flavor
is. So, to find out how far hamburgers can be "extended" with soya, Keith Cadwallader of the University
of Illinois at Urbana‐Champaign analyzed differences between the aromas of pure beef hamburgers and
those containing 25% soya protein. Surprisingly (and gratifyingly), adding a bit of soya to a hamburger
may actually improve its flavor. The mixed burgers had higher levels of certain sulphur‐containing
compounds that are believed to augment the meaty "notes" in a burger's aroma.
On the other hand, the research of Margaret Hinds at Oklahoma State University shows what a fine line
there is between temptation and disdain. Using a group of 81 untrained testers, she conducted a
comparison of five commercially available burgers made from soya (and one made from beef, as a
control). The hue, the firmness and the chewiness of the burgers correlated with how acceptable they
were to consumers. Not surprisingly, consumers preferred burgers that had characteristics close to
those of beef. Only one soya‐based burger was close enough to pass muster.
Food, and its consumers, is notoriously faddy. This year; flavor makers are insisting that bolder tastes
are in fashion. Frito‐Lay, a snack‐food maker; has recently launched a line of "gourmet" crisps designed
to appeal to the more discerning consumer. The company's laboratory started by generating 300 flavors,
including Thai curry, blue cheese, lemongrass and tandoori chicken. Eight of these flavors made it to the
final round and, after getting 400 consumers to sample them, Frito‐Lay decided to mass‐produce only
four: cheddar and jalapeno; garlic and herb; barbecue; and something referred to as "classic". This
quartet seemed to please the American palate most.
30
That sort of market research, though, is both time‐consuming and expensive. It would speed things up,
and probably cut costs, if it could be mechanized. To a certain extent, it can be. Cheddar cheese, coffee
and tea researchers are all exploring the use of electronic noses to rate their foodstuffs. Simple versions
of such devices employ a set of sensors made of special polymers linked to electrodes. The volatile
compounds that make up an aroma cause these polymers to change shape, which alters the resistance
to the current passing through the electrodes. The result is an electrical "fingerprint" of an aroma.
So far, the electronic noses developed by firms such as Alpha MOS, of Toulouse, France, have worked
best for quality‐control purposes. These machines compare products' aroma‐fingerprints with pre‐
programmed standards that are known to correspond with what people have said that they like. And
the range of senses that can be substituted electronically has now been extended to include taste as
well as smell. Recently, Alpha MOS has launched a second analyzer – an electronic "tongue" that can
fingerprint the compounds dissolved in a sample of liquid. The machine is accurate enough to work out,
for example, whether the vanilla extract in a sample originated in India or in Malaysia.
Even in matters culinary, however, the proof of the pudding is not always in the eating. The success of a
food product also depends on the cleverness of its marketing. To this end McCormick, a flavoring
company based in Maryland, has commissioned a "craveability" study from Moskowitz and Jacobs, a
market‐research firm in White Plains, New York. The intention is to discover which descriptions of
particular foods most induce craving in consumers.
The preliminary results show that for fast‐food hamburgers, the descriptions rated as most enticing
were "a grilled aroma that surrounds a thick burger on a toasted bun" and "lots of grilled bacon and
cheese covering the grilled juicy hamburger on a lightly toasted bun". Other blurbs, such as "with
horseradish sauce" and "when it's cold outside and the burger is warm and inviting", actually put people
off hamburgers. And that was before they knew what was in them.
*R & D: short for Research and Development (normally a company department)
Questions 1‐3
Complete the sentences below with words taken from the reading passage. Use NO MORE THAN TWO
WORDS for each answer.
1. The writer compares food production to ......................................................
2-3. Two of the aspects of food production that are regularly updated by food companies are
(2) ........................................................................ and (3) .........................................................................
31
Questions 4‐8
Choose the correct letter, A, B, C or D.
4. What did the trade magazine study show about research into food?
A. It costs more than it used to.
B. It is more important than it used to be.
C. It helps food manufacturers save money.
D. It is the most important area of food production.
5. Keith Cadwallader's research indicated that people
A. welcome a healthier type of burger
B. have become used to eating less meat
C. cannot tell the difference between soya and meat
D. prefer the smell of burgers that contain some soya
6. Which aspect of burgers did Margaret Hinds ask her testers to compare?
A. Their size
B. Their texture
C. The benefits on health
D. The ingredients used
7. What does the writer say about Frito‐Lay's new types of crisps?
A. Each type appeals to different people.
B. Each type includes a mix of flavors.
C. They are designed to serve a more discerning palate.
D. They have replaced other less popular crisps.
8. The company McCormick are most interested in
A. ways of describing food.
B. popular types of food.
C. producing more hamburgers.
D. winning more customers.
32
FLOW-CHART COMPLETION
OBJECTIVES:
STRATEGIES:
DE SCRIPTION
Targeted skills:
o Understanding steps in a process
o Skimming to understand the general meaning
o Scanning for information in the passage
o Identifying synonyms and paraphrases
You are given a flow chart, i.e. a chart that shows the steps or stages in a process or sequence.
The flowchart provides stages and links that should be matched with the order in which events
happen in the reading text.
The flow of information presented in the form of the flowchart does not necessarily follow the order
in which the information is mentioned in the passage.
You are required to complete this flow chart, using the exact words taken from the passage.
Tips:
ACTION PLAN
1. Check the instruction to see the word limit. The descriptions of the
events/information in the passage
2. Read the title of the flowchart to have an idea of what it is about
may not always follow the sequence,
and/or which part of the passage it comes from.
i.e. the order in the flow chart.
3. Read the stages in the flowchart to identify the key words (around pay attention to expressions
the gaps) and note the links between stages. and structures that may indicate
4. Try to predict the answers before you look at the reading text: the order.
words with which part of speech (noun, verb, adjective) should be When there is a subject
included. pronoun (he, she, it, they, etc.), make
sure you identify the correct subject
5. Scan the keyword(s) in each stage to find the related chunk of text
the pronoun refers to, especially in
from the passage.
complex sentences.
6. Read around the keyword, i.e. the full sentence which contains Steps in the flow usually are
the key word, as well as the sentences before and after it in order written in short language
to find the correct answer. (insignificant words, i.e. subject,
7. Pay attention to grammar and spelling when you write down function words, will be left out).
your answers. Usually the phrase that includes the answer Familiarize yourself with language of
has to be a complete (noun/adjective phrase). this kind (in news headline, for
example).
33
MODEL PRACTICE
Read the passage below and complete the exercises that follow
The production of fuel‐ethanol or 'grain spirit' from grain is relatively straightforward. It is made from
harvested crops. As the demand for alternative 'clean' fuels increases farmers are switching from
planting crops for consumption to fuel crops like corn, barley, wheat, or others that produce oil like
palm oil and rapeseed.
The growing process is no different from that of any crop. A farmer simply plants a field of corn, which
is then harvested. Instead of being taken to a mill to produce flour, the corn is delivered by lorry to a
distillery where it goes through four main stages before it can be used as fuel. First, during a preparation
phase, the grain is ground and then cooked prior to the fermentation process commencing. Then,
before the distillation of the liquid to produce the ethanol takes place, solid matter has to be removed
by filtration. At a fuel‐ethanol plant, the blending of ethanol and petroleum is carried out to produce E‐
10, a mix of 10 per cent ethanol and 90 per cent petroleum, or E‐15, which is 15 per cent ethanol and 85
per cent petroleum. The liquid is then put into storage and the distribution process is ready to begin.
Questions 1‐9
Complete the flow chart below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
The production of ethanol for fuel
field planted with 1 ......corn.....
grain transported to 2 .....distillery.....
Stage one
before 3 ........................... , the corn prepared by grinding and then cooking
Stage two
4 ............................ to remove solid matter
Stage three
5 ………..………….................. takes place
liquid transported to 6....................................
Stage four
7 ........................... of ethanol and petroleum to form E‐10 or E‐15
liquid then put into 8 ......................... before 9 .............................
34
EXTRA PRACTICE 1
Read the passage below and complete the exercises that follow
THE FUEL OF THE FUTURE
In 1874, French writer Jules Verne published a science fiction novel named The Mysterious Island. In the
story, a character predicts that a certain fuel will one day "furnish an inexhaustible source of heat and
light". Although over a century has passed, Verne's prediction may yet come true. Experts say that
hydrogen could be the fuel of the future. In fact, hydrogen is poised to take off as the main energy
source of this century, powering everything from cell phones to cars.
Why is hydrogen fuel such a great idea? In a word, it is clean. At present, the industrialised countries of
the world depend on fossil fuels (natural gas, oil, coal) for almost 90 per cent of their energy. When
fossil fuels are used, they produce an overwhelming amount of air pollutants and carbon dioxide, the
gas that most scientists blame for global warming. Conversely, hydrogen discharges no pollutants or
carbon dioxide when it is used. It is almost as clean as using a battery.
Moreover, unlike fossil fuels that are limited and are being rapidly used up, hydrogen is very common.
As a matter of fact, it is 'the most abundant element in the known universe. Nine out of every ten atoms
are hydrogen. It will never run out. Scientists won't need to drill through the earth's crust to find sources
of hydrogen. In fact, it may be as easy as finding water.
Already, some prototype hydrogen‐powered cars and buses are humming along American roads. Lift the
hoods on those vehicles and you won't find noisy, greasy internal combustion engines – ones that bum
gasoline to generate power. The "engines" of hydrogen‐powered vehicles are fuel cells. Fuel cells do not
burn anything and they don't have any moving parts. They are electrochemical devices that generate
electricity from chemical reactions. "Fat, dumb, and happy" is how one technician described the fuel
cells he services.
The type of fuel cell that runs today's prototype hydrogen‐powered vehicles is called a proton exchange
membrane (PEM) cell. Inside a PEM cell, hydrogen molecules from a storage tank flow toward a thin
membrane that looks like a piece of plastic. The hydrogen protons pass through the membrane and
combine with oxygen atoms on the other side. That combination forms water, the cell's only waste
product. Meanwhile, the electrons, which cannot pass through the membrane, flow along the outside of
the cell, forming an electric current. That current powers the electric motor that runs the vehicle. A
leading type of PEM fuel cell, developed by Ballard Power Systems, is twice as efficient as a typical
gasoline‐powered internal combustion engine.
Auto giants such as General Motors, Ford, and Daimler‐Chrysler have invested heavily in fuel cell
technology. However, before fuel cells rule the road, they may make inroads elsewhere. Fuel cells may
first take the place of household batteries. Like fuel cells, batteries are electrochemical devices. Unlike
fuel cells, batteries run down and require recharging. Fuel cells pump out energy as long as fuel is
supplied. Fuel cells could make furnaces and generators obsolete in homes, office buildings, hotels, and
airport terminals. Already, several hundred buildings around the world rely on fuel cells, some as large
as mail trucks, for their electricity. Because they are still in the testing stage, fuel cells are expensive.
35
One fuel cell costs about the same as 100 car engines. However, once the problem of price is licked, says
one energy analyst, fuel cells "will take over the world".
If hydrogen fuel cells do become the fuel of the future, it could make Murat Dogru nuts about nuts.
Dogru, a scientist who lives in England, sees hazelnuts as a fuel source for the 21st century. Fuel cell
makers are listening closely to people like Dogru as they try to crack the problem of supplying the world
with all the hydrogen it will need to run its fuel cells. When burned, hazelnut shells give off lots of
hydrogen. So does methanol, a liquid fuel that can be derived from coal, wood, petroleum, or even
household garbage. Natural gas, which consists mainly of methane, also releases lots of hydrogen and
very little pollution when burned.
In the world of tomorrow, hazelnuts, methanol, or natural gas could be burned at a central plant, which
would then deliver the resulting hydrogen gas by pipeline to consumers. Or fuel cells could be fitted
with small devices, called reformers, that refine hydrogen from a small tank of natural gas or methanol,
right on the spot. Hydrogen can also be processed by electrolysis – the passing of an electric current
through water to split it into two gases, hydrogen and oxygen. Some engineers have suggested
harvesting electricity for electrolysis from clean sources, such as solar and wind farms. An even cleaner
source of hydrogen could be hydroelectric dams, which bring together a continuous supply of water and
electricity. Instead of making electricity, dams of the future could provide tons and tons of hydrogen.
36
Questions 1‐ 6
Complete the flow chart below to describe how a PEM cell converts hydrogen to energy that can run a
vehicle.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
A storage tank will send hydrogen molecules toward a thin 1……………………………………………… that
resembles a piece of plastic.
The hydrogen 2……………………………………………… pass through the membrane
and merge with 3……………………………………………… on the other side.
That mixture forms 4……………………………………………… the cell's only by‐product.
Simultaneously, the 5……………………………………………… which cannot traverse the membrane,
flow along the outside of the cell, creating an 6………………………………………………
That current powers the electric motor that runs the vehicle
37
EXTRA PRACTICE 2
Read the passage below and complete the exercises that follow
Paper Recycling
A. Paper is different from other waste produce because it comes from a sustainable resource: trees.
Unlike the minerals and oil used to make plastics and metals, trees are replaceable. Paper is also
biodegradable, so it does not pose as much threat to the environment when it is discarded. While 45
out of every 100 tonnes of wood fibre used to make paper in Australia comes from waste paper, the
rest comes directly from virgin fibre from forests and plantations. By world standards this is a good
performance since the world‐wide average is 33 per cent waste paper. Governments have encouraged
waste paper collection and sorting schemes and at the same time, the paper industry has responded
by developing new recycling technologies that have paved the way for even greater utilization of used
fibre. As a result, industry’s use of recycled fibres is expected to increase at twice the rate of virgin
fibre over the coming years.
B. Already, waste paper constitutes 70% of paper used for packaging and advances in the technology
required to remove ink from the paper have allowed a higher recycled content in newsprint and
writing paper. To achieve the benefits of recycling, the community must also contribute. We need to
accept a change in the quality of paper products; for example stationery may be less white and of a
rougher texture. There also needs to be support from the community for waste paper collection
programs. Not only do we need to make the paper available to collectors but it also needs to be
separated into different types and sorted from contaminants such as staples, paperclips, string and
other miscellaneous items.
C. There are technical limitations to the amount of paper which can be recycled and some paper
products cannot be collected for re‐use. These include paper in the form of books and permanent
records, photographic paper and paper which is badly contaminated. The four most common sources
of paper for recycling are factories and retail stores which gather large amounts of packaging material
in which goods are delivered, also offices which have unwanted business documents and computer
output, paper converters and printers and lastly households which discard newspapers and packaging
material. The paper manufacturer pays a price for the paper and may also incur the collection cost.
D. Once collected, the paper has to be sorted by hand by people trained to recognize various types of
paper. This is necessary because some types of paper can only be made from particular kinds of
recycled fibre. The sorted paper then has to be repulped or mixed with water and broken down into its
individual fibres. This mixture is called stock and may contain a wide variety of contaminating
materials, particularly if it is made from mixed waste paper which has had little sorting. Various
machinery is used to remove other materials from the stock. After passing through the repulping
process, the fibres from printed waste paper are grey in colour because the printing ink has soaked into
the individual fibres. This recycled material can only be used in products where the grey colour does not
matter, such as cardboard boxes, but if the grey colour is not acceptable, the fibres must be de‐inked.
This involves adding chemicals such as caustic soda or other alkalis, soaps and detergents, water‐
hardening agents such as calcium chloride, frothing agents and bleaching agents: Before the
recycled fibres can be made into paper they must be refined or treated in such a way that they bond
together.
E. Most paper products must contain some virgin fibre as well as recycled fibres and unlike glass,
paper cannot be recycled indefinitely. Most paper is down‐cycled which means that a product made
from recycled paper is of an inferior quality to the original paper. Recycling paper is beneficial in that it
saves some of the energy, labour and capital that goes into producing virgin pulp. However, recycling
38
requires the use of fossil fuel, a non‐renewable energy source, to collect the waste paper from the
community and to process it to produce new paper. And the recycling process still creates emissions
which require treatment before they can be disposed of safely. Nevertheless, paper recycling is an
important economical and environmental practice but one which must be carried out in a rational and
viable manner for it to be useful to both industry and the community.
Questions 1‐7
Complete the summary below of the first two paragraphs of the Reading Passage.
Choose ONE OR TWO WORDS from the Reading Passage for each answer.
From the point of view of recycling, paper has two advantages over minerals and oil in that firstly it
comes from a resource which is 1………………………………. and secondly it is less threatening to our
environment when we throw it away because it is 2………………………………. Although Australia’s record in
the re-use of waste paper is good, it is still necessary to use a combination of recycled fibre and
3………………………………. to make new paper. The paper industry has contributed positively and people
have also been encouraged by 4……………………………….to collect and sort their waste.
One difficulty is the removal of ink from used paper but 5………………………………. are being made in this
area. However, we need to learn to accept paper which is generally of a lower 6……………………………….
than before and to sort our waste paper by removing 7………………………………. before discarding it for
collection.
Questions 8‐12
Complete the flow chart below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Waste paper collected
The paper is then The fibres are then
from:
Factories (9)……………………………. (12)…………………………….
Retail stores
(8)……………………………
Paper converters and
printers and (10)…………………….. Chemicals are added in order to
Households
by adding water make (11)………………………… fibres
39
TABLE (NOTE) COMPLETION
OBJECTIVES:
After this lesson, you should be able to handle the IELTS Reading – Table (Note) Completion question type.
STRATEGIES:
DE SCRIPTION
Targeted skills:
o Scanning for information in the passage
o Identifying synonyms and paraphrases
You complete the note by writing up to three words and/or a number from the passage in the
gaps.
You must use words from the passage, and must use no more words than you are asked to
use.
The answers should be written exactly as they are in the reading passage (numbers too) and
they have to be spelt correctly.
Do not include unnecessary words, or repeat words that are already provided in the sentence.
ACTION PLAN
1. Read the instruction carefully and check the word limit.
Tips:
2. Skim the note and notice the position of the gaps in the
sentences. Look for synonyms and para‐
phrases in the text. Most of
3. Underline/highlight/circle the keywords in the headings the time, the answer is para‐
and around each gap. phrased and is not identical to
4. Try to predict the answers before you look at the reading the wording in the passage.
text: what part of speech (noun, verb, adjective) should Don’t spend too much time on
one question. If you can’t find
the answer be? What might be the answer to this ques‐
it, mark what you think it
tion?
might be and move on.
5. Scan the keywords of each question to find the related
chunk of text from the passage.
6. Compare the sentence in the note with the related text
chunk and decide which words or numbers you should
write as the answer.
7. Double check that your answer (1) makes sense (providing a meaningful answer)
and (2) is grammatical.
40
MODEL PRACTICE
Read the passage below and answer the questions that follow
The First Cyber Criminals
'Cyber crime’ sounds like a very new type of crime. In fact, it
has been around since the 1970s – before the personal com‐
puter was invented, when computers far less powerful than
today's games consoles filled entire rooms and were moni‐
tored by technicians.
The first cyber crimes were car‐
1. ‘phone phreakers’ ried out across telephone lines,
by a group of electronic enthusi‐
Keywords: first cyber
asts known as 'phone phreakers'. Having studied the US telephone
crimes (criminals) /
system, they realised that it used a series of musical tones to connect
known as
calls. They found they could imitate those tones, and steal free phone
calls, by creating small musical devices called 'blue boxes'. One famous
'phreaker', John Draper, even discovered that using a whistle given
away inside a cereal box could do the same job as a blue box.
Cyber crime centred on the telephone for many years, until the first computer‐to‐computer cyber
crime took place in the 1980s. 'Hacking', as it has since been referred to, gained new public visibility
after the popular 1984 film Wargames, in which a hacker breaks into a US military computer and
saves the world. Many hackers later said this was their inspiration.
It was the arrival of the Internet that was eventually to make cyber crime a big issue. When millions
of home and business computer users began to use the Internet in the early to mid 1990s, few were
thinking about the dangers of cyber crime or about security and so it seemed only a matter of time
before banks became the target for hackers.
In 1994 a group of hackers broke into US bank Citibank's computers and stole $10 million. This was
later nearly all recovered. With the rise of the Internet, credit cards became the tools of cyber crimi‐
nals: Kevin Mitnick was arrested for stealing 20,000 credit card numbers over the net in 1995. This
and other credit card crime prompted credit card companies to consider ways they could make cards
more secure.
Questions 1‐7
Complete the notes below .
Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.
Cyber Crime
First cyber criminals: called 1……’phone phreakers’…… (1970s)
Nature of crime: made free calls by copying 2…………………………………
Computer crime: began in 3…………………………………
Crime known as: 4…………………………………
Promoted by hit movie: 5………………………………… (1984)
Internet crime: initially unexpected, but quickly focused on 6…………………………………
Current concern: 7………………………………… fraud
41
EXTRA PRACTICE 1
Read the passage below and complete the exercises that follow
42
While extremophiles might be seen as an interesting novelty, some of them play an important role in
industrial processes. For example, many anaerobic bacteria are used in the production of biogas from
cattle manure. Thermophilic bacteria are being used to remove toxic chemicals from soils and sedi‐
ments. With the unstable nature of world weather patterns, xerophilic plants could prove useful in
agriculture. The acidophilic Acetobacter aceti is already extensively used in the food industry. This tiny
microbe is capable of turning ethanol into vinegar.
Questions 1‐8
Complete the table below.
Choose NO MORE THAN TWO WORDS from the text for each answer.
Example of how the
Kind of organ‐ Description of environ‐ How the organism has
organism can benefit
ism ment in which it lives adapted
humans
An environment in Able to produce
Uses 2. ___________ to
anaerobes which there is no 3.___________ from
produce energy
1.______________ animal waste
Hot areas with a tem‐ Has special 4.
Able to break down
perature between 50 __________ that do not
thermophiles 5._________________
and 120 degrees Cel‐ break down in high tem‐
in earth
sius peratures
The ability to
Areas with very little May have an increased
6.___________ 7._____________ water
water role in agriculture
quickly
Able to neutralize acids Important microbes in
Areas where the pH is
acidophiles or to withstand acid the production of
very low
conditions 8._____________
43
EXTRA PRACTICE 2
Read the following passage and answer the questions that follow.
Architecture ‐ Reaching for the Sky
Architecture is the art and science of designing buildings and structures. A building reflects the scien‐
tific and technological achievements of the age as well as the ideas and aspirations of the designer
and client. The appearance of individual buildings, however, is often controversial.
The use of an architectural style cannot be said to start or finish on a specific date. Neither is it possible
to say exactly what characterises a particular movement. But the origins of what is now generally
known as modern architecture can be traced back to the social and technological changes of the 18th
and 19th centuries.
Instead of using timber, stone and traditional building techniques, architects began to explore ways
of creating buildings by using the latest technology and materials such as steel, glass and concrete
strengthened steel bars, known as reinforced concrete. Technological advances also helped bring
about the decline of rural industries and an increase in urban populations as people moved to the
towns to work in the new factories. Such rapid and uncontrolled growth helped to turn parts of cities
into slums.
By the 1920s architects throughout Europe were reacting against the conditions created by industri‐
alisation. A new style of architecture emerged to reflect more idealistic notions for the future. It was
made possible by new materials and construction techniques and was known as Modernism.
By the 1930s many buildings emerging from this movement were designed in the International Style.
This was largely characterised by the bold use of new materials and simple, geometric forms, often
with white walls supported by stilt‐like pillars. These were stripped of unnecessary decoration that
would detract from their primary purpose — to be used or lived in.
Walter Gropius, Charles Jeanneret (better known as Le Corbusier) and Ludwig Mies van der Rohe were
among the most influential of the many architects who contributed to the development of Modernism
in the first half of the century. But the economic depression of the 1930s and the Second World War
(1939‐45) prevented their ideas from being widely realised until the economic conditions improved
and war‐torn cities had to be rebuilt. By the 1950s, the International Style had developed into a uni‐
versal approach to building, which standardised the appearance of new buildings in cities across the
world.
Unfortunately, this Modernist interest in geometric simplicity and function became exploited for
profit. The rediscovery of quick‐and‐easy‐to‐handle reinforced concrete and an improved ability to
prefabricate building sections meant that builders could meet the budgets of commissioning authori‐
ties and handle a renewed demand for development quickly and cheaply. But this led to many badly
designed buildings, which discredited the original aims of Modernism.
Influenced by Le Corbusier’s ideas on town planning, every large British city built multi‐storey housing
estates in the 1960s. Mass‐ produced, low‐cost high‐rises seemed to offer a solution to the problem
of housing a growing inner‐city population. But far from meeting human needs, the new estates often
proved to be windswept deserts lacking essential social facilities and services. Many of these buildings
were poorly designed and constructed and have since been demolished.
44
By the 1970s, a new respect for the place of buildings within the existing townscape arose. Preserving
historic buildings or keeping only their facades (or fronts) grew common. Architects also began to
make more use of building styles and materials that were traditional to the area. The architectural
style usually referred to as High Tech was also emerging. It celebrated scientific and engineering
achievements by openly parading the sophisticated techniques used in construction. Such buildings
are commonly made of metal and glass; examples are Stansted airport and the Lloyd’s building in
London.
Disillusionment at the failure of many of the poor imitations of Modernist architecture led to interest
in various styles and ideas from the past and present. By the 1980s the coexistence of different styles
of architecture in the same building became known as Post Modern. Other architects looked back to
the classical tradition. The trend in architecture now favours smaller scale building design that reflects
a growing public awareness of environmental issues such as energy efficiency. Like the Modernists,
people today recognise that a well‐designed environment improves the quality of life but is not nec‐
essarily achieved by adopting one well defined style of architecture.
Twentieth century architecture will mainly be remembered for its tall buildings. They have been made
possible by the development of light steel frames and safe passenger lifts. They originated in the US
over a century ago to help meet the demand for more economical use of land. As construction tech‐
niques improved, the skyscraper became a reality..
Questions 1‐7
Complete the table below.
Choose NO MORE THAN THREE WORDS from the passage for each answer
introduction of exploration of latest
1920s steel, glass and concrete
technology
2 …………………….
5 ………………………
1970s end of Modernist era traditional materials
historic buildings
45
Questions 8‐12
Match each cause, 8‐12, with its effect, A‐H.
NB There are more effects than you will need, so you will not use all of them. You may use any effect
more than once if you wish.
8. A rapid movement of people from rural areas to cities is triggered by technological advance.
9. Buildings become simple and functional.
10. An economic depression and the Second World War hit Europe.
11. Multi‐storey housing estates are built according to contemporary ideas on town planning.
12. Less land must be used for building.
List of effects
A. The quality of life is improved.
B. Architecture reflects the age.
C. A number of these have been knocked down.
D. Light steel frames and lifts are developed.
E. Historical buildings are preserved.
F. All decoration is removed.
G. Parts of cities become slums.
H. Modernist ideas cannot be put into practice until the second half of the 20th century.
46
MATCHING FEATURES
OBJECTIVES:
After this lesson, you should be able to handle the IELTS Reading – Matching Features question type.
STRATEGIES:
DESCRIPTION
Targeted skills:
o Scanning
o Recognising opinions, theories as well as the relationships and connections between the
facts given in the text.
The statements are usually numbered 1, 2, 3 and on, and the items A, B, C, etc.
There may not be a matching statement for every item, while you may need to use some
items more than once.
The items in the box usually follow the passage order, but the statements are in random
order.
If you think two items fit any of the statements, you will need to come back to these, as
there is only one answer for each statement.
ACTION PLAN
1. Read the instruction carefully to see if an item can be used more than once.
2. Start with the given items because they are not usually paraphrasable and thus are easier to
look for.
3. Underline/highlight/circle these items in the passage. Some of the items may appear more than
once in the passage, so it is important to find them all.
4. Carefully read the statements and mark the keywords.
5. Read around the first item (A) you have marked in the passage and read the list of statements
quickly to see whether any of them matches. If the item occurs in other parts of the passage, read
around these parts too.
6. Write the letter next to the correct statement(s), then write it in the answer sheet later.
7. Repeat this procedure with the next given item.
8. If you think two items fit any of the statements, you will need to come back to these, as there is
only one answer for each statement.
9. Time management: 1 minute for each question.
47
MODEL PRACTICE
Read the passage below and answer questions 1‐4
Smartphones for Smart People
A. Smartphones have never been more desirable, nor the market more competitive. Today we review two
of the big hitters, Apple's iPhone 4 and RIM's Blackberry Torch. So why would you choose one phone over
the other?
B. The days when a phone was as big as a house brick are long gone – but how does modern smartphone
technology feel in your pocket? The Torch is slightly bigger and bulkier than the iPhone – and the reason
is down to the Torch's slide‐out, hard‐key keyboard. But if you're a businessman or serious emailer, then
the extra millimetres are probably worth it.
C. The iPhone boasts a processor twice the size of the Torch: 1 GHz vs 624MHz.
However, this really isn't reflected in the responsiveness, especially when The Torch is fast
multitasking. Due to more efficient memory management, we found the Torch to “the Blackberry Torch
be actually faster when running applications, and quicker when several apps are has a paltry 4GB”
open at once. limited internal
memory capacity
D. Internal or external memory capacity? Whilst the iPhone has up to a whopping
32GB internal memory, the Blackberry Torch has a paltry 4GB. But that's not the
end of the story. The 32GB is the limit with the iPhone; you simply can't increase its capacity further. This
is not the case with the Torch – stick in an external micro SD memory card and you can have an instant
32GB, which offers the user a good deal of flexibility.
E. Both devices have amazingly crisp and clear displays. However, the Torch's 3.2 inch touchscreen with
its 360 x 480 pixel retina display is eclipsed by the iPhone's 3.5 inch display with an amazing 640 x 960
pixels. If you're all about downloading music videos, then the iPhone wins hands down.
F. When browsing the Web, iPhone uses the tried and tested Safari browser. It's quick and reliable and it
allows you to move from one screen to another fairly easily. However, the Torch uses WebKit's browser,
which comes with two distinct advantages. Whereas the iPhone moves between screens, the Torch allows
you to use tabs to effortlessly switch between windows – a feature we suggest should be sold as standard.
It cleverly also automatically resizes text as you browse, something that really comes into its own on a
smaller screen.
G. When choosing the right phone, it's a question of thinking how you will personally use it. Both these
smartphones are great devices, and for myself, I'd be happy to carry either. In fact, it seems that as design
and technology advance, it's becoming increasingly difficult to make a bad choice!
Questions 1‐4: Classify the following statements, 1‐4, as referring to:
A Apple's iPhone
B RIM's Blackberry Torch
1 This smartphone is fast, although its internal memory has limited capacity. … B ...................
2 Its memory capacity cannot be upgraded. … A ...................
3 It's the best device for downloading media. .........................
4 This phone has something which ought to be included on all phones. .........................
48
EXTRA PRACTICE 1
Read the passage below and answer questions 1‐4
A History of Early Cinema
Although French, German, American and British pioneers have all been credited with the invention of
cinema, the British and the Germans played a relatively small role in its worldwide exploitation, it was
above all the French, followed closely by the Americans, who were the most passionate exporters of the
new invention, helping to start cinema in China, Japan, Latin America and Russia. In terms of artistic
development, it was again the French and the Americans who took the lead, though in the years before
the First World War, Italy, Denmark and Russia also played a part.
In the end, it was the United States that was to become, and remain, the largest single market for films.
By protecting their own market and pursuing a vigorous export policy, the Americans achieved a dominant
position on the world market by the start of the First World War. The centre of film‐making had moved
westwards, to Hollywood, and it was films from these new Hollywood studios that flooded onto the
world's film markets in the years after the First World War, and have done so ever since. Faced with total
Hollywood domination, few film industries proved competitive.
The Italian industry, which had pioneered the feature film with spectacular films like Quo vadis? (1913)
and Cabiria (1914), almost collapsed. In Scandinavia, the Swedish cinema had a brief period of glory,
notably with powerful epic films and comedies. Even the French cinema found itself in a difficult position.
In Europe, only Germany proved industrially capable, while in the new Soviet Union and in Japan the
development of the cinema took place in conditions of commercial isolation.
Hollywood took the lead artistically as well as industrially. Hollywood films appealed because they had
better‐constructed narratives, their special effects were more impressive, and the star system added a
new dimension to screen acting. If Hollywood did not have enough of its own resources, it had a great
deal of money to buy up artists and technical innovations from Europe to ensure its continued dominance
over present or future competition.
Questions 1-4
Look at the following statements and the list of countries below. Match each statement with the correct
country, A‐F. Write the correct letter, A‐F, beside the statement. You may use any letter more than once.
List of countries
A. France B. Germany
C. USA D. France and USA
E. Japan F. Italy
1. It helped other countries develop their own film industry. ......................
2. It was the biggest producer of films. ......................
3. It was the first to develop the ‘feature’ film. ......................
4. It was responsible for creating the star system. ......................
49
EXTRA PRACTICE 2
Read the passage below and complete the exercises that follow
The long period of the Bronze Age in China, which began around
2000 B.C., saw the growth and maturity of a Civilization that
would be sustained in its essential aspects for another 2,000
years. In the early stages of this development, the process of
urbanization went hand in hand with the establishment of a
social order. In China, as in other societies, the mechanism that
generated social cohesion, and at a later stage statecraft, was
ritualization. As most of the paraphernalia for early rituals were
made in bronze and as rituals carried such an important social
function, it is perhaps possible to read into the forms and
decorations of these objects some of the central concerns of the
societies (at least the upper sectors of the societies) that
produced them.
There were probably a number of early centers of bronze
technology, but the area along the Yellow River in present‐day
Henan Province emerged as the center of the most advanced
and literate cultures of the time and became the seat of the
political and military power of the Shang dynasty (ca. 1600‐1050 B.C.), the earliest archaeologically
recorded dynasty in Chinese history. The Shang dynasty was conquered by the people of Zhou, who came
from farther up the Yellow River in the area of Xi' an in Shaanxi Province. In the first years of the Zhou
dynasty (ca. 1046‐256 B.C.), known as the Western Zhou (ca. 1046‐771 B.C.), the ruling house of Zhou
exercised a certain degree of 'imperial' power over most of central China. With the move of the capital to
Luoyang i n 771 B.C., however, the power of the Zhou rul ers declined and the country divided into a
number of nearly autonomous feudal states with nominal allegiance to the emperor. The second phase
of the Zhou dynasty, known as the Eastern Zhou (771‐256 B.C.), is subdivided into two periods, the Spring
and Autumn period (770‐ca. 475 B.C.) and the Warring States period (ca. 475‐221 B.C.). During the
Warring States period, seven major states contended for supreme control of the country, ending with the
unification of China under the Qin in 221 B.C.
Although there is uncertainty as to when metallurgy began in China, there is reason to believe that early
bronze‐working developed autonomously, independent of outside influences. The era of the Shang and
the Zhou dynasties is generally known as the Bronze Age of China, because bronze, an alloy of copper and
tin, used to fashion weapons, parts of chariots, and ritual vessels, played an important role in the material
culture of the time. Iron appeared in China toward the end of the period, during the Eastern Zhou dynasty.
One of the most distinctive and characteristic images decorating Shang‐dynasty bronze vessels is the so‐
called taotie. The primary attribute of this frontal animal‐like mask is a prominent pair of eyes, often
protruding in high relief. Between the eyes is a nose, often with nostrils at the base. Taotie can also include
jaws and fangs, horns, ears, and eyebrows. Many versions include a split animal‐like body with legs and
tail, each flank shown in profile on either side of the mask. While following a general form, the appearance
and specific components of taotie masks varied by period and place of production. Other common motifs
for Shang ritual bronze vessels were dragons, birds, bovine creatures, and a variety of geometric patterns.
Currently, the significance of the taotie, as well as the other decorative motifs, in Shang society is
unknown.
50
Jade, along with bronze, represents the highest achievement of Bronze Age material culture. In many
respects, the Shang dynasty can be regarded as the culmination of 2,000 years of the art of jade carving.
Shang craftsmen had full command of the artistic and technical language developed in the diverse late
Neolithic cultures that had a jade‐working tradition. On the other hand, some developments in Shang and
Zhou jade carving can be regarded as evidence of decline. While Bronze Age jade workers no doubt had
better tools – if only the advantage of metal ones – the great patience and skill of the earlier period seem
to be lacking.
If the precise function of ritual jades in the late Neolithic is indeterminate, such is not the case in the
Bronze Age. Written records and archaeological evidence inform us that jades were used in sacrificial
offerings to gods and ancestors, in burial rites, for recording treaties between states, and in formal
ceremonies at the courts of kings.
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. As the migration of people to towns and cities took place, Chinese society became more unified. ........
2. According to evidence that has been unearthed, the Zhou people lost power to the Shang. ..............
3. At the end of the Zhou dynasty, there were nine powers seeking to rule China. ..............
4. Iron was introduced to China from outside. ..............
5. There was only one type of taotie. ..............
6. There is some proof that later jade carving was superior to earlier examples. ..............
Questions 7‐12
Classify the following descriptions as relating to
A. Bronze
B. Taotie
C. Jade
List of Descriptions
7. Its decoration depended on when and where it was made.
8. Its meaning in one period of history is still a mystery.
9. Its decoration illustrates issues with which the elite in China dealt with.
10. It was not worked with the same degree of sophistication as in previous times.
11. It sprang up spontaneously without any help from beyond China.
12. The time when it was first produced is not known.
51
Question 13
Choose the correct letter A, B, C or D
Which of the following is the most suitable title for the reading passage?
A The importance of jade carvings
B The Chinese Bronze Age
C The decline of the Bronze Age
D How iron was introduced to China
52
MATCHING SENTENCE ENDINGS
OBJECTIVES:
STRATEGIES:
DESCRIPTION
Targeted skills:
o Scanning
o Matching paraphrases
You are given sentence stems (these are questions and usually marked in numbers 1, 2, or 3)
and you need to select the correct sentence ending (these are options and usually marked a, b,
or c) from a list. The correct combination will correctly reflect specific information in the text.
There are usually fewer sentence stems than options, so some options might not be used.
ACTION PLAN
1. Read the instruction carefully to see if an option can be Tips
used more than once
2. Start with the given stems by underlining their key Select the endings using the
words. information in the passage. Don’t
make use of your own knowledge
3. Try to predict the answer: which word type (noun, verb,
that is not in the text.
adjective, etc.) should be included? Should the stem be
Look for synonyms and
followed by a phrase or a clause?
paraphrases. Sometimes, the exact
4. Scan for the underlined key words in each stem. Look key word may be a distractor.
for synonyms and paraphrases.
5. Read the sentence with the paraphrased key words as well as the sentences around it
carefully.
6. Read each of the options and choose the one that best reflects the information in the
text. Remember that the option may be paraphrased.
7. Make sure the sentence is grammatically correct once the two parts are joined.
8. Time management: 1 minute for each question.
53
MODEL PRACTICE
Read the passage below and answer questions 1‐3
The situation is likely to change, according to the CEO of Relationships Australia, Anne Hollonds. She
suggests that this is due to several reasons, including the number of highly educated women in the
workforce and changing social patterns and expectations. However, she warns that for couples
involved in role‐switching, there are many potential difficulties to be overcome. For men whose self‐
esteem is connected to their jobs and the income it provides to the family, a major change of thinking
is required. It also requires women to reassess, particularly with regard to domestic or child‐rearing
decisions, and they may have to learn to deal with the guilt of not always being there at key times for
their children. Being aware of these issues can make operating in non‐traditional roles a lot easier.
Questions 1‐3
Complete each sentence with the correct ending A‐F from the box below.
Write the correct letter A‐F beside each sentence.
1. They decided that Catharine would be the primary earner because she …F…..
2. They decided that Derek would look after their son because they…
3. After a period of time, Derek…
A worked part‐time.
B had to be away from home at important times in their child's life.
C didn't want to put their child in care for long periods each day.
D couldn't support the family financially.
E decided to return to full‐time work.
F had a stable job.
54
EXTRA PRACTICE 1
Read the following passage and answer the questions that follow.
Rags to Riches ‐ Celebrities
Here are a few things you may not associate with the rich and famous: working as a janitor. Being part
of an impoverished family of 14. Living on welfare. Getting shot. Serious family issues.
And yet early experiences like these have shaped and driven some of the most powerful and important
celebrities in the world, from Jim Carrey, Tom Cruise and Sean "Diddy" Combs to Celine Dion and
Oprah Winfrey. Is there a tie between a tough upbringing and fame? Social scientists, who are just
beginning to study the phenomenon, say yes.
"We all have a basic need for acceptance and approval by social groups," says Orville Gilbert Brim,
author of The Fame Motive: A Treatise on its Origin and Life Course. "If it's not satisfied, if a person is
excluded either in infancy, childhood or, in many cases, adolescence, this frustration becomes the
source of a motive or a desire to become famous." Put another way, fame "offers the possibility to
transcend what you have been given as your lot in life," says P. David Marshall, author of Celebrity and
Power: Fame in Contemporary Culture.
Consider Marilyn Monroe. In her unfinished autobiography, the foster child turned cultural icon wrote
of her fame, "I knew I belonged to the public and to the world, not because I was talented or even
beautiful, but because I had never belonged to anyone or anything else." For Monroe, and those who
share her background, fame offered a sense, real or not of belonging and mass acceptance. And while
anyone can be driven toward celebrity, people from poor upbringings can find fame to be an alluring
way to fulfil some otherwise unfulfilled need.
A survey conducted by Syracuse University professor Carol M. Liebler and Jake Halpern, author of
Fame Junkies: The Hidden Truth Behind America's Favorite Addiction, found that teenagers who
described themselves as often or always depressed were more likely to believe that becoming a
celebrity would make them happier. And what's more, teens who described themselves as feeling
lonely were also more likely to believe that fame would have a positive impact on their lives.
According to Halpern, money once filled this void or at least it appeared to fill the void. Consider the
classic Horatio Alger rags to riches story: redemption was found through financial gain. Today, Halpern
says, it is fame rather than fortune that offers the most dramatic and resounding form of redemption.
"In the past, it may have been difficult to become rich, but theoretically anyone could do it whereas it
seemed more unrealistic to even think about fame," he says. But in today's YouTube culture, where
everything from reality TV to a MySpace page can launch a career, it is no longer entirely impractical
to think that fame and celebrity is attainable. James Houran, a clinical psychologist who researches
celebrity worship, also argues that growing up with limited means not only motivates, but actually
fosters the imagination and ultimately fuels one's drive for fame. "Because you don't have a lot of
action figures or princess dresses to play with, you tend to get very creative," he says. "You have to
make do with what you have, and that kind of feeds the resourcefulness part of that ambitious
personality."
But exactly how those stars who have elevated themselves from rags to riches handle their fame
depends on several things, including how quickly they attain it and what kind of support system they
55
surround themselves with once they have it. There are those who achieve fame and become overly
generous, explains Houran. The way he sees it, these folks came from nothing and are, therefore,
driven to do their part. Among his examples: queen of all media Oprah Winfrey. Having spent her early
years poverty‐stricken in rural Mississippi, Winfrey later faced serious family issues including the death
of her child as she aged. Today, the chat‐show host is as well known for her generosity as she is for
her fame. Funding a $40 million school for girls in Africa is just one of Winfrey's many do‐gooder acts.
And then there are those who achieve fame and become very indulgent ‐ quick to meet not just their
every need, but their every desire. "In many ways, they announce their success with the items that
they buy," explains Ellis Cashmore, author of Celebrity Culture This may explain the behaviour of New
York City‐born rapper Sean "Diddy" Combs, who moved upstate as a child after the murder of his
father. Today, the hip‐hop impresario has evolved into a celebrity, in the truest sense of the word.
And while he does his part for charity, Combs has never shied away from the luxuries that fame
affords. Let his numerous houses and million‐dollar soirees serve as evidence.
But the irony in all of this, according to Brim, is that fame doesn't provide the sense of belonging that
its seekers long for. Quite the opposite ‐ it leaves many who attain it feeling empty. "You think it will
make you feel loved, approved of and accepted," he explains, "but in fact, the desire for fame is
insatiable."
Questions 1 ‐ 6
Complete each sentence with the correct ending, A – I, below
1. Living on state benefit …………………….
2. Being excluded …………………….
3. A desire to be rich …………………….
4. Becoming famous …………………….
5. Having a limited number of toys …………………….
6. Extreme generosity of indulgence …………………….
List of endings
A. is associated with a sudden rise to celebrity.
B. has been replaced with a desire to be famous.
C. inspires invention.
D. brings satisfaction to those who achieve it.
E. can drive people to seek fame.
F. helps people to form relationships.
G. is not typically equated with celebrities.
H. is now a more realistically achieved desire.
I. prevents people from achieving their goals.
56
EXTRA PRACTICE 2
Read the passage below and complete the exercises that follow
Parental Roles
One of the most enduring elements of social and behavioural science research in the last half of the
20th century was the scholarly re‐examination of traditional ideas about fatherhood and motherhood.
For over 200 years maternal behaviour had been considered paramount in child development (Kagan,
1978; Stearns, 1991; Stendler, 1950; Sunley, 1955), and fathers were often thought to be peripheral
to the job of parenting because children throughout the world spent most of their time with their
mothers (Fagot, 1995; Harris, Furstenberg and Marmer, 1998; Munroe and Munroe, 1994). Some
argued that fathers contributed little to children's development except for their economic
contributions (Amato, 1998), and others believed that fathers are not genetically endowed for
parenting (Belsky, 1998; Benson, 1968).
Indeed, even though Margaret Mead concluded that fathers were important contributors to childcare,
and that '(a)nthropological evidence gives no support ... to the value of such an accentuation of the
tie between mother and child' (Mead, 1956, pp.642‐643), Mead (1949) perceived basic differences
between fathers and mothers. The mother's nurturing tie to her child is apparently so deeply rooted
in the actual biological conditions of conception and gestation, birth and suckling, that only fairly
complicated social arrangements can break it down entirely ... But the evidence suggests that we
should phrase the matter differently for men and women ‐ that men have to learn to want to provide
for others, and this behaviour, being learnt, is fragile and can disappear rather easily under social
conditions that no longer teach it effectively (pp.191‐193).
However, many contemporary scholars now cite a growing body of empirical evidence that parental
behaviours are not simply the consequence of biology and human nature, but rather are informed by
cultural, historical and social values, circumstances and processes. In fact, as gender ideologies shifted
in the last half of the 20th century, so too did researchers' exploration of variations in men's and
women's behaviour generally, and fathering and mothering specifically (Rohner and Veneziano, 2001;
Sanchez and Thomson, 1997). Moreover, contemporary perspectives on fatherhood and motherhood
are in large part derived from research that concurrently studied fathers and mothers, rather than
earlier research that focused almost exclusively on mothers.
Similarities and differences in fathers' and mothers' interactions with offspring
Much of the research into parent‐child relations has been informed by the belief that mothers
influence children's physical, emotional, psychological and social well‐being through expressive and
affective behaviours, including warmth and nurturance (Bowlby, 1969; Hojat, 1999; Mahler and Furer,
1968; Phares, 1992; Stern, 1995), whereas fathers have often been viewed as influencing children's
development through the instrumental roles of provider and protector, and as role models for social,
cognitive, psychological and gender‐identity development (Bronstein, 1988; Gilmore, 1990; Lamb and
Oppenheim, 1989; Mackey, 1996; Parsons and Bales, 1955; Radin, 1981). However, contemporary
research suggests that maternal behaviour is not situated exclusively in the expressive sphere any
more than paternal behaviour is situated exclusively in the instrumental one. Indeed, multivariate
research in the 1990s demonstrated the importance of paternal expressive and affective behaviours
57
despite the fact that mothers are often characterized as 'superior caregivers', whereas fathers are
viewed as 'less capable of, and/or less interested in, nurturant parenting' (Parents' Interactions with
Offspring, Hosley and Montemayor, 1997, p.175). As discussed below, fathers' and mothers'
behaviours are in fact multidimensional and multifaceted, and these behaviours often vary as a result
of contextual variables including youths' age and gender.
Youths' age and gender
According to Collins and Russell (1991), research in Western societies shows that fathers and mothers
interact differently with their middle childhood (i.e., preteens) to adolescent children than with
younger children. For example, fathers generally interact with their adolescents through focusing on
instrumental goals (e.g., school and athletic achievement, future plans) and objective issues such as
political discussions. Mothers' interactions with adolescents, on the other hand, tend to be marked
more by discussions of personal issues. More specifically, in their review of the literature on US
families, Collins and Russell (1991) reported that 15‐ to 16‐year‐old US adolescents spent twice as
much time alone with their mothers as with their fathers. Collins and Russell also reported that 14‐ to
18‐year‐olds, more than 12‐ to 13‐year‐olds, spent more time alone with their mothers than with their
fathers. As for middle childhood, Collins and Russell (1991) found that mothers tend to be more
involved in caregiving, whereas fathers are more involved in play activities.
Questions 1‐4
Select TWO correct answers from the FIVE options (A‐E)
1. Until the late 20th century, academic views of child development considered that
A. men were naturally predisposed to childcare.
B. the father was not an important figure.
C. fathers failed to provide for their children.
D. the mother’s role was central to child rearing.
E. men should spend more time with their children.
2. Margaret Mead believed that
A. women did not want to change society.
B. fathering could not be learnt.
C. mothers were genetically programmed to bond with their babies.
D. the mother‐child relationship was difficult to change.
E. fathers naturally wanted to look after their children.
3. Modern research has discovered that
A. parenting is not an instinct.
B. the role of parents varies with external factors.
C. men and women have fixed parental roles.
D. motherhood had not been thoroughly researched.
E. fatherhood had been carefully researched in the past.
58
Questions 4‐7
Complete the sentences below with NO MORE THAN ONE WORD from the passage.
4. Early research into……………………………………… largely ignored the importance of the role of
fatherhood.
5. Modern research has found that emotional behaviours is not restricted to the ……………………………
role.
6. The age and gender of the children affects their ……………………................. with their parents.
7. When children are in their teens they talk to their mothers more about ………………………………..
concerns.
Questions 8‐12
Match each sentence beginning (8-12) with the correct ending (A‐H) from the list below.
8. Modern research into parental roles differs from early research in that…
9. It is now more widely accepted for…
10. In 1991, Collins and Russell found that children aged 14 to 18 …
11. In spite of recent changes in parental roles, …
12. Even at the end of the 20th century, research found …
A men to be affectionate towards their children.
B fathers still tend to concentrate more on their children's tangible achievements than on
their emotional problems.
C spent more time with their fathers than with their mothers.
D only paternal roles have been investigated.
E that young children received more nurturing from their mothers.
F spent more time with their mothers than children aged 12 to 13.
G it takes into account changing attitudes to gender.
H that fathers preferred to spend time with their adolescent children
59
SUMMARY COMPLETION (without box)
OBJECTIVES:
After this lesson, you should be able to handle the IELTS reading summary completion type of
questions.
STRATEGIES:
DE SCRIPTION
‐ Targeted skills:
o Skimming to understand the general meaning in a summary
o Scanning for information in the passage
o Identifying synonyms and paraphrases
‐ You are given a summary of a passage or a part of a passage in which some pieces of
information are missing.
‐ You are required to complete this summary with information drawn from the text.
‐ There are two types of summary completion:
• by using words taken from a passage (this lesson is about this type)
• by using a list of words provided in a box
ACTION PLAN
1. Check the instruction to see: Tips:
what kind of summary completion the task is (With or Look for synonyms and
Without Box) paraphrases in the text
the word limit Don’t spend too much time on
2. Skim the summary and try to understand the overall meaning one question. If you can’t find it,
mark what you think it might be
3. Try to predict the answers before you look at the reading text:
and move on.
which word type (noun, verb, adjective) should be included?
If you get a list of words, try to
4. If you have a list of words, try to identify the possible options. eliminate options that would
make the sentence ungrammatical
5. Based on the title or the key words, decide which part of the
or nonsensical/not make sense in
reading text the summary relates to.
terms of meanings
6. Scan the key words of each question to find the related chunk of
text from the passage.
7. Compare the sentence in the summary with the related text
chunk and decide on the answer
the word needed in the blank (summary without box)
the synonyms of that word (summary with box)
8. Check to see if your word makes the sentence in the summary grammatical.
60
MODEL PRACTICE
Read the passage below and complete the exercises that follow
Avebury
The Avebury complex is one of the principal ceremonial sites of Neolithic Britain that we can visit today.
It was built and altered over many centuries from about 2850 BC until about 2200 BC and is one of the
largest, and undoubtedly the most complex, of Britain's surviving Neolithic henge monuments.
It is only during the Saxon period that any evidence of a village at Avebury began to appear. When the
monuments were enjoying their golden age, the beginnings of the village we now know lay over 3,000
years in the future, the builders of the henge could never have imagined the controversy that the result
of their labour was to create amongst the later inhabitants of the area, and the treatment it was to
receive, as a result of religious zeal and financial gain. The effect the village was to have on the more
recent history of the monuments adds considerably to the fascination of the Avebury story.
Although a large portion of Avebury village now
lies within the henge, throughout the period
that the village has existed, the disposition of
its buildings has changed. The village of the
early Saxon period appears to have lain further
to the west, traces of its buildings still being
visible today between the present village and
the hamlet of Avebury Trusloe. As the village
grew, its buildings approached and eventually
spread into the interior of the henge itself.
It wasn't until the last century that the historical value of Avebury came to be fully appreciated, when
Alexander Keiller began to reveal what lay hidden beneath the ground. At this point, the history of the
village was to change dramatically as the henge, with the help of its owners, was to fight back against
the suffering it had endured at the hands of the earlier villagers. The past began to override the future,
when it was deemed expedient to remove many of the buildings that now existed within its confines.
Most of the displaced inhabitants were to be relocated to Avebury Trusloe.
It is believed that Keiller's intention was to
ultimately remove all modern buildings from
within the henge, but when WW2 intervened,
and his work at Avebury came to an end, this
dramatic and controversial change was never to
be completed. The buildings that remain within
the henge now exist in a juxtaposition with the
stones that serve to emphasise the remoteness
of the culture that built the monument.
61
Questions 1‐5
Complete the summary below. Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the
passage for each answer
The village at Avebury dates back to the 1………Saxon period….. , a time that came many years after the
construction of 2……………………………….. The original village was located outside of the existing
monuments but is still 3……………………………. When the true importance of Avebury was shown by
Alexander Keiller, many villagers were forced to move to 4………………………….. However, his plan to clear
the henge of everything was thwarted by 5……………………………….. Although younger than the henge, the
village is home to many interesting things.
62
EXTRA PRACTICE 1
Read the passage below and complete the exercises that follow
Amae: Key to Understanding
Japanese Culture?
Students of Japan have commonly accepted the claim that amae (indulgent dependency) is distinctive to
the production and reproduction of Japanese culture. The assumption is that all Japanese social bonding
is patterned after the primary mother‐child experience. This implies that the lifelong closeness of
schoolmates, for example, which is a marked feature of Japanese culture, can be traced back to the
mother‐child bond. The loyalty which the typical Japanese employee feels toward his or her employer,
and the isolation he feels away from familiar surroundings, is also explained as the influence of amae.
An American mother best confirms her identity as a mother by teaching her child to cope with strange
situations – an act that implies independence training. A Japanese mother, however, is expected to carry
or hug her child, protecting it from confronting strange experiences, as connotated by the dependence
inherent in amae. Many observers have noted the overprotective and overindulgent attitudes of
Japanese mothers. The Japanese mother who supervises or monitors her child is rewarded with
uniquely identity‐confirming responses like clinging and serving behavior from the child, while such
behavior is not predicted for mothers and children in the United States.
For close to a third of a century, students of Japan have commonly accepted the claim of Doi that amae
is distinctive to the production and reproduction of Japanese culture, and is what makes Japanese child
rearing peculiarly different from that of Americans. Doi defines amae as "indulgent dependency", rooted
in the mother‐child bond. Vogel goes so far as to argue that "...I see amae (indulgence) as the universal
basic instinct, more universal than Freud's two instincts, sex and aggression." According to Vogel, amae
is experienced by the child as a "feeling of dependency or a desire to be loved", while the mother
vicariously experiences satisfaction and fulfillment through overindulgence and overprotectiveness of
her child's immaturity, leading to implied approval of immature behavior. A striking contrast between
the American and Japanese mothers' approaches to child rearing is marked by the latter's almost
complete refusal to punish a child. The assumption is that subsequent Japanese social bonding –
teacher‐student, supervisor‐subordinate, etc. – is patterned after the primary mother‐child experience.
This can be inferred from Vogel's observation that a large number of Japanese mothers blame
themselves for not being loving or giving enough when their children are rebellious at school or
misbehave in later life. Essentially, Japanese mothers report feelings of guilt if they are not all‐giving to
their children.
Doi asserts that European languages lack a word equivalent to amae. His argument is that the lack of an
equivalent word implies lack of social recognition of and need for feelings of dependency and the desire
to be loved in the West. The closest Western equivalents might be the classical Greek concepts of Eros,
which assumes the child's immature need to be loved, versus Agape, deriving from the mother's need to
give unqualified love (Tillich).
In contradistinction, Hess and Azuma suggest that the American preoccupation with independence
prevents us from noticing the extent to which the need for "indulgent dependence" expressed by amae
positively influences educational aspirations through American parent‐child and teacher‐pupil
relationships. Doi would agree; he asserts that the psychic feeling from being emotionally close to
63
another human being is not uniquely Japanese – only the rich semantic meaning of amae differentiates
Japanese culture in his view.
Affect control theory (ACT) postulates that humans try to engage in identity‐confirming events. A
mother, in any culture, confirms her identity as a mother through culturally appropriate behavior. A
Japanese mother, according to Doi's thesis, might optimally confirm herself as a mother through
overindulging her child. An American mother, by the same token, would presumably confirm herself as a
mother by engaging in acts that show up the individuality and independence of her child. ACT assumes
that agreeable past experiences (e.g., the pleasant, identity‐confirming feelings of having been
overindulged as a child oneself) motivate humans to act in similar manners – as when a woman passes
into the role of motherhood. In essence, cultural assumptions underlying the appropriateness or
inappropriateness of any behavior derive from primal pleasant or unpleasant feelings attached through
past experience.
Questions 1‐9
Complete the summary below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
Scholars claim that the key to understanding Japanese social relations is the concept of amae, which is
translated as 1 ……………………………. In America, mothers employ the method of 2……………………………. to
rear their children and do not expect to be rewarded with 3 ……………………………., as Japanese mothers
do. While Doi says that amae is peculiar to Japanese culture, Vogel asserts that amae is a
4……………………………. According to him, a child's immaturity enables the mother to experience
satisfaction, not directly but 5……………………………. Doi claims that because European languages lack a
word equivalent to amae, Western cultures are deficient in 6……………………………. of dependency and the
desire to be loved. But he also says that what distinguishes Japanese culture from European cultures in
this respect is the 7……………………………. of amae. Behavior which is marked by attempts to confirm one's
identity is explained by 8……………………………. which postulates that agreeable past experiences
9……………………………. people to reproduce the roles that produced them.
64
EXTRA PRACTICE 2
Read the passage below and complete the exercises that follow
An Era of Abundance
Our knowledge of the complex pathways underlying digestive processes is rapidly expanding, although
there is still a great deal we do not fully understand. On the one hand, digestion, like any other major
human biological system, is astonishing in its intricacy and cleverness. Our bodies manage to extract the
complex resources needed to survive, despite sharply varying conditions, while at the same time,
filtering out a multiplicity of toxins.
On the other hand, our bodies evolved in a very different era. Our digestive processes in particular are
optimised for a situation that is dramatically dissimilar to the one we find ourselves in. For most of our
biological heritage, there was a high likelihood that the next foraging or hunting season (and for a brief,
relatively recent period, the next planting season) might be catastrophically lean. So, it made sense for
our bodies to hold on to every possible calorie. Today, this biological strategy is extremely
counterproductive. Our outdated metabolic programming underlies our contemporary epidemic of
obesity and fuels pathological processes of degenerative disease such as coronary artery disease and
type II diabetes.
Up until recently (on an evolutionary time scale), it was not in the interest of the species for old people
like myself (I was born in 1948) to use up the limited resources of the clan. Evolution favoured a short
life span – life expectancy was 37 years only two centuries ago – so these restricted reserves could be
devoted to the young, those caring for them, and labourers strong enough to perform intense physical
work.
We now live in an era of great material abundance. Most work requires mental effort rather than
physical exertion. A century ago, 30 per cent of the US work force worked on farms, with another 30 per
cent deployed in factories. Both of these figures are now under 3 per cent. The significant majority of
today's job categories, ranging from airline flight attendant to web designer, simply didn't exist a
century ago.
Our species has already augmented the "natural" order of our life cycle through our technology: drugs,
supplements, replacement parts for virtually all bodily systems, and many other interventions. We
already have devices to replace our hips, knees, shoulders, elbows, wrists, jaws, teeth, skin, arteries,
veins, heart valves, arms, legs, feet, fingers, and toes. Systems to replace more complex organs (for
example, our hearts) are beginning to work. As we're learning the principles of operation of the human
body and the brain, we will soon be in a position to design vastly superior systems that will be more
enjoyable, last longer, and perform better, without susceptibility to breakdown, disease, and aging.
In a famous scene from the movie, The Graduate, Benjamin's mentor gives him career advice in a single
word: "plastics". Today, that word might be "software", or "biotechnology", but in another couple of
decades, the word is likely to be "nanobots". Nanobots – blood‐cell‐sized robots – will provide the
means to radically redesign our digestive systems, and, incidentally, just about everything else.
In an intermediate phase, nanobots in the digestive tract and bloodstream will intelligently extract the
precise nutrients we need, call for needed additional nutrients and supplements through our personal
wireless local area network, and send the rest of the food we eat on its way to be passed through for
elimination.
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If this seems futuristic, keep in mind that intelligent machines are already making their way into our
bloodstream. There are dozens of projects underway to create bloodstream‐based “biological
microelectromechanical systems" (bioMEMS) with a wide range of diagnostic and therapeutic
applications. BioMEMS devices are being designed to intelligently scout out pathogens and deliver
medications in very precise ways.
For example, a researcher at the University of Illinois at Chicago has created a tiny capsule with pores
measuring only seven nanometres. The pores let insulin out in a controlled manner but prevent
antibodies from invading the pancreatic islet cells inside the capsule. These nanoengineered devices
have cured rats with type I diabetes, and there is no reason that the same methodology would fail to
work in humans. Similar systems could precisely deliver dopamine to the brain for Parkinson's patients,
provide blood‐clotting factors for patients with haemophilia, and deliver cancer drugs directly to tumor
sites. A new design provides up to 20 substance‐containing reservoirs that can release their cargo at
programmed times and locations in the body. A new world is on the horizon and you will be part of it.
Questions 1‐8
Complete the summary below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
In the past, it was essential to hoard our calories for as long as possible because our food source was
mainly restricted to 1. ……………………. and 2…………………………….. which brought in irregular supplies.
However, these reserves were intended for 3………………………. because they had the power and energy to
work hard. Nowadays, the focus has moved away from jobs on 4. ……………………… and in 5…………………….
to jobs that weren't available 6……………........ Through technology, it has now become possible to
replace many body 7. ……............ and as techniques improve, we will be able to develop superior
8……………………..
Questions 9‐12
Complete the summary using the list of words, A‐J, below. There are more words than needed.
In the future, a nanobot's ability to redesign our digestive system will be 9………………………….. One
function is the intelligent 10. …………………… of the exact nutritional requirements needed. If this all
seems to be fantasy, consider a tiny machine already developed that has now been used in the
treatment of 11…………………………... However, this has not been tried on 12…………………………
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MULTIPLE CHOICE - Type 2
(multiple answers)
OBJECTIVES:
After this lesson, you should able to handle the IELTS reading multiple choice question type.
STRATEGIES:
DESCRIPTION
Targeted skill: skimming and scanning
There are two types of multiple choice questions:
o In type 1, there is only one correct option
o In type 2, there are two or more correct options (this lesson is about this type)
The answers follow the passage order.
You only need to write the correct letters in the answer sheet (write ONE correct letter
in each box).
ACTION PLAN
1. Read the instruction carefully to see HOW MANY options you Tips:
have to choose. ‐ In this type of task, there are three main
2. Underline/highlight/circle the keywords in the question or possibilities for each idea:
unfinished statement. 1. expressed in different words in the text
3. Look for and match these keywords (or their paraphrase) in the (paraphrased)
passage – make sure you are looking at the right place for the 2. incorrect, according to the text
answer. 3. not mentioned in the text
4. Read around the section of text you have found and see if you
‐ For each idea in the list, scan the text to find
can find words or expressions that match the options. if/where it is mentioned
5. Once you have grasped the meaning of the part in the passage, ‐ Pay extra attention to words in the list like
go to the options and compare that to the meaning of each of MORE, ALL and TOTALLY, which can affect
the options. whether an idea is correct or incorrect.
6. Eliminate any options that are definitely wrong. Incorrect options
may be:
An option which contains information that is not mentioned in the text
An option that is not related to the given half of the statement though it
may include some key words
A vague option that may seem true, yet with little evidence to support it
7. Decide which options are correct. They are the true paraphrases of the ideas in the
passage.
*Unless the instruction asks you to choose the options that are NOT MENTIONED, or
FALSE
8. Time management: about 1 minute per question
67
MODEL PRACTICE
Read the passage below and complete the exercises that follow
Going Digital
Electronic libraries will make today's Internet pale by comparison. Building them, however, will not be easy.
All over the world, libraries have begun the Herculean task of making faithful digital copies of the
books, images and recordings that preserve the intellectual effort of humankind. For armchair
scholars, the work promises to bring such a wealth of information to the desktop that the present
Internet may seem amateurish in retrospect.
Librarians see three clear benefits to going digital. First, it helps them preserve rare and fragile objects
without denying access to those who wish to study them. The British Library, for example, holds the
only medieval manuscript of Beowulf in London. Only qualified scholars were allowed to see it until
Kevin S. Kiernan of the University of Kentucky scanned the manuscript with three different light
sources (revealing details not normally apparent to the naked eye) and put the images up on the
Internet for anyone to peruse. Tokyo's National Diet Library is similarly creating highly detailed digital
photographs of 1,236 woodblock prints, scrolls and other materials it considers national treasures so
mat researchers can scrutinise them without handling the originals.
A second benefit is convenience. Once books are converted to digital form, patrons can retrieve them
in seconds rather than minutes. Several people can simultaneously read the same book or view the
same picture. Clerks are spared the chore of reshelving. And libraries could conceivably use the
Internet to lend their virtual collections to those who are unable to visit in person.
The third advantage of electronic copies is that they occupy millimeters of space on a magnetic disk
rather man meters on a shelf. Expanding library buildings is increasingly costly. The University of
California at Berkeley recently spent $46 million on an underground addition to house 1.5 million
books ‐ an average cost of $30 per volume. The price of disk storage, in contrast, has fallen to about
$2 per 300‐page publication and continues to drop.
Questions 1‐3
Which THREE of the following are mentioned in the text as benefits of going digital?
A. More people can see precious documents.
В. Old manuscripts can be moved more easily.
С. Material can be examined without being touched.
D. Fewer staff will be required in libraries.
E. Borrowers need not go to the library building.
F. Libraries will be able to move underground.
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EXTRA PRACTICE 1
Read the passage below and complete the exercises that follow
Lessons from the Titanic
A. From the comfort of our modern lives we tend to look back at the turn of the twentieth century as
a dangerous time for sea travellers. With limited communication facilities, and shipping technology
still in its infancy in the early nineteen hundreds, we consider ocean travel to have been a risky
business. But to the people of the time it was one of the safest forms of transport. At the time of the
Titanic’s maiden voyage in 1912, there had only been four lives lost in the previous forty years on
passenger ships on the North Atlantic crossing. And the Titanic was confidently proclaimed to be
unsinkable. She represented the pinnacle of technological advance at the time. Her builders, crew and
passengers had no doubt that she was the finest ship ever built. But still she did sink on April 14, 1912,
taking 1,517 of her passengers and crew with her.
B. The RMS Titanic left Southampton for New York on April 10, 1912. On board were some of the
richest and most famous people of the time who had paid large sums of money to sail on the first
voyage of the most luxurious ship in the world. Imagine her placed on her end: she was larger at 269
metres than many of the tallest buildings of the day. And with nine decks, she was as high as an eleven
storey building. The Titanic carried 329 first class, 285 second class and 710 third class passengers with
899 crew members, under the care of the very experienced Captain Edward J. Smith. She also carried
enough food to feed a small town, including 40,000 fresh eggs, 36,000 apples, 111,000 lbs of fresh
meat and 2,200 lbs of coffee for the five day journey.
C. RMS Titanic was believed to be unsinkable because the hull was divided into sixteen watertight
compartments. Even if two of these compartments flooded, the ship could still float. The ship’s owners
could not imagine that, in the case of an accident, the Titanic would not be able to float until she was
rescued. It was largely as a result of this confidence in the ship and in the safety of ocean travel that
the disaster could claim such a great loss of life.
D. In the ten hours prior to the Titanic’s fatal collision with an iceberg at 11.40pm, six warnings of
icebergs in her path were received by the Titanic's wireless operators. Only one of these messages
was formally posted on the bridge; the others were in various locations across the ship. If the
combined information in these messages of iceberg positions had been plotted, the ice field which lay
across the Titanic’s path would have been apparent. Instead, the lack of formal procedures for dealing
with information from a relatively new piece of technology, the wireless, meant that the danger was
not known until too late. This was not the fault of the Titanic crew. Procedures for dealing with
warnings received through the wireless had not been formalised across the shipping industry at the
time. The fact that the wireless operators were not even Titanic crew, but rather contracted workers
from a wireless company, made their role in the ship’s operation quite unclear.
E. Captain Smith’s seemingly casual attitude in increasing the speed on this day to a dangerous 22
knots or 41 kilometres per hour, can then be partly explained by his ignorance of what lay ahead. But
this only partly accounts for his actions, since the spring weather in Greenland was known to cause
huge chunks of ice to break off from the glaciers. Captain Smith knew that these icebergs would float
southward and had already acknowledged this danger by taking a more southerly route than at other
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times of the year. So why was the Titanic travelling at high speed when he knew, if not of the specific
risk, at least of the general risk of icebergs in her path? As with the lack of coordination of the wireless
messages, it was simply standard operating procedure at the time. Captain Smith was following the
practices accepted on the North Atlantic, practices which had coincided with forty years of safe travel.
He believed, wrongly as we now know, that the ship could turn or stop in time if an iceberg was sighted
by the lookouts.
F. There were around two and a half hours between the time the Titanic rammed into the iceberg and
its final submersion. In this time 705 people were loaded into the twenty lifeboats. There were 473
empty seats available on lifeboats while over 1,500 people drowned. These figures raise two
important issues. Firstly, why there were not enough lifeboats to seat every passenger and crew
member on board. And secondly, why the lifeboats were not full.
G. The Titanic had sixteen lifeboats and four collapsible boats which could carry just over half the
number of people on board her maiden voyage and only a third of the Titanic’s total capacity.
Regulations for the number of lifeboats required were based on outdated British Board of Trade
regulations written in 1894 for ships a quarter of the Titanic’s size, and had never been revised. Under
these requirements, the Titanic was only obliged to carry enough lifeboats to seat 962 people. At
design meetings in 1910, the shipyard’s managing director, Alexander Carlisle, had proposed that forty
eight lifeboats be installed on the Titanic, but the idea had been quickly rejected as too expensive.
Discussion then turned to the ship’s décor, and as Carlisle later described the incident … ’we spent
two hours discussing carpet for the first class cabins and fifteen minutes discussing lifeboats’.
H. The belief that the Titanic was unsinkable was so strong that passengers and crew alike clung to the
belief even as she was actually sinking. This attitude was not helped by Captain Smith, who had not
acquainted his senior officers with the full situation. For the first hour after the collision, the majority
of people aboard the Titanic, including senior crew, were not aware that she would sink, that there
were insufficient lifeboats or that the nearest ship responding to the Titanic’s distress calls would
arrive two hours after she was on the bottom of the ocean. As a result, the officers in charge of loading
the boats received a very halfhearted response to their early calls for women and children to board
the lifeboats. People felt that they would be safer, and certainly warmer, aboard the Titanic than
perched in a little boat in the North Atlantic Ocean. Not realising the magnitude of the impending
disaster themselves, the officers allowed several boats to be lowered only half full.
I. Procedures again were at fault, as an additional reason for the officers’ reluctance to lower the
lifeboats at full capacity was that they feared the lifeboats would buckle under the weight of 65
people. They had not been informed that the lifeboats had been fully tested prior to departure. Such
procedures as assigning passengers and crew to lifeboats and lifeboat loading drills were simply not
part of the standard operation of ships nor were they included in crew training at this time.
J. As the Titanic sank, another ship, believed to have been the Californian, was seen motionless less
than twenty miles away. The ship failed to respond to the Titanic’s eight distress rockets. Although the
officers of the Californian tried to signal the Titanic with their flashing Morse lamp, they did not wake
up their radio operator to listen for a distress call. At this time, communication at sea through wireless
was new and the benefits not well appreciated, so the wireless on ships was often not operated
around the clock. In the case of the Californian, the wireless operator slept unaware while 1,500
Titanic passengers and crew drowned only a few miles away.
70
K. After the Titanic sank, investigations were held in both Washington and London. In the end, both
inquiries decided that no one could be blamed for the sinking. However, they did address the
fundamental safety issues which had contributed to the enormous loss of life. As a result, international
agreements were drawn up to improve safety procedures at sea. The new regulations covered 24 hour
wireless operation, crew training, proper lifeboat drills, lifeboat capacity for all on board and the
creation of an international ice patrol.
Questions 1‐3
Which THREE of the following factors are mentioned?
A. The Titanic was travelling too fast.
B. Ships were not required to operate their wireless continually.
C. There were insufficient lifeboats on the ship.
D. The Titanic’s wireless was not operating around the clock.
E. Ice warnings were not dealt with systematically.
F. The Californian’s wireless had broken down.
G. The Titanic’s wireless had broken down.
H. Captain Smith did not give his officers enough information.
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EXTRA PRACTICE 2
Read the passage below and complete the exercises that follow
Look Who Was Talking
We began talking as early as 2.5m years ago, writes Stephen Oppenheimer. Is that what drove the
growth of our brains?
A. When did we start talking to each other and how long did it take us to become so good at it? In the
absence of palaeo‐cassette recorders or a time machine the problem might seem insoluble, but
analysis of recent evidence suggests we may have started talking as early as 2.5m years ago.
B. There is a polar divide on the issues of dating and linking thought, language and material culture.
One view of language development, held by linguists such as Noam Chomsky and anthropologists such
as Richard Klein, is that language, specifically the spoken word, appeared suddenly among modern
humans between 35,000 and 50,000 years ago and that the ability to speak words and use syntax was
recently genetically hard‐wired into our brains in a kind of language organ.
C. This view of language is associated with the old idea that logical thought is dependent on words, a
concept originating with Plato and much in vogue in the 19th century: animals do not speak because
they do not think. The advances in communication and abstract thought demonstrated by chimps and
bonobos such as the famous Kanzi put this theory in doubt.
D. The notion of a great leap forward in the quality of human thinking is further reflected in a common
interpretation of the flowering of Upper Palaeolithic art in Europe. European cave paintings in Lascaux
and Chauvet in France and carved figurines that have been dated to over 30,000 years ago are seen,
according to this perspective, as the first stirrings of symbolic and abstract thought and also of
language.
E. The problem with using art as prehistoric evidence for the first human that could speak is that, quite
apart from its validity, the further back one looks the more chance the evidence for art itself would
have perished.
F. An alternative to the Chomskian theory, is that language developed as a series of inventions. This
was first suggested by the 18th‐century philosopher Etienne Bonnot de Condillac. He argued that
spoken language had developed out of gesture language (langage d'action) and that both were
inventions arising initially from the simple association between action and object. The Condillac view,
with some development, can be traced to the present day with the recent work of New Zealand
psychologist Michael Corballis and others. The theory sees gesture language as arising originally
among apes as sounds accompanying gestures, with these sounds gradually becoming coded into
"words" as the new skill drove its own evolution. Subsequently, coded words developed into
deliberate, complex communication. Evolutionary pressures promoted the development of an
anatomy geared to speech – the larynx, vocal muscles and a specific part of the brain immediately
next to that responsible for gestures.
72
H. This view, that spoken language was ultimately a cultural invention like tool‐making, which then
drove the biological evolution of the brain and vocal apparatus, seems obvious when you think of the
development of different languages.
I. The unique features of a language such as French clearly do not result from any biological aspect of
being French but are the cultural possessions of the French‐speaking community. Each language
evolves from one generation to the next, constantly adapting itself to cope with the learning biases of
each new set of young, immature minds.
J. Several skull and spinal modifications relating to speech production (arched base of skull and
enlargement of the channel for nerves to the tongue in early human fossils, a lopsided brain and
changes in relative proportions of the brain) have all been used to shift speech way back to early
humans 2.5m years ago or even earlier.
K. So, what was driving rapid brain growth right at the beginning 2.5m years ago? The answer may
have been staring us in the face. Namely, that not only were early humans communicating but their
ancestor, a walking ape, had started the trend in this very useful skill. Around 2.5m years ago the
weather took a decided turn for the worse, becoming more variable and colder and drier. The search
for food became more taxing, and there would have been a real need to communicate more
effectively and cope with the worsening environment in a cooperative way.
L. Speech, a complex system of oral communication, is the only inherited primate skill that would self‐
evidently benefit from a larger computer than that of a chimp. The near maximum in brain size
achieved by 1.2m years ago indicates that those early ancestors could already have been talking
perfectly well. It was all over bar the shouting. Our new Rolls Royce brain, developed to manipulate
and organise complex symbolic aspects of speech internally, could now be turned to a variety of other
tasks.
So what happened in the million gap years after that? Why did we take so long to get to the moon?
Cultural evolution aided by communication and teaching is a cumulative interactive process. If each
new generation invented just one new skill or idea and passed it on with the rest to their children and
cousins, you could predict exactly the same curve of cultural advance as we see from the
archaeological and historical record – first very slow, then faster and faster.
Questions 1‐3
Choose THREE letters A‐F.
Which THREE of the following points describe an alternative theory of language development to that
put forward by Chomsky and Klein?
A. Without words, we cannot think.
B. Prehistoric cave paintings indicate early thought and language.
C. Language developed from sounds which complemented physical gesture.
D. Language development is driven by cultural development.
E. Harsh weather conditions made efficient communication more important.
F. Early language created a stronger family unit.
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Questions 4‐5
Choose the correct letter A, B, C or D.
4. Which of the following describes Michael Corballis's view of language development?
A. Complex communication developed out of combinations of sounds and physical signs.
B. Gesture language was essential for survival.
C. Apes used complex language to help them make tools.
D. The development of vocal apparatus allowed early apes to produce sounds accompanying
gesture.
5. Which of the following does the author try to do?
A. Explain how and why language developed much earlier than previously thought.
B. Argue that rational thought emerged as a consequence of language development.
C. Predict the future of language development.
D. Compare early prehistoric skulls with those found more recently.
Questions 6‐11
Do the following statements agree with the information given in the reading passage?
Next to questions 6‐11 write:
TRUE if the statement agrees with the passage
FALSE if the statement contradicts the passage
NOT GIVEN if there is no information on this in the passage
6. Findings show that early humans could have been speaking 2.5 million years ago. ................
7. Genetic variation in humans explains why we speak different languages. ................
8. The changing climate had a profound effect on language development. ................
9. Climate change created different geographical landscapes. ................
10. Our brains were still growing 1.2 million years ago. ................
11. A fully developed brain allowed man to produce tools. ................
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SUMMARY COMPLETION (WITH BOX)
OBJECTIVES:
After this lesson, you should be able to handle the IELTS Reading – Summary Completion question type.
STRATEGIES:
DE SCRIPTION
Targeted skills:
o Skimming to understand the general meaning in a summary
o Scanning for information in the passage
o Identifying synonyms and paraphrases
You are given a summary of a passage or a part of a passage from which information is missing.
You are required to complete this summary with information drawn from the text.
There are two types of summary completion:
o using words taken directly from the passage
o using words from a list provided in a box
This lesson focuses on the second type: summary completion with a provided word list.
ACTION PLAN
1. Check the instruction to see:
Tips:
what kind of summary completion the task is (With or
Without Box) Look for synonyms and paraphrases
whether you can use a word MORE THAN ONCE in the text
Don’t spend too much time on one
2. Skim the summary to get an overall meaning of it. question. If you can’t find it, mark
3. Predict what kind of information is need in each blank: what you think it might be and
words with which part of speech (noun, verb, adjective), move on.
Try to eliminate options that would
which type of information (people, things, places, etc.)
make the sentence ungrammatical
should be included?
4. Identify the possible options from the word list before
looking at the text.
5. Decide which part of the reading text the summary relates to based on the title or the key words.
6. Scan the key words of each question to find the related chunk of text.
7. Compare the sentence in the summary with the related text chunk and decide on the answer that fits
the paraphrasing.
8. Double check to see if your word makes the sentence in the summary grammatical and meaningful.
75
MODEL PRACTICE
Read the passage below and complete the exercises that follow
There are three states of matter that people commonly encounter in
(1) encounter = interact with
their everyday lives. The air we breathe is a gas, where the particles are
spaced relatively far apart. In liquids like water, particles are much
(2) liquids like water water
more tightly packed, but are still able to move and flow past one
in liquid form
another. Thus, liquids assume the shape of their container.
Wood, metal and brick are all solids where the atoms are very close together such that they retain their
own shape and volume. As nature reveals more of itself to people, more states of matter are observed.
Many of these states exist in such extreme conditions that they can be seen only in the laboratory or from
vast cosmic distances. Plasma is a readily visible state of matter. In the first three states of matter,
electrons, or negatively charged particles, are bound up with the positively charged nucleus. In plasmas,
these electrons are stripped away and mingle about freely with other particles. All visible stars are made
of plasma, which is continuously excreted out into space. One can also see plasmas in lit neon signs and
fluorescent light bulbs.
Another example of an extreme state of matter is a superfluid. One such superfluid is helium, which is
normally a gas. At temperatures close to absolute zero, the lowest temperature possible, helium turns
into a superfluid and exhibits very unusual properties. In such a state, it has zero viscosity (no fluid
friction), which means that up to a certain point, the superfluid will remain absolutely still within a rotating
container. Superfluids also exhibit infinite thermal conductivity, meaning that any change in temperature
in one part of the superfluid will instantly spread out to the whole volume.
Questions 1‐5
Complete the summary below using the words from the box at the bottom of the page
The states of matter we (1)_interact (verb)_with include: oxygen molecules, which are part of the air we
breathe; (2) _water_(noun)_ that we drink in liquid form; and solids like the food we eat and like other
objects we use in life. Other extreme forms of matter also (3)_____________ Plasmas are a kind of
gaseous soup where the (4)___________ and nuclei move about individually. (5)____________ are a
very strange kind of liquid.
76
EXTRA PRACTICE 1
Read the passage below and complete the exercises that follow
The Monarch Butterfly
Originating in North America, the black‐orange‐and‐white monarch butterfly lives as far away as
Australia and New Zealand, and for many children it represents a lesson in metamorphosis, which can
even be viewed in one's living room if a pupa is brought indoors.
It is easy to identify the four stages of a monarch's lifecycle‐ egg, larva, pupa, and adult‐ but there are
really seven. This is because, unlike vertebrates, insects do not have an internal skeleton, but a tough
outer covering called an exoskeleton. This is often shell‐like and sometimes indigestible by predators.
Muscles are hinged to its inside. As the insect grows, however, the constraining exoskeleton must be
moulted, and a monarch butterfly undergoes seven moults, including four as a larva.
Temperature dramatically affects butterfly growth: in warm weather, a monarch may go through its
seven moults in just over a month. Time spent inside the egg, for instance, may last three to four days
in 25° Celsius, but in 18°, the whole process may take closer to eight weeks, with time inside the egg
eight to twelve days. Naturally, longer development means lower populations due to increased
predation.
A reliable food supply influences survival, and the female monarch butterfly is able to sniff out one
particular plant its young can feed off‐ milkweed or swan plane. There are a few other plants larvae
can eat, but they will resort to these only if the milkweed is exhausted and alternatives are very close
by. Moreover, a female butterfly may be conscious of the size of the milkweed on which she lays her
eggs since she spaces them, but another butterfly may deposit on the same plant, lessening everyone's
chance of survival.
While many other butterflies are close to extinction due to pollution or dwindling habitat, the global
numbers of monarchs have decreased in the past two decades, but less dramatically.
Monarch larvae absorb toxins from milkweed that render them poisonous to most avian predators
who attack them. Insect predators, like aphids, flies, and wasps, seem unaffected by the poison, and
are therefore common. A recent disturbing occurrence is the death of monarch eggs and larvae from
bacterial infection.
Another reason for population decline is reduced wintering conditions. Like many birds, monarch
butterflies migrate to warmer climates in winter, often flying extremely long distances, for example,
from Canada to southern California or northern Mexico, or from southern Australia to the tropical
north. They also spend some time in semi‐hibernation in dense colonies deep in forests. In isolated
New Zealand, monarchs do not migrate, instead finding particular trees on which to congregate. In
some parts of California, wintering sites are protected, but in Mexico, much of the forest is being
logged, and the insects are in grave danger.
Milkweed is native to southern Africa and North America, but it is easy to grow in suburban gardens.
Its swan‐shaped seedpods contain fluffy seeds used in the 19th century to stuff mattresses, pillows,
and lifejackets. After milkweed had hitched a lift on sailing ships around the Pacific, the American
77
butterflies followed with Hawaii seeing their permanent arrival in 1840, Samoa in 1867, Australia in
1870, and New Zealand in 1873. As butterfly numbers decline sharply in the Americas, it may be these
Pacific outposts that save the monarch.
Questions 1‐6
Complete the summary below using the words A‐I.
The Monarch Butterfly
Monarch butterflies can live for up to nine months. Indigenous to 1 ..................., they are now found
throughout the Pacific as well.
Since all insects have brittle exoskeletons, they must shed these regularly while growing. In the life
of a monarch butterfly, there are 2 .................... moults.
Several factors affect butterfly populations. Low temperatures mean animals take longer to develop,
increasing the risk of predation. A steady supply of a specific plant called 3 .................... is necessary;
and a small number of eggs laid per plant. Birds do attack monarch butterflies, but as larvae and
adults contain toxins, such attacks are infrequent. Insects, unaffected by poison, and 4.................
pose a greater threat.
The gravest danger to monarch butterflies is the reduction of their wintering grounds, by
deforestation, especially in 5 .................... .
Monarchs do not migrate long distances within New Zealand, but they gather in large colonies on
certain trees. It is possible that the isolation of this country and some other islands in 6....................
will save monarchs.
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EXTRA PRACTICE 2
Read the passage below and complete the exercises that follow
Renewable Energy: Dreams Become Reality
What do a small Italian village, a community of millionaires in Oregon and a town in Austria have
in common? Nearly all of their electricity needs are supplied by renewable energy. They are by no means
the only ones. A growing number of communities are working towards using only electricity generated
by renewables.
At the same time, many of the largest cities around the world have set themselves ambitious targets
to cut carbon dioxide emissions to less than half present levels in the coming decades, and they will
be relying heavily on renewable energy sources to do this. For example, London aims to cut its
emissions by 60 per cent of 1990 levels by 2025 with the help of renewables. While no country –
except geothermally blessed Iceland – gets all of its electricity from renewables, some resource‐rich,
sparsely populated countries, including Austria, Sweden and Norway, aim to get between 60 and 90
per cent of their electricity from renewables by 2010.
One of the first towns to adopt a predominantly renewable supply, without compromising on its
wealthy residents' modern lifestyle, was Three Rivers in Oregon. 'We have everything – the Internet,
satellite TV, a washer and dryer – there is nothing I do without,' says Elaine Budden, who has lived in
Three Rivers for 12 years.
Ever since the mid‐1980s, when the town's first permanent houses were built, Three Rivers has used
solar power. The nearest power lines are several kilometres away and extending the grid would cost
hundreds of thousands of dollars. So instead, Three Rivers residents decided to purchase their own
photovoltaic panels and battery storage packs. The panels provide up to 2 kilowatts (kW) of power,
enough for 80 to 95 per cent of each household's electricity needs. The rest is supplied by propane or
diesel generators.
One community in Italy has got around the intermittent nature of solar power without the help of
fossil fuels. In 2002, Varese Ligure, a village of 2,400 people in northern Italy, became the first
municipality in Europe to get all its electricity from renewable energy. Instead of relying entirely on
one source, it uses a mix of solar, wind and small‐scale hydropower. Four wind turbines on a ridge
above the village provide 32 megawatts of electricity, 141 solar panels on the roofs of the town hall
and the primary school provide 17 kW, and a small hydro station on a nearby river provides an
additional 6 kW. Together, these sources now provide more than three times the community's
electricity needs.
If renewable energy is going to play a significant role worldwide, however, it will need to be employed
on a much larger scale. Gussing, a town of 4,000 in eastern Austria, recently went 100 per cent
renewable in electricity production with a highly efficient 8‐megawatt biomass gasification plant
fuelled by the region's oak trees. By 2010, Gussing plans to use biomass to provide electricity to the
rest of the district's 27,000 inhabitants.
Meanwhile, larger communities are also beginning to make the switch. Freiburg, a city of 200,000 in
south‐west Germany has invested €43 million in photovoltaics in the past 20 years and has set a goal
of reducing C02 emissions to 25 per cent below 1992 levels by 2010. And if all goes well, Masdar City,
a planned development in Abu Dhabi that will be home to 50,000 people, will get all its electricity from
the sun, wind and composted food waste when it is completed in 2016.
New Zealand, which like Iceland also relies heavily on geothermal energy and hydropower, now gets
70 per cent of its electricity from renewables and, with the help of additional wind power, aims to
increase this figure to 90 per cent by 2025.
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From the smallest village to an entire nation, the evidence is already out there that powering our
world with renewables can be more than a pipe dream. Now all we need is the investment to make it
a reality.
Questions 1‐9
Complete the summary using the list of words, A‐Q, below.
Renewable energy in small communities
While many of the world's largest cities are yet to achieve their 1 ....................... of reducing their
carbon 2 ....................... , a number of smaller communities have already achieved this as the majority
of the electrical 3 ....................... they use comes from renewables.
One country is 4 ....................... enough to obtain all its energy needs from environmentally‐friendly
sources. Others 5 ....................... to achieve this by 2010, but thanks to having a small 6 .......................
and the 7 ....................... of natural resources. Because of the distance from the nearest access to the
electricity grid, one town in Oregon already sources most of its energy needs from the 8 ......................
energy. This was made possible by investing in solar panels and 9 ....................... for storage.
Questions 10‐13
Do the following statements agree with the claims of the writer in the reading passage?
Write:
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
10. Iceland is not the only place in the world to obtain all of its energy entirely from renewable
sources. .........................
11. A European community has an oversupply of electricity from its efforts to stay green. ...............
80
LISTENING SECTION
81
FORM COMPLETION
OBJECTIVES:
After this lesson, you should be able to handle the IELTS Listening – Form completion question type.
STRATEGIES:
DESCRIPTION
Targeted skills: listening for specific factual details.
You are given a form (e.g. membership registration, tour booking, claim form, etc.) and are
asked to fill in the gaps with factual details (e.g. names, phone number), using up to three words
and/or a number from the recording.
Contracted words will not be tested.
Hyphenated words count as single words.
ACTION PLAN
1. Read the instructions carefully and check the word limit.
2. Look at the title of the form and the available information, and decide what the form is about.
3. Note the order of the questions.
4. Look at the gaps and any headings and decide what type of information is required (e.g. part of
speech (noun, verb), type of words (a number, an email, etc.).
5. Underline/highlight the keywords around each gap and use these to help you listen for the
answer. Think of possible paraphrases/synonyms of the words as you might hear them in the
recording.
6. As you listen, complete the form.
REMEMBER
You can write numbers in words or figures, but notice how many words and/or numbers you can
write.
Section 1 is the only section where an example has been done for you and a part of the listening
test is played twice.
Be aware of traps:
o Correction: The speaker may give some false information, then he/she will correct him/herself (e.g.
“Well I think it would be $6. Oh no, my mistake. It’s only $4")
o Trap: The speaker may give information similar to the missing information in the gap.
(e.g. The gap is about a student’s mobile phone number, but the speaker also talks about
his/her parents' phone number p h o n e number) it’s important to pay attention to who/
what is being talked about.
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MODEL PRACTICE
Questions 1‐10
Complete the form below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
COMPLAINT RECORD FORM
Susan Yorke
Name: ………………………………………………
Address: Flat 1
Model answer: Alpine Avenue
1…………………………………………
Harchester
HA6 5LD
Model answer: 0781 233 452
Daytime telephone number: ………………………………………………
Purchase reference number: 2………………………………………… 8443
Date of purchase: 15th January
Item description: Aqua Powershot digital camera in a
3………………………………………… colour
Insurance? Yes, has a 4………………………………………… policy
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Details of complaint: 5………………………………………… missing
should be 6………………………………………… but isn’t
7………………………………………… on case
Action to be taken If repair not possible, offered to provide a
8…………………………………………, but customer requests a
9…………………………………………
Asked customer to send item to 10……………………………………
Model Answer:
Daytime telephone number: 0781 233 452
Keyword for blank 1: Address and Flat 1. You are expected to wait until the speaker mentions
Flat 1, then you should be ready to fill in blank 1 with a number, a name or both since it asks you
about the address of the woman.
Keyword for telephone number: Daytime. The woman mentions her home number – 01734 525
268 – but it is a trap because she says “only likely to catch me on that number in the evenings”.
Model script:
Yes, it's Flat 1, 25 Alpine Avenue – that's A-L-P-I-N-E Avenue. Harchester. The
Woman: postcode is HA6 5LD...
Man: Okay, next, could you give me your telephone number? Preferably one that
we can call you on during normal working hours.
Woman: Well, the home one is 01734 525268 but you're only likely to catch me on that
number in the evenings. I usually have my mobile phone with me during the
day, though.
Man: It's probably best to take that number, then. (this sentence proves that the
previous number is a trap)
Woman: All right, my mobile number is 0781 2‐double‐3 452.
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EXTRA PRACTICE
EXTRA PRACTICE 1
Questions 1 - 6
Complete the form below. Write NO MORE THAN ONE WORD AND/OR A NUMBER for each
answer.
Englefield Hospital
Employment interview form
Job vacancy: X‐ray Dept. Receptionist
Name: Jill 1………………………………
Town/City: Leicester
Postcode: 2……………………………
Telephone: 3……………………………
Experience: YES/NO Number of years: 4……………………
Available from: 5…………………………… June
Interview date: Thursday 16th May
Interview time: 6……………………………
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EXTRA PRACTICE 2
SECTION 1
Questions 1‐5
Complete the details in the form below.
Write ONE WORD OR A NUMBER for each answer
z-Mobile Services
Incident Report Sheet
Example Answer
Postcode CN2 1EB
Mobile phone number 07890 1……………………………….. 570
Name 2……………………………….. Green
Crime reference number CZ – 3……………………………….. – 5
4……………………………….. Mobile Not known
Equipment Identity (IMEI) number
Time, date of theft 1‐2 p.m., 16th 5………………………………..
Questions 6‐10
Choose the correct letter, A, B, or C.
6. The caller's phone was stolen
A when he went to the toilet.
B from the table.
C from his pocket.
7. The caller will have to pay a charge
A for a new phone.
B if his phone is stolen again.
C in 12 months' time.
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8. The delivery address is
A 34 Solent Gardens.
B 34 Solent House.
C 34 Solent Grove.
9. The caller's IMEI number
A can be found on the side of the phone battery.
B is made up of 15 digits.
C cannot be found.
10. The operator
A transfers the caller to a colleague.
B will ring the caller back the next day.
C asks the caller to ring back.
87
TABLE COMPLETION
OBJECTIVES:
After this lesson, you should be able to handle the IELTS Listening – Table Completion question type.
STRATEGIES:
DESCRIPTION
Targeted skills:
o detailed understanding of specific points and main ideas.
You are asked to complete the table by writing up to three words and/or a number in the gaps
provided. Some of the information is already given to help you.
In table completion you only have to fill the gaps in the columns. There are no complete
sentences.
You might be asked to:
o select answers from a list/box
o identify the missing words from the recording that fit the gaps
You must not change the words from the audio recording under any circumstance.
ACTION PLAN
Before you listen
1. Read the instructions carefully and check the word limit.
2. Look at the table: the title, the headings in rows and columns to decide what the table is about.
3. Look at the gaps and headings and decide what type of information is required.
e.g. Look at the table below. What is it about? What are the keywords?
88
In the table above, the available information indicates that in (2), you have to fill in a number, with
the symbol ($) standing before the number. A number to be followed by USD, or by nothing at all,
might be considered incorrect.
4. Note the order of the questions (the answers usually follow the order of the rows).
5. Underline/highlight/circle the keywords around each gap and use these to keep track of the
recording for answers while you listen.
6. As you listen, complete the table.
Focus as you hear the title of the table.
For each question, listen for the paraphrase of the key words (headings, key words in the cell)
and take down the needed information.
Notice the flow of information (column wise or row wise).
7. When you write your answers, make sure
they correspond with the number of the question on the answer sheet.
they do not exceed the word limit.
numbers are spelt correctly (as numbers can be written in both letters or digits).
89
MODEL PRACTICE
Listen to the recording and complete the table below.
Questions 1-8
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
Trinidad Tobago
Area
4,828 km2 300 km2
Shape
1…………………………………… 2……………………………………
Elevation
3……………………………………m 4……………………………………m
Percentage of population
5……………………………………% 6……………………………………%
Year colonized by Britain
7…………………………………… 8……………………………………
1. Round
Blank number 1 belongs to the “Shape” row, so it is expected that you should fill in it with a
shape such as round, rectangular, triangle. Number 1 is also in the “Trinidad” column so it is
expected that you will hear the keyword Trinidad.
Model script
Another English‐speaking country in this region is Trinidad and Tobago. The official name of
this country is 'the Republic of Trinidad and Tobago', reflecting the fact that the nation
comprises two islands: Trinidad and Tobago. Trinidad is the larger of the two islands, with an
area of 4,828 square kilometres, whereas Tobago, which is located to the north‐east of
Trinidad, has a mere 300 square kilometres. As well as in size, the two islands are very different
in shape. Trinidad is round in shape…
90
EXTRA PRACTICE
EXTRA PRACTICE 1
Questions 11-20
Complete the table below.
Write NO MORE THAN THREE WORDS for each answer.
For the recommendation column, write
A. You must buy this
B. Maybe you should buy this.
C. You should never buy this.
‐ Keeps warm for 12
…………………………
‐ Works 18
…………………………
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EXTRA PRACTICE 2
Questions 1‐5
Complete the table below. Write NO MORE THAN ONE WORD AND/OR A NUMBER for each
answer.
Questions 6‐10
Complete the notes below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each
answer.
Office closed after 6………………………….
To call taxi, phone when 7………………………….
Taxi waiting by sign saying 8 '…………………………………………………………..’
Pay driver in cash.
Cash machine at the airport.
Show driver the 9………………………….
Email address 10…………………………
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FLOWCHART COMPLETION
OBJECTIVES:
After this lesson, you should be able to handle the IELTS Listening – Flowchart Completion question type.
STRATEGIES:
DESCRIPTION
Targeted skill: following the stages/steps of a process/sequence.
You are given a flowchart that summarizes a process/event/sequence with clear stages, with the
direction of the process shown by arrows.
You are asked to complete the flow chart by writing up to three words and/or a number in the
gaps.
You must complete the task, using the exact words taken from the recording.
ACTION PLAN
1. Read the instruction carefully and check the word limit.
2. Read the title of the flowchart and the steps in it to have a quick understanding of the topic.
3. Note how the sequence works (i.e. the order of the steps).
4. Underline the keywords in each step. Think of possible paraphrase/synonyms for these key
words.
5. Decide what type of word is needed to fill in each gap (part of speech (e.g. noun, adjective);
possible answer (e.g. a concept, a part, a place, a name, etc.)
6. As you listen,
focus when you hear the key words of each step. Then, fill in the blanks using the
information from step 5.
notice when the speaker moves from one step to another. You can do this by paying
attention the key words in each step or the sequence words that the speaker uses.
COMMON SEQUENCE INDICATORS
Short pause
Adverbs: firstly, initially, secondly, next, then, after that, finally, etc.
Verbs: start, end, continue, follow, move on, etc.
Phrases: the step after this is, now moving on to the next, after this comes/is, as you can see, the
next stage/step is, etc.
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MODEL PRACTICE
Complete the flow chart below.
Write NO MORE THAN ONE WORD for each answer.
STEPS IN THE SCIENTIFIC METHOD
Identify the 1…………………………… 1. problem
blank number 1 goes after the word “the”, so it
should be a noun
Form a hypothesis
It is also in the first step, so it is expected that
some signpost words such as “the first”,
“firstly” may be used.
Create an experiment
Perform an experiment
2…………………………… the data
Yes
Is our data 3…………………………… or 4……………………………
Yes No the experiment flawed? the experiment
No
5…………………………… the results
Model script
Tutor: Sure. Well, it's best to think of the scientific method as a series of steps in a
process which allows us to find answers to questions about the world around us.
So, the first step is to 'identify the problem’. What is it that you want to know
or explain?
94
EXTRA PRACTICE
EXTRA PRACTICE 1
Questions 1-6
Complete the flowchart below.
Write NO MORE THAN THREE WORDS for each answer.
Recruitment Process
Candidates given a 1 ........................ exercise.
Candidates give a short 2 ........................
Role‐play exercise
Psychometric tests to analyse candidates’ 3 ........................
Individual 4 ........................
After assessment, successful candidate is 5 ........................
6 ........................ are taken up.
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EXTRA PRACTICE 2
Questions 1 and 2
Answer the questions below. Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each
answer.
1. What information source is Wikipedia similar to?
.......................................................................................................................................................
2. Who are the authors of Wikipedia?
.......................................................................................................................................................
Questions 3‐6
Complete the flow chart below. Write NO MORE THAN THREE WORDS AND/ OR A NUMBER for
each answer.
3. …………………………………………
4. …………………………………………
5. …………………………………………
6. …………………………………………
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Questions 7‐10
Complete the summary below using words from the list.
Criticism of Wikipedia has focused on the question of 7............................... Some contributors are
registered with the site, and over time they are able to improve their 8............................... There
are also administrators who carry out checks on entries and prevent 9............................... Other
policies to maintain high standards include a rule that entries should aim at 10…….......................
in writing style.
97
MATCHING
OBJECTIVES:
After this lesson, you should be able to handle the IELTS Listening – Matching question type
STRATEGIES:
DESCRIPTION
Targeted skills:
o identifying the right speaker out of a number of speakers (2 to 4 speakers)
o understanding specific points.
You are given a list of statements/phrases/features (these are questions and are usually
labelled with numbers 1, 2, 3, etc.) and a box of items/words/phrases (options, marked with
letters, A, B, C, etc.).
You are asked to match the question to its corresponding option, using the letter indicating that
option.
There may not be a match for every item in the box, and you may need to use some items in the
box more than once. In that case, there will be a note that say “NB: You may use any letter more
than once.”
Similarly, there might be more items/options than questions, so you sometimes have to select
only a few of the options in the box.
ACTION PLAN
Before you listen
1. Read the instructions carefully and check whether you can use any letter more than once.
2. Read the list of options in the box carefully. Underline the keywords for each option.
3. Think of possible paraphrase/synonyms of the underlined keywords from these options.
As you listen:
4. Match the paraphrased options to the correct questions
5. Listen till the speaker finishes his/her ideas (usually indicated by a short pause, a change of the
speaker, or transition markers)
98
REMEMBER
Sometimes, there will be a general question at the start of the test which indicates the content
of the matching task. You should also notice the key words in this question as it sometimes helps
you eliminate wrong answers
E.g
Where, at present, are there facilities for the following sports?
A. in the Sports Center 7. table tennis ………B…………
B. elsewhere in the University 8. swimming…………C………….
C. in the city
Adam: So what about the main sports facilities themselves? What do we need for
our Sports Centre?
Emma:
Well we don't need a rugby pitch because there's already one on the campus.
The same is true of table tennis, really – most of the halls of residence for
students have their own tables.
Adam Agreed. Something none of them have, though, is any sort of pool. A lot of
students have complained about this, saying they have to take a bus
downtown if they want to go for a swim.
Emma: Sure, let’s plan one for the new Sports Center
Not all the items/options will be used, but it’s very likely that all (or most) of them will be
mentioned. Therefore, listen closely until the speaker finishes his/her turns.
The options might be mentioned at random places, but the questions will ALWAYS follow the
order (the statement/person of question 1 will ALWAYS be mentioned before that of question 2
and so on). Thus, listen closely every time when the statement/person of each question is
mentioned.
Skip a question once you’ve missed it. Lingering there only diffuses your focus on the other
questions
USEFUL TRANSITION MARKERS
Short pause
Change of intonation/emotion
Change of topic: anyway; by the way; wait, have you heard about; I also wonder…; speaking of
[something]; do you know about…
Change of speaker: what about you? What about [something] that you do…? another
speaker takes turn.
99
MODEL PRACTICE
Questions 1‐ 4
What are the locations of the following places in Ashbury?
A In the main street
B In the Anderson Centre
C Just outside the central town area
Example
The swimming pool C
1. The high‐tech fitness centre …………………
2. Squash courts …………………
3. Basketball court …………………
4. Indoor bowling alley …………………
Example:
The swimming pool – Just outside the central town area
Matching keywords: not quite in the centre + only a 5‐minute walk = just outside the central
town area
Model script
There is a new, well, almost new, Olympic‐size swimming pool. That's not quite in the
central town area but is only a 5‐minute walk from the bus stop.
100
EXTRA PRACTICE
EXTRA PRACTICE 1
Questions 16‐20
The Video Commentaries
What did the older people say about each piece of equipment?
Choose FIVE answers from the box and write the correct letter, A‐F next to questions 16‐20.
Comments
A too large
B boring
C more convenient
D exciting
E well‐constructed
F still looked fashionable
Equipment
101
EXTRA PRACTICE 2
SECTION 2
Questions 11‐16
Which change has been made to each part of the cinema?
Choose SIX answers from the box and write the correct letter, A‐G, next to questions 11‐16.
Regal Cinema Complex
A enlarged
B replaced
C still closed
D thoroughly cleaned
E split up
F brightened up
G moved
Part of the cinema
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Questions 17‐20
Choose the correct letter A, B or C
17. The renovated cinema will open again from
A 14th July.
B 4th July.
C 14th June.
18. Which group will receive free tickets during the first week of opening?
A Pensioners who attend any evening session
B Young people aged 17‐25
C Children who arrive for a matinee performance
19. On Wednesdays the reduction on ticket prices for cinema members will be
A 25%.
B 50%.
C 33%.
20. A new development at the cinema is the
A cinematography classes.
B weekly workshops.
C monthly talks.
103
NOTE COMPLETION (IN SECTION 4)
OBJECTIVES:
After this lesson, you should be able to handle the IELTS Listening – Note completion question type.
STRATEGIES:
DESCRIPTION
Targeted skills: listening for specific factual details.
In section 4 of the Listening test, you are usually given a note with 10 questions. You have to listen
to a lecture/talk on a certain academic topic, and complete the notes by filling in the gaps with
words taken directly from the lecture/talk. You can write up to three words and/or a number.
Sometimes, there will be 2 types of questions (e.g. form completion and multiple choice).
There will be no break in between the 10 questions. You have to listen to answer questions 31 to
40 continuously.
You complete the notes with the words you hear on the recording. Notes may not follow standard
grammatical rules or layout, e.g. there may be articles or auxiliary verbs missing; or the notes may
be in the format of a list with bullet points.
ACTION PLAN
Before you listen
1. Read the instructions carefully and check the word limit.
2. Look at the layout of the task, e.g. bullet points or continuous notes, and quickly develop a
mental notes for every main idea/section.
3. Think of possible transition between these ideas/sections. Usually, this will be a paraphrase of
the main point in bold accompanied by a transition marker. (E.g. if the main point is about the
habitat of bear, it’s likely that the transition will be “[short pause] Now, the bear lives on a string
of islands…”)
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4. Read the contents of the notes carefully. Underline/highlight/circle the keywords, especially the
ones near the gaps. Think of possible paraphrases/synonyms of those keywords, for you might
hear them in the recording.
5. Look at the gaps and predict what type of information is needed (Noun? Adjective? Place?
Time?) Note whether there is more than one gap for any of the questions. Sometimes, you have
to complete two gaps to get one correct answer.
As you listen,
6. Listen for keywords or paraphrased words that have the same meanings as the keywords
underlined and take down the needed information
7. Be careful or you may miss the flow of information. In that case, you need to move onto the
next question and wait for the speaker. Don’t overthink the gaps that you cannot fill in because
they will make you confused.
REMEMBER
You will be given 1 minute to prepare for section 4. Use it wisely. You may underline all the
necessary keywords and predict some possible answers.
The notes will most of the times be laid out in very clear structure: title, bold headings, and bullet
points (with examples) for each ideas spoken. When the speaker moves to the next idea, there
will always be indicators: short pause / paraphrase of bold headings / transitions. Pay extra
attention when you hear such signs from the speaker.
If you miss a gap, move on to the next.
105
MODEL PRACTICE
Questions 6‐10
A successful city
• Offers good 6..........................................
• Attracts young people with talent and creativity.
• Encourages business development, which raises the 7..........................................
• Offers a cleaner environment, with traffic control, less noise pollution and more
8........................................... (e.g. parks).
• Has both old and new buildings.
• Attracts people because it offers a 9........................................... as well as a choice of day time
activities.
• Has a 10........................................... so that people feel safe to bring up their children.
1. job opportunities / job prospects
Keywords: offer / good
It is expected that a noun should be filled in blank number one.
Model script
E: OK then, I think the first issue concerning successful cities must be the economy. People
move to cities for better job prospects and successful cities are cities that have thriving
economies.
M: That's true enough, it does mean that cities can offer good job opportunities, which
seems to me to suggest that a city will only be successful if it attracts the right kind of
people to work there.
106
EXTRA PRACTICE
EXTRA PRACTICE 1
Questions 31‐35
Complete the sentences below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
HOUSEHOLD WASTE RECYCLING
Situation:
Only 9% of people recycle their household waste
Lower figure than most European Countries
Recycling targets:
By 2008, carbon dioxide emissions: 31………………………………………. lower than in 1990
2 main ways to achieve:
‐ Production of recycled glass and paper: less energy
‐ Reduce emissions from 32………………………………………. sites and incineration plants
Difficulties:
One problem: a lack of ‘33……………………………………….’ site for household waste
Household waste sorted and unsuitable items removed at ‘bring banks’
‐ Problem: people put everything into bottle banks (e.g. broken umbrellas)
Glass designed to be utilized for 34………………………………………. can’t be recycled with
other types of glass
Two million tons of glass thrown away each year, but only 35……………………………………….
tons recycled
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EXTRA PRACTICE 2
SECTION 4
Questions 31‐40
Complete the notes below.
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
Migration of early humans
- Human migration has occurred throughout history.
- First significant migration occurred approximately 31.................................. years ago.
- Early pioneers did not survive.
- Earth experienced changes in 32.................................. about 70,000 years ago.
New band of modern humans left Africa
Colonization
‐China about 50,000 years ago and Europe about 33.................................. years ago.
‐the open steppes of Siberia some 40,000 years ago.
‐roughly 20,000 years ago arriving in Japan, then linked to the main 34..................................
‐Australia was reached across the sea on 35.................................. 50,000 years ago.
‐America via Alaska some time between 15 and 13,000 years ago.
Migration within Africa
- Bantu occupied around 36.................................. of the African continent by 1,000 AD.
- Stimulus for the Bantu migration was perhaps the farming of the 37..................................
- Population expansion led to movement into surrounding areas that were not heavily populated.
- Iron production introduced from 38..................................
- The Bantu used iron tools to fell trees, clear forests and 39..................................
- Iron meant they had a 40.................................. over their neighbours.
108
MULTIPLE CHOICE (TYPE 1 AND TYPE 2)
OBJECTIVES:
After this lesson, you should be able to handle the IELTS Listening – Multiple‐choice question type 1 (only
one possible answer for each question) and type 2 (two or more possible answers for each question).
STRATEGIES:
DESCRIPTION
Targeted skills:
o detailed understanding of specific points
o overall understanding of the main points of the listening test
In a multiple choice question, you will encounter either of the following types:
o A question with three options (A, B, or C) from which you choose ONE correct answer
(type 1)
o A question with four or more options from which you choose TWO OR MORE correct
answers (type 2)
For the first type of multiple choice question, you will see either of the following ways of wording:
A question followed by 3 possible options
How was the project funded? The project was funded by
A by the government A the government
B by the university B the university
C by raising money C raising money
An unfinished statement followed by 3 possible endings
109
ACTION PLAN
Before you listen
TIP
1. Read the instructions carefully to see which type the task is. For type
2, notice how many options you can choose. For Multiple Choice type 2
with multiple answers, the
2. Read the stems (i.e the questions or unfinished statements) carefully
and underline/circle the keywords. options don’t usually follow
3. Paraphrase the question/statement in your own words; or think of the order of the information
flow in the audio, thus you
some possible synonyms of the underlined keywords.
4. Read the options and underline the key words. must read all options before
5. Paraphrase the options in your own words; or think of some possible listening and keep them in
mind as you listen
synonyms of the options.
While you listen,
6. Focus when you hear the key words or their paraphrase/near‐paraphrase.
7. Listen carefully to see whether the option is dismissed or approved by the speaker(s).
8. Correct answers are the correct paraphrase of what is said by the speakers
9. Wrong answers usually contain ideas that
are not mentioned by the speakers
are contradictory to what is said by the speakers
are not the perfect meaning match with what is said by the speakers despite containing
some key words
REMEMBER
a. Usually, the speaker will mention all of the options but some of them are incorrect, so watch out
for TRAPS! Do not choose an option just because you hear a word from it. Think of the whole
phrase/meaning in a whole sentence instead. (e.g. if the speaker says ‘I saw a strange animal
standing there all by itself’, answer choice ‘a group of unusual animals’ for the question ‘What did
the speaker see?’ would be incorrect.)
b. In type 2 where you have to select TWO or more options, (1) some of the options might or might
not be mentioned, and (2) the options may not follow the order in which you hear them from the
recording.
110
MODEL PRACTICE
MODEL PRACTICE
Questions 1 - 5
Listen and choose the correct letter A, B or C
Bicycles for the World
1. In 1993, Dan Pearman (the speaker) went to Ecuador
1. C
A. as a tourist guide.
B. as part of his studies. The keywords here
C. as a voluntary worker. are:
2. Dan’s neighbor was successful in business because he
A. employed carpenters from the area. Dan Pearman / in
B. was the most skilled craftsman in the town. 1993 / went to
C. found it easy to reach customers. Ecuador
3. Dan says the charity relies on
A is a trap (he said he
A. getting enough bicycles to send regularly.
loved travelling)
B. finding new areas which need the bicycles.
C. charging for the bicycles it sends abroad. B is also a trap (he said
4. What does Dan say about the town of Rivas? after graduating)
A. It has received the greatest number of bikes.
B. It has almost as many bikes as Amsterdam.
C. Its economy has been totally transformed.
5. What problem did the charity face in August 2000?
A. It couldn’t meet its overheads.
B. It had to delay sending the bikes.
C. It was criticized in the British media.
Model script
My name's Dan Pearman and I'd like to talk about the work of Pedal Power, a small charity
based mainly in the UK. I'll be giving our contact details at the end, if anyone would like to find
out more about how to support us.
But first, how the charity began? I got the idea of exporting bicycles to developing countries
while I was in Ecuador. I went there in 1993 just after graduating from university. After three
years of studying, I wanted adventure. I loved travelling, so I decided to join a voluntary
organization and was sent to Ecuador to carry out land surveys
111
Questions 6 – 8:
Choose THREE letters, A – G
Which THREE things can the general public do to help the charity Pedal Power?
Keywords
A. organize a bicycle collection
A. organize / bicycle / collection
B. repair the donated bikes B. repair / donated / bikes
C. donate / unwanted / tools.
C. donate their unwanted tools D. voluntary work / office
E. event / raise money
D. do voluntary work in its office F. areas / need bikes
D. write to / government
E. hold an event to raise money
One possible answer for
F. identify areas that need bikes
questions 6 – 8:
G. write to the government C. donate their unwanted tools
Model script
Now there are many ways in which you can support the work of Pedal Power, not just by taking
a bike to a collection in your area. I should also like to say if you do have a bike to donate, it
doesn't matter what condition it's in ‐ if we can't repair it, we'll strip it down for spare parts. Of
course, to do that we always need tools, which are expensive to buy, so we welcome any that
you can give.
112
EXTRA PRACTICE
EXTRA PRACTICE 1
Question 11
Answer the question below.
Write NO MORE THAN TWO WORDS for your answer.
Questions 12‐14
Choose THREE letters, A‐G.
Which THREE of the following criticisms of the Street Art exhibition are mentioned?
A misuse of public funds
B size of the exhibition
C high cost of entrance fee
D inspiration for vandalism
E overcrowding at the gallery
F no support for local artists
G increased hospital admissions
Questions 15‐17
Choose the correct letter, A, B or C.
15. The public didn't go to the art galleries and museums, because of the
A cost.
B crowds.
C time.
16. The email survey showed approximately
A 70% backed Mrs. Cook.
B 70% were against Mrs. Cook.
C 70% were not sure.
17. According to Mrs. Cook, people in the art world are concerned about the
A timing of the introduction of support.
B level of financial support from the state.
C loss of jobs in the sector.
113
EXTRA PRACTICE 2
Questions 1 and 2
Choose ONE correct letter, A-C
1. Why does Elizabeth encourage students to join the athletic programme?
A It helps her stay in shape.
B It has taught her about teamwork and friendship.
C It has been a fun but painful experience.
2. How does Elizabeth have time for both gymnastics and academics?
A She is very hard‐working.
B She studies very quickly.
C She is very organized.
Questions 3‐5
Choose THREE correct letters, A‐F.
What are Elizabeth's study habits?
A Take classes that she is interested in
B Take easier classes
C Study for all her classes at once
D Study for each class one at a time
E Stay away from distractions
F Study with the television on
Question 6
Choose ONE correct letter, A‐C.
Who helped to start Elizabeth's participation in gymnastics?
A Herself
B Her parents
C Her sister
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Questions 7 and 8
Choose TWO correct letters, A‐E.
Why does Elizabeth say that her first year of university was the best experience of her life?
A She met her best friends.
B She made the gymnastics team.
C She met her boyfriend.
D She learned to be independent.
E She achieved high grades.
Questions 9 and 10
Choose ONE correct letter, A‐C.
9. What was the effect of Elizabeth breaking her wrist?
A She was unable to do her homework.
B She was unable to participate in sports.
C She was unable to write at all.
10. Why does Elizabeth say that breaking her wrist made her stronger as a person?
A She learned to value the people close to her.
B She learned to value the use of her hand.
C She learned to value her participation in sports.
115
FOLLOWING A LECTURE
OBJECTIVES:
After this lesson, you should be able to handle the IELTS Listening section 4.
STRATEGIES:
DESCRIPTION
Targeted skills: following lectures
In section 4 of the Listening test, you usually are given a note with 10 questions. You have to listen
to a lecture/talk on a certain academic topic.
There will be no break in between the 10 questions. You have to listen to answer questions 31 to
40 continuously.
REMEMBER
TIP
Read the instructions carefully.
In section 4, the speaker
Look at the layout of the task, e.g. bullet points or continuous notes,
usually begins by telling the
and quickly develop a mental notes for every main idea/section.
listeners what he/she is
Think of possible transition between the ideas/sections. Usually,
going to say and then the
this will be a paraphrase of the main point in bold accompanied by main points are clearly
a transition marker. (E.g. if the talk is about the habitat of bear, it’s identified. Noticing these
likely that the transition will be “[short pause] Now, the bear lives on preview sentences will help
a string of islands…” you understand the topic
Listen out for signpost words used during the talk, e.g. firstly, on the and the structure of the
other hand, one way is etc. lecture.
Listen out for paraphrases used during the talk.
E.g: Today, I’m going to talk
about the role of
computers in early
education. Firstly, we’ll look
at keyboard skills and
young children
116
MODEL PRACTICE
1. The sentences below come from a lecture on political science. Decide the function of the phrases in italic
in sentences a‐i and add them to the lists. The first one has been done for you.
NB: You may use any letter more than once.
Starting: e a. In addition, we can ask if the study of political science has any practical use.
Listing:
Adding: b. Anyway, there is a wide range of topics for you to choose from.
Digressing:
Returning to the c. Finally, political science is not as difficult as it may seem. Good luck on your studies.
subject:
Concluding:
d. By the way, there is a series of lectures on this topic starting on Wednesday this week.
e. I’d like to begin this term’s lectures with a few general questions related to International
Relations these days.
f. Secondly, what is political science?
g. To sum up, as I said, we need to learn political science for the following reasons…
h. Firstly, why should we study political science?
i. Again, we can look at major events around the world in the past before coming to any
conclusion.
2. The sentences below are part of another lecture on a similar topic. Put them in the correct order.
a. By the way, there’s a lecture on Area Studies in the Social Sciences building on Friday.
b. I’d like to begin by giving three reasons for studying International Relations
c. Finally, we can do better in our jobs if we know a little about International Relations
d. Secondly, it helps us understand global issues and our roles in the sustainable development goals.
e. Firstly, it helps us to understand the world we live in, especially its politics and economics.
f. To sum up, International Relations can be a huge help for many aspects of our lives.
g. Anyway, our participation in society is more meaningful if we understand a bit more.
117
3. Listen to the following lecture TWICE. Write down the signpost words used for transition to each of the
main points
INNOVATION
Signpost words Outline
1 let’s go back to our discussion of Review: discussion of business innovation
business innovation
‐ product innovation
2 ……………………………………………………
‐ innovation in business organization
………………………………………………………
‐ marketing innovation
3 …………………………………………………… Topic today: product innovation
………………………………………………………
4 …………………………………………………… Main point 1: innovation in the 21st century in general
………………………………………………………
5 …………………………………………………… Main point 2: some qualities of innovators and two
……………………………………………………… examples
In the past:
6 …………………………………………………… ‐ new ideas = a surprise or a mistake = luck
‐ 21st century: innovation = a large part of business
………………………………………………………
118
What innovative have in common: Courage
7 …………………………………………………… ‐ Companies are constantly trying new ideas. They
make their own luck. They are risk‐takers.
………………………………………………………
Introduction to two innovative companies
8 ……………………………………………………
………………………………………………………
Type 1: creating new products
Example 1: Apple Computers
9 ……………………………………………………
‐ A computer company in California
………………………………………………………
‐ New idea: iPod
‐ CEO: Steve Jobs – wanted new way to listen to
music
Type 2: thinking about their products in a new way.
10………………………………………………… Example 2: Starbucks
……………………………………………………… ‐ coffee chain – 10000 stores
‐ provide wireless Internet – customers stay
longer
11………………………………………………… When to continue? Tomorrow
………………………………………………………
119
EXTRA PRACTICE
SECTION 4
Questions 31‐40
Complete the notes below.
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
Impact of Urbanization
The effects of urbanization:
‐ Example: in the U.S.
‐ only 31………………………………… of land built on
‐ loss of 32………………………………… far larger
‐ could impact on world 33………………………………… in future
Research methods:
‐ a weather 34………………………………… for clouds was used
‐ land use divided into 35…………………………………
‐ data used to calculate the 36………………………………… of all areas
Results:
‐ urban areas often built on the 37…………………………………
‐ a second study confirmed that prime land is being converted
‐ 38………………………………… of vegetation is lost per annum
The future:
‐ stop investing in infrastructure in areas of fertile land
‐ encourage people to move by giving them 40………………………………… incentives
120
SENTENCE COMPLETION
OBJECTIVES:
After this lesson, you should be able to handle the IELTS Listening – Sentence Completion question type.
STRATEGIES:
DESCRIPTION
Targeted skills:
o identifying the key information in a listening text
o understanding functional relationships such as cause and effect.
You are given a set of sentences with a gap in each of them.
You are asked to complete the sentences by writing up to three words and/or a number in the
gaps for each sentence.
You are required to complete the sentences with the exact words that you listen from the
recording.
The answers should make the sentences grammatical.
ACTION PLAN
Before you listen
1. Read the instructions carefully and check the word limit.
2. Underline/highlight/circle the keywords in each question.
3. Think of possible paraphrases/synonyms of these words for you might hear them in the
recording.
4. Note the position of the gaps in the sentences and decide what kind of information is needed.
Note any function words before and after the gaps, such as articles (a, an, the etc.) or prepositions
(in, on, at etc.), as these may help you get the correct answer for each gap (singular, plural, noun,
adjective, etc.).
As you listen
5. Notice the keywords or paraphrased words that have the same meanings as the keywords
underlined and write down the suitable information for the blanks
6. Be careful or you may miss the flow of information. In that case, you need to move onto the next
sentence and wait for the speaker. Do not think twice about the gap you’ve missed.
121
MODEL PRACTICE
Section 4
Questions 31 ‐ 36
31. Samuel Wells ………………………………………………………. before Scholastic House opened in 1903.
32. There were ………………………………………………………. original students.
33. Scholastic House became ………………………………………………………. in 1963.
34. One of these students became a prominent ……………………………………………………….
35. Scholastic House experienced difficulties during ……………………………………………………….
36. The college has a tradition of learning and ……………………………………………………….
1. died (in 1900)
It is expected that a verb should be filled in blank 1. You may ask yourself “What did Samuel
Wells do before Scholastic House opened in 1903?”
Keywords: Samuel Wells / before / Scholastic House / opened / 1903
Model script
The idea for Scholastic House was expounded by Samuel Wells in 1898. Wells was a visionary,
whose ideas were well ahead of his time. He wanted a college which would encourage friendship
between people of different races and nationalities. Wells died in 1900 before he could see the
college in action. Scholastic House finally began operating in 1903 with ten students
122
EXTRA PRACTICE
EXTRA PRACTICE 1
Questions 1‐6
Write NO MORE THAN THREE WORDS for each answer.
1. You should write your speech out so that you have……………………………………… of what you will
say.
2. At first, you can practice giving the speech in front of………………………………………
3. Don't present your speech in a……………………………………… way.
4. While giving the speech, always remember to……………………………………… with the audience.
5. ……………………………………… will help you to relax and add energy to your speech.
6. The tutor will attend a conference in……………………………………….
123
EXTRA PRACTICE 2
SECTION 3
Questions 21‐25
Choose the correct letter A, B or C.
21. Malcolm thinks the subject of his project may not be
A concrete enough.
B interesting enough.
C very academic.
22. Malcolm's reaction to India was one of
A indifference.
B dislike.
C awe.
23. Malcolm feels the pictures he took of the Ganges etc. are
A breathtaking.
B interesting.
C uninspiring.
24. The tutor suggests Malcolm should
A concentrate on photos of buildings only.
B reduce the number of photographic stills to ten.
C use only photos of famous places.
25. Malcolm intends to make a film that is similar to a
A movie preview.
B TV advert.
C music video.
Questions 26‐30
Complete the sentences below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
26. Malcolm's tutor thinks it would be a useful discipline to stick to a…………………………........
27. The tutor reminds Malcolm about the shortness of people's……………………………………
28. The details about submitting the project can be found on the……………………………………
29. The submission form needs to contain details about the……………………………………
30. With the submission form,…………………………………… copies of the DVD need to be handed in.
124
LABELLING A MAP OR PLAN
OBJECTIVES:
After this lesson, you should be able to handle the IELTS Listening – Map/Plan Labelling question type.
STRATEGIES:
DESCRIPTION
Targeted skills:
o understanding of direction/instruction/sequential and spatial language
o understanding of specific points.
You are given a description of a map/plan of some sorts.
You are asked to fill in the gaps at parts of the description by either:
o writing up to three words and/or a number
o picking a word available from a box of options
The given map/plan can be that of a floor plan, a map of a town, zoo, or park, or a set of pictures.
ACTION PLAN
Before you listen: SOMETIMES, YOU WILL SEE THE FOLLOWING
IMAGE IN THIS TYPE OF TASK
1. Look at the map or plan to form a general idea
of the content.
2. Look at the gaps on the map or plan you need to
label and decide what kinds of words are
needed.
3. Notice the available labels of the plan/map and
use them to develop a mental guide about the
Keep this mental shortcut in mind.
locational relationships between those labels
East: Right West: Left
and the gaps (E.g: A is opposite to B; C is
North: Above South: Below
adjacent to D)
As you listen:
4. Make sure to look for “where you are” on the map at the beginning of the directions/instructions
5. Follow the instructions and focus when available labels are mentioned
6. Pay extra attention to expressions of location such as in the middle, on the corner, next to,
above/below, straight ahead, etc. as the answer may depend on your understanding of these
words.
7. Use the information from the analysis in step 3 (positional relationship between the given labels
and the blanks) to decide on the answers
8. As you listen, write your answer in the map as you will listen ONCE only.
125
REMEMBER
If you lose track in the middle of the recording, don’t panic! You can try to catch the next given label
coming up and restart from that point of the plan.
MODEL PRACTICE
Questions 1‐6
Write down the correct label for each section of the library. Write NO MORE THAN THREE
WORDS AND/OR A NUMBER for each answer.
1 …………………………………… 5 ……………………………………
2 …………………………………… 6 ……………………………………
3 ……………………………………
4 ……………………………………
126
6 ……………………………………
1. Reading and Speaking
According to the plan, Number 1 may be to the right of, in front of, or opposite the two blocks
marked with “Listening” and “Writing”
Model Script
Librarian: That's right. I thought you could label them as I tell you what each part is. Now,
we're standing by the door at the bottom of the diagram. Have you got that?
Female student: Yes. The listening section, writing section, and magazine section are
marked on the left‐hand side of the room.
Librarian: Right. So you see the listening and writing sections? The reading and speaking
section is opposite them, on the right‐hand side of the room.
127
EXTRA PRACTICE
EXTRA PRACTICE 1
Questions 6 – 10
Listen to the speaker describing the facilities in the town. Complete the labels on the map.
Write NO MORE THAN TWO WORDS for each answer.
128
EXTRA PRACTICE 2
SECTION 2
Questions 11 – 13
Complete the sentences below.
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
RIVERSIDE INDUSTRIAL VILLAGE
11. Riverside Village was a good place to start an industry because it had water, raw materials
and fuels such as …………………………………………… and ……………………………………………
12. The metal industry was established at Riverside Village by …………………………………………… who
lived in the area.
13. There were over …………………………………………… water‐powered mills in the area in the
eighteenth century.
129
Questions 14 ‐ 20
Label the plan below.
Write NO MORE THAN TWO WORDS for each answer.
130
VOCABULARY
SECTION
Word lists
131
UNIT 1
automated (adj) done by machines and not The equipment was made on highly
people automated production lines.
base something on (v phrase) If you base They based their decision on ideology
something something on facts or ideas, rather than scientific investigation.
you use those facts or ideas to
develop it.
bring people (v phrase) If an organisation or You can bring people together in
together activity brings people together, it training sessions, giving them
causes people to do something as opportunities to begin working
a group
together.
by the time (phrase) at the point when The sun will be setting by the time I
get home.
channel resources (v phrase) to use energy and Pharmaceutical companies should
into something effort for a particular purpose channel their resources into the
development of new medicines
rather than marketing campaigns.
a common desire (n phrase) a strong feeling of We share a common desire to move
wanting to achieve or have our nation forward.
something, felt by all the
members of a group
concentrate on (v phrase) to use most of your You should try to concentrate on your
something time and effort to do study more in order to get a better
something result.
crucial (adj) necessary to make Improved consumer confidence is
something succeed crucial to an economic recovery.
down‐to‐earth (adj) practical and realistic She is down-to-earth because she knows
what its like to have nothing and
starting from scratch.
132
discipline (n) a particular subject of study Oral history has recently become more
integrated into the discipline of
history.
everyday (adj) normal and used everyd
ay Death was an everyday occurence
during the Civil War.
133
highly gifted (adj) extremely intelligent, or We often assume that highly gifted
having a natural ability to do children always perform at maximum
something extremely well capacity.
human potential (n phrase) people's ability to Lifelong learning is the development
develop and achieve good of human potential through a
things in the future continuously supportive process.
inspire (v) to make someone feel His discoveries inspired a whole new
enthusiastic about a subject line of scientific research.
and give them the idea to do
something
institute (n) an organisation where They founded an institute for
people do a particular kind of research into the causes of mental
scientific or educational work illness.
interact with (v phrase) If two people or
It's interesting to see how people
someone / things interact with each other,
interact with each other at parties.
something they speak or do things with
each other.
master (v) to learn how to do He is determined to master every
something very well aspect of the business.
obtain (v) to get something that you We obtained a copy of the original
want letter.
recruitment (n phrase) a series of actions When the recruitment programme
program(me) intended to get people to join was announced in October last year,
an organisation or work for a over 15,000 applications poured in.
company
remain unchanged (v phrase) to stay the same, not The Ministry of Mines and Energy said
changing in any way fuel pump prices for this year will
remain unchanged.
134
responsible for (adj) being the person who Who is responsible for this
something causes something to happen terrible mess?
sensors (plural n) pieces of equipment The security team use sensors
that can find heat, light, etc. detect movement in the room.
take something for (phrase) to use I have found that people in
granted something all the time, without developing countries do not take their
thinking how useful it is or how medical care for granted and really
lucky you are to have it appreciate the care that we give to
their children.
telecoms (n) short for They wanted to design complex
telecommunications, the telecoms systems using interface
process or business of sending descriptions.
information or messages by
telephone, radio, etc.
thus (adv) in this way He didn't win, but he did gain a few
laughs, thus setting in motion a
phenomenal career.
a vast range (of) (n phrase) a very large number This year there is a vast range of
of different things sports which gives visitors the
opportunity to try things they may
not have even thought of.
visible (adj) able to be seen You can't miss it ‐ it's a bright star,
easily visible even near street lamps.
vocational training (n phrase) the learning of skills The advantages of vocational training
that prepare you for a job in smoothing entry into the labour
market have to be set against
disadvantages later in life.
135
UNIT 2
bold (adj) describes a colour which is The combination of the shapes and bold
bright and strong colours creates a stimulating image.
camouflage (n) when the colour or pattern on This coloration, typical of many marine
something is similar to the area mammals, provides camouflage.
around it, making it difficult to see
colour scheme (n phrase) a combination of The main colour scheme is white, the
colours that has been chosen for symbol of purity and sacredness in
the walls, furniture, etc. of a Japan.
particular room or building
comprise (v) to have as parts or members, The exhibition comprises 50 oil and
or to be those parts or members watercolour paintings.
concept (n) an idea or principle of His work makes abstract concepts of
something that exists
technology come alive for me.
confirm (v) to prove that a belief or an The tests confirmed the doctors'
opinion which was previously not suspicions of cancer.
completely certain is true
consistent (adj) always behaving or Customers expect that the quality of
happening in a similar, especially service they receive will be consistent.
positive, way
cue (v) to give someone a signal to do On set, instead of saying ‘Action’, he
something cued his actors by firing a gun.
decoration (n) the style and colour of paint
This dull place is badly in need of
or paper on the walls of a room
decoration.
or building
distinguish (v) to recognise the differences She had always had trouble
between two people, ideas or things distinguishing the difference between
twins.
136
draw someone (v phrase) to attract someone to What draws people to him are his
to something a thing or person good look and charming manner.
give someone a (phrase) to allow someone to see
The project gave him his first taste
taste of or experience a little of
of acting for the big screen.
something something
137
in the course of (phrase) during In the course of her PhD research, she
published papers in three reputed
international journals.
incompetence (n) lack of ability or skill to do Because of his incompetence, we won't
(at) something successfully or as it be able to make our deadline.
should be done
interactive (plural n) collections of objects This workshop aims at providing
displays for people to look at which react teachers with tips to best use interactive
when people use them and displays in the classroom.
instruct them to do particular
things
make predictions (v phrase) say what will happen With historical data, they're able to
in the future make predictions on when the sea level
will rise and fall.
master (v) to learn how to do something A student must pass 10 levels of the
well training programme to master the art.
novel (adj) new and original, not like It is not surprising that her novel ideas
anything seen before took time to be accepted.
occupants (plural n) the people who live in a The apartment's previous occupant was
building a painter.
occupy (v) to live in a building We occupied the same house for 20
years.
one by one (adv phrase) separately, one One by one he takes out every single
after the other zombie in one of the show's best zombie
fight scenes.
overwhelmingly (adv) very strongly or completely The candy looked overwhelmingly
delicious to the dieting man.
parental (adj) connected with parents or He has a daughter to whom he pays no
with being a parent real parental attention.
138
pastel colours / (plural noun) light colours that The cups will come in a variety of pastel
pastels are not strong colours, including yellow, blue and
green.
play a role in (phrase) to be involved in The country is predicted to be an
something something and have an effect on economic power by the mid‐21st
it century and will play a major role in
shaping the future of the world.
property (n) a quality in a substance or The water supposedly has healing
material, especially one which properties, and some say it is the
means that it can be used in a fountain of youth.
particular way
repertoire (n) all the words that you know The linguistic repertoire of one
or can produce individual speaker is determined by the
language varieties that he or she knows
and uses within his or her own
community.
shade (n) one form of a colour, Start with a colour you like and select
especially a darker or a lighter other items in lighter and darker shades.
form
striking (adj) easily noticed and unusual The visually striking labels served as an
effective marketing tool.
systematic (adj) using a fixed and organised We used a systematic approach to solve
plan the problem.
to all intents and (phrase) used when you describe To all intents and purposes, fashion
purposes the real result of a situation shows are somehow theatrical and
musical performances.
to some degree (phrase) partly Cancer Research UK lists 18 different
factors that could cause breast cancer to
139
some degree and alcohol is only one of
them.
unique (adj) being the only existing one This will be a unique opportunity to see
of its type or more generally, this fascinating film and its first
unusual or special in some way screening in Britain.
140
UNIT 3
absenteeism (n) when someone is frequently Teachers who exceed the agreed level
not at work or at school of absenteeism should have a day's
pay deducted for each absence.
behind the (phrase) If something happens Other things might have happened
scenes behind the scenes, it happens behind the scenes that the public has
secretly, or where the public the right to know.
cannot see.
breakdown (n) a way of presenting information
Can you give us a breakdown of
in which things are separated into
the sale figures for each month?
different groups
clinical trial (n phrase) a test of a new Patients may fear that clinical trials
medicine in which people are
will delay initiation of standard drugs
given the medicine
or require additional testing and
procedures.
comb through (v phrase) to search something I combed through all my belongings,
something very carefully looking for the lost papers
condition (n) an illness He will be given antibiotics and kept
under constant observation until his
condition improves.
conversely (adv) used to introduce Dark lipsticks make your lips look
something that is different from smaller. Conversely, light shades
something you have just said make them look fuller.
cure (v) to make someone with an The infection can be cured with
illness healthy again
antibiotics.
demographics (n) the quantity and
When we look at the demographics of book
characteristics of the people who
live in a particular area, for buyers and project forward the changes in
example their age, how much these groups, there is room for growth.
money they have, etc.
141
empathy (n) the ability to imagine and Empathy is the root of compassion
understand how someone else and altruism.
feels in their situation
evaluate (v) to consider something This activity encourages students to
carefully and decide how good or evaluate different points of view and
important it is present their own conclusion.
fall behind (v phrase) to make less progress According to recent studies, boys are
(someone) than other people who are doing falling behind girls in educational
the same thing attainment.
high stakes (plural n) great advantages that
High stakes standardized tests are
could be gained in a situation and flawed measurements of students’
great disadvantages that could performance.
also be the result
hinge on (v phrase) to depend completely The film’s plot hinges on a case of
something on something mistaken identity.
inoculate (v) to give a weak form of a The doctors have started inoculating
disease to a person or an animal, villagers against H5N1.
usually by injection, as a
protection against that disease
joint (n) a place in your body where His elbow and shoulder joints ache,
two bones meet but he still labours through the
workouts.
to make matters (phrase) used before you He’s struggling to find a job, and to
worse describe something bad that make matters worse, his kid will start
happened, making a bad situation university this year.
even worse
142
medication (n) medicine that is used to treat The company has developed a new
an illness medication for allergy.
open the door (phrase) If one thing opens the Engineers have invented tiny
to something door to another thing, it makes it structures inspired by butterfly wings
possible for that second thing to that open the door to new solar cell
happen technologies.
parallel (adj) happening in a similar way Parallel experiments are being
conducted in Rome, Paris and
London.
pharmaceutical (adj) relating to the production of Many pharmaceutical companies
medicines have been accused of profiteering
from the AIDS crisis.
plaster cast (n phrase) a hard covering that is put With one of his legs in a plaster cast,
over a broken bone in order to he could barely walk.
support and protect it while it heals
(good/bad) (n) If someone has good posture, Good sitting posture helps to relieve
posture their back and shoulders are the pressure on the lower back.
straight when they stand and sit;
if someone has bad posture, their
back and shoulders are curved
and not straight.
prescribe (v) to say what medical treatment The doctor didn’t prescribe any
someone needs medicine for me. He just
recommended some rest.
receive (v phrase) to get treatment for an They will be tested for blood pressure
physiotherapy injury which involves doing and diabetes, and they will be able to
special exercises and movements receive physiotherapy and general
medical advice.
143
rehabilitation (n) when someone who has been She underwent rehabilitation and was
ill or injured is cured and can do walking within three weeks.
what they used to do before their
illness or injury
relieve (v) to make pain or a bad feeling Antibiotics and painkillers can
less severe
temporarily relieve symptoms such as
swelling and pain but they are not
long‐term solutions.
sedentary (plural n) activities which involve The increase in sedentary activities
activities sitting and not being physically was almost entirely driven by an
active increase in time spent using
computers and surfing the internet.
sleep patterns (plural n) Someone's sleep The study concluded that the main
patterns are their sleeping habits, causes for disrupted sleep were
for example, how much they stress and worry, with 56% of adults
usually sleep and when they saying these issues have affected their
usually sleep. sleep pattern.
sports injury (n phrase) damage to your body A sprained ankle is a common sports
caused by doing a sport injury.
substantially (adv) by a large amount The cost of photocopying a book is
substantially lower than having to buy
one.
symptoms (plural n) physical feelings or Fortunately, there is a range of
problems which show that you products available to treat the
have a particular illness symptoms of fever.
therapeutic (adj) helping to cure a disease or Astanga Yoga is a therapeutic physical
improve your health exercise that focuses on breathing
and relaxation.
144
therapy (n) a type of treatment for an Biological therapies help the body's
illness or injury immune system to attack cancer cells.
treat (v) to give medical care to An experienced nurse treats all minor
someone for an illness or injury injuries.
undergo (v) to experience something, for Four months ago he underwent a life‐
example, a medical treatment saving surgery at the local hospital.
a wave of (n phrase) a period in which there After a wave of global online attacks
something is an increase in a particular type over the weekend, many companies
of activity may trigger a surge in security
spending.
well‐being (n) A feeling or sense of well‐ Maintaining a positive attitude to
being is a feeling of being healthy, life is essential for our well-being.
happy and comfortable
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UNIT 4
accessibility (n) how easy something is to The accessibility of his work helped
understand to popularize modern art.
all shapes and sizes (phrase) of many different These sofas come in all shapes and
shapes and sizes sizes, so I'm sure you'll find one that
fits in your little apartment
call for something (v phrase) to need or deserve a Desperate times call for desperate
particular action or quality measures.
clarity (n) the quality of being clear The main weakness of the report is
and easy to understand its lack of clarity.
decorative (adj) intended to be attractive The lighting in the room is
rather than having a use functional as well as decorative.
dogmatic (adj) not willing to accept other As the next generation of leaders,
ideas or opinions because you we must be willing to be self‐critical
think yours are right if we wish to avoid becoming
dogmatic.
dominant (adj) main or most important The issue of climate change was the
dominant theme of the conference.
durable (adj) remaining in good The rubber used is durable and
condition over a long time strong so as it will not tear, expand
or warp out of shape.
enhance (v) to improve something You can enhance the flavour of the
dish by using fresh herbs.
exert an influence (v phrase) to have an effect He exerted a considerable influence
on the thinking of the scientific
community on the nature of
evolution.
146
format (n) the way something is Changes have been proposed to the
designed, arranged or format of the competition.
produced
foster (v) to encourage something to This approach will foster an
develop understanding of environmental
issues.
give someone an (v phrase) to allow someone to If we beat our opponent this time,
opportunity have the chance to do it'll give us an opportunity to climb
something in the FIFA world ranking.
grind (v) to keep rubbing something The mill was used for grinding corn
between two rough, hard surfaces until the 17th century.
until it becomes a powder
in stark contrast to (phrase) used to show that Her views stand in stark contrast to
someone or something is those of her colleagues.
completely different from
someone or something else
indigenous people (n phrase) people who have For years, indigenous people in
lived in a place for a very long South America consumed the Acai
time, before other people juice due to its rich supply of
moved to that place from vitamins, minerals and nutrients.
different parts of the world
make advances in (phrase) to make something NASA will also provide scientists and
something develop or progress technologists with a unique
opportunity to make advances in
deep space navigation
make use of (phrase) to use something We've now found a way to make
that is available
something better use of the infrastructure that
is already in place.
147
meet a need for (phrase) to provide what is The project aims to meet a need for
necessary for something
something assisted accommodation for older
people.
nuance (n) a very slight difference We can use our eyes and facial
expressions to communicate
virtually every subtle nuance of
emotion there is.
override (v) to be more important than This commitment should override
something else all other considerations.
palette (n) a board used by an artist to Traditionally, an artist's palette is a
mix their paints on while they wooden board with a hole for the
are painting thumb but these days, they come in
all different sizes and shapes.
passionate about (adj) very enthusiastic about Joe is passionate about baseball. He
something something likes it very much.
pigment (n) a substance that gives Sources for pigments include
something colour animals, plants and minerals.
prior to something (adj) before something You should make sure that all
revisions are approved by the
author prior to publication.
produce (v) to create something The region produces large amounts
of cotton and tobacco.
remarkable (adj) very unusual or noticeable It’s remarkable that no one has
in a way that you admire complained about this system
before.
share the spotlight (phrase) to receive less I don’t want to share the spotlight
with attention because someone or with anyone on my wedding day.
something/someone something else has started to
be noticed too
148
spectrum (n) a range of something This music theory course covers a
wide spectrum of musical activities
from opera to rock.
stimulate (v) to give someone the interest I always drink coffee in the morning
and excitement to do something to stimulate my mind.
take advantage of (phrase) to use a situation to In other words, he is taking
something get something good advantage of, or exploiting, the
local people and their customs in
the furtherance of his own career.
take hold (phrase) to become popular The economic recovery is just
beginning to take hold now.
take off (v phrase) to suddenly become Her business has really taken off in
successful recent years after a rocky start.
take steps to do (phrase) to take action in The town is taking steps to provide
something order to solve a problem better street lights.
to this day (phrase) even now, after a long My happiest memories to this day
period are of the times spent with my
grandmother on her small little
farm.
trace (v) to copy a picture by putting With a pencil, draw or trace your
transparent paper on top and preferred image onto the paper.
following the outer line of the
picture with a pen
a vehicle for (phrase) a way of making There are people who view politics
something / doing something happen, often a way as a vehicle for personal
something of communicating ideas enrichment.
visual art form (n phrase) something that Mixed media art refers to a visual
someone has made to be art form that combines a variety of
beautiful or to express their media in a single artwork. For
149
ideas which can be seen, for example, if you draw with ink, then
example a painting or a paint over it with watercolors.
sculpture
wash away (v phrase) If water washes The high tide washed away much of
something away, it removes the sand along the shoreline.
that thing.
when it comes to (phrase) used to introduce a When it comes to fishing, John is an
something / doing new idea that you want to say expert.
something something about
work of art (n phrase) a very beautiful and
The whole house is a work of art
important painting, drawing,
with its floor‐to‐ceiling windows
etc.
that give the space a sunny feel.
150
UNIT 5
allocate (v) If you allocate a task to someone, During the protest march, the
you give them that particular task. police department will
allocate 50 officers to monitor
crowd activity.
artefacts (plural n) objects, especially very old A selection of artefacts from a
objects, of historical interest Viking treasure hoard
uncovered in Galloway three
years ago is to go on display in
Edinburgh next month.
barter (v) to exchange goods or services for Russia has offered to barter its
other goods or services, without using Sukhoi Su‐35 fighter jets for
money natural rubber from Indonesia.
be a question of (phrase) to be related to something Leadership is not a question of
something ruling somebody; it is a
question of making
somebody's life better.
burial site (n phrase) an area of land where dead Considered one of the most
bodies are buried haunted cemeteries, this burial
site holds over 700 tombs and
over 100,000 of the dead.
catch up on (v phrase) to do something that you A good friend helped me catch
something did not have time to do earlier up on my homework when I
returned to school from the
hospital.
erode (v) If soil, stone, etc. erodes or is The iconic white cliffs of
eroded, it is gradually damaged and southern England are eroding
removed by the sea, rain or wind. 10 times faster than the past
few thousand years due to
human management and
changes in storm intensity.
coastal erosion (n phrase) the gradual disappearance The extent of coastal erosion
of cliffs, beaches, etc. as a result of the can be influenced by a number
action of the sea of natural factors including:
151
tides, waves, water level, wind,
rips, runoff and headlands.
come about (v phrase) to happen or start to Renovating alone began in
happen 2007 but plans for the project
came about in 2005.
compact (v) to press something together so that Eco‐bricks are a way to
it becomes tight or solid minimize the impact of non‐
biodegradable trash in the
environment by compacting
the trash in plastic bottles and
using them as construction
materials.
current (n) the natural flow of water in one Relatively warm currents
direction flowing into the Arctic waters
from the Atlantic Ocean
provide the largest oceanic
heat input to the region.
die out (v phrase) to become more and more At least one plant, bird or
rare and then disappear completely animal is dying out every
fortnight as modern life takes
its toll on the English
countryside, experts have
warned.
division of labour (singular n) a way of organising work In traditional industries,
so that different people are division of labour is the major
responsible for different tasks motive force for economic
growth.
152
exceptionally (adv) unusually The youngest baby boomers
turned 50 in 2014, and the
country’s 75.4 million boomers
make up an exceptionally large
pool of potential grandparents.
fault lines (plural n) breaks in the Earth's surface In South Africa, fault lines
rupture several times a year
just tens of meters from active
working mine shafts.
fossilisation (n) the process of becoming a fossil (= Coal is a common mineral
part of an animal or plant from many formed by the fossilisation of
thousands of years ago, preserved in vegetation.
rock)
give someone or (phrase) to give someone an His broad experience and
something the advantage over someone else demonstrated hard work gives
edge him the edge as the better
candidate.
heritage (n) the buildings, paintings, customs, During Vietnam Cultural
etc. which are important in a culture Heritage Days, many
or society because they have existed exhibitions will be held to
for a long time introduce with visitors about
the cultural heritage of
Vietnam such as folk games,
costume shows and traditional
arts performances.
immediate (plural n) Your immediate Drivers must be attentive to
surroundings surroundings are the area that is their immediate surroundings.
closest to you.
implement (n) a tool A planter is a farm implement,
usually towed behind a tractor,
that sows (plants) seeds in
rows throughout a field
imply (v) to suggest or show something A smile usually implies that
one is happy.
153
inheritance (n) money or possessions that you get When her grandmother passes
from someone when they die away, Gina hopes to get her
engagement ring as part of her
inheritance.
an insight into (n phrase) a way of understanding Students want experiments
something what something is really like that answer their research
questions, provide useful
knowledge, and give them an
insight into how the world
works.
keep themselves to (phrase) If a group of people keep People with anxiety are often
themselves themselves to themselves, they stay portrayed as those who don't
with that group and do not spend time like to attract attention and
with other people. keep themselves to themselves.
lead someone to do (v phrase) to cause someone to do or The misunderstanding leads
something think something them to decide to end their
relationship.
lessen (v) to become less, or to make Once we are aware of our fear,
something less if we observe it, hold it without
judgement, name it for what it
is, and even welcome it, the
fear lessens.
lobe (n) one of the parts of the brain Each side of your brain
contains four lobes. The frontal
lobe, for example, is important
for cognitive functions and
control of voluntary movement
or activity.
maintain links with (phrase) to keep a connection with While migrants are moving, it
something something might become more and more
difficult for them to maintain
links with family members that
are not travelling with them.
154
mimic (v) to have the same behaviour or Parrots are awesome at
qualities as something else mimicking words, phrases, and
even sounds.
plummet (v) If an amount or level of something The Prime Minister's
plummets, it suddenly becomes very popularity has plummeted to
much lower. an all‐time low in recent
weeks.
predator (n) an animal that kills and eats other The Killer Whale also known as
animals Orca is one of the largest
predators of the oceans and is
very intelligent.
refuge (n) a place where you are protected The Maine Wildlife Park in
from danger Gray is a refuge for animals
that can no longer survive in
the wild.
robust (adj) strong and thick He recommends new buildings
should be more robust to deal
with extreme weather events,
such as hurricanes.
sediment (n) a layer of sand, stones, etc. that The soil of the lower Mekong
eventually forms a layer of rock Delta consists mainly of
sediment from the Mekong
and its tributaries.
sentimental value (n phrase) importance that an object I keep this picture because it
has because it makes you remember has sentimental value for me.
someone or something and not
because it is worth a lot of money
silt (n) sand and clay that has been carried One of the main reasons for
along by a river and is left on land flooding and overflowing of
river waters is the
accumulation of silt in
riverbeds.
stocky (adj) having a wide, strong body The suspect was described as
short, stocky and very strong.
155
trait (n) a quality in someone's character Arrogance is a very
unattractive personality
trait.
156
UNIT 6
the advent of something (phrase) the start or arrival of Many people died of
something new infections before the
advent of penicillin.
advocate of something (n phrase) someone who supports a 66.1% of the French voters
particular idea or way of doing have elected Mr. Macron, a
things candidate who is an
advocate of liberal
internationalism and
multiculturalism.
anything but (phrase) If someone or something is Their use of violence in
sophisticated anything but a particular quality, solving the problem is
they are the opposite of that anything but sophisticated.
quality.
break new ground (phrase) to do something that is In today’s world, the young
different from anything that has achievers are the ones who
been done before are breaking new ground
and finding new ways of
doing things.
by and large (phrase) generally Consumers by and large still
enjoy shopping as a leisure
activity, plus a significant
portion of online sales are
connected with a store visit.
cater to (v phrase) to give people what they There are more and more
someone/something want, usually something that people TV shows catering to young
think is wrong male audiences.
convincing (adj) able to make you believe that He will demand convincing
something is true or right evidence before he adopts
a new approach to the
issue.
enamoured with (adj) liking or approving of someone True to his narcissistic
someone/something or something very much nature, however, Dorian is
much more enamoured of
157
himself than
anyone around him.
engage in something (v phrase) to take part in something He has engaged in a dispute
with his former business
partner.
the extent of something (phrase) the level, size or New data compiled from
importance of something hundreds of health
agencies reveals the extent
of the drug overdose
epidemic last year.
feature film (n phrase) a film that is usually 90 or ‘The Legend of Paul and
more minutes long Paula’ is one of the most
successful feature films to
have been produced in East
Germany.
film sequence (n phrase) a part of a film that deals Nothing in a film sequence
with one event or in the text of a novel is
accidental, but there is
much that might escape
your notice the first time
you watch a film or read a
story.
generate (v) to cause something to exist The ecological effects of the
factory need to be balanced
against the employment it
generates.
get stuck (phrase) to not be able to continue What is also important, in
doing something because there is my opinion, is to have good
something you cannot understand 'support' – someone you
or solve can talk to or ask for help, if
you get stuck.
gloss over something (v phrase) to avoid discussing There are some obvious
something, or to discuss something issues that we cannot gloss
without any details in order to make over.
it seem unimportant
158
icon (n) a person or thing that is famous Comic‐book Wonder
because it represents a particular Woman is an icon of
idea or way of life strength and self‐
determination—and is truly
worthy of her name.
identify with someone (v phrase) to feel that you are The audience must identify
similar to someone, and can with one of the characters,
understand them or their situation before becoming involved
because of this in the story.
in essence (phrase) relating to the most In essence, power is getting
important characteristics or ideas of other people to accept your
something interpretation of thing.
in leaps and bounds (phrase) If progress or growth Her recovery happened in
happens in leaps and bounds, it leaps and bounds, and
happens very quickly. within two weeks she was
standing and eating on her
own
in vain (phrase) without any success All the police's efforts to
find the missing victim were
in vain.
instant access (n phrase) the opportunity to use or Being always connected
see something immediately means having instant
access to a wealth of
information.
mediocrity (n) the quality of being not very He hated mediocrity and
good always strived for
perfection and excellence.
modify (v) to change something in order to Instead of simply punishing
improve it them, the system
encourages offenders to
modify their behaviour.
overhaul (v) to make important changes to a Airplane engines typically
system in order to improve it need overhauling every
10,000 hours.
159
pace (singular n) the speed at which Every child has a different
something happens learning style and pace.
phenomena (plural n) things that exist or It is assumed that normal
happen, usually things that are science is sufficient for the
unusual explanation of most
natural phenomena.
pioneer (v) to be one of the first people to Steve Wozniak is known as
do something a pioneer of the personal
computer revolution of the
1970s and 1980s, along
with Apple co‐founder
Steve Jobs.
prove to be something (v) to show a particular quality after She has worked extremely
a period of time hard and proved to be an
excellent team leader.
reach the point (phrase) to get to a particular Now that the technology
situation has reached the point of
being useful, we will start
to see optimization in scale,
cost and intelligence.
require someone to do (v) to need someone to do The situation requires me to
something something take immediate action.
rote (n) a way of learning something by Prior to the development of
repeating it many times, rather than music notation, if you
understanding it performed a piece, you
must have either made up
your own composition or
learned someone else's
piece by rote.
save the day (phrase) to do something that solves I locked myself out but Yuki
a serious problem had her keys and saved the
day.
scroll up / down / back / to move text or an image on a The image was so large
forward, etc. computer screen so that you can that I had to scroll down
look at the part that you want three times to reach the
160
bottom part of it.
161
UNIT 7
absorption (n) the process by which something is Exercise can promote
taken in and becomes part of something nutrient absorption in the
else body.
at risk (phrase) being in a situation where Earthquakes, mudslides, and
something bad is likely to happen temperature extremes have
put people's lives at risk in
this rural area.
blow (n) a shock or disappointment Her mother’s death was a
real blow to her.
bolster (v) to make something stronger by The campaign is designed to
supporting it or encouraging it bolster the government’s
image as being tough on
crime.
check something out (v phrase) to get more information about I will check the book out of
something by examining it or reading the library to find out what,
about it if any, other information is
related to our assignment.
cloning (n) the process of making an exact copy It is concluded that the
of a plant or animal by removing one of cloning of humans and other
its cells mammals is difficult,
certainly dangerous and
perhaps impossible.
clue (n) a sign or piece of information that Police still have no clues as
helps you to solve a problem or answer a to the identity of the killer.
question
culprit (n) something that is responsible for a The workload is bigger than
bad situation ever, and technology seems
to be the main culprit.
cultivate (v) to grow plants in large numbers They observed the
consequences of
deforestation and, in
response, developed the
practice of planting and
162
cultivating trees for food
and for timber.
do/play your part (phrase) to perform an important Voting is a way for you to
function play your part in shaping the
world you live in.
distinct (adj) separate The patterns of spoken
language are distinct from
those of writing.
diversity (n) when many different types of things There was considerable
or people exist diversity in the style of the
reports.
flora and fauna (phrase) plants and animals. Nature lovers often take
their time to discover the
huge variety of floras and
faunas at the park.
forage (v) to move about searching for things We found that many animals
you need, especially food forage during the nighttime
and deliver collected food to
the begging young in several
small meals during the day.
frighten someone (v phrase) to make a person or animal If you would like to bring in
off afraid so that they go away birds to your garden, it is
very important not to have
anything in your garden that
will frighten the birds off.
fungal (adj) caused by or relating to a fungus (= Apple scab is a fungal
a type of organism which gets its food disease that causes black
from decaying material or other living splotches on leaves and
things) fruit.
go back to (v phrase) to go back to a time in the With Information
something past Technology, we can't go
back to the time where
personal lives and work lives
didn't intersect online.
163
greenhouse (n) a building made of glass for growing Mangoes and nectarines
plants in were grown in these heated
greenhouses.
justification for (n phrase) a reason for something There is no justification or
something support for such mindless
actions.
longevity (n) living for a long time Caloric reduction has been
under scrutiny for some time
as a means to better health
and extended longevity.
menace (n) something that is likely to cause harm Stray dogs should not be
allowed to roam as they may
be a menace to the public,
especially children.
microbes (plural n) very small organisms, often Pasteur was convinced that
bacteria that cause disease microbes caused diseases in
humans.
monocrops (plural n) single plants grown for food Honeybees that pollinate on
a wider variety of plants
have a more robust immune
system than bees which
pollinate on monocrops.
numerous ways (phrase) many different ways Now that I have tried
numerous ways to get rid of
the extra weight, I am
skeptical of all miraculous
weight loss plans.
on an international / (phrase) by all the countries of the world The UN officer stressed that
global / national or by a whole country. existing treaties must be
level updated and strengthened
on an international level
between all countries.
parasite infestations (plural n) when animals or plants that It is common for dogs and
live on or in another type of animal cats to develop infections or
164
cause problems by being somewhere in parasite infestations in their
large numbers ears.
pathogens (plural n) small living things that can The spread of pests and
cause disease pathogens that damage
plant life could cost global
agriculture $540 billion a
year.
read up on (v phrase) to read a lot about a subject in Parents need to discuss drug
something order to get information issues with their children
and read up on the subject
before the meeting.
setback (n) a problem that makes something Unfortunately, the amount
happen later or more slowly than it of work that she was being
should forced to do was a huge
setback to their progress.
stunning (adj) very beautiful On the beach, people
gathered to admire the
stunning view of the sunset.
tease something (v phrase) to separate different things In today's art world, "fine
apart art," craft and illustration all
bleed into one another,
though we can still tease
them apart.
tempt (v) to make you want to do or have Sometimes, he says, the bad
something spirits tempt him to do
wrong.
thrive (v) to grow very well, or to become very Cereals, beans, and vines
healthy or successful thrive on the heavy but
fertile clay soils.
toxic (adj) poisonous That process produces very
toxic chemical and gaseous
waste and should be
avoided.
under threat (phrase) If something is under threat, it Mankind has always been
is in danger. under threat from the
165
extremes of nature and from
extreme ideology in pursuit
of power.
vicinity (n) the area near a place The number of people living
in the immediate vicinity
was small.
viral (adj) caused by or relating to a virus (= There is no guaranteed way
infectious organism) of preventing viral and
bacterial infections.
166
UNIT 8
allocate (v) to give money, time, space, etc. to As an economist, I believe in the
be used for a particular purpose market as an efficient
mechanism for allocating
resources.
astronomer (n) someone who scientifically studies The Titan probe was named
stars and planets Huygens in honour of the Dutch
astronomer who discovered
Titan in 1655.
astronomy (n) the scientific study of stars and Ancient India is described as the
planets original home of mathematics,
astronomy and medicine.
build a picture of (phrase) to gain an understanding of I took in all the clues that he
something something gave me and with those clues I
built a picture of the situation in
my mind.
chiefly (adv) mainly Caesar is remembered chiefly for
having become a more or less
military dictator.
comet (n) an object in space that leaves a Several bright comets streaked
bright line behind it in the sky across the sky and then
disappeared in an instant.
continuity (n) the state of continuing for a long There has been no continuity in
period of time without changing or that class ‐ they've had six
being stopped different teachers.
cult following (n phrase) a group of people who very You can find so many strange
much like a particular thing that most products that surprisingly have a
people do not know about cult‐following on Amazon.
distract someone (v phrase) to take someone's The movie " the Watchman"
from something attention away from something gives an example of how the
media is used to distract the
public from real social problems.
167
divert something (v phrase) to take someone's This doctrine diverts the public's
from something attention away from something attention from the core of the
problem.
domain (n) a particular subject or activity that Visual communication is the
someone controls or deals with domain of the graphic designer.
early / ancient / (plural n) the cultures and ways of life The summer solstice was a day
modern, etc. of societies at particular times of cultural significance for many
civilisations ancient civilisations, who
marked it with magnificent
festivals and celebrations.
the end result (singular n) the result of an activity The success of the end result,
however, often depends not on
how good the idea is, but on
how well it is executed.
evolve (v) to develop Just because certain creatures
may look similar does not mean
they have evolved from a
common ancestor.
for the purpose(s) (phrase) in order to do something Police charged a 20‐year‐old
of something woman with possession of
cocaine for the purpose(s) of
trafficking.
found (v) to start an organisation, especially He used the inherited money to
by providing money found his own business.
galaxy (n) a very large group of stars held Supermassive black holes are
together in the universe found in the centers of galaxies
that contain billions of stars.
gravitational force (n phrase) the force that makes Every object with mass exerts a
objects fall to the ground or that pulls gravitational force.
objects towards a planet or other
body
in collaboration (phrase) working together with Paul McCartney wrote most of
with someone someone The Beatles’ songs in
collaboration with John Lennon.
168
in the sense that (phrase) in the way of thinking that Trump's tweets matter in the
sense that they give him a
communications tool that isn't
filtered through media bias.
in turn (phrase) as a result For half the year this is a salt
lake full of krill, which in turn
attracts millions of flamingos.
intrinsic merit (n phrase) If something has intrinsic Do you think there is an intrinsic
merit, it has qualities itself. merit to intelligence?
169
minimise (v) to reduce something to the least The school is concentrating on
amount or level minimising the amount of litter
produced, while encouraging
recycling.
needless to say (phrase) as you would expect He failed the test and, needless
to say, got very upset about
that.
obsessed with (adj) extremely interested in A ‘gym rat’ is someone obsessed
someone / something with muscle building or other
something forms of exercise.
physiological (adj) relating to how the bodies of You can slow down your body's
living things work physiological response to anger
by breathing deeply.
primarily (adv) mainly She is a brilliant advocate but,
because of her gender, she is
judged primarily on her
appearance.
realise (v) to achieve something The fact that we realised
significant success makes us
hungrier to find even more.
solar eclipse (n phrase) an occasion when the For generations astronomers
Moon passes between the Sun and have traveled to exotic locations
the Earth, and the Moon blocks the to observe total solar eclipses
light from the Sun because they are such rare
events.
the solar system (singular n) the sun and planets that Jupiter is the largest planet in
move around it the solar system and is easily
visible in the night sky.
sustain (v) to allow something to continue The economy looks set to
sustain its growth into next year.
it is not uncommon (phrase) If you say it is not It is not uncommon for families
for uncommon for something to happen, to need a hand up from
you mean it quite often happens. neighbors, civic groups,
churches or government.
170
undertake (v) to be responsible for a project or He must undertake great
task that will take a long time or be enterprises that allow him to
difficult display his abilities.
the universe (singular n) everything that exists, For a few millennia after the Big
including stars, space, etc. Bang, the universe was dense,
turbulent, and unimaginably
hot.
want nothing more (phrase) to want most of all to do After the horror he had seen, he
than something wanted nothing more than to
return to his home as quickly as
possible.
171
VOCABULARY EXERCISES
172
UNIT 1: VOCABULARY EXERCISE
EXERCISE 1
Find words in the extracts below with the meanings indicated
1. a noun – a very successful person
Veteran criminal defence lawyer Derek LaCroix knows firsthand the importance of getting help
— both for his own well‐being and that of his clients. Decades ago, he suffered from "terrible
anxiety" and became addicted to alcohol. He ended up cutting back his workload because he
"didn't want to go to court drunk or hungover." Like many other lawyers, LaCroix couldn't
understand why, as a high achiever, he couldn't solve the problem himself.1
2. a noun phrase – a very large number of different things
Select Catering Solutions, based at the Airfield Business Park, Market Harborough, are a 35‐year‐
old a family‐run business based in Market Harborough, Leicestershire, which specialises in
supplying the catering industry with non‐food miscellaneous products. The business offer a vast
range of premium products for the catering industry which include packaging, table top and food
preparation disposables, cleaning chemicals and equipment, along with confectionary and cold
drinks and coffee equipment.2
3. a noun – a piece of equipment that can find heat, light, etc.
Semiconductor gas sensors detect gas through reduced electrical resistance due to gas molecules
attached to the surface of crystalline semiconductor materials. For this, gas sensors need a
specific surface area of nanomaterials. In order to use nanomaterials for conventional gas
sensors, a complicated flow was necessary, from nanomaterials synthesis to cleansing, uniform
dispersion of solvent, applying on substrates, and sintering. Thus, there is a concern that
manufacturing technology of such gas sensors requires significant time and labor, increasing
cost.3
4. a verb phrase – to stay the same
In 2012, the working capital (WC) performance of telecommunications operators in Europe
remained unchanged compared with the previous year, at –4.8% and –2 days, respectively, for
net trade WC to sales and cash‐to‐cash (C2C). This stability contrasts sharply with the gains
achieved in recent years.4
5. A noun phrase – the learning of skills that prepare you for a job
We’ve heard for years now that globalization and technology demand an ever better‐trained
labor force. It happens to be true, but to meet this challenge and to begin rebuilding its middle
1
http://www.cbc.ca/news/health/lawyers‐mental‐health‐addiction‐problems‐1.3865545
2
http://www.business‐times.co.uk/a‐vast‐range‐of‐products/
3
http://phys.org/news/2016‐11‐faster‐sensors.html#jCp
4
http://www.ey.com/gl/en/industries/telecommunications/cash‐on‐the‐line‐‐‐europe‐performance‐remains‐
unchanged
173
class, the United States must upgrade its vocational training. Labor Department statistics put the
matter bluntly. Youth unemployment remains distressingly high, even while thousands of good‐
paying jobs have gone unfilled for lack of workers with the right skills.5
EXERCISE 2
Fill in the blanks with the correct form of the words given in the box below.
1. The manufacturer assures that his modern factory is totally ……………………………….., which
minimizes the risk of human error.
2. The ……………………. rate of the business was ……………………………….; in a year they would be one
of the biggest corporations in the world.
3. Banks are owned and controlled by stockholders whose main interest is to……………………….. a
return on their investment.
4. According to Denise Di Novi, one common …………………………… that every human being has is to
love and be loved.
5. An example of ………………………….. is to give detention to a student who keeps talking during
lectures.
6. I spent years ………………………………………. the use of chopsticks so I could eat Thai food correctly
and now I find out no one even uses chopsticks in Thailand.
7. During the hot summer months, it is ……………………………… that you drink lots of water.
8. She walked slowly, taking in everything from the patches of blue sky ………………………… through
the trees to the spring flowers sprinkling the forest floor.
9. The psychiatric patients were often taken for walks in a park near the …………………………….. when
the weather was nice.
5
http://www.city‐journal.org/html/big‐talk‐small‐action‐14800.html
174
EXERCISE 3
What does the bolded word/phrase in each sentence mean?
1. He is such a simple and down‐to‐earth person that I liked him immediately.
A. without illusions or pretensions
B. without modesty
C. without worries
D. without imperfections
2. They hadn't listened to the news on the radio. Thus, they were unaware of the approaching
storm.
A. however
B. which
C. then
D. therefore
3. A true friend would never take you for granted.
A. speak ill of you
B. have little trust in you
C. fail to appreciate you
D. betray you
4. By the time you wake up, I’ll have finished work.
A. Much earlier than when
B. To the point when
C. Starting at the moment
D. After
175
EXERCISE 4
Choose the correct word/phrase to fill in each blank.
1. We could not find any idea good enough to …… the game on.
A. code
B. base
C. program
D. create
2. Mr Thato Kwerepe has called on government to …………… more resources into the tourism
sector as it has the potential to diversify the economy away from the mineral sector.
A. put
B. add
C. channel
D. change
3. Music can really ………………….. people together regardless of their background.
A. stick
B. bring
C. take
D. join
4. Tom tried to concentrate …………………… his work.
A. for
B. to
C. in
D. on
176
UNIT 2 – VOCABULARY EXERCISE
EXERCISE 1
Fill in the blank with the correct form of the words given in the box below.
1. It has been …………………………… that the lack of cushioning in shoes is the main cause of running
injuries.
2. Lots of ……………………. ideas were put forward for the competition and a few of these will be
tried out before a final decision is made.
3. In movies, a tinny soundtrack is usually used to ……………………… the arrival of dramatic tension.
4. The proposal to change the rules was ……………………………………… defeated by 201 votes to 16.
5. Not all his novels and short stories are of……………………………….. quality; some are exceptionally
good while others are just mediocre.
6. The 25‐member team mostly …………………………. students in their early twenties.
7. The difference of water ……………………………… lies not only in their softness or hardness.
8. Race, like gender, is an inherent quality, but religion's only an abstract ………………………., just a
set of ideas.
9. Throughout the house, a colour …………………………….. of terracotta and soft golds works well
with the wooden floors.
10. When we arrived, I was surprised to learn that she was the only ……………………………. of a large
house.
177
EXERCISE 2
Find words in the extracts below with the meanings indicated
1. A noun – the act of blending in with the surroundings as a disguise
Based on the dinosaur’s pigment patterns, it would have had a dark back that faded to a lighter
belly. That type of colouring, called countershading, shows up in animals from penguins to fish
and may act as a form of camouflage. It lightens parts of the body typically in shadow, and
darkens parts typically exposed to light. “If you want to hide, it makes sense to try and obliterate
those shadows,” Rowland says.6
2. A noun ‐ the set of skills or the whole body of items that are regularly performed
It was this tradition that Balamurlikrishna not only kept alive, but also reinvented and
reinvigorated in his own inimitable fashion. His own compositions, as well as the other
composers’ pieces that he included in his repertoire of performances, embody this distinct aspect
of religious experience as it was interwoven into daily rituals, and one where worldly and physical
preoccupations co‐exist with the spiritual dimensions.7
3. An adjective – synonymous to ‘disorganised’ or ‘chaotic’
I leave Otter Point early each weekday morning to drive to downtown Victoria. The timing of the
many traffic lights I encounter is irritating and illogical. I’ve given up navigating Douglas because
of the haphazard operation of the lights. I’m certain that the McKenzie Mess could be diminished
by having traffic lights timed to allow maximum flows into Victoria in the morning and reversed
in the afternoon. 8
4. A noun – the lack of ability or skill to do something properly
The phenomenon of under‐performing, un‐engaged managers was first described by the
Canadian psychologist Dr. Laurence Peter in a theory that now bears his name: The Peter
Principle. Simply stated, the Peter Principle predicts that “in a hierarchical organization,
employees tend to rise to the level of their incompetence.” 9
6
https://www.sciencenews.org/article/dinosaurs‐may‐have‐used‐color‐camouflage
7
http://swarajyamag.com/culture/what‐dr‐balamuralikrishna‐meant‐for‐telugu‐cultural‐heritage
8
http://www.timescolonist.com/opinion/letters/haphazard‐lights‐feed‐traffic‐congestion‐
1.2659655#sthash.FnsqmieK.dpuf
9
http://99u.com/articles/14856/the‐peter‐principle‐and‐other‐reasons‐to‐think‐twice‐before‐accepting‐a‐new‐
promotion
178
5. A phrase – used when describing the real result of a situation
November 9 is a historic day. In 1989, one of the most symbolic political events of the
20thCentury took place when the Berlin Wall, which had divided the democratic West Germany
and Communist East Germany, fell. More accurately, the border points were opened, as the
official demolition didn’t start until June of the following year, but to all intents and purposes, it
was this date on which history was made. 10
6. A phrase – synonymous to “partly”
“The Special Police Unit is a valued group of individuals that support the Police Department and
the Town of Greece by providing additional manpower,” said Special Chief Michael DiCataldo, of
Gates. “Our job is different from that of a police officer, but to some degree it’s the same because
we’re interacting with the public.” 11
10
http://influence.cipr.co.uk/2016/11/09/historical‐symmetry‐berlin‐wall‐president‐trump/
11
http://www.democratandchronicle.com/story/news/2016/09/28/putnam‐greece‐seeks‐volunteer‐special‐
police/91242208/
179
EXERCISE 3
Choose the best paraphrase of the bolded word/phrase in each sentence.
1. The group undergoes many trials in the course of their journey.
A. prior to
B. during
C. in preparation for
D. as a result of
2. Questions of social ontology are concerned with the nature of social entities.
A. beings
B. creatures
C. qualities
D. moral standards
3. It is the history, the diversity, and the beautiful homes that draw them to the city.
A. paint
B. relocate
C. force
D. attract
4. His striking blue hair often attracts the attention of the ladies.
A. easily noticed
B. spiky
C. mediocre
D. extremely bizarre
180
UNIT 3 – VOCABULARY EXERCISE
EXERCISE 1
Fill in the blanks with the correct form of the words given in the box below.
1. The report from the Office for National Statistics gave a detailed ……………………………. of
population trends using statistics taken from the 2001 Census.
2. The total loan amount is determined by ……………………….. the carrying capacity of the farm
purchased.
3. They believe there’s a …………………. universe which possibly exists right alongside their own
world.
4. In the event of a smallpox outbreak, the federal government is prepared with enough vaccine
to …………………… everyone who would need it.
5. Severe allergies, if untreated, is a very dangerous ………………………….
6. It was hard to tell he ……………………………….. a critical surgery only two weeks ago.
7. When John returned to work, everybody was shocked at his quick ………………………………
8. Neither team deserved to win on Sunday's performance, and ………………………….., neither team
then deserved to lose.
9. It can take decades to accurately detect important and unanticipated side effects of
……………………….
181
EXERCISE 2
Match each word in column A with its definition in column B. 5 definitions will not be used.
Column A Column B
1. absenteeism a. the number and characteristics of people who live in a
2. demographics particular area
3. high stakes b. great advantages or disadvantages that could come out of
4. a wave of (something) a situation
5. symptoms
c. physical feelings or problems which show that you have a
particular illness
d. the amount of money that you risk on the result of
something such as a game or competition
e. a period in which there is an increase in a particular type of
activity
f. the belief in freedom and equality between people
g. the practice of regularly staying away from work or school
without good reason.
Now, write 5 sentences using the 5 words given above.
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
182
EXERCISE 3
Find words in the extracts below with the meanings indicated
1. a noun phrase – a test of new medicine
The National Institutes of Health (NIH) has awarded a research team an estimated $3 million to
test the therapy on 120 patients over the next five years. By using diagnostic monitoring of blood
flow in the wound tissue, the clinical trial will also determine how nutrition and inflammation
impact wound closure, making treatment customization a possibility.1
2. a noun phrase – activities which involve sitting and not being physically active
A “nudge” approach, where parents create an environment with opportunities to be active, is
helpful. “My suggestions would be to try to think about a typical day and how you could replace
sedentary activities with non‐sedentary ones. The key message is that any physical activity is
better than none,” Prof Okely, University of Wollongong, says.2
3. a noun – the state of being comfortable, healthy, or happy
A range of central and local government departments shares responsibility for maximising the
safety, health and wellbeing of children through improving the physical and mental health of
mothers, fathers and carers. Implementation at the local level is by a wide group of professional
and non‐professional staff in the community.3
4. a verb – to say what medical treatment someone needs, and 5. an adverb – by a large amount
Hayes is surprised that more physicians are not familiar with – and willing to prescribe –
biosimilars 4 . “With four biosimilars available now, not just one, I’m surprised that that
substantially more docs aren't… more familiar with biosimilars. These products are available, with
more coming down the line. They could have a significant impact on costs to patients and
insurers, and with a sizable portion of healthcare providers already expecting that insurers will
force them to use biosimilars anyway, I would expect the vast majority of physicians should be
getting themselves well‐acquainted with these drugs.”5
1
https://www.eurekalert.org/pub_releases/2016‐11/du‐nfc112916.php
2
http://www.news.com.au/lifestyle/parenting/tips‐for‐keeping‐kids‐active‐over‐the‐school‐holidays‐and‐away‐
from‐screens/news‐story/3953f6cc7cdfbc4b759ef9d58647d9a6
3
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/182508/DFE‐RR156.pdf
4
biosimilar: a biopharmaceutical drug designed to have active properties similar to one that has previously been
licensed.
5
http://drugtopics.modernmedicine.com/drug‐topics/news/issues‐about‐biosimilar‐substitution
183
UNIT 4 ‐ VOCABULARY EXERCISE
EXERCISE 1
Fill in the blanks with the correct form of the words given in the box below.
1. This activity gets children out of their normal environment and ………………………….. their
interest.
2. After all, it is, I suppose, a bit …………………. to absolutely insist the whole thing is state
controlled.
3. Our task is surely not to overthrow globalization, but to capture and use it as a
……………… for humanity's global democratic revolution.
4. The most effective way for the government to ………………….. influence in a decentralised
school system was to ensure that the teachers had appropriate qualifications.
5. The common good, he argued, ………………………. minority interests.
6. I have read a wide……………………… of theories and history, ranging from Marx to Mises.
7. The elections of 1897 had confirmed the Republicans as the ………………….. party in
Congress, with 206 members to the Democrats 124.
8. Worst hit by the land clearances are the ……………………….. tribes that have lived for
thousands of years in the forests.
9. Bill insisted that the About page on our website must highlight the company’s mission
with precision and ……………………...
10. With light from small stone lamps, the artists painted using natural …………………… made
from ground earth.
184
EXERCISE 2
What does the BOLDED word in each sentence mean? Choose A, B, C or D.
1. Where can they find people who understand the Asian cultures, down to their finest
nuances?
A. subtle similarities
B. subtle differences
C. apparent similarities
D. apparent differences
2. The car is not made of stainless steel but instead it's made of some kind of durable alloy that
can withstand bullets and rocket‐propelled grenades.
A. heavy
B. elastic
C. long‐lasting
D. expensive
3. Desperate times call for desperate measures.
A. make a phone call to
B. pick up
C. bring forth
D. require
4. After all, governments are supposed to be there to enhance our quality of life.
A. improve
B. foster
C. diminish
D. exacerbate
185
EXERCISE 3
Complete the sentences below using the correct form of the verb phrases given in the box.
make advances in
meet a need
share the spotlight with
take steps to
take advantage
make use of
1. The research will be used to …………………………………….. robotic technology and facilitate
smoother interactions between humans and robots.
2. The government will ………………………. make sure that these criminals are found and punished.
3. What makes the movie different is that the plot allows the hero to …………………………………….
the villain, as they both undergo interesting character development.
4. The governor was accused of ……………………………….. of, or exploiting, the local people and their
customs in the furtherance of his own career.
5. Not all students know how to ………………………… the opportunities open to them.
6. The Uniform Crime Reporting program was conceived in 1929 by the International Association
of Chiefs of Police to …………………………… for reliable statistics on crime in the nation.
186
UNIT 5: VOCABULARY EXERCISE
EXERCISE 1
Match each word in column A with its definition in column B. Some definitions will not be used.
Column A Column B
1. inheritance a. to rub or be rubbed away gradually
2. fossilisation b. money or objects that someone gives you when he/she dies
3. heritage c. objects, especially very old objects, of historical interest
4. erode d. the process of becoming something that has been preserved
in rock for a very long period
5. artefacts e. a long passage under or through the ground, especially one
made by people
f. features belonging to the culture of a particular society, such
as traditions, languages that were created in the past and still
have historical importance
g. a place in the ground where a dead person is buried
Now write 5 sentences using the 5 given words
1. ...............................................................................................................................................
2. ...............................................................................................................................................
3. ...............................................................................................................................................
4. ...............................................................................................................................................
5. ...............................................................................................................................................
187
EXERCISE 2
Fill in the blanks with the correct form of the words given in the box below.
widespread lessen predator allocate mimic
plummet imply lobe exceptionally current
1. A healthy diet can………………………..the risk of heart disease.
2. The Amazon forest is the hunting ground of the most dangerous………………………..out
there.
3. According to the company budget, we must………………………..twenty percent of our
financial resources to marketing.
4. The weather was………………………..hot for the time of the year. No one would expect that
it could reach 45o C.
5. What does his silence………………………..? Can you guess?
6. The frontal………………………..of the brain is involved in motor function, problem solving,
spontaneity, memory, language, initiation, judgement, etc.
7. He was swept out to sea by the strong water………………………..
8. House prices have………………………..in recent months due to the global financial crisis.
9. A parrot can………………………..a person's voice. Try saying “hello” to him!
10. Malnutrition in the region is………………………. – affecting up to 78 percent of children under
five years old.
188
EXERCISE 3
What does the bolded word in each sentence mean?
1. It's a cheap bag but it has great sentimental value for me.
A. astonishing and extraordinary
B. unforeseen and remarkable
C. touching and nostalgic
2. The town offers an insight into Finnish rural life
A. a thing that one sees or that can be seen.
B. the capacity to gain an accurate and deep intuitive understanding
C. the power or act of perceiving external things
3. I have to catch up on my reading. I’ve been able to do it for quite a long time!
A. postpone
B. continue
C. establish
4. Growth, according to Smith, is rooted in the increasing division of labor.
A. a way of organizing work so that different people are responsible for different tasks
B. a way of organizing work so that different people are responsible for the same task
C. a way of organizing work so that one person is responsible for different tasks
5. Training can give you the edge over your competitors.
A. give something new
B. give a sword
C. give an advantage
Now write 5 sentences using the 5 bolded words
1. ...............................................................................................................................................
2. ...............................................................................................................................................
3. ...............................................................................................................................................
4. ...............................................................................................................................................
5. ...............................................................................................................................................
189
UNIT 6: VOCABULARY EXERCISE
EXERCISE 1
Complete the crossword below.
P S M
C
T
G
1. A noun – a person who publicly supports or recommends a particular cause or policy
Example: The singer is an………………………………. for gay and lesbian rights.
2. A verb – to be one of the first people to do something
3. A noun – a model of a set of problems or events that can be used to teach someone how to do
something, or the process of making such a model.
Example: The manager prepared a computer ………………………………. of likely sales performance for
the rest of the year.
4. A verb – to change something such as a plan, opinion, law, or way of behaviour slightly, usually
to improve it or make it more acceptable.
5. An adjective – able to make you believe that something is true or right.
190
Example: The end of the book wasn't very ……………………………… I think that the way the author
explained how he met her was illogical.
6. A noun – the speed at which something happens.
Example: I don't like the……………………………… of modern life.
7. A noun – a particular or special way of doing something
8. A verb – To cause something to exist
Example: The new development will……………………………… 1,500 new jobs.
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EXERCISE 2
Fill in the blank with the correct form of the word given in the box below.
1. We can……………………………….any of our products to your company's specific needs.
2. Most of what he said was so nonsensical that I just …………………him…………………
3. The ……………………………….of antibiotics was a major breakthrough in the field of
medicine.
4. He stopped at the door, waiting...……………………………….for her to acknowledge his
presence.
5. The government has recently……………………………….the healthcare system by offering
affordable and high‐quality health care.
6. Susan………………………………to be a good friend when she lent me some money.
8. I don't want to …………… this matter ……………, but it really isn't very important, is it?
9. The handout is a ……………………………… to the official manual. However, it is quite useful
to bring it along.
10. After years of time making short video clips, he was finally authorized to direct a
……………………………… in full length.
11. Our company has been growing in……………………………over the past year. Congratulation!
12. He has…………………………… a dispute with his former business partner.
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UNIT 7 – VOCABULARY EXERCISE
EXERCISE 1
Fill in the blanks with the correct form of the words given in the box below.
1. Drunk drivers are a………………………………to everyone.
2. These plants……………………………… with relatively little sunlight. They can be found in
abundance under the shades of big trees.
3. Despite some early………………………………, they eventually became a successful company.
4. Numerous supplement products claim to………………………………….strength or endurance in
sports.
5. Tens of millions of people in Africa are………………………………from starvation.
6. She looked………………………………in that red dress tonight. I couldn’t stop looking at her.
7. The difference between sick and healthy, though, is the introduction of a physical entity
– a ………………………………, bacterium or virus – that causes a healthy body to sicken1.
8. The book is divided into two………………………………parts, which are very different from each
other.
9. While she was in Hawaii, she studied the local……………………………………..which are very
different from the animals and plants in her own country.
10. Some poisonous substances can enter the body by………………………………….through the
skin.
1
https://www.foboko.com/sentence‐dictionary
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EXERCISE 2
Find words in the extracts below with the meanings indicated23456
1. A noun – when many different types of things or people exist.
Cultural diversity has affected society in many ways throughout history. In recent
decades, increased communication and travel possibilities made the transfer of people, and by
extension their culture, more widespread. According to A Richer Life, a National Fair Housing
Alliance public awareness campaign, cultural diversity creates better communities with more
tolerance for differences and an increased ability to solve problems with others.
2. A verb – to grow plants in large numbers.
You will need to address specific issues in your planning, including wildlife encroachment,
which may require fences or other permanent measures, sun exposures, since some plants
require more sunlight to successfully produce than others, and topography, since tilling very
steep ground is fraught with problems. List all of the possible crops you will attempt to cultivate
on your land. You should try to have as diverse a selection as possible to meet nutrition
requirements mentioned earlier. You may be able to estimate a total yield per crop item by
researching the growing success of others in your area, or by using information from the source
you purchase your seed from. Using the list, and the planting plan you began earlier, you will
need to calculate the amount of seed you will need. If you have lots of room, plant an excess to
allow for poor performance until you have a firm grasp of what you are doing.
3. A noun – a building made of glass, used for growing plants.
Biological control of pests usually works best for perennial cropping systems and forest
systems, where carnivores have time to build up high populations, and in closed environments,
such as greenhouses, where biological control agents can be released and confined. The potential
for utilizing carnivores in annual field crops and large monocultures appears to be more limited.
However, deploying VOCs as agents for biological control of plant disease and adding rewards
and shelter for predators are two strategies that can enhance biocontrol even in monoculture
crops.
2
https://www.reference.com/world‐view/cultural‐diversity‐affected‐society‐39454a87ce80aaf8#
3
http://www.cell.com/trends/plant‐science/fulltext/S1360‐1385(15)00208‐3
4
http://www.wikihow.com/Grow‐Your‐Own‐Food
5
http://www.worldwildlife.org/threats/pollution
6
http://www.omicsgroup.org/journals/longevity‐the‐best‐marker‐for‐sustainable‐development‐2165‐8048‐
1000213.php?aid=67135
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4. An adjective – poisonous
Look at any ecosystem and there could be multiple forms of contamination—streams full
of toxic chemicals from industrial processes, rivers overloaded with nutrients from farms, trash
blowing away from landfills, city skies covered in smog. Even landscapes that appear pristine can
experience the effects of pollution sources located hundreds or thousands of miles away.
Pollution may muddy landscapes, poison soils and waterways, or kill plants and animals. Humans
are also regularly harmed by pollution. Long‐term exposure to air pollution, for example, can lead
to chronic respiratory disease, lung cancer and other diseases. Toxic chemicals that accumulate
in top predators can make some species unsafe to eat.
5. A noun – living for a long time
Raising longevity in most countries is mainly due to a later arrival to “physiological” old
age. Progressively in an increasing number of countries, people over 70, 80, and even 90 years
old are in a much better physical and mental fitness than their contemporaries 10 years earlier.
This delayed old age does not concern any more only a minority of genetically protected
privileged individuals, but general population.
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EXERCISE 3
Match each word in column A with its definition in column B. Some definitions will not be used.
Column A Column B
5. culprit ................ e. the fact that there are many different ideas or
opinions about something
f. a fact or situation that is the reason for something bad
happening
g. a reason or explanation for something
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UNIT 8 – VOCABULARY EXERCISE
EXERCISE 1
Complete the crossword below.
U
G S
E
M
A
M
I E
1. A verb – to be responsible for a project or task that will take a long time or be difficult.
Example: Successful candidates will be required to…………………………… new missions.
2. A noun – a person who studies geology.
3. A noun – to cause or allow something to continue for a period of time.
Example: The economy looks set to……………………………its growth into next year.
4. A verb – to develop gradually
Example: Did humans really…………………………… from apes?
5. A noun – a method or way of doing something.
Example: The Internet has been considered as one of the most effective……………………………of
communication.
6. A verb – to give something to someone to use in a particular way
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Example: The government is going to …………………………….. £10 million for health education.
7. A verb – to make something look larger than it is, especially by looking at it through a lens.
Example: Tom used a glass to ……………………………… the letters by 10 times.
8. An adjective – thinking a lot about your own thoughts and feelings and not communicating
these to other people.
Example: She is famous for her………………………………… songs about failed relationships
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EXERCISE 2
Write a short paragraph using the five given words. Word limit: 150 words.
Topic: Space exploration
Note: You may use different forms of the same word.
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EXERCISE 3
Fill in the blanks with the correct form of the words given in the box below.
1. There has been no…………………………………in that class – they've had seven different
teachers.
2. The noise coming from our neighbors is really………………………………… I can’t focus on
studying these days.
3. We're …………………………………concerned with keeping expenditure down. It’s our main
focus these days.
4. Environmentalists are doing everything within their power to…………………………………the
impact of the oil spill.
5. These documents are in the public …………………………………, which means everyone can
get access to them.
6. The two playwrights worked in close ………………………………… with each other on the
script.
7. I've always had an interest in………………………………………, which is the scientific study of
the universe and of objects that exist naturally in space.
8. People nowadays are so ………………………………… with money. They seem to forget other
meaningful purposes in their life.
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WRITING SECTION
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DESCRIBING CHANGES IN MAPS
OBJECTIVE
Targeted skills:
describing changes in maps or plans
reporting on an impersonal topic without the use of opinion
DESCRIPTION
The type of map often encountered in Task 1 of the IELTS Academic Writing Module shows how a place
has changed over a period of time. The various buildings and features are normally labelled for you. You
need to write about how they have changed from the past up until the present day.
There are three main types of map question:
1. Describe one map in the present day.
2. Describe two maps – one in the present and one in the future.
3. Describe two maps – one in the past and one in the present.
This lesson is about type 3.
ACTION PLAN
1. Read the instruction carefully to identify what type of maps Tips
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Suggested format
Introductory sentence: says what are shown in the maps
Overview:
‐Make one or two general statements about the map. You should describe the maps generally and write
about the most noticeable differences between the two maps.
‐The overview can be placed right after the introductory sentence or at the end of the essay
Body:
‐ Main Body 1: Three to four sentences about specific changes that have occurred.
‐ Main Body 2: Further three to four sentences about specific changes that have occurred.
Conclusion (optional)
‐Paraphrase of the overview
You can group information together in paragraph 3 and 4 by time or location, depending on the
question asked.
USEFUL EXPRESSIONS AND PHRASES
Buildings: demolish, develop, replace, construct, convert and relocate
The government demolished the industrial estate and developed a sports ground.
They removed the shops and replaced it with a skyscraper.
A port was constructed at the edge of the river.
The factory in the city centre was demolished and relocated to the north of the city.
The old warehouses were replaced with new hotels.
The factory was converted into apartments.
Trees and Forests: cleared, cut‐down, chopped‐down, removed, planted, etc.
The forest was cut‐down and replaced with a shopping centre.
The trees were cleared to make way for houses.
Roads, bridges and railways lines‐ constructed, built, extended, expanded and removed.
The main road was extended and a new bridge built over the river.
New facilities: opened, set up, developed.
A skate park was set up next to the swimming pool.
A park was developed beside the forest.
Increase and decrease in size
‐ Increase: expand, extend, enlarge, broaden, widen, swell
‐ Decrease: dwindle, shrink, diminish, shrivel
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Increase and decrease in number
‐ Increase: double – triple – quadruple – quintuple, manifold
‐ Decrease: curtail, cut down, downsize, contract
Describing location
You can use ‘to the left’ and ‘to the right’, but a better way is to use ‘north’, ‘south’, ‘east’ and ‘west’.
E.g. The forest to the south of the river was cut down.
A golf course was constructed to the north of the airport.
The houses in the south‐west of the town were demolished.
The green fields to the north‐west of the city were redeveloped as a park.
The airport in the centre of the city was relocated to the north‐east of the river.
The school to the south‐east was knocked down and a new one built to the east of the forest.
Finally, you will also be expected to use prepositions of place, e.g. at/ in/ on/ by/ beside/ to/ off/ from,
to describe where things are.
E.g. Dramatic changes took place in the city centre.
To the south of the town, there is a golf course surrounded by trees.
A new school was built next to the swimming pool.
The old road running from north to south was replaced by a new motorway.
A marina was built on the banks of the river.
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MODEL PRACTICE
EXERCISE A: ANALYSIS
The maps below show changes that took place in Youngsville in New Zealand over a 25‐year
period from 1980 to 2005. Answer the following questions:
a. What is the most noticeable difference between the two In order to identify
maps? changes, study the maps
b. Was the town more or less residential in 2005 compared to and number the changes
1980? on the second ones.
c. Were there more or fewer trees in 2005? Think of some general
d. Were the changes dramatic or negligible over the 25‐year statements, and make
period? notes.
e. What happened to the houses and trees along the railway
line south of the river?
f. What were the two biggest changes north of the river?
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EXERCISE B: PRACTICE WITH MODEL ANSWER
A. Complete the model text below. Use one word from the following list to complete each blank
space. The first one has been done for you.
B. Read the model essay again and notice how the model answer addresses the questions in
exercise A
The maps show the 1… developments… which took place in the coastal town of Youngsville
between 1980 and 2005.
In 1980, the town was a much greener 2………………………….area with a large number of trees
and individuals houses, but during the next 25 years the town 3……………………………..a
number of dramatic changes. The most 4……………………………. is that all of the trees south of
the River Alanah were cut down, with all the 5.…………………….along the railway line being
knocked down and replaced by skyscrapers. Moreover, a new industrial estate, with
6………………………….. and warehouses sprang up around the airport and school.
Only a few trees north of the river remained. The woodland was cleared to make way for a
park, a golf course, and car parking 7……………………………………. Further developments were
the 8…………………… of a stadium near the north east 9…………………………………. of the lake and
a new stretch of railway from the river running directly north. A marina was also built at the
mouth of the river.
Overall, a 10…………………………………..of the two maps reveals a change from a largely rural
to a mainly urban landscape.
MAIN PRACTICE
EXERCISE A: DESCRIBING CHANGES
1. Transform the sentences below by changing the nouns into verbs and using the passive.
Example
There were spectacular changes in the area.
The area was changed spectacularly.
a. There were dramatic developments in the town centre.
…………………………………………………………………………………………………………………………………………
b. There was a complete transformation of the neighbourhood.
…………………………………………………………………………………………………………………………………………
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c. There was a total reconstruction of the residential area.
…………………………………………………………………………………………………………………………………………
d. There was a total redevelopment of the old factories.
…………………………………………………………………………………………………………………………………………
e. There was a rebuilding of the old houses.
…………………………………………………………………………………………………………………………………………
f. There was a complete modernization of the entertainment district.
…………………………………………………………………………………………………………………………………………
2. Fill in the blanks with the correct forms of the verbs given in the brackets.
All of the changes took place between 2000 and 2005.
Examples
The block of flats …was turned.. (turn) into a hotel (passive)
The block of flats …made way…. (make way) for a hotel (active)
a. The row of old houses .................. (knock down) to make way for a road.
b. The forest .................. (cut down) to build a railway.
c. The area .................. (redevelop) completely.
d. The factory .................. (convert) into an art gallery.
e. The city centre .................. (undergo) a total transformation.
f. The row of old terraced houses in the city .................. (pull down) and ..................
(replace) by a block of flats.
g. A sports complex .... .............. (construct) in the suburbs.
h. A number of spectacular changes .................. (take place).
i. The whole centre of the town .................. (transform) by new developments
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EXERCISE B: DESCRIBING LOCATIONS
1. It is sometimes important to state locations clearly on a map. Read the examples. Then
answer the questions a-g about the maps on the previous page using the phrases in the box.
Example
north of the skyscrapers south of the golf course
south‐west of the stadium north‐east of the lake
a. Where are the skyscrapers? They are ............... .............. .
b. Where is the stadium? It is ............................. .
c. Where is the lake? It is ............................. .
d. Where is the hospital? It is ............................. .
e. Where is the railway station? It is ............................. .
f. Where i s the airport? It is ............................. .
g. Where is the school? It is ............................. .
2. Complete the following sentences by choosing the correct prepositions of place from the
alternatives.
a. Several changes took place at/in/on the town of Northgate.
b. North of the town, there is a lake surrounded in/of/by trees.
c. A number of new houses were built beside/at/on the railway line.
d. There was a large industrial area located on/in/at the north.
e. A new railway was constructed which ran from/at/in north to south.
f. Two new hotels were erected on/in/at the banks of the river.
g. A large number of new villas were built beside/at/to the sea.
h. A yachting club was set up on/in/at the shores of the lake.
i. A number of wind turbines were placed in the sea, just off/on/to the coastline.
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EXERCISE C: REPORT WRITING
You should spend about 20 minutes on this task
The maps below show the changes that have taken place at the seaside resort of Templeton
between 1990 and 2005.
Summarize the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words
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EXTRA PRACTICE
You should spend about 20 minutes on this task
The maps below show the changes that have taken place at the town of Harborne between
1936 and 2007.
Summarize the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words
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