Modul Ielts Online
Modul Ielts Online
Modul Ielts Online
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UNDERSTANDING of LISTENING
The first two sections of the test are concerned with social needs.
The final two sections are concerned with situations related more closely to educational or training
contexts.
All the IELTS listening topics are of general interest and it makes no difference what subjects you are
planning to study or what work you intend to do.
A range of English accents and dialects are used in the recordings which reflects the international
usage of IELTS
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You will be provided with instructions on the test paper on how to answer the questions, and they are
clear and easy to follow. You will be given examples of any unfamiliar question types.
During the IELTS listening test, you are given time to read the questions, write, and then check your
answers. You write your answers on the question paper as you listen, and when the recording ends,
you will be given ten minutes you to transfer your answers to an Answer Sheet.
Exercise 1:
Spelling Letters and Numbers
1. Spell correctly the names of the Scottish cities and towns you hear (recorder:1.2B)
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
2. Spell correctly the names of the following person associated with Scotland (recorder:1.2C)
11. 16.
12. 17.
13. 18.
14. 19.
15. 20.
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4. Write down the full of sentence of what you have heard (recorder:3.2A)
31.
32.
33
34. ..
35.
36.
37.
38.
39.
40.
TYPE of QUESTIONS
TABLE COMPLETION
Table completion in IELTS listening is a common type of question. It can appear in any section of the
listening test. Spend time preparing the headings and the predict the missing content of the table. Pay
attention to the number of words possible for the answers. After you have prepared the table and the
missing answers, listen to the recording and write down the answers as you listen. In the real test you
can listen only once.
Exercise 2:
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SENTENCE COMPLETION
In this type of question, you are given a sentence taken from the listening, and you have to decide
which word fits in the gap. Remember though that the sentence will not be exactly the same as what
you hear on the audio - it will be paraphrased (using different words to what you hear).
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Exercise 3 :
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MATCHING WORDS/SENTENCE/PRHASE/PICTURE/MAP
The matching test item format provides a way for learners to connect a word, sentence, phrase,
picture or map in one column to respondinng word. This task type assesses the skill of listening for
detail. It often assesses the ability to follow a conversation involving interaction between to people.
Exercise 1
Listen to a travel agent talking about interesting places to visit in wales. Match the correct
activities and beaches with each place. Some of the choices may be used more than once.
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Exercise 2
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Exercise 3
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MUTIPLE CHOISE QUESTIONS
In this type of question you are usually given three or four choices of answer. It is commonly found in
parts two, three and four of the listening test. The question will be harder the further you get. There
are certain things in this kind of question that can easily trip you up and lead to mistake. Learning
about these will improve your ability to listen and identify the correct answer.
Exercise :
Listen to the talk and choose the correct answer.
1. Atlantis was
A. A legendary island
B. An island named after the ocean in which it was supposed to have been located
C. An actual island which has disappeared
D. Both A and B
7. Proof of the Spaniard’s placing high value on their horses was their
A. Taking them to America
B. Crediting them with souls
C. Regretting their loss
D. All of the above
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8. The selection says that sailors called the area the “horse latitudes” because
A. The Spaniards told them it was haunted by the ghosts of horses
B. They regretted the loss of the horses
C. They had dreams about the lost horses
D. The Spaniards had named it that
You will hear Peter Walsh being interviewed for a job. Listen and choose the correct answer for
each question.
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17. What kind of person are they looking for?
A. Someone prepared to work overtime
B. Someone who is punctual
C. Someone who wants to get on
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READING
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UNDERSTANDING of READING
IELTS Reading Exam Information
The IELTS reading exam is divided into three sections of increasing difficulty. This test requires you to
answer 40 questions in 60 minutes.
The IELTS reading exam can also be seen as a vocabulary exam. The reason is that you need a wide
range of vocabulary to understand the passages of text given to you. You must also have an awareness
of synonyms if you wish to identify the information required to answer the questions correctly.
Multiple Choice
This article will help you answer multiple choice questions more effectively. We look at common
problems and how to fix them.
Summary Completion
In these kinds of questions, you will be given a summary of information from the text and there will
be some gaps in that summary.
Sentence Completion
In this question type, you will be given a number of sentences with gaps in them and asked to complete
the sentences with words from the reading text.
Matching Headings
This article will help you match headings more effectively in the IELTS reading test. In the IELTS Reading
test, you may be asked to match headings to sections of text. This type of question tests your ability
to understand the main idea of each paragraph.
Labelling a Diagram
On the IELTS reading test, you might get a question that asks you to label a diagram. This post will
show you examples, look at common problems and provide you with a strategy for answering these
questions effectively.
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Matching Information to Paragraphs
In this kind of question, you are asked to match statements to paragraphs in the reading text. This
post will look at example question types and show you my step-by-step strategy for matching
information to paragraphs. In this type of question, you are asked to match someone’s name, normally
an expert, researcher or scientist, to a statement.
It’s important that you use reliable materials when you practice IELTS reading because this is the only
way of getting an accurate idea of your current ability. The post below will show you how to find
reading practice materials and demonstrate how you can improve your practice sessions from home.
SKIMMING: refers to the process of reading only main ideas within a passage to get an overall
impression of the content of a reading selection. Skimming should be used during IELTS when you
need to quickly read for just the main idea of a text without thinking about specific details.
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RECOGNIZE PARAPHRASE
WHY DO YOU NEED TO UNDERSTAND PARAPHRASING?
In the IELTS test, your job is basically to understand the questions and then find the exact sentences
in the passage, which contain the answer accordingly. However, the words you see in the questions
will never be repeated entirely in the passage since the exam is not meant to test your ability to
compare similar words but to test your English, or to be more precise, your understanding of the
language. That’s why the questions will be paraphrased-said in a different way with the meaning being
kept the same. It is therefore important to understand how paraphrasing is made.
EXAMPLES OF PARAPHRASING
Paraphrasing involves taking a set of facts or opinions and rewording them. When paraphrasing, it is
important to keep the original meaning and to present it in a new form. Basically, you are simply
writing something in your own words that expresses the original idea.
PARAPHRASING SENTENCES
Here are some sentences that have been paraphrased:
• Original: Her life spanned years of incredible change for women.
• Paraphrase: Mary lived through an era of liberating reform for women.
• Original: Giraffes like Acacia leaves and hay and they can consume 75 pounds of food a day.
• Paraphrase: A giraffe can eat up to 75 pounds of Acacia leaves and hay every day.
• Original: Any trip to Italy should include a visit to Tuscany to sample their exquisite wines.
• Paraphrase: Be sure to include a Tuscan wine-tasting experience when visiting Italy.
PARAPHRASING PARAGRAPHS
Here is an example of paraphrasing of a longer passage taken from the Duke website.
Original Passage:
In The Sopranos, the mob is besieged as much by inner infidelity as it is by the federal government.
Early in the series, the greatest threat to Tony’s Family is his own biological family. One of his closest
associates turns witness for the FBI, his mother colludes with his uncle to contract a hit on Tony, and
his kids click through Web sites that track the federal crackdown in Tony’s gangland.
Paraphrased Passage:
In the first season of The Sopranos, Tony Soprano’s mobster activities are more threatened by
members of his biological family than by agents of the federal government. This familial betrayal is
multi-pronged. Tony’s closest friend and associate is an FBI informant, his mother and uncle are
conspiring to have him killed, and his children are surfing the Web for information about his activities.
The main point of this passage is that problems within the family are as bad as or even worse
than problems caused by the federal government. Details about this betrayal include one
family member turning informant, a hit being put out on Tony by family members, and Tony’s
kids tracking his activities.
Here is a summary of some of the changes made during the paraphrasing process:
• Early in the series = first season
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• More threatened = greatest threat
• Closest friend and associate = one family member
• His mother colludes with his uncle = his mother and uncle are conspiring
• His kids click through Web sites = his children are surfing the Web
Example
Most men drive cars to work.
The majority of males use automobiles to get to their jobs.
As you can see, both sentences mean exactly the same thing but I have used different words. I have
used mostly synonyms to do this, i.e. words with the same or similar meanings.
Most – majority
Drive – use
Cars – automobiles
Work – job
READING EXERCISE 1
SKIMMING 1: Read the next once for the gist (overall idea) and then in detail.
It is almost impossible to write of the Arts in Australia without mentioning the building that fist put
the country firmly on the world cultural map – the Sydney Opera House. Completed in 1973 after 14
years of much heated discussion and at a cost of almost £60 million, it is not only the most well-known
Australian building in the world but perhaps the most famous design of any modern building
anywhere. Its distinctive and highly original shape has been likened to everything from the sails of a
sailing ship to broken eggshells, but few would argue with the claim that the Opera House is a major
contribution to world architecture. Set amidst the graceful splendour of Sydney Harbour, presiding
like a queen over the bustle and brashness of a modern city striving to forge a financial reputation in
a tough commercial world, it is a reminder to all Australians of their deep and abiding love of all things
cultural.
The Opera House was designed not by an Australian but by a celebrated Danish architect. Jorn Utzon,
whose design won an international competition in the late 1950s. However, it was not, in fact,
completed to his original specifications. Plans for much of the intended interior design of the building
have only recently been discovered. Sadly, the State Government of the day interfered with Utzon’s
plants because of concerns about the escalating cost, thought this was hardly surprising – the building
was originally expected to cost only £5.5 million. Utzon left the country before completing the project
and in a fit or anger vowed never to return. The project was eventually paid for by a State-run lottery.
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The size of the interior of the building was scaled down appreciably by a team of architects whose job
it was to finish construction within a restricted budget. Rehearsal rooms and other facilities for the
various theatres within the complex were either made considerably smaller or cut out altogether, and
some artists have complained bitterly about them ever since. But despite the controversy that
surrounded its birth, the Opera House has risen above the petty squabbling and is now rightfully hailed
as a modern architectural masterpiece. The Queen officially opened the building in 1975 and since
then, within its curved and twisted walls, audiences of all nationalities have been quick to acclaim the
many world-class performances of stars from the Australian opera, ballet and theatre.
1. WORD DEFINITIONS: Find the single words in paragraphs 1 and 2 which mean the following:
1. Pleasing, attractive
2. Characteristic
3. angry
4. (to) advance steadily
5. Excited activity
6. trying hard
7. Permanent, lasting
8. rashness
2. Next, find the single words in paragraphs 3 and 4 which mean the following:
i. meant
ii. considerably
iii. meddled with
iv. (to) promise
v. made smaller
vi. unimportant
vii. limited
viii. (to) applaud loudly
ix. known as
x. money plan
3. WORDS & PHRASES WITH SIMILAR MEANINGS: Refer to the passage in Exercise.
I. Well-known design
II. Angry talk
III. Located amidst
IV. Competitive world
V. Original designs
VI. Restricted budget
VII. Petty quarrelling
SKIMMING 2: Read the next once for the gist (overall idea) and then in detail.
Almost everyone with or without a computer is aware of the latest, technological revolution destined
to change forever the way in which humans communicate, namely, the Information Superhighway,
best exemplified by the ubiquitous Internet. Already, millions of people around the world are linked
by computer simply by having a modem and an address on the ‘Net’, in much the same way that
owning a telephone links us to almost anyone who pays a phone bill. In fact, since the computer
connections are made via the phone line, the Internet can be envisaged as a network of visual
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telephone links. It remains to be seen in which direction the Information Superhighway is headed, but
many believe it is the educational hope of the future.
The World Wide Web, an enormous collection of Internet addresser or sites, all of which can be
accessed or sites, all of which can be accessed for information, has been mainly responsible for the
increase in interest in the Internet in the 1990s. Before the World Wide Web, the ‘Net’ was
comparable to an integrated collection of computerized typewriters, but the introduction of the ‘Web’
in 1990 allowed not only text links to be made but also graphs, images and even video. A Web site
consists of a ‘home page’, the first screen of a particular site on the computers to which you are
connected, from where access can be had to other subject related ‘pages’ at the site and to thousands
of other computers all over the world. This is achieved by a process called ‘hypertext’. By clicking with
a mouse device on various parts of the screen, a person connected to the ‘Net’ can go travelling, or
‘surfing’ through a web of pages to locate whatever information is required.
Anyone can set up a site; promoting your club, your institution, your company’s products simply
yourself, is what the Web and the Internet is all about. And what is more, information on the Internet
is not owned or controlled by any one organization. It is, perhaps, true to say that no one and therefore
everyone owns the ‘Net’. Because of the relative freedom of access to information, the Internet has
often been criticized by the media as a potentially hazardous tool in the hands of young computer
users. This perception has proved to be largely false however, and the vast majority of users both
young and old get connected with the Internet for the dual purposes for which it was intended-
discovery and delight.
1. WORD DEFINITIONS : Find the single words in paragraphs 1 and 2 which mean the following:
a. certain to become
b. complete change
c. a machine unking computers
d. given as an example
e. found everywhere
f. location (of activity)
g. interconnected group
h. vast, huge
2. WORDS & PHRASES WITH SIMILAR MEANINGS: Refer to the passage in Skimming 2.
a. joined by :
b. telephone links :
c. large group :
d. negotiating a maze :
e. comprises :
f. dangerous tool :
g. most people on the ‘Net’ :
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UNDERSTANDING SENTENCE COMPLETION
In sentence completion question types, you will be given a number of sentences with gaps in them
and asked to complete the sentences with words from the reading text.
These questions are as much vocabulary tests as they are reading tests because they require you to
be aware of paraphrasing (using different words to repeat a sentence so that it has the same meaning)
and synonyms (words with the same or very similar meanings).
Example:
As you can see there are three incomplete sentences that we must complete. Note that it says NO
MORE THAN TWO WORDS from the text for each answer. This means that we can write one or two
words only. If we write any more than this, we get the question wrong.
Also, note that it says ‘from the text’. This means that we can’t change the words from the text. The
word limit and whether we should use words from the text or not can change from question to
question so read them carefully.
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Read the incomplete sentences first. Think about what word form can be used and try to
predict the answer. Also, think about keywords and how they could be represented by
synonyms or paraphrasing.
Locate where the information is located by scanning quickly. If you can’t locate the answer
quickly, move on.
Read the incomplete sentence again.
Study the reading text more carefully to establish the answer.
Check your spelling.
Repeat with the other sentences.
Exercise 1
The ‘birds are dinosaurs’ theory was first developed by English palaeontologist Thomas Huxley (1825–
1895). According to some accounts, one evening Huxley went to dinner still thinking about a mystery
dinosaur bone in his lab. He knew he was dealing with the lower leg bone (tibia) of a meat-eating, two-
legged dinosaur belonging to the classification known as theropods, but attached to the tibia was an
unidentified extra bone. On the menu that evening was quail, a small bird similar to a pheasant, and
Huxley noticed the same strange bone, attached to the quail tibia on his plate. He later realised that
it was in fact the bird’s anklebone. More importantly, Huxley concluded that its forms in both dinosaur
and bird skeletons were so similar that they must be closely related.
Huxley’s idea fell out of favour for fifty years following the 1916 publication of The Origin of Birds by
the Danish doctor Gerhard Heilmann. During this time, Heilmann’s theory was widely accepted.
Heilmann had noted that two-legged, meat-eating dinosaurs lacked collarbones. In later evolutionary
stages these bones fuse together to form the distinctive ‘Y’- shaped bone in a bird’s neck, known as
the furcula. Heilmann proposed the notion that such a feature could not be lost and then re-evolve at
a later date, so dinosaurs could not be the ancestors of birds.
Then, in the late 1960s, John Ostrom from Yale University in the US, noted 22 features in the skeletons
of meat-eating dinosaurs that were also found in birds and nowhere else. This reset the thinking on
bird ancestry and once again Huxley’s ideas caught the attention of the scientific community.
Subsequent work has found up to 85 characteristics that tie dinosaurs and birds together. But what of
Heilmann’s missing bones? It turns out that not only did many dinosaurs have collarbones, these were
also fused together into a furcula. Unfortunately for Heilmann, the fossil evidence was somewhat
lacking in his day, and the few furculae that had been found were misidentified, usually as belly ribs.
US ornithologist Alan Feduccia and palaeontologist Larry Martin are two vocal opponents of the
dinosaur theory. They contend that birds evolved from some unknown reptile at a time long before
dinosaurs. Their reasoning is that flight is most likely to have started from a tree- climbing ancestor,
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yet all the proposed dinosaurian ancestors were ground-dwellers. But the dino-bird supporters
contend that an unknown dinosaurian bird-ancestor could have been tree-dwelling, or that birds
evolved flight from the ground up by chasing and leaping after insects. Most of Feduccia and Martin’s
case against the ‘birds-are-dinosaurs’ hypothesis is based on differences between birds and dinosaurs.
Supporters of cladistics, however, maintain that differences between organisms do not matter, as it is
the similarities between them that count. Evolution dictates that organisms will change through time,
so it is only the features which persist that carry useful information about their origins.
Most people on either side of the debate do accept, however, that the ancient winged creature known
as Archaeopteryx is an ancestor of today’s birds. This is in spite of the fact that its form is distinctly
non-bird-like, with a long bony tail, and teeth instead of a beak. The ‘birds- are-dinosaurs’ supporters
contend that, if clearly-preserved feathers had not been found alongside two of the seven
Archaeopteryx specimens, it would probably have been identified as a small dinosaur. However,
Archaeopteryx does have some bird-like features, such as a furcula and bird-like feet, that suggest that
it is too bird-like to be considered a dinosaur.
Over the last few decades several dinosaurs with bird-like features and primitive birds with dinosaur-
like features have been found in several countries, connecting Archaeopteryx back to dinosaurs, and
forwards to modern birds. Sinosauropteryx, excavated from 130-million- year-old rocks in northeast
China, is one example. It is a dinosaur skeleton surrounded by a halo of fuzz, thought to be primitive
feathers. And a reassessment of other dinosaurs reveals such bird-like features as hollow bones and a
foot with three functional toes, characteristics that appeared over 50 million years before
Archaeopteryx took to the air. And Rahonavis, a primitive bird from Madagascar is more bird-like than
Archaeopteryx, yet retains some distinctive dinosaur features, including a long and vicious claw at the
end of its wing. Over a century since Huxley’s discovery, it seems that cladistics may have finally settled
the ‘dino- bird’ debate.
Questions 1 – 5
Complete the sentences below.
Choose ONE WORD ONLY from the passage for each answer.
Exercise 2
3D Heart Printed Using Multiple Imaging Techniques
Congenital heart experts from Spectrum Health Helen DeVos Children's Hospital have successfully
integrated two common imaging techniques to produce a three-dimensional anatomic of a patient's
heart.
The 3D model printing of patients' hearts has become more common in recent years as part of an
emerging, experimental field devoted to enhanced visualization of individual cardiac structures and
characteristics. But this is the first time the integration of computed tomography (CT) and three-
dimensional transesophageal echocardiography (3DTEE) has successfully been used for printing a
hybrid 3D model of a patient's heart. A proof-of-concept study authored by the Spectrum Health
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experts also opens the way for these techniques to be used in combination with a third tool - magnetic
resonance imaging (MRI).
"Hybrid 3D printing integrates the best aspects of two or more imaging modalities, which can
potentially enhance diagnosis, as well as interventional and surgical planning," said Jordan Gosnell,
Helen DeVos Children's Hospital cardiac sonographer, and lead author of the study. "Previous
methods of 3D printing utilize only one imaging modality, which may not be as accurate as merging
two or more datasets."
The team used specialized software to register images from the two imaging modalities to selectively
integrate datasets to produce an accurate anatomic model of the heart. The result creates more
detailed and anatomically accurate 3D renderings and printed models, which may enable physicians
to better diagnose and treat heart disease.
Exercise 3
Worms
About a quarter of the world's population could have worms living in their guts. For many years
experts have recommended treating large groups at risk of infection - but is this mass approach
worthwhile?
Evidence showing the benefits of large-scale deworming projects has come under scrutiny in recent
weeks - the debate has even been dubbed "worm wars". Parasites, such as roundworm, hookworm
and whipworm could be living inside more than 1.5 billion people according to the World Health
Organization (WHO).
"People are usually infected through contaminated food but hookworm larvae can also burrow into
feet, get into blood vessels and make their way to the heart and lungs. From there they can climb up
to the oesophagus* and be swallowed, ending up in the gut where they grow.
Worms are not usually fatal but in serious cases they can cause abdominal pain, diarrhoea, loss of
appetite, weight loss, fatigue and anaemia. In children, they can also contribute to malnutrition,
stunted growth, and absences from school. A nurse gives deworming treatment to a boy in India
*oesophagus – throat
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Complete the sentences below.
Write NO MORE THAN THREE WORDS from the passage for each answer.
10. Now scientists doubt whether it is................. to treat large groups of possibly infected
people.
11. The expers called the debate.................
12. Hookworm larvae might make his way to the...................and then be swallowed
13. Although dangerous, worms are rarely..........................
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UNDERSTANDING SUMMARY COMPLETION
There are two types of questions of summary completion type; one with the options (usually
synonyms) given below the question and the other with no options. In the first type, it becomes more
complicated to find answers since here, after you find a word from the passage, you have to think of
synonym of that word in order to find its answer. And in the second type, there will be word instruction
given which you must follow to find your answer from the passage.
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Exercise 1
'This Marvellous Invention'
Of all mankind’s manifold creations, language must take pride of place. Other inventions – the wheel,
agriculture, sliced bread – may have transformed our material existence, but the advent of language
is what made us human. Compared to language, all other inventions pale in significance, since
everything we have ever achieved depends on language and originates from it. Without language, we
could never have embarked on our ascent to unparalleled power over all other animals, and even over
nature itself.
But language is foremost not just because it came first. In its own right it is a tool of extraordinary
sophistication, yet based on an idea of ingenious simplicity: ‘this marvellous invention of composing
out of twenty-five or thirty sounds that infinite variety of expressions which, whilst having in
themselves no likeness to what is in our mind, allow us to disclose to others its whole secret, and to
make known to those who cannot penetrate it all that we imagine, and all the various stirrings of our
soul’. This was how, in 1660, the renowned French grammarians of the Port-Royal abbey near
Versailles distilled the essence of language, and no one since has celebrated more eloquently the
magnitude of its achievement. Even so, there is just one flaw in all these hymns of praise, for the
homage to language’s unique accomplishment conceals a simple yet critical incongruity. Language is
mankind’s greatest invention – except, of course, that it was never invented. This apparent paradox is
at the core of our fascination with language, and it holds many of its secrets.
Language often seems so skillfully drafted that one can hardly imagine it as anything other than the
perfected handiwork of a master craftsman. How else could this instrument make so much out of
barely three dozen measly morsels of sound? In themselves, these configurations of mouth
p,f,b,v,t,d,k,g,sh,a,e and so on - amount to nothing more than a few haphazard spits and splutters,
random noises with no meaning, no ability to express, no power to explain. But run them through the
cogs and wheels of the language machine, let it arrange them in some very special orders, and there
is nothing that these meaningless streams of air cannot do: from sighing the interminable boredom of
existence to unravelling the fundamental order of the universe.
The most extraordinary thing about language, however, is that one doesn’t have to be a genius to set
its wheels in motion. The language machine allows just about everybody from pre-modern foragers in
the subtropical savannah, to post-modern philosophers in the suburban sprawl - to tie these
meaningless sounds together into an infinite variety of subtle senses, and all apparently without the
slightest exertion. Yet it is precisely this deceptive ease which makes language a victim of its own
success, since in everyday life its triumphs are usually taken for granted. The wheels of language run
so smoothly that one rarely bothers to stop and think about all the resourcefulness and expertise that
must have gone into making it tick. Language conceals art.
Questions 1 – 4
Complete the summary using the list of words, A-G, below. Write the correct letter, A-G, in boxes 1-4
on your answer she
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Exercise 2
Objections to material in plain English have come mainly from the legal profession. Lawyers point to
the risk of ambiguity inherent in the use of everyday language for legal or official documents, and draw
attention to the need for confidence in legal formulations, which can come only from using language
that has been tested in courts over the course of centuries. The campaigners point out that there has
been no sudden increase in litigation as a consequence of the increase in plain English materials.
Similarly, professionals in several different fields have defended their use of technical and complex
language as being the most precise means of expressing technical or complex ideas. This is
undoubtedly true: scientists, doctors, bankers and others need their jargon in order to communicate
with each other succinctly and unambiguously. But when it comes to addressing the non-specialist
consumer, the campaigners argue, different criteria must apply.
Questions 1 – 5
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer. Write your answers in boxes
1-5 on your answer sheet.
Consumers often complain that they experience a feeling of 1 ............ when trying to put together do-
it-yourself products which have not been tested by companies on a 2 ............ . In situations where not
keeping to the correct procedures could affect safety issues, it is especially important that 3 ............
information is not left out and no assumptions are made about a stage being self-evident or the
consumer having a certain amount of 4 ............ . Lawyers, however, have raised objections to the use
of plain English. They feel that it would result in ambiguity in documents and cause people to lose faith
in 5 ............ , as it would mean departing from language that has been used in the courts for a very
long time.
Exercise 3
It is almost impossible to write of the Arts in Australia without mentioning the building that fist put
the country firmly on the world cultural map – the Sydney Opera House. Completed in 1973 after 14
years of much heated discussion and at a cost of almost £60 million, it is not only the most well-known
Australian building in the world but perhaps the most famous design of any modern building
anywhere. Its distinctive and highly original shape has been likened to everything from the sails of a
sailing ship to broken eggshells, but few would argue with the claim that the Opera House is a major
contribution to world architecture. Set amidst the graceful splendour of Sydney Harbour, presiding
like a queen over the bustle and brashness of a modern city striving to forge a financial reputation in
a tough commercial world, it is a reminder to all Australians of their deep and abiding love of all things
cultural.
The Opera House was designed not by an Australian but by a celebrated Danish architect. Jorn Utzon,
whose design won an international competition in the late 1950s. However, it was not, in fact,
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completed to his original specifications. Plans for much of the intended interior design of the building
have only recently been discovered. Sadly, the State Government of the day interfered with Utzon’s
plants because of concerns about the escalating cost, thought this was hardly surprising – the building
was originally expected to cost only £5.5 million. Utzon left the country before completing the project
and in a fit or anger vowed never to return. The project was eventually paid for by a State-run lottery.
The size of the interior of the building was scaled down appreciably by a team of architects whose job
it was to finish construction within a restricted budget. Rehearsal rooms and other facilities for the
various theatres within the complex were either made considerably smaller or cut out altogether, and
some artists have complained bitterly about them ever since. But despite the controversy that
surrounded its birth, the Opera House has risen above the petty squabbling and is now rightfully hailed
as a modern architectural masterpiece. The Queen officially opened the building in 1975 and since
then, within its curved and twisted walls, audiences of all nationalities have been quick to acclaim the
many world-class performances of stars from the Australian opera, ballet and theatre.
GAPFILL: The following is a summary of the passage in Exercise 2. Choose word from the box below
and refer to the passage to fill the gaps.
The Sydney Opera House is one of the most famous (1) .................. building in the world. Officially
opened in (2) ................ its eye-catching and (3) ........................ shape was the dream of a Danish (4)
................... called Utzon. Unfortunately, his design for the (5) ............................ could not be
completed for financial reasons. Nonetheless, the building was finally ready after (6) ......................
years of (7).......................... and argument and is now (8) ......................... as a (9) ........................... of
modern architecture. World-class performances are regularly given in the Opera House by Australian
(10) ........................ from worlds of opera, ballet and theatre.
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UNDERSTANDING MATCHING
MATCHING HEADINGS
This article will help you match headings more effectively in the IELTS reading test. In the IELTS reading
test you may be asked to match headings to sections of text. This type of question tests your ability to
understand the main idea of each paragraph.
Headings are short sentences that summarise the information in a paragraph. You have to pick the
one that best summarises the information in a paragraph.
You will be given between 5 and 7 headings and asked to match each paragraph in the reading text to
one heading. There are always more headings than paragraphs. In this post we will look at:
1. Common problems
2. Tips
3. Strategy
4. Practice
Common Problems
Below is a list of common problems my students tend to have. Have you experienced any of these
problems?
1. Later in the post we will look at tips to overcome these problems and a strategy for answering this
kind of reading question.
2. There is too much information to get through and not enough time.
3. Trying to match a word or words from the headings to a word in the text.
4. Some of the headings may appear to have the same meaning.
5. Some students only read the first sentence of each paragraph and do not understand the main idea
of the paragraph.
6. Spending too much time on one paragraph or heading.
7. Answers are not in the same order as the text.
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6. If you still can’t decide which one suits best, move on and come back to it later. The answer will
normally be easier to find after you have matched some more headings.
7. Ignore anything you already know about the topic. You are being tested on the text only.
8. Don’t read too quickly. Some teachers advise that students should just ‘skim’ the text because
you don’t have much time. In my experience, this leads to students not understanding most of
the text and making mistakes. It is better to do this a little slower and actually understand what
is in front of you.
9. Don’t panic if you know nothing about the general topic of the reading text. The IELTS reading
test is not a knowledge test and you are not expected to have prior knowledge of the topic.
10. Don’t look at the headings first. This will automatically make you look for specific words in the
text rather than the main idea. Remember it is your ability to find the main idea that is being
tested, not your ability to find specific information. Instead of reading the headings first, ignore
them and get the general meaning of each paragraph first by reading the first and last
sentences.
Strategy
i. If this type of question is on the test, do it first.
ii. Don’t look at the headings.
iii. Read the first one or two sentences and the last sentence of each paragraph to understand
the general meaning of the paragraph. Don’t worry about highlighting keywords in the test.
Try to sum up the general meaning of each paragraph in one or two words.
iv. Look at the headings and identify keywords within each heading.
v. Match any headings that are very obvious and you are sure about.
vi. For the others, write 2 or 3 headings beside the paragraph. Identify the difference between
each of the headings. Establish if there are any synonyms in the paragraph to keywords in the
headings.
vii. If you still can’t pick one, move one. The answer will often reveal itself later.
viii. Repeat until finished.
Practice
Let look at an example question. Below are two paragraphs from an article called ‘Trees in Trouble-
What is causing the decline of the World’s giant forests?’
Match the two paragraphs with one of the following three headings:
1. How wildlife benefits from big trees
2. Factors that enable trees to grow to significant heights
3. How other plants can cause harm
‘Trees in Trouble- What is causing the decline of the World’s giant forests?’
Paragraph 1 - Big trees are incredibly important ecologically. For a start, they sustain countless other
species. They provide shelter for many animals, and their trunks and branches can become gardens,
hung with green ferns, orchids and bromeliads, coated with mosses and draped with vines. With their
tall canopies basking in the sun, they capture vast amounts of energy. This allows them to sustain
much of the animal life in the forest.
Paragraph 2 - Only a small number of tree species have the genetic capacity to grow really big. The
mightiest are native to Northern America, but big trees grow all over the globe, from the tropics to
the boreal forests of the high latitudes. To achieve giant stature, a tree needs three things: the right
place to establish its seedling, good growing conditions and lots of time with low adult mortality.
Disrupt any of these, and you can lose your biggest trees.
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If you look at the above paragraphs you will see that they are full of difficult words like
‘bromeliads’, ‘basking’ and ‘stature’. If you try to read and understand every word you will get
nowhere. Instead we just look at the first and the last sentences and with some highlighting
of keywords and an awareness of synonyms it is apparent that the answers are:
Exercise 1
(B) One was the launch of two consumer electronics products designed to simplify and beautify our
technology-addled lives. Both chose the new London Design Festival venue of Somerset House to
show their wares. The first was a mobile phone launched by Swiss company Punkt and designed by
Jasper Morrison that allows users to make calls and texts only (well, it has an alarm clock and an
address book too). Punkt founder Petter Neby doesn't believe it will replace your smart phone but
suggests users fit it with the same SIM card as your main phone and use it in the evenings, weekends
and on holiday.
(C) The other electronics launch came from the unlikely French sibling duo of the Bouroullec brothers.
Though tech companies like Samsung are usually prescriptive about their products the Bouroullecs
(who admitted they found most TVs sad and ugly) seem to have been given free rein. Their new
television for the mega Korean brand looks more like an item of furniture than an ultra-large and ultra-
slim piece of tech. More importantly, it comes with simplified on-screen interaction and a 'curtain
mode' that turns your screen into a shimmering pattern during ads or half-time. Again, their focus was
on dialing down digital insanity.
(D) Customizable online furniture was also very much in vogue at this year's festival. But rest assured,
weird and unreliable software or off-the-wall designs sent to a 3D printer somewhere and arriving
months later, seem to be a thing of the past. Customization may finally have come of age. Two
examples were Scandi-brand Hem that combinded good design by the likes of Luca Nichetto, Form Us
With Love and Sylvain Willenz with affordable price points. The fact that the brand opened a pop-up
store in Covent Garden during the festival is a recognition of the importance of both physical and
online spaces that work seamlessly together.
(E) Another online configurable brand to make its debut after years in development was Warsaw-
based Tylko. Like Hem, Tylko has spent time and money on very powerful and easy-to-use software,
but with only three designs - a table, a shelf and salt and pepper mills - it has a way to go. Its augmented
reality app is simple to use however and its table has been developed with a nano-coating option that
really does appear to keep pesky stains at bay. Craft and 'making' in all its forms was once again a big
hit and nowhere more so than at TENT, the East London design event that gets better every year.
(F) A definite highlight was the massive space taken over by the Design & Crafts Council of Ireland and
filled with weavers and potters doing their thing and showing their wares. Irish Design had another
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delectable stand over at the Rochelle School in East London too. The Souvenir Project was a series of
nine non-cliché 'souvenirs' made in Ireland and included a rainbow plate by Nicholas Mosse Pottery
that featured rows of animals, flowers and watering cans and commemorated the legalization of
same-sex marriage in Ireland in May 2015.
(G) If there was one material that could be said to define the festival it might just be Jesmonite, the
wonder man-made building composite. Lighter and more sustainable than concrete, its dramatic
capabilities were brought to life by London-based design studio PINCH and their tour-de-force limited
edition Nim table and Swedish artist Hilda Hellström's giant colorful volcano made for the restaurant
in London's Ace Hotel. A show called Matter of Stuff near Covent Garden was in on the jesmonite act
too, but even more intriguingly was presenting vases made out of Propolis, a resinous material
collected by bees and used to seal gaps in hives that, according to their designer Marlene Huissoud,
behaves like glass.
(H) Finally, this was the year that Chinese Design finally displayed a well-edited and inspired showcase
of products. Despite the mouthful of a title, Icon Presents: Hi Design Shanghai stand at 100% Design
was a meaningful selection of designers exploring materials and ideas. Young design duo Yuue's
offerings were the most representative of a new conceptual approach to design that seems to be
emerging. Their lamps were functional but also thought-provoking and humorous. What more could
one want from the stuff that surrounds us?
Questions 1-8
The text has eight paragraphs A-H. Which paragraph contains the following information? Write the
correct letter, A-H, in boxes 1-8 on your answer sheet.
1. Examples of customization
2. Unusual keepsakes
3. A new approach
4. A simple cell phone
5. Unbelievable material
6. A strange TV
7. Number of products shown on the festival
8. Three designs of a software
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Exercise 2
Match Headings Questions 1-5.
The reading passage has five paragraphs, A-E. Choose the correct heading for paragraphs A-E from the
list of headings below. Write the correct number, i-x, in boxes 1-5.
1 Paragraph A
2 Paragraph B
3 Paragraph C
4 Paragraph D
5 Paragraph E
A
Despite its bad reputation, stress historically had a vital role to play. Commonly referred to as the
‘fight or flight’ mode, the sudden release of stress hormones like adrenalin and cortisol causes the
heart to beat faster, airways to dilate and blood vessels to open up, all of which push the body towards
optimal performance and, ultimately, survival. In the rest of the animal kingdom, this is still often the
difference between life and death. As he springs off to freedom, the lucky gazelle who escapes the
lion can thank this primal evolutionary response.
B
In ordinary modern life, although we’re in little danger of being stalked by wild beasts down city
streets, our bodies react to stress in the same ways. Experiencing anxiety, fear and stress is considered
a normal part of life when it is occasional and temporary, such as feeling anxious and stressed before
an exam or a job interview. It is when these acute reactions are prolonged or cannot be switched off,
however, that serious physical, social and cognitive issues can result. In contrast to the normal
everyday stress of modern life, chronic stress is a pathological state which can significantly interfere
with daily living activities such as work, school and relationships, wreaking havoc on the body’s
immune, metabolic and cardiovascular systems.
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C
Of major concern is the impact on the brain. Researchers have found that the hippocampus, the
control centre of memory and our ability to learn, can physically shrink in response to prolonged
release of stress hormones like cortisol which result from chronic stress. Neurons in this area do not
just get smaller, but actually die, which weakens the neural connections, affecting the way memories
are organised and stored in the brain. A chronically stressed person would recognise this as a ‘brain
fog’, and it also has ramifications for other areas such as creativity and adaptability.
D
While this part of the brain gets smaller, another area, the amygdala, which is involved in processing
emotions, can grow with chronic stress. Across species, a larger amygdala has been found to correlate
with aggression and this, coupled with the weakened connection to the prefrontal cortex, the brain’s
decision-making centre, can profoundly impact mood and behaviour. With the link between emotions
and decision-making compromised, a person is much less able to stop and reflect, becoming instead
reactive and short-fused. Think of the difference between being able to tolerate a screaming child and
instead giving in to the desire to scream back.
E
In the past, it was accepted that there was a limited number of neurons in the brain and as they died
off as a result of ageing, stress or substance abuse, for instance, they were lost forever. It turns out,
however, that this is not the case and that stem cells within the brain are actually able to create new
neurons. In other words, lost neurons can be replaced. What makes this discovery even more powerful
is the fact that replenishing neurons is rather straightforward. One of the most powerful stimulants
for neuron growth is physical activity. So, in addition to its role in the reduction of stress hormones in
the first place, and its ability to stimulate the release of endorphins, exercise has now been shown to
contribute to the repair of the chronically stressed brain.
Exercise 3
Libraries
A. The earliest libraries that we know about were different from present-day libraries, as their
contents were mainly government records. Archaeological findings from ancient cities of Sumer
revealed temple rooms full of records of commercial transactions, or inventories. Things were much
the same in the government records of Ancient Egypt. The earliest private or personal libraries
containing both non-fiction and fiction books appeared in classical Greece.
B. Library materials such as books, articles, and CDs are usually arranged in a certain order, according
to a library classification system, so that you can find particular items quickly. In addition to public
areas, some libraries have additional rooms where reference materials are stored. Often a
professional librarian works from a reference desk or other central location, to help users find what
they are looking for.
C. Many visitors to libraries do not know how to use the library effectively. This can be because they
are shy and embarrassed to ask questions, or because they are not used to libraries. These problems
were behind the library instruction movement in the US., which encourages library-user education. In
fact, library instruction has been practised in the U.S. since the 19th century.
D. Managing a library involves tasks such as planning what new books to buy, designing classification
systems, preserving materials (especially rare and fragile manuscripts) and developing library
computer systems. Long-term tasks include planning library extensions and developing community
services such as adult literacy programs.
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E. In North America, among other countries, libraries in poor communities are relatively expensive to
run, but arguably less important to the community than essential services, such as police, firefighters,
school, and health care. At any rate, many communities are beginning to feel they have no option but
to close down, or reduce their library services to balance their budgets.
Questions 1-5
Match paragraphs A-E above with the headings i-vii. Some headings may not be used.
1. Paragraph A .................
2. Paragraph B .................
3. Paragraph C .................
4. Paragraph D .................
5. Paragraph E .................
Exercise 4
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
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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
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
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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.
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.
LIST OF HEADINGS
Match these paragraphs of ‘Lesson From The Titanic’ with headings above.
1) Paragraph D
2) Paragraph E
3) Paragraph G
4) Paragraph H
5) Paragraph I
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MATCHING INFORMATION
In this kind of question, you are asked to match statements to paragraphs in the reading text. Click
here for an example.
The statements could be reasons, descriptions, summaries, definitions, facts or explanations. What
they are doesn’t really matter. You are not expected to have specialist knowledge in the reading test.
You do not need to understand what the whole paragraph is about, just find specific information in
the paragraph and match it to one of the statements. The answer will normally be contained in a
whole phrase or sentence, rather than a single word.
Tips
Do this question last. If you do other questions first, you will become familiar with the passage
and this will help you identify the correct information more quickly and easily.
Try to find names, place names and numbers in the questions. These are often easier to find
in the text.
Be aware that there may be synonyms. For example, you might see ‘34%‘ in the question but
it might say ‘just over a third‘ or ‘about a third‘ in the text.
Strategy
This is my suggested strategy. There are many different strategies and you should use the one
you feel comfortable with. You can also adapt this strategy to what suits you.
Read the instructions carefully.
Read the questions first. Think about synonyms and how you could paraphrase the
statements. This will help you identify the answer. Saying each statement in your own words
can help do this.
Quickly skim the reading text to try to understand the general meaning of the text.
Read the question statements again and predict which paragraph contains the answer.
Scan the text paragraphs you think might contain the answer for synonyms. If you find a
possible answer underline it.
Check back with the question statement and mark the answer if correct. If not, move on to
other paragraphs
Exercise 1
It is almost impossible to write of the Arts in Australia without mentioning the building that fist put
the country firmly on the world cultural map – the Sydney Opera House. Completed in 1973 after 14
years of much heated discussion and at a cost of almost £60 million, it is not only the most well-known
Australian building in the world but perhaps the most famous design of any modern building
anywhere. Its distinctive and highly original shape has been likened to everything from the sails of a
sailing ship to broken eggshells, but few would argue with the claim that the Opera House is a major
contribution to world architecture. Set amidst the graceful splendour of Sydney Harbour, presiding
like a queen over the bustle and brashness of a modern city striving to forge a financial reputation in
a tough commercial world, it is a reminder to all Australians of their deep and abiding love of all things
cultural.
The Opera House was designed not by an Australian but by a celebrated Danish architect. Jorn Utzon,
whose design won an international competition in the late 1950s. However, it was not, in fact,
completed to his original specifications. Plans for much of the intended interior design of the building
have only recently been discovered. Sadly, the State Government of the day interfered with Utzon’s
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plants because of concerns about the escalating cost, thought this was hardly surprising – the building
was originally expected to cost only £5.5 million. Utzon left the country before completing the project
and in a fit or anger vowed never to return. The project was eventually paid for by a State-run lottery.
The size of the interior of the building was scaled down appreciably by a team of architects whose job
it was to finish construction within a restricted budget. Rehearsal rooms and other facilities for the
various theatres within the complex were either made considerably smaller or cut out altogether, and
some artists have complained bitterly about them ever since. But despite the controversy that
surrounded its birth, the Opera House has risen above the petty squabbling and is now rightfully hailed
as a modern architectural masterpiece. The Queen officially opened the building in 1975 and since
then, within its curved and twisted walls, audiences of all nationalities have been quick to acclaim the
many world-class performances of stars from the Australian opera, ballet and theatre.
MATCHING SENTENCE HALVES: Refer to the text in above and match the halves of the given sentences
together
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Exercise 2
Please match the sentences with the names that given by information
42
Questions 1–4
Look at the following ideas (Questions 1–4) and the list of researchers below.
Match each idea with the correct researcher, A, B, C or D.
Write the correct letter, A, B C or D, in the boxes 1–4 on your answer sheet.
1 the importance of yoga in decreasing the main hormone linked to stress
2 the advantage of yoga compared to relaxation in decreasing stress and anxiety
3 the significance of yoga in relation to existing cases of heart disease
4 the connection between practicing yoga and improvements in the circulatory system
List of Researchers
A Caroline Smith
B Jayadeva Yogendra
C Andreas Michalsen
D Vijay Bharshankar
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UNDERSTANDING TRUE, FALSE, NOT GIVEN AND YES, NO, NOT GIVEN
TRUE-FALSE-NOT GIVEN
True, False, Not Given questions require you to identify if information in a text is true or not.
You will be given a number of factual statements and you have to check in the text if they are true or
not. This is probably the most difficult question on the reading paper. This post will:
• look at example questions
• discuss common problems
• define ‘True’, ‘False’ and ‘Not Given’
• give you tips and advice
• provide you with a strategy to use on exam day
In this article when I refer to ‘statements’ I am talking about the questions, not the text in the main
reading article.
COMMON PROBLEMS
The biggest problem here is the ‘not given’ option. Most students are not used to answering questions
like this and it causes them lots of problems because they are not sure what to look for. They also
spend too much time making sure that it is ‘not given’ and this affects the rest of their test.
Students also fail to understand exactly what each statement means and therefore cannot identify if
it is true or false. Many focus on keywords instead of understanding what the statement as a whole
means.
Another common mistake is identifying keywords in the statements and then trying to find words that
exactly match them in the text. You can do this, but more often the words will be synonyms.
Finally, some students fail to understand exactly what true, false and not given actually mean and get
confused. Now let’s look at solving these common problems.
True means that the meaning is the same. It is just similar then it is FALSE. Remember that we are
dealing with factual information so there is no room to say it is similar or nearly the same.
Lots of students have argued with me during practice and said the statement is true because it ‘kind
of’ means the same. There is no ‘kind of’ with these questions, only facts.
Very important- Just because an answer is NOT GIVEN does not mean there are no words in the
statements that match words in the text. This is something that confuses people, if words match then
it must be TRUE or FALSE, right? Not really. This is not a good way to think about these questions
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because there probably will be matching words for NOT GIVEN answers, they just don’t have enough
information to answer the question as a whole.
TOP 10 TIPS
1. Ignore anything you already know about the topic and don’t make assumptions. Base your
answers on the text only.
2. Identify any words that qualify the statement, for example some, all, mainly, often, always
and occasionally. These words are there to test if you have read the whole statement because
they can change the meaning. For example, ‘Coca-Cola has always made its drinks in the
U.S.A.’ has a different meaning from ‘Coca-Cola has mainly made its drinks in the U.S.A.’
3. Be careful when you see verbs that qualify statements, such as suggest, claim, believe and
know. For example, ‘The man claimed he was a British citizen,’ and ‘The man is a British citizen’
mean two different things.
4. There will be at least one of all three answers. If you don’t have at least one ‘true’, ‘false’ or
‘not given’ you have at least one answer wrong.
5. Don’t skim and scan the text to find the final answer. You will have to read the appropriate
part of the text very carefully in order to understand what the author means.
6. Don’t look for words that exactly match those in the statements. You should also look for
synonyms. Remember that you are matching meaning, not words.
7. If you can’t find the information you are looking for, then it is probably ‘not given’. Don’t waste
time looking for something that is not there.
8. If you have no idea what the answer is put ‘not given’. You probably have no idea because the
answer is not there.
9. Answers are in the same order they appear in the text. Do not waste time going back. Keep
on reading.
10. YES/NO/NOT GIVEN questions are slightly different because they deal with opinion.
TRUE/FALSE/NOT GIVEN questions deal with facts.
Text : The price will fall soon Text : The price will go down
Statement : The price will go down Statement : The price will fall soon
Answer : ?? Answer : ??
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Exercise 1
CHILIES
Chilies originate in South America and have been eaten for at least 9,500 years. Organised cultivation
began around 5,400 BC. Christopher Columbus was the first European to encounter chilies, when he
landed on the island of Hispaniola in 1492. He thought it was a type of pepper and called it the “red
pepper”, a name still used today. After their introduction to Europe they were an immediate sensation
and were quickly incorporated into the diet. From there they spread to Africa, India and East Asia.
The reason for the chili’s “hotness” lies in a chemical called Capsaisin. Capsaisin causes temporary
irritation to the trigeminal cells, which are the pain receptors in the mouth, nose and throat. After the
pain messages are transmitted to the brain, endorphins, natural pain killers, are released and these
not only kill the pain but give the chili eater a short lived natural high. Other side effects include: an
increased heart rate, a running nose and increased salivation and sweating, which can have a cooling
effect in hot climates.
The reason for the presence of Capsaisin is thought to be to deter animals from eating the fruit. Only
mammals feel the burning effects; birds feel nothing. As birds are a better method of distributing the
seeds, which pass intact through their guts, Capsaisin would seem to be a result of natural selection.
The smaller chilies tend to be the hottest. This may reflect the fact that they tend to grow closer to
the ground and are therefore more vulnerable to animals. The heat of a chili is measured on the
Scoville scale. The hottest types such as the Habenero and the Scotch Bonnet rate between 100,000
and 300,000, the world famous Tabasco sauce Ò rates at 15,000 to 30,000, about the same as the Thai
prik khee nu, while the popular Jalapeno is between 5,000 and 15,000. Powdered chili is 500 to 1,000
and the mild capsicins and paprikas can range between 100 and 0.
Read the following questions and decide whether the statements are true, false, or not given.
Question 1: Chilies became popular as soon as they were brought into Europe
Question 2: Capsaisin causes significant damage to the mouth.
Question 3: Chilies can be part of a birds diet.
Question 4: All large chilies grow high off the ground.
Question 5: People breed chilies for their heat.
Exercise 2
It is almost impossible to write of the Arts in Australia without mentioning the building that fist put
the country firmly on the world cultural map – the Sydney Opera House. Completed in 1973 after 14
years of much heated discussion and at a cost of almost £60 million, it is not only the most well-known
Australian building in the world but perhaps the most famous design of any modern building
anywhere. Its distinctive and highly original shape has been likened to everything from the sails of a
sailing ship to broken eggshells, but few would argue with the claim that the Opera House is a major
contribution to world architecture. Set amidst the graceful splendour of Sydney Harbour, presiding
like a queen over the bustle and brashness of a modern city striving to forge a financial reputation in
a tough commercial world, it is a reminder to all Australians of their deep and abiding love of all things
cultural. The Opera House was designed not by an Australian but by a celebrated Danish architect.
Jorn Utzon, whose design won an international competition in the late 1950s.
However, it was not, in fact, completed to his original specifications. Plans for much of the intended
interior design of the building have only recently been discovered. Sadly, the State Government of the
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day interfered with Utzon’s plants because of concerns about the escalating cost, thought this was
hardly surprising – the building was originally expected to cost only £5.5 million. Utzon left the country
before completing the project and in a fit or anger vowed never to return. The project was eventually
paid for by a State-run lottery.
The size of the interior of the building was scaled down appreciably by a team of architects whose job
it was to finish construction within a restricted budget. Rehearsal rooms and other facilities for the
various theatres within the complex were either made considerably smaller or cut out altogether, and
some artists have complained bitterly about them ever since. But despite the controversy that
surrounded its birth, the Opera House has risen above the petty squabbling and is now rightfully hailed
as a modern architectural masterpiece. The Queen officially opened the building in 1975 and since
then, within its curved and twisted walls, audiences of all nationalities have been quick to acclaim the
many world-class performances of stars from the Australian opera, ballet and theatre.
TRUE / FALSE / NOT GIVEN: Refer to the text above and decide whether the statements are true, false
or not given.
a. The building is possibly the most famous of its type in the world.
b. The Opera House drew world attention to the Arts in Australia.
c. Utzon designed the roof to look like the sails of a sailing ship.
d. A few people claim that it is a major architectural work.
e. According to the author, Sydney is a quiet and graceful city.
f. The cost of construction went more than £50 million over budget.
g. Utzon never returned to Australia to see the completed building.
h. There is only one theatre within the complex.
i. The Government was concerned about some artists’ complaints.
j. Australian artists give better performances in the Opera House.
Exercise 3
When was the last time you saw a frog? Chances are, if you live in a city, you have not seen one for
some time. Even in wet areas since teeming with frogs and toads, it is becoming less and less easy to
find those slimy, hopping and sometimes poisonous members of the animal kingdom. All over the
word, even in remote jungles on the far side of the globe, frogs are losing the ecological battle for
survival, and biologists are at a loss to explain their demise. Are amphibians simply over-sensitive to
changes in the ecosystem? Could their rapid decline in numbers be signalling some coming
environmental disaster for us all?
This frightening scenario is in part the consequence of a dramatic increase over the last quarter
century in the development of once natural areas of we marshland; home not only to frogs but to all
manner of wildlife. Yet, there are no obvious reasons why certain frog species are disappearing from
rainforests in the Southern Hemisphere which are barely touched by human hand. The mystery is
unsettling to say the least, for it is known that amphibian species are extremely sensitive to
environmental variation in temperature and moisture levels. The dangers is that planet Earth might
not only lose a vital link in the ecological food chain (frogs keep population of otherwise pestilent
insects at manageable levels), but we might be increasing our output of air pollutants to levels that
may have already become irreversible. Frogs could be inadvertently warning us of a catastrophe.
An example of a bizarre occurrence regarding a species of frog dates from the summer of 1995, when
'an explosion' of multi-coloured frogs of the species Rana klepton esculenta occurred in the
Netherlands. Normally these frogs are brown and greenish-brown, but some unknown contributory
factor is turning these frogs yellow and/or orange. Nonetheless, so far, the unusual bi- and even tri-
coloured frogs are functioning similarly to their normal-skinned contemporaries. It is thought that
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frogs with lighter coloured skins might be more likely to survive in an increasingly warm climate due
to global warming.
One theory put forward to explain extinct amphibian species that seems to fit the facts concern the
depletion of ozone layer, a well-documented phenomenon which has led to a sharp increase in
ultraviolet radiation levels. The ozone layer is meant to shield the Earth from UV rays, but increased
radiation may be having a greater effect upon frog populations than previously believed. Another
theory is that worldwide temperature increases are upsetting the breeding cycle of frogs.
TRUE / FALSE / NOT GIVEN: Refer to the text above and decide whether the statements are true, false
or not given.
a. Frogs are disappearing only from city areas.
b. Frogs and toads are usually poisonous.
c. Biologists are unable to explain why frogs are dying.
d. The frogs’ natural habitat is becoming more and more developed.
e. Attempts are being made to halt the development of wet marshland.
f. Frogs are important in the ecosystem because they control pests.
g. It is not known why the Netherlands frogs are changing colour.
h. Highly-coloured frogs are an unusual phenomenon in nature.
To complete this task well you will often need to be able to recognise the writer’s views not only from
what is said directly, but also from what is implied. For example, we do not need the writer to state
directly that he/she disapproves of zoos. We can infer this disapproval if the writer states his/her
disapproval of the following: animals being taken from the wild, animals being caged, people paying
money to see animals, animals not having any privacy. However, if the writer simply describes the
problems with zoos this does not necessarily imply disapproval.
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Exercise 1
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UNDERSTANDING MULTIPLE CHOICE
In this lesson we'll learn how to answer multiple choice questions on IELTS Reading. Multiple choice
question asks you to choose the correct answer from 3 or 4 proposed answers. This type of question
looks like this on the question paper:
Answering strategy:
Read the first question and underline the key words.
Read the text from the beginning, simultaneously scanning it for the information that relates
to the question.
Once you found the key words or their synonyms in the text - look for the answer (it should
be somewhere close).
One you've found the answer, read the next few lines of the text to make sure that it is correct.
Also, reread the question.
Repeat this strategy with other questions, but now read the text from the place where you
stopped the last time.
If you prefer another strategy, you can use it too. Remember: there is no 'right' strategy for
answering IELTS Reading questions. In fact, you can try different answering strategies and
figure out which one works the best for you.
Tips:
Scan text for the key words and their synonyms.
Cross out the answers which are obviously wrong. This will help you to identify the correct
answers more quickly.
The order of questions can help you. Answer for question 4 will be between answers for
questions 3 and 5 in the text.
Don't rely on your own knowledge, the correct answer contains ONLY information stated in
the text.
Exercise 1
Is Violence Innate?
In 1983, archaeologists in southern Germany discovered a mass grave containing 34 skeletons. They
included 9 adult males, 7 adult females and 16 children.
All of the skeletons showed signs of fatal trauma, including head wounds. None of them showed
any signs of defensive wounds, suggesting they were killed whilst running away.
The "Talheim Death Pit" dates from the Stone Age, around 7,000 years ago. It offers some of the
oldest evidence of organised group violence between two communities: that is, of war.
Clearly, humans have been fighting wars for thousands of years, and we may not be the only ones.
There is growing evidence that several other species also engage in warfare, including our closest
relatives the chimpanzees.
That suggests we have inherited our predilection for warfare from our ape-like ancestors. But not
everyone agrees that warfare is inbuilt.
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Choose the correct letter, A, B, C or D.
2. Why did scientists suggested that those people were killed whilst running away?
A. Their skeletons showed signs of fatal trauma
B. There were 16 children
C. During that period organised group violence was very frequent
D. Their skeletons didn't show any signs of defensive wounds
4. Which of the following phrases best describes the main aim of the Reading Passage?
A. To describe fighting among different species
B. To intoduce principles of contemporary archaeology and its application
C. To introduce some relics of humans' warfare for further discussion whether violence is innate
or not
D. To suggest ways of interperting humans' violence
Exercise 2
August 1985: The Worst Month for Air Disasters
There are many grim landmarks in the history of aviation. One in particular stands out. Three decades
ago, 720 travellers and crew lost their lives on board commercial aircraft in a single month - more than
in any other before or since.
The deaths occurred in four separate accidents in August 1985. Each disaster had quite different
causes. The aircraft involved ranged from a 747 with hundreds on board to a tiny twin engine
turboprop carrying just eight people.
There was Japan Air Lines flight 123, the worst single-aircraft accident in history, in which 520 of 524
on board were killed. A further 137 died when Delta flight 191 flew into heavy winds as it approached
Dallas-Fort Worth International. A fire on board British Airtours flight 28M at Manchester Airport led
to 55 deaths. And all those on board the smallest aircraft, Bar Harbor Airlines flight 1808, lost their
lives as it flew into a small airport in Maine, USA.
Each, in their own way, had a lasting legacy, whether in the memories of those left bereaved or in
changes in technology and procedure introduced as a direct result. The worst death toll was on Japan
Air Lines Flight 123, a Boeing 747, which was en route from Tokyo to Osaka on 12 August 1985 when
the airtight bulkhead between its cabin and tail tore open. The change in pressure blew off the vertical
stabiliser, or tail fin. It also destroyed the hydraulic systems. The plane lurched up and down.
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Choose the correct letter, A, B, C or D.
Exercise 3
Why Does Coffee Shoot Out of the lid of Your Cup?
You're running late for work and you've purchased your coffee in a hurry. Just as you arrive at the
office, a jet of hot liquid escapes from the tiny hole in the lid, leaving you with hot beverage residue
on your clothes before the day has really started.
TThis is exactly what happened to Rob Kaczmarek after buying a cup of his favourite caffeinated drink.
The marketing director at Convergent Science was intrigued by why the coffee shoots out so far and
therefore set about modelling this, initially as a joke for those who enjoy a bit of computational fluid
dynamics. It's the design of the lid that's the problem, he explains.
"It happens because of the sloshing of the coffee against the lid, which is kind of unique. At the end of
the lid, the hole is right up above that. As the coffee sloshes against the end of the lid, that velocity is
amplified and it splashes up through the actual hole."
Not all coffee cups are designed with a hole, of course. Some have lids with a tiny hole and others peel
back to reveal a much larger gap, which offsets the shooting jets of hot liquid.
1. What accident might occur at work in the morning, after you bought coffee?
A. You spill it all over the place accidently.
B. You get burns from the hot coffee.
C. You contaminate your clothes with it.
D. Nothing out of ordinary.
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2. Rob Kaczmarek explains to us that:
A. The coffee shoots out very far.
B. He sat his experiment as a joke.
C. He was really intrigued by spilling the coffee.
D. Coffee spils because of the design of the lid.
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UNDERSTANDING LABELLING DIAGRAM
In this lesson we'll learn how to tackle diagram completion questions on IELTS Reading. In this type of
questions, you’re given a descriptive text and a diagram or plan, which you have to label according to
the text. Your diagram may be a technical drawing, a description of something from the natural world,
a process or a plan of something.
Answering strategy:
Read the text, underlining the new terms and important names.
Look at the diagram and think which parts of it you can label.
Check your assumptions by looking back at underlined terms and label the parts you’re sure
of.
If there are some unlabeled parts left, check the diagram for key words. Then, scan the text
for the right answer.
Tips:
Always underline new terms in the text - 99% that they will be used in the questions.
The key words in the diagram may help you to complete it.
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Exercise 1
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UNDERSTANDING SHORT ANSWER QUESTION
In this lesson we’re going to learn reading strategies and tips for short-answer questions on IELTS
Reading. Short-answer questions on IELTS Reading are very similar to sentence completion questions.
Again, you should answer questions with words taken directly from the text. And you’re given a word
limit (for example: write no more than two words).
The only difference is that in sentence completion you obviously have to complete sentences. And in
short-answer questions you may have either to complete sentences or answer questions.
Note that if you are asked to complete sentence with no more than two words, you can write one or
two words, a three-word answer will be automatically wrong.
Answering strategy:
Skim over the text.
Read the question and find the paragraph, which is likely to contain the answer. Use key words
to navigate.
Read attentively the paragraph you’ve found, searching for the answer.
Once you've found the answer, check if it doesn't exceed the word limit.
Repeat this strategy with other questions.
If you prefer, you can read the text by passages.
Tips:
Make sure that your answer doesn't exceed the word limit. It’s super-important.
The order of questions can help you. Answer for question 4 will be between answers for
questions 3 and 5 in the text.
If text introduces new terms, some answers are likely to be among them.
Exercise 1
Peanut allergy theory backed up by new research
The effects of eating peanut products as a baby to avoid the risk of allergy have been backed up by
new research. In 2015, a study claimed early exposure to peanut products could cut the risk of allergy
by 80%. Now researchers say "long-lasting" allergy protection can be sustained - even when the snacks
are later avoided for a year. The New England Journal of Medicine study looked at 550 children
deemed prone to developing a peanut allergy. The latest paper builds on the results of the 2015
research, which was also carried out by King's College London and marked the first time scientists
were able to suggest that exposing children to small amounts of peanut snacks could stave off an
allergy.
The new study suggests that if a child has consumed peanut snacks within the first 11 months of life,
then at the age of five they can afford to stop eating the food entirely for a year, and maintain no
allergy. Lead author Prof Gideon Lack said: "[The research] clearly demonstrates that the majority of
infants did in fact remain protected and that the protection was long-lasting." He said that part of the
problem was that people lived in a "culture of food fear". "I believe that this fear of food allergy has
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become a self-fulfilling prophecy, because the food is excluded from the diet and, as a result, the child
fails to develop tolerance," he told the BBC News website. The researchers used the same children
who took part in the 2015 study - half of whom had been given peanut snacks as a baby while the
remainder had been fed on a diet of breast milk alone.
"The study found that at six years of age, there was no statistically significant increase in allergy after
12 months of avoidance, in those who had consumed peanut during the [2015] trial," the authors said.
The children taking part in the study were considered prone to peanut allergy, because they had
already developed eczema as a baby - an early warning sign of allergies. Prof Lack said that further
studies were needed to see if the resistance lasts for considerably longer than the 12-month
abstinence period. He said that in the UK and US combined, 20,000 babies a year are being diagnosed
with peanut allergies. He also said that between 1995 and 2005, the number of people being
diagnosed had trebled, and this was not because detection methods had become any more advanced
as they had remained the same. Prof Barry Kay, from Imperial College London, said the study's results
"point the way to completely fresh thinking on the mechanisms of tolerance to allergenic foods in 'at
risk' infants". Speaking about both pieces of research, Michael Walker, a consultant analyst and
medical adviser to the government, said: "Taken together these are reassuring findings that pave the
way to stem the epidemic of peanut allergy."
Exercise 2
Museum of Lost Objects: Mar Elian Monastery
For centuries, Christians and Muslims have visited the small Syrian town of al-Qaryatain to venerate a
saint known as Mar Elian. But in August 2015, the shrine was bulldozed by the group that calls itself
Islamic State and the multifaith community was torn apart. About 1,500 years ago, an elderly and
pious man called Julian, from the far east of Mesopotamia, went on a pilgrimage to Jerusalem with his
disciples. As he travelled home, Julian had an inkling that he was going to die before he made it. "If
such a fate befalls me," he told his companions, "put my body on an ox cart and set it loose. Where
the oxen stop is where I should be buried."
Julian did indeed die, his body was loaded on to the cart, and the oxen plodded on until they came to
a stop near a small town. Julian's disciples built a tomb for him and in time a monastery grew up
around the shrine. That at least is the legend of St Julian the Old Man, or, as he is known in Arabic,
Mar Elian. What's certainly true is that Mar Elian's shrine has existed since at least the 6th Century,
near the remote town of al-Qaryatain, located in the desert between Damascus and Palmyra. Mar
Elian is not only venerated as a saint by Christians, however. The local Sunni population regard him as
a Sufi leader and call him Sheikh Ahmed Ghouri ("ghouri" means "priest"). Until its destruction last
year, Mar Elian's sarcophagus was draped in green satin, a traditional mark of homage to a Sufi holy
man.
When the British archaeologist, Emma Loosley, travelled to al-Qaryatain 15 years ago to excavate and
redevelop the monastery she found the tumbledown ruins of the original complex, a run-down church
from the 1930s and a friendly priest - Father Jacques Murad - who immediately decamped to a house
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in a nearby village. "We couldn't cause any scandal by sleeping in the same place," she says. "That
meant I was the only permanent resident of the monastery at that point, and I had to live in this half-
ruined mud-brick tower in the corner of the cloister. "Our shower was tainted because the well had
sulphur, so I used to smell like rotten eggs every time I washed." But the Qurwani, the people of al-
Qaryatain, made up for the grotty living conditions. Loosley found the remote desert community to
be remarkably open-hearted and tolerant. They even had a myth to explain why Sunni Muslims and
Christians - who accounted for about a fifth of the population in 2001 - lived together so harmoniously.
"Their belief is that there were two tribes living in this place," says Loosley. "With the coming of Islam,
the tribes got together and they decided that one tribe would stay Christian and that the other one
would try the new religion. "Then they had a pact that whichever religion became dominant, they
would look after their brothers who stayed in the minority religion."
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SPEAKING
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1. UNDERSTANDING OF SPEAKING
Marking Criteria
There are four parts to the IELTS Speaking marking criteria:
A. Coherence and Fluency
how clear and structured is your speech.
To increase score for FC:
connect your sentences by linking words and signpoints
extend your answers, add all the relevant details
speak smoothly and continuously
use pausing correctly
B. Lexical Resource (LR)
how good is your vocabulary.
To increase score for LR:
use a wide range of vocabulary
discuss different topics freely, using appropriate words
speak formally or semi-formally
choose words accurately
use idiomatic language
C. Pronunciation (P)
how naturally you sound.
To increase score for P:
pronounce words as clearly as possible
record your speech and work on the words that you spell incorrectly
stress words and sentences correctly
use correct intonations
try to be easily understood by the examiner
D. Grammatical Range and Accuracy (GRA)
how good is your grammar.
To increase score for GRA:
avoid grammatical mistakes
try to use more advanced grammatical structures (passive voice, direct speech,
different tenses and conditional sentences etc)
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2. PART 1 – SPEAKING
Speaking Part 1 lasts between 4-5 minutes and you will be asked questions about familiar topics, such
as:
1. Your job/studies
2. Your family
3. Your home
4. Your hometown
5. Your hobbies
Notice that these questions are all about you. It is considered easier than the other two parts because
it is much easier to talk about yourself than more abstract topics, but that doesn’t mean it is not
important. Below are 5 Dos and Don’ts to make sure that you start your Speaking test in the best
possible way.
A. DO’s
# 1- Know What to Expect
You will probably be a little nervous and you don’t want any surprises that will make you even more
anxious, so you must be aware of exactly what will happen when you walk into the room.
The examiner will introduce themselves and ask you what your name is. You can simply reply ‘My
name’s _______’. Make sure that you use the contraction ‘name’s’ rather than ‘name is’. This will
remind you to use contractions (e.g. I’m, We’d, they’ll) in the rest of the test.
The examiner will then ask you ‘What can I call you?’. You can simply say ‘You can call me_______’. If
you have an English name, it is fine to use it, but make sure that you pronounce it correctly. If you
can’t say your own name properly, it does not create the best first impression. If unsure, just use your
normal name.
They will then ask you where you are from. Simply state “I’m from_____”. There is no need for you to
give any extra information about your answers at this stage.
The examiner will finally ask to see your identification. Show it to them and then the test can begin.
By knowing these four things will happen you will be more confident and start the exam well.
If you look at the floor and give the impression that you would rather be anywhere in the world apart
from in the room with the examiner, you will normally give very short monotone answers and this will
lower your score. However, if you are open and friendly with the examiner, you are more likely to give
natural sounding answers.
Don’t overdo the eye contact thing. It feels really strange when someone looks you straight in the eye
for 15 minutes. Pretend that you are having a normal conversation with a friend. If you were looking
at the floor the entire time, a friend would ask you if you were OK. If you were staring them dead in
the eye, they would get a bit freaked out. Pretend it is just a normal conversation and you will be fine.
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# 3- Pretend You’re Interested in the Questions
Let’s face it, most IELTS questions are really boring. If you listen to someone answer a boring question
you will notice one thing- their voice is monotone i.e. it does not go up or down in pitch at all, it sounds
very flat. If you speak like this you will get a lower mark for pronunciation because one of the crucial
factors you will be tested on is intonation.
When native English speakers talk, their voice naturally falls and rises depending on how they feel
about what they are saying. Imagine you are late for class, you walk into the room and the teacher
says to you in a falling tone ‘Sit down, please.’ They are probably telling you, through their intonation,
that they are not very happy with your lack of punctuality. However, if they said it with a rising tone
at the start, they would probably be telling you they don’t mind that you are late and are happy to see
you.
Similarly, if you pretend that you are interested in what the examiner is saying your intonation should
become more varied. However, be careful not to overdo it and make your voice really high, or really
low because you will sound like a crazy person. Listening to native speakers talk and copying their
intonation will give you a good idea of what natural intonation sounds like.
However, they should not be too long either, because Part 1 is on familiar topics (family, work, hobbies
etc.) and you don’t normally talk for 2 minutes when someone asks you where you are from. Also, you
will have lots of opportunities to give longer answers in Parts 2 and 3. As a general rule, if you only
give a single sentence answer, with a single clause like ‘I’m from Ireland.’, then your answer is too
short.
# 5- Practice
It is a very bad idea to prepare memorised answers before your speaking test, but because Part 1 is
very predictable, you should practice the familiar topics mentioned above in number one.
Try recording yourself and then listen back and think about the following:
1. Could you improve the vocabulary?
2. Did you make any grammar mistakes that could be fixed?
3. Did you speak fluently or did you speak at an unnatural speed?
4. How was your intonation?
5. Did you extend your answer enough?
6. Did you speak clearly?
7. Try again and keep practicing until you are really confident about talking about the common
topics.
B. DON’Ts
Don’t #1- Give Yes/No Answers
This might sound very obvious, but you would be surprised how many people simply answer with ‘Yes’
or ‘No.’ This is probably because many of the questions would naturally lead to a yes or no answer,
but you must remember that you are in a test and you have to show the examiner how good your
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English is. Giving yes or no answers does not allow the examiner to judge your ability and you will get
a low mark no matter how good your English is.
Some people give yes or no answers because they are very nervous and they want the test to be over
as soon as possible. The examiner is not there to trick you and most of them are nice people who want
you to do your best, so don’t be afraid to tell them you are a little nervous and this will normally relieve
the tension.
Remember that Part 1 is about YOU. There will be no question you don’t understand because they will
all be about you. If you don’t understand one word in a question, it is acceptable to ask the examiner
to explain what that one word means. It is also acceptable to ask the examiner to repeat the question
if you didn’t quite understand what they said. However, do not abuse this privilege and use it for every
question; only use it when absolutely necessary.
If you really have no idea, be honest with the examiner and tell them you don’t really know and then
have a guess. It is not an examination of your knowledge, it is a test of your English, so it is perfectly
acceptable to make something up if you are really stuck.
This has a lot to do with confidence and shyness. Make sure that you are not talking to the floor and
speak a little louder than normally. The examiner will also be recording the test, so it has to be loud
enough for the recording device to pick up your voice. Try recording yourself and play it back. If you
can’t hear yourself clearly then you need to increase the volume of your voice a little more.
Don’t # 5- Be a Perfectionist
The examiner knows that you are speaking in a non-native language and does not expect perfection.
Even people who get a 9 make small mistakes, and people who get Band 7 and 8 make quite a few
mistakes. If you are constantly thinking about the perfect grammar and vocabulary, it will reduce your
fluency and pronunciation. Fluency and pronunciation make up 50% of your marks, so there is no point
in trying to use perfect grammar and vocabulary, if you are losing half your marks in the process.
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C. HOW TO GIVE APPROPRIATE ANSWER
1. Do/does questions (any question means “apakah”: answer with reason.
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Why … Why did you choose that school ? My parents chose the school for me. I
think I was too young to decide on my
own and my parents know my needs
better. Therefore, I trust their choice.
How long … How long have you lived there? I have lived there since my birth. My
parents decided living there before I
birth so it was about 19 years ago
since 2000.
Have you … Have you ever made a cake? Absolutely, I have made cakes. This is
not only a hobby but also a stress
reliever for me. I started by cooking
brownies with my mother 2 years ago,
and the taste was quite good I
supposed.
D. EXERCISE 1
(Record by yourself)
Hometown :
1. What’s the name of your hometown?
2. Is it a big city or a small place?
Running :
1. How often do you go for a run?
2. Where do you usually go running?
Music :
1. What kinds of music do you like listen to?
2. How much time do you spend listening to music every day?
Computer
1. When do you use computer?
2. What was your first impression when you used a computer the first time?
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3. PART 2 —SPEAKING
Part 2 is sometimes called the ‘long turn’. You will be given a cue card and you will have 1 minute to
prepare your answer. You will then be asked to speak for 1 to 2 minutes.
Many consider Speaking Part 2 to be the most difficult part of the IELTS Speaking test because it is a
monologue. A monologue is different from the rest of the test because you will be speaking alone,
without any questions or help from the examiner.
The examiner will give you a cue card similar to the one below:
As stated above, you will have 1 minute to prepare before you speak and you are expected to talk for
between 1-2 minutes.
A. DO’s
IELTS is much easier if you have a strategy for each part of the test. You can use this strategy when
you are practicing and then you will be much more confident in the real test. Below are 5 tips to help
you with this section of the test:
1. Preparation
They say practice makes perfect and this is very true for IELTS Speaking. Don’t memorise
answers. There are too many topics for you to memorise and it is highly unlikely that you will
get the same topic in the real test. It is a complete waste of time and leads to some very
strange answers. If the examiner spots this, they are allowed to give you a Band 0!
Focus on fluency and pronunciation. Record yourself and listen to yourself. How could you
improve your fluency and pronunciation? Learn functional language used to describe common
grammar functions, such as talking about the past, present or future, giving your opinion,
evaluating someone’s opinion and talking hypothetically. Time yourself so you know how
much you have to speak in 1-2 minutes.
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3. Personal Experiences Are Best (but telling a lie is OK too.)
The best answers are always about things you have actually experienced in your life. You will
be able to describe these things in much more detail and you will also be able to talk more
coherently about them. Students tend to be more confident talking about real experiences
and this helps them with their fluency and pronunciation. However, some of the cue cards will
ask you to talk about things you might not have experienced at all in your entire life. It is fine
to lie. The examiner will never check your answers or worry about whether they are the truth
or not. However, they might ask you some follow-up questions, so be prepared for these.
When you are practicing, a good way to expand your main ideas is to use ‘Who, what, why,
where, how‘. This will help you quickly and easily develop your main ideas and you will also
get used to the grammar structures needed to do this.
You can also use your senses to help you use a wide range of vocabulary. Think about how
things looked, sounded, smelled and tasted. You obviously won’t be able to talk about all of
these things for every topic (you would sound a little strange describing how a book tasted)
but you will normally be able to use two or three of them. While practicing you can use a
dictionary to help you describe these sensations and expand your vocabulary.
5. Mistakes are OK
Everyone makes grammar and vocabulary mistakes. Even students who get a Band 8, or even
9, make small mistakes. This is totally understandable and you should therefore not panic
when you make a mistake.
There are quite an example of students who were half way through their Part 2 question and
then they made a small grammatical error and they completely lost their way and their score
went from a very high one to a very average one.
Being nervous and stressed affects your ideas, pronunciation, fluency and normally leads to
further grammar mistakes. When you make a mistake simply forget about it. There is nothing
you can do. Don’t panic and continue.
B. EXERCISE 2
(Record by yourself)
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4. PART 3 — SPEAKING
Part 3 is more abstract ( Discussion )
This is your opportunity to really develop your answers and discuss the issues brought up by the
examiner. The topic will be linked to the topic you discussed in Part 2, and this will last 4-5 minutes.
A. DO’s
1. What do I do if I don’t understand the question?
First of all, this is not a very academic test. The questions are designed so that anyone can
answer them. If you look at some example questions, it will surprise you how easy they are.
They require no specialist knowledge and the examiner does not even have to agree with your
opinion, they just want to hear how well you convey your ideas and express your opinion.
However, sometimes you may not quite understand what the examiner just said. In this case,
simply ask him or her to repeat the question. If there is a word or term you don’t understand,
it is also acceptable to ask them to explain it to you. Don’t overdo this, as it will seem as if you
are abusing this rule.
It is a speaking test, not a listening test and the examiner wants you to give your best possible
answer so don’t be afraid to let them know. They won’t repeat the question or explain a word
to you unless you ask.
The most important thing is not to overuse these phrases. Some students put them in front of
every answer and it sounds really unnatural. Remember, they are only to be used when you
get an unexpected or particularly difficult question.
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about your opinion on common everyday issues like health, the economy, education and the
environment.
There is no set word limit for what a good part 3 answer, but it should not be too short and
not too long. Too short and you will have failed to develop your answer properly; too long and
you may go off topic and/or make mistakes.
The seven common question types that appear in IELTS speaking part 3 are:
How to respond Example Question
1. Opinion Express your opinion What are some of the ways people can help others
As I see it, in the community?
Personally,
For me, As I see it, there are many ways one can help the
needy, but the best way is by making charitable
(strongly sure) donations. People can choose a charity and simply
I’m convinced that…. donate a sum of money and leave it to them to help
I’m certain that…. others in need. For instance, I recently gave money
I’m sure that…. to an orphanage. I don’t have time to help them
personally, so I’ll leave it up to them to use the
(less sure) money as they see fit.
I guess that…
I suppose that….
I’d say that…..
2. Evaluate Express what you think about Some people say that people helped others more in
someone else’s opinion the past than they do now. Do you agree or
(agree) disagree?
I couldn’t agree with you
more. I don’t think so. When it comes to my parents’
That’s so true. generation I think they are quite sceptical about
That’s for sure. helping other people in the community, but my
That’s exactly how I feel. generation are regularly doing things to improve it,
No doubt about it. such as volunteering for various environmental and
I suppose so./I guess so. charitable organisations. Young people are actively
You/they have a point encouraged to help out in the community and I don’t
there. think this happened in the past, so I’m afraid I’d
(disagree) disagree.
I don’t think so.
I’m afraid I disagree.
I totally disagree.
I beg to differ.
I’d say the exact
opposite.
Not necessarily.
That’s not always true.
That’s not always the
case.
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3. Future Express prediction how a Some people say that working from home will be
certain topic will change in quite common in the future. Do you agree?
the future.
X plans to….. It is foreseeable that more people will work from
It is predicted that…. home in the future. If the internet becomes faster
X intends to…. and there are more programs, such as Skype, that
I foresee….. allow people to work from home more easily, I’d
It is foreseeable…. predict that more people will stay at home. If you
Conditionals think about it, most people don’t need to be
If X + verb….. physically present to do their jobs and I envisage
It is likely that… that face to face meetings will be a thing of the
It is probable that…. past.
It is unforeseeable
that….
I envisage….
4. Cause and Discuss what has caused a How does advertising influence what people
Effect certain situation and what choose to buy?
effects this has
…because… I think advertising has a big influence on what
…as a result…. people purchase and often leads to them always
…resulted in… sticking with the same brand. For example, I
…as a consequence… always drink Coca Cola and I believe this is
…due to…. because I grew up watching all those ads on TV
…caused… and I instinctively buy it as a result. I mean, why
…led to…. would companies spend so much money on
…means that…. adverts, unless it led to more sales?
6. Compare compare two things using Do you think primary school children should learn
and Contrast comparative adj + than a second language or should they wait until
e.g. He’s taller than his sister secondary school?
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language is less important than their first
(long adjective) language and this should be prioritised.
More interesting
More difficult
(irregular adjectives)
Good- better
Bad- worse
Far- further
7. Past present perfect How has teaching changed in your country over
continuous to talk the past few decades?
about something that
In the past, teachers simply lectured students
started in the past and
continues up until theand the students just listened to what they said.
present. Example: TheyWe were given lots of facts to learn and there was
have been developing no room for creativity or freedom of expression.
I remember learning lots of things without
the city centre for the
past five years. thinking about the theory behind it. Now, there’s
been a movement towards students thinking for
For this tense we use themselves.
the structure has/have
+ been + present
participle (verb-ing).
Used to + infinitive to
talk about past habits or
states that are now
finished.
Would + infinitive to
describe past habits.
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B. EXERCISE 3
(Record by yourself)
Eating habits
1. How are the eating habits now in your country different from eating habits in the past?
2. How healthy is your country’s food?
Education
1. What is your opinion on the way languages are taught in schools?
2. What changes do you think will happen in the classroom in the near future?
Influence of television
1. Why do people like watching television?
2. Do you think state or private television is better?
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5. VOCABULARY
A. HOLIDAY VOCABULARY
Part 1-style questions
Sally: A few years ago I went on a long weekend to the Lake District in the UK … it’s a very popular
holiday destination in the north of England … I went on my own and had a wonderful time … I stayed
in a youth hostel and met some really nice people … but the most memorable thing about the holiday
were the breathtaking views … and lovely picturesque villages … it can get very busy with hordes of
tourists so I decided to go out of season in the autumn … the weather was fantastic and the shops
were full of local crafts … a really great holiday … it’s certainly not the kind of short break for someone
looking for a busy nightlife but if you want to relax in the middle of stunning landscape I would
certainly recommend a holiday to the Lake District.
Examiner: What do you think has led to the growth in the tourism industry?
Miguel: It’s much easier and affordable to travel now … nowadays you can get cheap charter-flights
or all-in packages … to somewhere near or to a far-off destination.
Examiner: People sometimes say flying is the most glamorous form of travel. Do you agree?
Amy: I’m not so sure really … flying can be quite boring … queuing up at the check-in desk … going
through passport control … sitting for ages in the departure lounge … then the flight itself can be quite
uncomfortable … no … I’m not sure I agree.
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Definitions
all-in package/package holiday: a holiday where you purchase the travel and accommodation
together
breathtaking view: an extremely beautiful view
charter-flight: a cheaper form of flying than a scheduled flight
check-in desk: the place at the airport where you register for your flight and deposit your
luggage
departure lounge: where you wait for your flight to be called
far-off destination: somewhere a long way away
to get away from it all: to take a holiday to escape a busy or stressful lifestyle
head for: go in a direction for
guided tour: an organised group shown around a place of interest by an expert
holiday brochure: a glossy publication with details of holiday packages
holiday destination: where you go for a holiday
holiday of a lifetime: a special holiday that you are unlikely to repeat
holiday resort: a place where lots of people go for a holiday
hordes of tourists: crowds of tourists
local crafts: objects produced locally
long weekend: an extended weekend holiday including Friday or Monday
out of season: outside of the main holiday period
picturesque village: very pretty village
passport control: the place where your passport is checked
places of interest: sites of interest to tourists
wildlife safari: a holiday, often in Africa, to observe wild animals
self-catering: a holiday where you supply your own food
short break: a short holiday
to go sightseeing: to look around the tourist sites
stunning landscape: extremely beautiful countryside
travel agent: a shop that specialises in booking holidays
tourist trap: somewhere where too many tourists go
youth hostel: a cheap form of accommodation
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B. RELATIONSHIP VOCABULARY
Part 1-style questions
Describe a person you are very close to. You should say:
Reiko: I’d like to talk about my boyfriend … Jose … we got to know each other at University almost 4
years ago … we were in the same department … initially we were just good friends and used to go
out in a group with our other friends … when Jose went back to Spain for the holidays we would
keep in touch with each other … then one year he invited me to come to Spain with him … and
that’s when we fell for each other I think … so you couldn’t really say it was love at first sight as it
had been over a year since we’d met … but we really hit it off and by the time we got back to
university in September we were able to tell all our friends that we were in a relationship … what do
I like about Jose … well he’s very kind … very funny … and very supportive … and we’re really well
matched in our interests … he hasn’t popped the question yet though … we’ve talked about getting
married and I think we’re both ready to settle down and have children … we’ll just have to wait and
see …
Examiner: Is it important to keep in contact with our friends when we’re in a relationship?
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Maria: Absolutely … it’s so easy to drift apart from your friends when you fall in love … but I think
both partners should try not to lose touch with their friends … that’s the best way to have a healthy
relationship with your partner.
Definitions
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C. TECHNOLOGY VOCABULARY
Part 1-style questions
Describe an item of technology you have that is very important. You should say:
Mattie: I don’t have many gadgets … just a computer … a laptop and my mobile phone … but I’ll talk
about my computer as it’s so useful … it’s funny really … 2 years ago I was still learning to use
computers … how to use email … send attachments how to access websites … then I decided to do a
digital editing course for video and photography … and so I bought the laptop when I started the
course … my husband had a desktop PC but it was very slow so I decided to upgrade to a powerful
one because we do a lot of video editing on the course … it’s a high-spec laptop … very fast … the
latest operating system … it boots up really quickly and it’s fun to use so it makes working a pleasure
… I’ve become a competent computer user now … if I didn’t have it I daresay I’d have to spend more
time at college using their computers … but on the positive side I suppose I’d read a lot more if I
didn’t have it … I probably waste a lot of time surfing the web … but hopefully I won’t have to be
without it …
Examiner: What do you think are the important things people need to learn when they start using
computers?
Alejandro: Well … there are things like how to use the Internet … how to enter a web address … how
to navigate websites … that kind of thing but it’s also important to know how to back up your files in
case your computer crashes … and all about Internet security.
Examiner: What kind of technological developments have made the biggest impact on our lives?
Faydene: In my lifetime it has to be the Internet of course but I also think wifi has made a huge
difference to how we interact with the Internet … wireless networks at home and public wifi
hotspots mean we can go online easily … access our mail … log into our work intranet and basically
be connected wherever we are.
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Examiner: Do computers make it much easier to study?
Jane: Definitely yes … researching information is much easier with the Internet .. you can bookmark
webpages for future reference and writing essays is much easier … being able to cut and paste
sections of text means you can experiment with organisation … so yes … compared to years ago
when you had a pile of books on your desk and a pen and paper … it’s now much easier.
Definitions
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D. SPORTS VOCABULARY
Part 1-style questions
Describe a place you like going to in your leisure time. You should say:
Maurice: I’d like to talk about my local sports centre … it’s a place I spend a lot of time in … it’s a
new building with all the latest sports facilities … I probably go there at least twice a week …
sometimes more often … it’s a huge place … there’s an outdoor athletics track and some football
pitches … I play football so I’m often out there … there are several indoor squash and tennis courts
that I use occasionally … a big swimming pool … although I don’t use that very often … I’m not a very
strong swimmer … there’s a gym … lots of things really … why do I enjoy going there … it’s just a
really fun place to be … there’s a good social side to it all … you can enter competitions … meet up
with other people who want to do the same sports … and because there are so many activities on
offer it gets you interested in different things … for example I was listening to some people talking
about training to run the marathon and I’ve decided I might even think about that … I go jogging a
couple of times a week so it would give me something to aim for … so yes … the sports centre …
that’s the place I really like to visit …
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Alejandro: I think young people should be given the chance to discover which sport they might like …
watching sport is sometimes a good way to get people started … not on TV but actually getting out …
take athletics for example … they could go to an athletics meeting … there are so many different
sports on show one might interest them …
Examiner: Why do some people enjoy participating in sport more than others?
Florrie: That’s a good question … I suppose some people are more concerned about their health …
they can’t stand the thought of being out of condition … other people might be driven to excel …
they want to set records or get personal bests …
Examiner: Which sports do you think are best for people who aren’t used to physical activity?
Julie: Well … I think people like this should avoid strenuous exercise so things like circuit training are
definitely out of the question … maybe just doing a brisk walk every day … or swimming is always a
good way to get started …
Definitions
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E. FOOD VOCABULARY
Part 1-style questions
Howard: OK … this is a nice topic to talk about … there’s a restaurant just around the corner from
where I live … it’s an Italian restaurant so as you’d expect you can eat various pasta dishes and pizzas
and I usually go there with my family for a slap-up meal if we have anything to celebrate … it’s quite
a posh restaurant … the kind of place you would take someone if you wanted to wine and dine them
… we usually order a 3-course meal … a light starter then a main dish … and I have quite a sweet
tooth so I always look forward to the dessert … I usually order Tiramisu … it makes my mouth water
just to think about it … I’m always totally full up by the end … why do I enjoy it there … well … it’s not
cheap … my parents always foot the bill and we couldn’t afford to go there regularly so it’s always a
nice treat …
Examiner: Do you think people enjoy their food as much as they should?
Florrie: I don’t know really … I suppose it’s true that people will often eat a quick snack because
they’re bored not because they’re dying of hunger … and often they just bolt it down and don’t
savour it … so yes … perhaps we could take more time over our food …
Examiner: Do you think cooking is a pleasure or a chore for people who have busy lives?
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Julie: Well … whether you follow a recipe or make something up as you go along … I think cooking is
a very creative process … and cooking for other people is a particular pleasure … there’s nothing
more satisfying than seeing people you love tucking into something you’ve cooked yourself …
Definitions
to be full up: to eat to the point that you can no longer eat any more
to be starving hungry: an exaggerated way of saying you are very hungry
to bolt something down: to eat something very quickly
to be dying of hunger: an exaggerated way of saying you are hungry
to eat a balanced diet: to eat the correct types and amounts of food
to eat like a horse: to eat a lot
to follow a recipe: to cook a meal using instructions
to foot the bill: to pay the bill
a fussy eater: somebody who has their own very high standards about what to eat
to grab a bite to eat: to eat something quickly (when you’re in a rush)
to have a sweet tooth: to enjoy sugary food
home-cooked food: food cooked at home from individual ingredients
the main meal: the most important meal of the day, usually eaten in the evening
to make your mouth water: to make you feel very hungry for something
to play with your food: to push food around the plate to avoid eating it
processed food: commercially prepared food bought for convenience
a quick snack: to eat a small amount of food between meals
a ready meal: see ‘processed food’
a slap up meal: a large meal
to spoil your appetite: to eat something that will stop you feeling hungry when it’s meal-
time.
a take away: a cooked meal prepared in a restaurant and eaten at home
to tuck into: to eat something with pleasure
to wine and dine: to entertain someone by treating them to food and drink
to work up an appetite: to do physical work that leads to you becoming hungry
to catch a snack: to eat a little portion of food very quickly.
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F. EDUCATION VOCABULARY
Part 1-style questions
Examiner: When you were younger did you enjoy your time at school?
Theo: Yes … I liked school … it was an ordinary state school … nothing special … a single-sex school …
which I’m not sure I liked … but the teachers were great … I had lots of friends and I never played
truant like some pupils there …
Describe a time during your education that you really enjoyed. You should say:
Caroline: I’d like to tell you about my time at university … I was a mature student … I didn’t go to
university until I was 25 … and it was my first time away from my parents so it was very exciting … I
was doing a Bachelors Degree and it was a bit of a challenge … some people take a year out but I’d
been away from education for 8 years … plus I had to work my way through uni so I was very busy …
and sitting exams at the end of each year was a new experience for me as well but I really enjoyed
higher education learning about a subject I loved … history … and the social life was great as well … I
don’t think I’ve ever had so many friends … I had my graduation ceremony last year in the local
cathedral and I know my parents were really proud … so yes … that was a really happy time … I’m
thinking of doing a Masters Degree soon … though that might be through distance learning as I have
a full-time job now …
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Julie: In my country I think it is quite equal but in the UK I’ve heard that most people who go to the
top universities have studied at public schools … you have to be very rich to study in a school like
that … they’re usually boarding schools as well so the fees are enormous …
Definitions
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G. WORK VOCABULARY
Max: I’ve always loved watching wildlife programmes on TV and often thought how much I’d enjoy
working with animals … perhaps in a safari park … something like that … you’d probably need a
degree to have any chance of being called for an interview and whether there are many full-time
jobs I don’t know … I’m sure a lot of parks rely on voluntary work so it might not be easy … and it
probably wouldn’t be well-paid either but money isn’t everything … I’d get so much job satisfaction
… I can’t imagine it being the kind of job where you get stuck in a rut … and I think I’d be good at it as
well … I’d love to work with animals I enjoy manual work and I’m a good team player … so even
though the working conditions might not be the best I think that would be my ideal job …
Examiner: If there are a limited number of jobs available who should be given priority, young
people or older people with more experience?
Anna: Things are so different these days … a few years ago older employees would often take early
retirement or go onto part-time contracts and there were always opportunities for younger people
but now jobs are so scarce … I think younger people need to be given the chance whenever possible
…
Examiner: What are some of the important things a candidate should find out before accepting a
job?
Ali: Well … you’d need to know about your area of responsibility … and your salary of course and
then there are things like holiday entitlement … maternity or paternity leave … if you’re thinking of
having children … and what the situation is regarding sick leave … that kind of thing …
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Examiner: What are the advantages of having your own business rather than working for someone
else?
Julie: Well … unfortunately being an employee at the moment is very stressful … people have very
heavy workloads … they’re always under pressure to meet deadlines … running your own business
isn’t easy … but I do think it would be far more satisfying …
Definitions
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H. HEALTH VOCABULARY
Part 1-style questions
Pierre: This is a tricky one really as I’m usually quite healthy … I’ve never been seriously ill … like
everyone else I sometimes get a few aches and pains or catch a cold … I can remember a few months
ago I had to have time off work with a heavy cold … I had the usual symptoms … a blocked nose …
sore throat … it lasted quite a while … about 2 weeks I think though I didn’t have that much time off
work … for a few days I remember feeling poorly but I was over the worst of it after a few days and
went back to work … I always find it’s better to be active when you feel ill as it keeps your mind off
your symptoms … I think my family get a little fed up with me when I’m ill though … I tend to feel
sorry for myself and lie on the sofa all day as if I’m at death’s door … but as I said earlier … on this
occasion it was nothing serious and didn’t really cause me any problems …
Examiner: What costs are involved when you are ill in your country?
Anya: Well … people have to pay prescription charges which can be quite expensive … but
fortunately general healthcare is free … unless you want to go private of course and then you can
pay a fortune for your treatment …
Examiner: In your experience are people too quick to take time off work when they’re ill?
Alicia: Yes .. I’ve got friends who have a day off work if they wake up with a runny nose … and in
most cases they seem to make a speedy recovery after they’ve phoned in sick …
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Definitions
aches and pains: minor pains that continue over a period of time
to be a bit off colour: to feel a little ill
to be at death’s door: (informal) to be very ill indeed
to be on the mend: to be recovering after an illness
to be over the worst: to have got through the most serious or uncomfortable stage of an
illness
to be under the weather: (informal) to not feel well
a blocked nose: when the nose has excess fluid due to a cold
to catch a cold: to get a cold
a check-up: a physical examination by a doctor
a chesty cough: a cough caused by congestion around the lungs
cuts and bruises: minor injuries
to feel poorly: to feel ill
as fit as a fiddle: to be very healthy
to go down with a cold: to become ill
to go private: to choose to be treated by commercial healthcare rather than by services
offered by the state
GP: General Practitioner (family doctor)
to have a filling: to have a tooth repaired
to have a tooth out: to have a tooth removed
a heavy cold: a bad cold
to make an appointment: to arrange a time to see the doctor
to make a speedy recovery: to recover quickly from an illness
to phone in sick: to call work to explain you won’t be attending work due to illness
prescription charges: money the patient pays for medicine authorised by a doctor
to pull a muscle: to strain a muscle
a runny nose: a nose that has liquid coming out of it
a sore throat: inflammation that causes pain when swallowing
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I. BOOKS AND FILMS VOCABULARY
Part 1-style questions
Describe a book you have read or a film you have seen. You should say:
Pauline I like reading … especially English novels … it’s a great way to improve your vocabulary and
there are so many fantastic authors to choose from … one book that came highly recommended by
my teacher was The Mayor of Casterbridge … I was studying at a school in The UK at the time and
she said it would give me a picture of what life was like years ago in the area I was living … well I
have to say I absolutely loved it … it was a real page-turner … it’s a historical novel and the setting
was a fictional town called Casterbridge … but actually it was based on a town near where I was
studying called Dorchester … it had such a great plot … to cut a long story short it tells the story of
the downfall of a man called Henchard the central character who lives during a period of great social
change around the time of the industrial revolution … the reason I enjoyed it so much … apart from
the great story … it gave me a picture of what life had been like in the place I was studying at the
time … I really couldn’t put it down … a fantastic story …
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Examiner: Statistics show that visits to the cinema are up despite the availability of DVDs and
online downloads. Why do you think this might be?
Jamie: I think it’s the whole experience that the cinema offers … going out to see a film when it goes
on general release … and seeing it on the big screen is more exciting than watching the film at home
on TV … especially if it’s an action movie … and watching it with others makes it even more special …
Definitions
an action movie: a film with fast moving scenes, often containing violence
to be engrossed in: to be completely focused on one thing
bedtime reading: something to read in bed before you go to sleep
to be a big reader: someone who reads a lot
to be based on: to use as a modal
a box office hit: a financially successful film
to be heavy-going: difficult to read
a blockbuster: a film that is a big commercial success
to catch the latest movie: to see a film that has just come out
the central character: the main person in a film or book
a classic: of the highest quality
to come highly recommended: to be praised by another person
couldn’t put it down: wasn’t able to stop reading a book
an e-book: a digital book
an e-reader: a device for reading e-books
to flick through: to look quickly through a book
to get a good/bad review: to receive positive or negative feedback
to go on general release: when a film can be seen by the general public
hardback: a book with a rigid cover (see ‘paperback’ below)
a historical novel: a story set in the past
a low budget film: a film made with a small amount of money
on the big screen: at the cinema
a page turner: a book that you want to keep reading
paperback: a book with a flexible cover (see ‘hardback’ above)
plot: the main events in a film or book
to read something from cover to cover: to read a book from the first page to the last
sci-fi: science fiction
to see a film: to see a film at the cinema (see ‘watch a film’ below)
the setting: where the action takes place
showings: performances of a film
soundtrack: the music that accompanies a film
special effects: the visuals or sounds that are added to a film which are difficult to produce
naturally
to take out (a book from the library): to borrow a book from the library
to tell the story of: to outline the details of someone’s life or an event
to watch a film: to watch a film on TV (see ‘to see a film’ above)
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J. ACCOMMODATION VOCABULARY
Part 1-style questions
Describe a house or an apartment you would like to live in. You should say:
Paolo: I think most people when answering this question would say they’d like to live in a big
detached house with spacious rooms … views of the countryside and so on … but actually my ideal
home would be a lot different … I’ve always loved the idea of having a mobile home … a really
expensive one with all the mod cons … so I could live wherever I wanted or at least have lots of
holidays and be able to take all my home comforts with me whenever I travelled … I realise this
would have to be a second home as I’d need a base … a permanent address … but the mobile home
would be the accommodation I’d find it exciting to live in … I suppose once I settle down and have
children I’ll want to get on the property ladder … I’ll be like everyone else … saving up to put down a
deposit on a house or an apartment … I don’t think my family would want to live in a mobile home …
but I like to think I’ll still keep that dream home in mind ….
Examiner: What options are available to young couples looking for accommodation in your
country?
Toni: If they want to buy their own home it isn’t easy for first-time buyers … mortgages are hard to
get so most people live with their parents or in rented accommodation … but that can also be very
expensive … you often have to pay rent in advance … and if the accommodation isn’t fully furnished
you have the expense of buying furniture …
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Examiner: What are some of the pleasures involved in making a home for ourselves?
Suki: I suppose it starts with house-hunting … finding your ideal home … some people enjoy doing up
an old property … giving a property that’s old and tired a new lease of life … others like making
wherever they live feel like home with some home comforts …
Definitions
(all the) mod cons: technology at home that makes jobs easier such as a washing machine,
dishwasher etc.
apartment block: a large building made up of smaller units of apartments
back garden: a garden at the rear of the house
detached house: a house that is not physically connected to another property
to do up a property: to repair an old building
dream home: a home you regard as perfect
first-time buyer: someone buying a property for the first time, especially when taking out a
loan (mortgage)
fully-furnished: a rented property with all furniture included
to get on the property ladder: to buy a property with the aim of buying another bigger or
more expensive one later in life
hall of residence: a college or university building where students live
home comforts: things that make a home feel comfortable to live in
house-hunting: looking for a property to live in
house-warming party: a party to celebrate moving into a new home
ideal home: a perfect home
to live on campus: to live on the university or college grounds
mobile home: a home that can be moved by a vehicle or one that has its own engine
to move into: to begin to live in a property
to own your own home: to have bought the property you live in
to pay rent in advance: weekly or monthly rent paid at the beginning of the week or month
permanent address: a fixed address
property market: the buying and selling of land or buildings
to put down a deposit: to pay an amount of money as the first in a series of future
payments
rented accommodation: property owned by someone else and for which a person pays a
fixed amount to live in
single room: a room for one person
spacious room: a large room
student digs: student accommodation
the suburbs: a residential area on the edge of towns or cities
to take out a mortgage: to borrow a large amount of money, paid back over several years, in
order to buy a house
terraced house: a house connected on both sides by other properties
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K. FASHION VOCABULARY
Part 1-style questions
Describe someone you know who dresses well. You should say:
Tomoko: I’d like to talk about one of my teachers … Miss Evans … she teaches us English in the
school I go to … we always look forward to seeing what she’s going to wear when our lessons start …
she’s always very well dressed and takes a lot of pride in her appearance … it’s not that she dresses
in very smart clothes … she doesn’t come to school dressed to kill or anything like that … but what
she wears really suits her … and she has a great sense of style as well … we often ask her where she
gets some of her clothes and most of the time they’re just off the peg … and she says she’s not
interested in designer labels or anything like that … she doesn’t seem too concerned about keeping
up with the latest fashion … she just wears clothes that are timeless … yes … Miss Evans is the
person I think looks great in the clothes she wears …
Examiner: What factors do you think affect the clothes we choose to wear?
Maki: It depends … where we are or where we’re going is a big factor … if you are going out to a club
or party you’re going to dress for the occasion … and then there are those who think it’s important
to look like they’re on trend … they’ll want to wear the latest fashions … there are lots of factors
really …
Examiner: What kind of things determine what is in fashion and what we should be wearing?
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Martin: I suppose the big fashion houses and fashion shows must have an effect but the clothes you
see on the catwalk don’t always reflect what normal people wear … so I suppose it will be things like
what singers are wearing in videos or models are wearing in magazines … that kind of thing …
Definitions
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L. PERSONALITY VOCABULARY
Part 1-style questions
Describe a teacher you once had who you enjoyed being taught by. You should say:
Carolina: I’d like to describe my English teacher from school … Miss Thomas … this was a few years
ago now and she was my teacher at a time when I was getting a little bored with being at school …
unlike some of the other teachers Miss Thomas never lost her temper … she was very calm and easy-
going … she was also very broad-minded … we were able to ask her questions about lots of subjects
that some other teachers would refuse to discuss which made us respect her even more … she had a
great sense of humour too … she’d laugh at our jokes as well as making us laugh … and she would
also bend over backwards to help us with our work … she always put us first and often stayed
around at the end of class to talk with anyone who needed help … apparently she was highly
respected within her field but you would never know as she was the type that hid her light under a
bushel … she was very modest and self-effacing … so yes … Miss Thomas was a teacher I have fond
memories of …
Examiner: Which personal qualities do you think we most want to pass on to our children?
Martin: I certainly would want my children to be self-confident and self-assured … I really believe
that people who feel good about themselves are in a good position to face what life has to offer
them … and I’d hope they wouldn’t be self-centred … but remembered to think about others …
Examiner: Which characteristics do you think are the least appealing in a person?
Marianne: Well … people who are very narrow-minded are difficult to get on with … it’s nice when
someone is open to other people’s opinion and willing to think about their own views … and people
who are two-faced can be a little irritating … relationships are built on trust and without honesty
there’s not much left …
Examiner: Which personality types do you think are less likely to suffer from stress or anxiety?
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Sol: Probably people who are thick-skinned … who don’t let people or problems affect them too
much … and if you are fair-minded you’ ll be less likely to overreact to situations or be quick-
tempered …
Definitions
to be the life and soul of the party: a fun person, someone who is the centre of activity
to bend over backwards: to try very hard to help someone
broad-minded: prepared to accept other views or behaviours
easy-going: relaxed and not easily worried about anything
extrovert: an energetic person who likes the company of others
fair-minded: to treat people equally
fun-loving: to enjoy having fun
to hide one’s light under a bushel: to hide one’s talents and skills
good company: enjoyable to socialise with
good sense of humour: the ability to understand what is funny
introvert: someone who is shy
laid-back: see ‘easy-going’
to lose one’s temper: to suddenly become angry
narrow minded: opposite of ‘broad-minded’ (see above)
painfully shy: very shy
to put others first: to think of others before yourself
quick-tempered: to become angry quickly
reserved: shy
self-assured: confident
self-centred: thinks only of oneself
self-confident: believes in one’s own ability or knowledge
self-effacing: to not try to get the attention of others (especially in terms of hiding one’s
skills or abilities)
to take after: to be like (often another member of the family)
thick-skinned: not easily affected by criticism
trustworthy: can be trusted
two-faced: not honest or sincere. Will say one thing to someone to their face and another
when they are not present.
eager beaver: an enthusiastic and hard-working person.
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M. BUSINESS VOCABULARY
Part 1-style questions
Describe a business you know that you admire. You should say:
Magda: Actually I discovered a business very recently that I like so much I’d like to do something
similar in the future … it’s a small niche business that runs courses in how to cook … especially bread
… the owner uses his kitchen for the courses and went into business with a local community shop
and sells a lot of the bread and cakes they make in the shop … I first got to hear about the business
last year … my wife paid for me to do one of the baking courses and I got to know the owner during
the training … it’s a lifestyle business really … he doesn’t have plans to take on employees or expand
into new areas … he’s happy earning a living doing the thing he loves … I really admire what he does
and I’m sure a lot of people would love to do something similar … he has a web presence … in fact
that’s how we got to find out about his company … and he uses social media to raise the company
profile … but he’s the only person involved in running the business so he’s in complete control of
where the business goes … that’s something that must make it really satisfying … as long as he’s
managing to balance the books and the cash flow is healthy I’m sure he must be very pleased with
what he has achieved …
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… and if it is a good idea the chances are someone else is doing the same thing so you could end up
facing stiff competition …
Examiner: What are some of things you have to do when running your own business that might
not appeal to everyone?
Katy: Personally i don’t like being in debt so taking out a business loan wouldn’t suit me at all … and
I know a lot of companies do cold calling to try and drum up business … that’s something I’d hate to
do … and laying people off if the business gets into trouble … that would be horrible …
Definitions
to balance the books: to not spend more money than you are earning
to be self-employed: to work for yourself/to not work for an employer
to cold call: to make a sales call to someone without asking them for permission first
cut throat competition: when one company lowers its prices, forcing other companies to do
the same, sometimes to a point where business becomes unprofitable
to do market research: to do research into what potential customers would or wouldn’t buy
to draw up a business plan: to write a plan for a new business
to drum up business: to try to get customers
to earn a living: to earn money
to go bust: when a business is forced to close because it is unsuccessful
cash flow: the money coming in and going out of a business
to go into business with: to join another person to start or expand a business
to go it alone: to start your own business
to go under: (see ‘to go bust’)
to have a web presence: to have a website or social media profile that showcases your
business
to launch a product: to start selling and promoting a new product
to lay someone off: when a company ends an employee’s contract of employment
lifestyle business: a business that is set up to bring in a sufficient income and no more
to make a profit: to earn more money than it costs to run the business
niche business: a business that serves a small, particular market
to raise a company profile: to make more people aware of a business
to run your own business: to have a business of your own
sales figures: a report of the income a company generates through sales of products or
services
to set up a business: to start a business
stiff competition: strong competition from other companies in the same area of work
to take on employees: to employ people
to take out a loan: to borrow money
to win a contract: when a business gets legally-binding work with an individual or company
to work for yourself: (see ‘to be self-employed’)
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N. PHYSICAL APPEARANCE VOCABULARY
Part 1-style questions
Monique: OK … I’d like to talk about my aunt … her name’s Marta and she’s quite a character …
she’s middle-aged but has a very youthful appearance … she’s a little overweight I suppose but not
too much … she has a friendly round face framed by thick blonde hair … she has a lovely complexion
and she’s always well-turned out … she actually always looks like she’s going out for the evening to
somewhere special … there’s never a hair out of place … I’ve always thought she bears a striking
resemblance to someone on TV … I can’t remember the name now … she wears glasses and always
seems to have a different pair on every time I see her … I like the way she looks because she wears
clothes that are right for her age and manages to look glamorous without it looking like she’s too
done up … yes … I’ll be happy if I look like her when I’m her age …
Examiner: Do people worry too much about their appearance as they get older?
Mira: I’m sure they do … yes … but it happens to all of us doesn’t it … we all go grey eventually and
get hard of hearing … we start to lose our figure … that’s why plastic surgery is so popular …
personally I think we just need to grow old gracefully and not worry too much about how we look …
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Definitions
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O. TOWN AND CITY VOCABULARY
Part 1-style questions
Describe an interesting town or city in your country that visitors might enjoy. You should say:
Monique: Anyone who comes to my country really should spend some time in Barcelona … it’s a
beautiful place … it’s not what you would call a sprawling city … it’s quite compact really and you
could walk across the city in a couple of hours … but there’s no need to do that as we have a
fantastic public transport system so it’s easy to get around … there are various districts all with their
own character … you have the upmarket shops in the centre … you’ll find lots of chain stores you’ll
recognise from your own country but also local brands as well … we have the narrow streets in the
Gothic district with lots of fashionable boutiques and tourist attractions … there’s the Olympic area
and the beaches along the coast … and dotted around the city are some lovely public spaces … parks
and squares in the city centre and on the outskirts of Barcelona where people relax with their friends
and family … and of course pavement cafes everywhere … all that and some great historical places of
interest … so a great destination for tourists …
Examiner: What are some of the challenges facing towns and cities?
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Penny: I suppose traffic congestion is a major problem … and the growth in out-of-town
supermarkets and retail parks mean lots of town centre shops are closing down … plus a shortage of
good quality housing … I think these are the major challenges …
Definitions
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P. MUSIC VOCABULARY
Part 1-style questions
Millie: Well … I’m a little older than most students and when I was young Abba the Swedish pop
group were very famous … I don’t think it was cool to like them even though they had a huge
following but I think now people have realised what wonderful songs they wrote … one piece of
music in particular is called ‘Slipping through my fingers’ … it wasn’t a massive hit but I love it … it’s
a song for parents and it’s all about how quickly our children grow up … it’s a slow number and like a
lot of their songs it’s a very catchy tune … the two women in Abba had great voices and it’s the kind
of music you can also sing along to easily … even if you don’t have a great voice … I listen to Abba
when I feel like a sing-song … and I especially like to listen when I’m doing the housework … it stops
me thinking about the hard work …
Examiner: Is the Internet a good or bad thing for the music industry?
Thomas: On the one hand it’s good for marketing new musical talent or particular bands but it’s so
easy to share and download tracks for free I think it is costing the industry a lot of money …
Examiner: Should music be treated as seriously as subjects like maths or sciences at school?
Carla: I think it should … I don’t think it should be taught in a boring way … I mean making children
read music … but I do think they should be encouraged to play instruments and to play things by ear
perhaps … to keep the lessons fun …
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Definitions
106
Q. WEATHER VOCABULARY
Part 1-style questions
Describe a time when you experienced extreme weather conditions. You should say:
I was studying English in a language school a few years ago … we were in Cornwall in the UK … we’d
been enjoying lovely sunny days … not a cloud in the sky … when all of a sudden there was a change
in the weather … we were in town walking around the shops when it started to pour down … I’d
never seen such heavy rain before … within about 10 minutes the roads were full of water … I think
they call it a flash flood … it was like being in the middle of a tropical storm … the water was almost
up to my knees … the weather forecast hadn’t predicted it so everyone was taken by surprise … I’m
not sure you could call it ‘extreme’ weather as a few hours later it started to clear up … the sun came
out and slowly the water level went down … but a lot of people’s houses were flooded so it would
have been extreme for them … I found it all quite exciting … in my country we generally have a very
mild climate and don’t often get floods like this so it was quite an experience for me.
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Examiner: In which ways are weather forecasts useful?
Sinita: Well … if you’re planning a trip or going on holiday it’s important to know whether you’ll need
to dress up warm or take an umbrella … farmers need to know what the long-range forecast is so
they can plan their work … I suppose people who organise outside events need to know as well in
case things get rained off.
Definitions
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R. SHOPPING VOCABULARY
Part 1-style questions
Describe a time when you bought something for someone. You should say:
Coleen: I’d like to tell you about the time … about four years ago … my husband and I bought a
computer for our daughter … she was about to go to university and we’d promised her we would
treat her to one … at the time there had been a big advertising campaign for the latest Apple
Macbook and our daughter was very keen to have one … she kept telling us they were value for
money … even though they seemed very expensive to us … anyway we tried to shop around to see if
we could pick up a bargain … this was in the middle of the summer sales and wherever you went
prices were being slashed on big brand names … but unfortunately not Apple products … we ended
up having to pay the full price … I remember my daughter justifying the cost by pointing out how
nice the Apple carrier bag was … but it was lovely to see her so excited and the customer service
she’s received during the four years she’s had it has been excellent … so it was value for money after
all …
Examiner: Do you think we will stop using paper money in the future?
Louisa: I think it’s almost certain … at the moment it’s still possible to pay in cash but I’m sure this
will change … the problem is people are more likely to get into debt and run up a credit card bill
when this happens.
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Examiner: What do you think shops need to do to create a positive shopping experience?
Tania: The main thing for me is not being pressurised to buy … I appreciate that shop assistants are
probably on commission but if I’m looking for clothes for example I like to take my time … to try
something on … and to ask for help if I need it …
Definitions
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S. ENVIRONMENT VOCABULARY
Part 1-style questions
Describe an environmental problem that has been in the news. You should say:
Martin: Well … this is an interesting question … there are so many issues I could think of … natural
disasters like earthquakes and floods seem to be in the news almost every year … but there was one
story recently about some animals that were under threat … it wasn’t focused on one place in
particular … it was looking at various animals that could actually become extinct in different African
countries … if we don’t take steps to protect them … these were really iconic animals like gorillas …
leopards … rhinos … and apparently they’re now listed as endangered species … what made it really
depressing was they were in danger thanks to us … in some cases it was due to a loss of habitat
either because people need more agricultural production … or even worse I think … because of
hunting and poaching … I hate to think of future generations being robbed of the chance to see
creatures like these in their natural environment … it’s lucky we have lots of organisations that focus
on wildlife conservation … hopefully with their help we can put pressure on those in power to do
something to stop creatures like these dying out …
Examiner: What do you think is the main danger the world faces in terms of the environment?
Spencer: Well … climate change is a real issue … in my country we have flash floods and heatwaves
on a yearly basis … so yes … I think global warming is the biggest issue.
Examiner: What examples are there of how we damage the natural world?
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Stella: There are so many examples … there are factories that empty toxic waste into rivers and
oceans … oil spills that damage the coastline … the way we destroy vast areas of land and rain
forests in search of fossil fuels or to increase agricultural production …
Definitions
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T. ADVERTISING VOCABULARY
Part 1-style questions
Examiner: Are there any TV channels in your country that don’t have adverts?
Loraine: No … they’re all commercial channels and show adverts all day long … too many really …
and there’s also a lot of product placement going on … especially in soap operas where they place an
item just behind the actors.
Examiner: What are the best ways for ordinary people to advertise something they want to sell in
your country?
Marianne: The simplest way is to place an advert in something like the classified ads section of a
local paper … or there’s the Internet of course … there are lots of sites like eBay where you can buy
and sell things online.
Describe an advert you once saw that was very effective. You should say:
Max: OK … well this was about 4 years ago … I was looking for some software to create videos … one
day I got an email from a mailing list I’d signed up to … there was a link in it to a press release … a
company had written something about a new product that was similar to what I was looking for … at
the end of the press release there was a link to the sales page … I hadn’t heard of the company but I
was interested and clicked the link to the ad …. what caught my attention immediately were the
number of testimonials from people who had bought the software … I think testimonials are like the
online equivalent of word of mouth advertising and are really persuasive … anyway … when I got to
the bottom of the page there was a great big call to action button inviting me to buy … I was totally
persuaded and ended up making a purchase … what made it so effective I think was the power of
those testimonials … they’d been written by people very much like me … they’d had a need and the
software had obviously turned out to be just what they were looking for … when you think that this
was a newish company they wouldn’t have had any brand awareness at all … they probably
wouldn’t have had much of a budget for advertising … obviously you wouldn’t advertise a product
like this through the mass media on TV … they probably didn’t even have an advertising agency to
support them …and yet they’d managed to create a great deal of brand loyalty from previous
customers … I think that was really effective.
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Part 3-style questions
Examiner: What are the advantages to companies of advertising on the Internet rather than TV?
Stelios: I’d imagine the main advantage is you can reach your target audience much more effectively
… if you bring out a niche product for example … or you have a tight advertising budget … you can
advertise on particular sites that the people you want to reach visit … that’s not something you can
do on TV.
Examiner: What things do advertising companies do that might give it a bad name?
Raol: For me the most irritating is cold calling … we must get two or three of these every day at work
… then there’s junk mail that gets posted through the letterbox … and of course the online
equivalent of this … spam emails … I think it’s this kind of advertising that tends to annoy people.
Definitions
114
spam email: unwanted, promotional email
target audience: the people a company want to sell their product or service to
word of mouth: recommendations made by individuals to other individuals about a product
of service
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WRITING TASK 1
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1. ABOUT ACADEMIC IELTS TASK 1
There are four marking criteria for Task 1:
A. TASK ACHIEVEMENT
Task Achievement refers to your ability to answer the question properly. In order to do this you
have to do all the things the question asks you to do and write a clear, well developed answer.
You will get a higher score if you:
Select the main/key features of the graph, chart, map or process.
Write a clear overview that includes the main/key features (main trends, differences, stages
etc.) of the graph, chart, map or process.
Support them with accurate detail.
Write at least 150 words.
Cohesion refers to the connection of ideas at sentence and paragraph level. Are your sentences
and ideas linked together?
You will get a higher score for cohesion if you:
Use a range of linking words when appropriate.
Use linking words accurately.
Do not over-use linking words.
C. LEXICAL RESOURCE
Lexical resource refers to your ability to use vocabulary both accurately and appropriately.
You will get a higher score for vocabulary if you:
Paraphrase the question correctly.
Vary your vocabulary using synonyms.
Avoid vocabulary mistakes.
Spell words correctly.
Use appropriate vocabulary to describe trends, comparisons, stages, changes, etc.
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2. TYPES OF DIAGRAMS
Map
Mixed/Two Data (Pie chart and Table)
Cycle Process
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3. PARAGRAPH STRUCTURE
Now that we know how the exam is marked we can give the examiners exactly what they want
and prevent common mistakes that stop people getting a high score.
Paraphrasing is when we rewrite phrase or sentence so that it has different words but keeps
the same meaning. We can do this in a number of different ways, but the simplest way is to
use synonyms.
For example:
Question Paraphrased
The chart below shows the changes in three The line graph displays alterations for
different areas of crime in Manchester city burglary, car theft and robbery in the centre
centre from 2003-2012. of Manchester between 2003 and 2012
Using synonyms
chart line graph
shows displays/reveals
changes alterations
different areas of crime burglary, car theft and robbery
Manchester city centre the centre of Manchester
from between
So with a few simple synonyms we have paraphrased the sentence and shown the examiner
that we can use this skill effectively and that we have a wide ranging vocabulary, thus two
big ticks towards a high score.
B. OVERVIEW
The overview is the most important paragraph in the whole essay and it is impossible to get
a high score if you don’t write a good one.The question for Academic Task 1 is always the
same.
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It states:
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant
We therefore need to provide a short summary of the main features. You do this in the
overview paragraph by picking out 3-4 of the most significant things you can see and writing
them in general terms. By general, you do not support anything you see with data from the
graph or chart, just write about what you can see at first glance.
A problem students often have is limiting themselves to just three or four things. There is so
much information and it can all seem relevant.
When things are complicated in the IELTS exam, think of a way to simplify them. To make
this task easier, think about this way: if someone asked you to tell them three things and
three things only about the graph what would they be? Thinking this way stops you looking
at all the data and focuses your mind on picking out the most important points.
With line graphs we should look out for what happens generally between the start date and
the end date.
Let’s look at our example again and pick out the ‘main features.’
Burglary decreases
dramatically.
Car theft increases steadily.
Robbery remains steady
throughout the period.
We are now ready to take our three main features and add them to our overview paragraph.
An overview paragraph should normally be 2 sentences and state the main features in
general terms. Never support the main features with data in the overview. Dates are fine,
but don’t use any other numbers.
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OVERVIEW PARAGRAPH WILL LOOK LIKE THIS:
The most noticeable trend is that burglary fell dramatically over the period. Car theft
fluctuated until 2008, upon which it rose steadily; whereas the number of robberies
remained relatively stable between 2003 and 2012
C. BODY
It states:
The feature of the graphs in detail. It could be trends, comparisons, percentage, fractions,
and etc, vary depending on the type of graph or diagram, and the type of language will
vary, but there is a certain structure that they all follow.
The line graph below shows changes in the amount and type of fast food consumed by
Australian teenagers from 1975 to 2000.
Summarize the information by selecting and reporting the main features and make
comparisons where relevant.
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EXAMPLE OF WRITING TASK 1:
Introduce the graph by paraphrasing the question.
The line graph compares the fast food consumption of teenagers in Australia between 1975
and 2000, a period of 25 years.
Give an overview.
Overall, the consumption of fish and chips declined over the period, whereas the amount of
pizza and hamburgers that were eaten increased. This covers the main changes that took
place over the whole period.
D. CONCLUSION (CONDITIONAL)
It states: summary of the additional information from the graphs. If you already write it in
the overview, you don’t need to rewrite it in the conclusion section.
E. WRAP-UP
CONCLUSION
NO TYPE OVERVIEW BODY
(CONDITIONAL)
1 Line, Bar, Pie, The highest Report main Additional
Table The lowest feature / trends / information
Trends problem
(Avoid number)
2 Process, Cycle How many Report all data Additional
steps/stages information
Simple/complex
3 Maps Rebuilt/construction Report all data Additional
City plan information
Impact
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4. GRAMMAR
A. TENSES
a) PAST TENSES
Simple past:
Used for reporting consecutive events in the past:
There was a significant rise in 1964. Then the figure dipped sharply in 1980.
Past Perfect:
Used for reporting what happened (e.g. the figure reached) by a given time in the past:
There was a significant rise in 1964. Then the figure dipped sharply and had reached 5 by 1980
b) PRESENT TENSE
Simple present:
Used for reporting diagram that have no specific time and occur regularly (e.g. every day), or
for reporting the present value or figure of a variable:
There is a significant rise at 6 am every morning. Then the figure increases sharply at 8 am.
The number of people suffering from diarrhea now stands at 158
Present perfect:
Used for reporting diagram that started in the past and have continued until the present time
or continue into the future
There has been a significant rise since 2013, and the figure now stands at 15000
There has been a significant rise since 2013 and the figure is expected to reach 15000 in 2030
c) FUTURE
Future forms are used to describe diagram that are predicted and projected for the future
times and dates. You should note that none of these predictions are certain, and therefore a
level of uncertainty is desirable in your report.
The figure will probably likely to reach 15000 in 2045
The figure should reach 15000 in 2045
The figure is likely to reach 15000 in 2045
It seems likely that the figure will reach 15000 in 2045
Predictions
Show
Forecasts
Reveal
Estimates That the figure will increase and reach 800 in 2045
Indicate
Evaluations
illustrate
calculations
Predicted
Expected
Anticipated
It is Forecast That the figure will increase and reach 800 in 2045
Estimated
Evaluated
Calculated
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Predicted
Expected
Anticipated
The figure is Forecast To increase and reach 800 in 2045
Estimated
Evaluated
Calculated
Example of how the following paragraphs have been changed from past forms into future
forms:
In 1999, the proportion of people using the internet in the USA was about 20%. The figures
for Canada and Mexico were lower, at about 10% and 5% respectively. In 2005, internet
usage in both the USA and Canada rose to around 70% of the population, while the figure
for Mexico reached just over 25%
In 2030, the proportion of people using the internet in the USA is expected to be about 20%.
The figures for Canada and Mexico are likely to be lower, at about 10% and 5% respectively.
In 2040, it is predicted that internet usage in the both USA and Canada will rise to around
70% of the population, while the figure for Mexico should reach just over 25%
B. PREPOSITIONS
It is important to use the right preposition when you are reporting the features and describing the
numbers, prepositions like to, by, with and at when describing numbers and figures. Here are some
examples to give you a basic idea of the differences:
5. Use at to add the number on the end of a sentence or point at particular number:
Unemployment reached its highest level in 2008, at 10%.
The number of cars sold remained unchanged in 1999 at three million.
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Between 1994 and 1997, sales rose steadily to over 20,000.
Canada and Australia’s wheat exports fluctuated between 5 million and 6 million
respectively.
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C. LINKING WORDS
126
5. DESCRIBING TRENDS
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LANGUAGE OF CHANGE
As you can see, there are several examples of this in the graph, so it is important to learn how to use
these correctly in order to successfully write an IELTS task 1 chart over time. Here are some examples:
a. Gradually increasing
b. A slight fall
c. Kept rising
d. Reached a peak
e. Increased at a steady rate
f. Fell
g. Increased sharply
h. A low of
i. Finish at
j. Stood at
k. Finishing the period at
A. SIMPLE TRENDS
Exercise 1: Describing Simple Trends
Describe the graphs below.
Note: use past tense
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Exercise 2: Describing Simple Trends
Describe the graphs below.
Note: use future tense
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Exercise 4: Write a Trends using the given vocabularies
Sample answer 1:
The graph shows the number of hits to two new music sites on the web, measured in thousands
over a period of fifteen days. As far as Music Choice is concerned, the number of visits to the Site
fluctuated between 20,000 and 40,000 in the first eleven days, except for Day 3 when they reached
60,000. By contrast, visits to the Pop Parade Site fell erratically from approximately 120,000 hits on
Day 1 to around 40,000 on Day 7.
Between days 11 and 15 visits to Music Choice fluctuated dramatically, hitting a peak of over
120,000 on Day 14. Despite a drop to less than 40,000 hits, Pop Parade Saw a huge increase in the
number of hits between Days 9 and 11, reaching a total of over 150,000 hits on Day 11. At the end
of the fifteen-day period the number of hits to Pop Parade peaked at around 170,00, whereas those
for Music Choice Showed a marked decline to around 70,000.
(163 words)
Sample answer 2:
The graph shows people using new music places on the Internet in fifteen days period of time
namely personal choice and trendy pop music.
The overall trend shows fluctuation with slight Increased towards the end of the period.
Starting with Music Choice websites; 40,000 poeple went on this new site on first-day. Half of them
backed out the next day. In Contrast to this Pop Parade net sites were visited by 120,000 music
lovers on day one which decreased slightly on the next day thereafter regaining the same fame on
3rd day.
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After 3rd day the enthusiasm for both music lines on Internet dropped slowly- reaching maximum
fall of 40,000 on 7th day. Whereas Music choice gained popularity, slightly Improoving to get the
original strength of 30,000 viewers on screen, but was getting still less visiters than their opponent
Pop group i.e. 40,000 on day 7.
In the biegining of the next week both gained remarkable recovery after a few fluctuations for 8th
and 9th day having 40,000 and 50,000 visiters respectively, reaching to their peaks of one and a half
thousand new viewers for Pop Parade on 11th day showing a contrast of very few people visiting
Music choice for the same day. Thereafter Music choice gained popularity on 12th day for having
more than 120,000 new visiters on web.
In the end of the period Pop sites were visited by maximum viewers of 180,000 whereas sites
located to Music choice were not explored by more than 80,000 explorers on the last day of the
report.
(257 words)
This is an answer written by a candidate who achieved a Band 6 score. Here is the examiner's
comment:
Well organized with some good linking devices and collocations (gain popularity, remarkable recovery,
decrease slightly) and some valid comparison of the music sites. However, some sentences are long
and confusing (paragraph 5), some collocations are inaccurate (slight increased, reaching to their
peaks) and there is some repetition (7th day, 3rd day, 11 th day). Some words are spelt incorrectly
(poeple, Improoving, visiters, biegining).
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Sample answer 3:
The line graph gives information about the wheat exports in Australia, Canada and European
Community. It is evident that Canada exported more wheat than the other two countries for most
period shown. However, while the export figure for Canada fluctuated and Australia’s figure fell,
wheat exports from European community rose steadily throughout the period shown.
In 1985, 19 million tonnes of wheat was exported from Canada, the highest for that year. In the
next year, this figure fell by approximately 5 million tonnes. By 1988, this figure had risen fivefold
to reach its peak at 25 million tonnes, but declined sharply in the following year to hit its lowest
point at slightly under 15 million tonnes.
European Community exported 17 million tonnes of wheat in 1985. By 1990, this figure was the
highest at 21 million tonnes. By contrast, the level of wheat exports from Australia remained the
lowest in both 1985 and 1990, with exports figure stood at 15 million tonnes and 11 million
tonnes respectively.
(167 words)
B. GRAPH OVERTIME
This lesson explains how to describe a line graph or bar chart for IELTS task 1 that is over time. This
uses an example of a bar chart, but it will be the same for a line graph. When you get a chart or graph
to describe, it is always important to check whether there is a time frame or not.
If there is, you will need to use the language of change. However, it is not enough just to describe the
changes of each element (ActiveX, Java and Net in this case) on their own and ignore how they relate
to each other. Look at the question – you are asked to compare the data as well. So you must also
compare the elements where relevant in your IELTS task 1. You must also group data together to make
sure you have a well organized and coherent answer. To do this, you need to look for similarities and
differences when you first analyze the graph for IELTS task 1, and decide what can be logically put
together or not.
Now look at the bar chart below and read the IELTS task 1 model answer.
The bar chart shows the number of times per week (in 1000s), over five weeks, that three computer
packages were downloaded from the internet.
Summarize the information by selecting and reporting the main features and make comparisons
where relevant.
132
Model Sample Answer
The bar chart illustrates the download rate per week of ActiveX, Java and Net computer packages over
a period of five weeks. It can clearly be seen that ActiveX was the most popular computer package to
download, whilst Net was the least popular of the three.
To begin, downloads of ActiveX and Java showed similar patterns, with both gradually increasing from
week 1 to week 5. However, the purchases of Active X remained significantly higher than that of the
other product over this time frame. In week 1, purchases of ActiveX stood at around 75,000, while
those of Java were about 30,000 lower. With the exception of a slight fall in week 4, downloading of
ActiveX kept increasing until it reached a peak in the final week of just over 120,000. Java downloads
also increased at a steady rate, finishing the period at 80,000.
The product that was downloaded the least was Net. This began at slightly under 40,000, and, in
contrast to the other two products, fell over the next two weeks to reach a low of approximately
25,000. It then increased sharply over the following two weeks to finish at about 50,000, which was
well below that of ActiveX.
The chart below shows the percentage of unemployed people aged between 15 and 24 in five
European countries in 2005, compared with the overall percentage of unemployment in those
countries.
Summarise the information by selecting and reporting the main features, and make comparisons
where relevant.
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Model Sample Answer band 7
The bar chart provides information about the unemployment rates of young adults aged 15-24 and
that of the total workforce in five European countries in the year 2005.
Looking at the proportion of jobless young adults, the lowest figure was recorded in Denmark (just
over 5%). Germany and Hungary had approximately three times higher youth unemployment rates
compared to Denmark. The highest unemployment rates were observed in Italy and Poland, about
23% and 37% respectively.
As regards the overall unemployment rates, Poland witnessed the highest figure in this category as
well. Fifteen percent of the Polish workforce was jobless while 5% fewer people were idle in Germany.
Italy and Hungary came next with similar levels of overall unemployment, nearly 6-7%. In comparison,
Denmark had only around 3% unemployed people.
In general, what stands out from the chart is that the youth unemployment rates were significantly
higher than the overall figures in all the listed countries. Poland ranked the first in both the categories
while Denmark came last. Italy and Germany were in the halfway marks with Hungary representing
the overall mean.
You will need to practice this type of language, and also make sure you know a variety of structures
to get a better score – if you keep repeating the same kind of phrases this will show you have a more
limited range of lexis and grammar.
134
Question 1 : Poverty Rates By Sex And Age
Write the Introduction and Overview from this questions below!
The bar chart shows the percentage of women in poverty and the bar chart shows poverty rates by
sex and age. They are from the United States in 2008.
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Question 3: Destination of UK graduates 2008
The charts below show what UK graduate and postgraduate students who did not go into full-time
work did after leaving college in 2008.
Summarize the information b selecting and reporting the main features, and make comparisons
where relevant. (Write at least 150 words)
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6. DESCRIBING COMPARISONS
A. NUMBERS, PERCENTAGE, AND FRACTIONS
In some graphs, esp. tables, there are some especial numbers, fractions e.g. 1/3 (one third) and
percentages e.g. 50%. Look at the following table which shows a number in different years, 1990-
1995:
USE FRACTIONS:
1992 1994 1996 1998
1,000 800 400 100
USE PERCENTAGE EITHER AT THE BEGINNING OF THE SENTENCE OR AT THE END OF THE
SENTENCE:
Family Type Proportion of people living in poverty
Single aged person 6%
Aged couple 4%
USE COMPARISON:
1. 6% of single aged people were living in poverty, compared to only 4% of aged couples.
2. There were twice as many unemployed people in 2009 as in 2005.
3. Twice as many people were unemployed in 2009 compared to 2005.
4. There was a twofold increase in the number of unemployed people between 2005 and 2009.
(adjective with the noun 'increase')
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5. The number of unemployed people increased twofold between 2005 and 2009. (adverb with
the verb 'increase')
A large number of people 80% four-fifths 77% just over three quarters
Over a quarter of people 75% three-quarters 77% approximately three quarters
A small minority 70% seven in ten 49% just under a half
A significant number of 65% two-thirds 49% nearly a half
people 60% three-fifths 32% almost a third
Less than a fifth 55% more than half Percentage proportion / number /
50% half amount / majority / minority
45% more than two fifths 75% - 85% a very large majority
40% two-fifths 65% - 75% a significant proportion
35% more than a third 10% - 15% a minority
30% less than a third 5% a very small number
25% a quarter
20% a fifth
15% less than a fifth
10% one in ten
5% one in twenty
B. PIE CHART
As you can see, the pie chart description is easy to follow. Here are some key points in organizing your
answer.
1) Choose the most important points to write about first,
These will be the largest ones. As you can see in the model answer, definite job, looking for
work, and formal study were all written about first, in order of importance, as these are the
main reasons that were chosen for moving.Items such as ‘other’ are usually less important
and account for small amounts, so can be left till the end.
2) Make it easy to read
When you write a task 1, you should always group information in a logical way to make it easy
to follow and read. With an IELTS pie chart, the most logical thing to do is usually to compare
categories together across the charts, focusing on similarities and differences, rather than
writing about each chart separately.If you write about each one separately, the person
reading it will have to keep looking between the paragraphs in order to see how each category
differs.
3) Vary your language
As with any task 1, this is important. You should not keep repeating the same structures. The
key language when you write about pie charts is proportions and percentages. Common
phrases to see are "the proportion of…" or "the percentage of…"However, you can also use
other words and fractions. These are some examples from the model answer:
This lesson will provide you with tips and advice on how to write an IELTS pie chart for task 1.
To begin, take a look at the pie chart below!
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You should spend about 20 minutes on this task.
The pie charts show the main reasons for migration to and from the UK in 2007.
Summarize the information by selecting and reporting the main features and make comparisons
where relevant.
The pie charts illustrate the primary reasons that people came to and left the UK in 2007. At first
glance, it is clear that the main factor influencing this decision was employment.
Having a definite job accounted for almost 30 percent of immigration to the UK, and this figure was
close to that of emigration, at 26%. A large number of people, 15%, also emigrated because they
were looking for a job, though the proportion of people entering the UK for this purpose was
noticeably lower by one percent.
Another major factor influencing a move to the UK was for formal study, with three-tenth of people
immigrating for this reason. The number of people going overseas to study was also quite similar to
its counterpart which is at 28%.
The proportions of those moving to join a family were fairly similar for immigration and emigration,
at 10% and 14% respectively. Moreover, it is also stated that a sum of 17% of the population gave
‘other’ reasons or did not give a reason why they emigrated.
139
The three pie charts below show the changes in annual spending by a particular UK school in
1981, 1991 and 2001.
Summarise the information by selecting and reporting the main features, and make comparisons
where relevant.
These three pie charts compare between the percentage of the annual expenditure in a certain
school in the United Kingdom in three different years 1981, 1991, and 2001.
Firstly, tutors` salaries stood at two-fifths of the annual spending in the early 80s, increased by about
10% after one decade then slightly decreased to 45% by the beginning of the twenty-first century.
Secondly, the payment of the other co-workers declined steadily from 28% in 1981 to 22% and 15%
in 1991 and 2001, respectively. Furthermore, the amount of spending on furniture and equipment
dropped dramatically from 15% in 1981 to almost 5% in 1991. However, it rose to just below five
times by 2001.
On the other hand, the percentage of expenditure per year showed an upward trend in the three
years from 2% in 1981 to approximately four times in 2001. In addition, the annual spending on
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school resources such as books fluctuated in the three years. Since it showed initial rose from 15% to
20% in 1991. Onwards it declined to just below one in ten.
To conclude, it can be clearly seen that teachers, salaries represented the major portion of the
annual school expenditure in three years.
C. REPORTING PROPORTION
THE SHARE
THE THE CONTRIBUTION OF…
THE PROPORTION
THE PERCENTAGE
FORMED
ACCOUNTED FOR
X WAS/IS RESPONSIBLE FOR Y% OF…
COMPRISED
MAKE UP FOR
X CONTRIBUTED Y% TO
THE REMAINING X %
141
Question 1
The two pie charts below show the online shopping sales for retail sectors in Canada in 2005
and 2010.
Question 2
The pie chart below shows the proportion of different categories of families living in poverty in the
UK in 2002.
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D. TABLE
Describing an IELTS table is similar to describing charts or graphs. The same structures of comparison
and contrast are used or language of change if the table is over time. A table is just another way to
present information.
Practice
Look at the IELTS table that you looked at above and answer the questions that follow:
The following table gives statistics showing the aspects of quality of life in five countries.
Summarize the information by selecting and reporting the main features and make comparisons
where relevant.
Making a Plan
You should always ask yourself these kind of questions before you write your task one. You can then
use the answer to these questions to make yourself a quick plan.
Here are some notes made by a student during the planning stage:
PLAN
Topic – standard of living, 5 countries
Language – comparison
Time / tense – 1982 = past
Overview – USA far higher
143
Groups – USA = highest
Egypt, Indo, Bol = similar
Bangladesh = very low
Now, take a look at this IELTS table model answer and notice how the organization matches the plan.
The groups chosen that are similar are grouped together into paragraphs. The language is focused on
the language of comparison and contrast as the table is not over time. The compare and contrast
structures have been highlighted so you can see how they are used.Is it similar to the way you would
have organized the information?
Model Answer
The table uses four economic indicators to show the standard of living in five selected countries in
1982. Overall, it can be seen that the quality of life in the USA was far higher than the other four
countries.
To begin, the USA, which is a developed country, had the highest GNP at 13,160 dollars per head. It
also had a much higher daily calorie intake and life expectancy, and the lowest rate of infant mortality.
The other developing countries had quality of life ratings that were significantly lower. The range of
indicators for Egypt, Indonesia and Bolivia were similar, with Egypt having the highest quality of life
amongst the three. However, the infant mortality rate in Egypt’s was slightly higher than Indonesia’s
at 97 deaths per 1000 compared to 87 in Indonesia.
Bangladesh had by far the lowest quality of life in all the indicators. Its GNP was one hundred times
smaller than the USA’s. Its calorie intake and life expectancy were about half those of the USA, and its
infant mortality rate was 10 times greater.
The Table below shows the results of a survey that asked 6800 Scottish adults (aged 16 years and
over) whether they had taken part in different cultural activities in the past 12 months.
Summarize the information by selecting and reporting the main features and make comparisons
where relevant.
144
Model Answer band 7+
The table illustrates the participation of adult Scots in six different cultural activities over a year, based
on a survey of 6,800 individuals. The data is given in percentages for 3 different age groups as well as
all age groups combined, starting at age 16.
It can be seen that young adults were most likely to spend their time engaging in creative activities
such as visual arts (30%), and performance arts including singing, dancing, playing music and acting
(35%). In contrast, the oldest age group had a participation rate of only 11% and 17% in the respective
activities. However, this same age group was also most likely to undertake any crafts (22%), which is
double the rate for the young adults (11%), and make the most cultural purchases (18%).
Overall, when all ages are combined, it is obvious that performance art and crafts were the most
popular choices, at 22% and 19% respectively. Computer-based activities were the least frequented
both in individual age groups and for the overall comparison.
Question 1
The table below gives information about the underground railway systems in six cities.
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7. MAPS
VOCABULARY FOR SHOWING LOCATION
When describing the location of something on a map you should use phrases like:
To the north of …
To the east of …
In the west …
To the south of …
North-west of …
Prepositions are essential when describing the location on a map, such as:
On
Next to
Near
From north to south
From east to west
By
Across from
Nearby
Between
Beside
Over
Along
EXAMPLE:
1. The offices were demolished and the surrounding area was redeveloped with a new leisure
center opening up
2. The shopping center was extended and the parking area was enlarged to accommodate
more cars
3. The trees were cut down and a new office block was erected
4. A railway was constructed with the introduction of a new rail station
5. The industrial area was modernized and made bigger with lots of new factories being built
6. The local government had the sports facilities renovated and the small park was made into a
children’s playground
7. The park was replaced with a new housing complex
https://ieltsfocus.com/2017/10/12/ielts-writing-task-1-maps/
146
Occasionally, you will have to describe a process in the test instead of a graph. Although this type
of diagram is less common to see in the test, it is still important to have an understanding of how
to tackle this should it arise. Maps in IELTS writing task 1 show either the development of an area
or a comparison. When you write about a map, you need to focus on describing where things are
in location to each other. Language such as 'to the left', 'next to', 'north of', 'behind' etc. will be
important.
Chorleywood is a village near London whose population has increased steadily since the middle of
the 19th century. The map below shows the development of the village.
Summarize the information by selecting and reporting the main features and make comparisons
where relevant.
Model Sample
The map shows the growth of a village called Chorleywood between 1868 and 1994. It is clear that
the village grew as the transport infrastructure was improved.
Four periods of development are shown on the map, and each of the populated areas is near to the
main roads, the railway or the motorway. From 1868 to 1883, Chorleywood covered a small area next
to one of the main roads. Chorleywood Park and Golf Course is now located next to this original
village area. The village grew along the main road to the south between 1883 and 1922, and in 1909
a railway line was built crossing this area from west to east. Chorleywood station is in this part of the
village.
The expansion of Chorleywood continued to the east and west alongside the railway line until 1970.
At that time, a motorway was built to the east of the village, and from 1970 to 1994, further
development of the village took place around motorway intersections with the railway and one of the
main roads. (174 Words)
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The map below shows the development of a seaside village between 1995 and present.
Write a short report for a university lecturer describing the information shown below.
Model Sample
The two maps show the layout of the same seaside village in 1995 and at present.
Overall, it is evident that the infrastructure for housing and recreation has increased at the expense
of agricultural land and commercial fishing.
The most notable changes are the disappearance of the fishing port and adjacent fish market, as well
as the creation of a golf course and tennis courts in the north-east, where farmland and a forest park
were still found in 1995. Furthermore, a new housing development containing apartments is now
found on the waterfront at the former site of the fish market, and a number of restaurants have been
built on the opposite side of the road where shops used to be.
There was also an increase in the total number of houses, from 12 in 1995 to 16 at present. In addition,
the road encircling a small housing development west of the main road has been extended further
westward.
The hotel and cafe in the south-east have remained as is. A new car park has been added next to the
hotel. (180 words)
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Question 1
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8. DESCRIBING PROCESS AND CYCLE DIAGRAM
It is less common in the writing test, but sometimes you will get an IELTS process diagram to describe.
This should follow the same format as any task 1:
Introduce the diagram
Give an overview of the main point/s
Give the detail
However, there are different types of task 1 (line graphs, pie charts, maps etc) and each requires
knowledge of a certain type of language.
You should spend about 20 minutes on this task.
The diagram illustrates the process that is used to manufacture bricks for the building industry.
Summarize the information by selecting and reporting the main features and make comparisons
where relevant.
A process will have a number of stages that are in time order. So you should start at the beginning,
and describe each stage through to the last one. Introduce the example above, this is fairly clear. It
begins with the digging of the clay, and ends with delivery. Processes are not always this clear, and
you may have to look more carefully to spot the beginning, and there may also be two things
happening at the same time. So it is important that you look at other sample processes to get a good
understanding of how they can vary.
1. Introduce the Diagram As with any task 1, you can begin by paraphrasing the rubric:
The diagram explains the way in which bricks are made for the
building industry.
As you can see, this has been taken from the question, but it has not
been copied. You need to write it in your own words.
2. Highlight the Main An IELTS process diagram is different to a line, bar, pie chart or table
Points in that there are not usually key changes or trends to identify.
However, you should still give an overview of what is taking place.
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The ‘public band descriptors’ state that to achieve a band 6 or more
for ‘task response’ the student must provide an overview in a task
1. As there are no trends to comment on, you can make a comment
on, for example, the number of stages in the process and how it
begins and ends:
Overall, there are eight stages in the process, beginning with the
digging up of clay and culminating in delivery.
3. Give the Detail Now you need to explain the IELTS process diagram, and there are
two key aspects of language associated with this:
1) Time Connectors
A process is a series of events, one taking place after the other.
Therefore, to connect your stages, you should use ‘time
connectors’.
Here is the rest of the answer with the time connectors highlighted
(notice that you simply go from the beginning to the end of the
process):
These connectors are the same you would use to write a graph over
time when you explain a series of changes. These are some common
IELTS process diagram connectors:
2) The Passive
When we describe an IELTS process that involves humans (a man-
made process as opposed to a natural one), the focus is on the
activities, NOT the person doing them. When this is the case, we use
the passive voice, not the active.
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In the active voice (as above), the digger is doing the verb i.e. the
digger is doing the digging.
When we use the passive voice, we make the object (the clay) the
subject, and make the subject (the digger) the object. We also add
in the verb ‘to be’ and the past participle (or Verb 3).
(S) The clay in the ground (V) is dug up (O) by the digger.
So throughout most of your description for your IELTS process
diagram, you should be using the passive voice.
This is difficult as some verbs cannot take the passive. For example,
'to go' cannot be passive, so it is kept in the active voice:
A glance the picture presents the process of making bricks for industrial purposes. Overall, there are
eight stages in the process, beginning with the digging up of clay and culminating in delivery.
To begin, the clay used to make the bricks is dug up from the ground by a large digger. This clay is then
placed onto a metal grid, which is used to break up the clay into smaller pieces. A roller assists in this
process.
Following this, sand and water are added to the clay, and this mixture is turned into two differing types
of brick by either placing it into a mould or using a wire cutter. Next, these bricks are placed in an oven
to dry for 24 – 48 hours.
In the subsequent stage, the bricks go through a heating and cooling process. They are heated in a kiln
at a moderate and then a high temperature (ranging from 200c to 1300c), followed by a cooling
process in a chamber for 2 – 3 days. Finally, the bricks are packed and delivered to their destinations.
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The diagram shows the life cycle of the honey bee.
Summarize the information by selecting and reporting the main features, and make comparisons
where relevant.
The diagram illustrates the various stages in the life of a honey bee. We can see that the complete
life cycle lasts between 34 and 36 days. It is also noticeable that there are five main stages in the
development of the honey bee, from egg to mature adult insect.
The life cycle of the honey bee begins when the female adult lays an egg; the female typically lays
one or two eggs every 3 days. Between 9 and 10 days later, each egg hatches and the immature
insect, or nymph, appears.
During the third stage of the life cycle, the nymph grows in size and sheds its skin three times. This
moulting first takes place 5 days after the egg hatches, then 7 days later, and again another 9 days
later. After a total of 30 to 31 days from the start of the cycle, the young adult honey bee emerges
from its final moulting stage, and in the space of only 4 days it reaches full maturity. (169 words)
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Question 1
Try to make a sentence from the pictures below with using the time connector!
The diagrams below show the stages and equipment used in the cement-making process, and how
cement is used to produce concrete for building purposes.
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Question 2
The diagram below shows the life cycle of a salmon, from egg to adult fish.
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9. DESCRIBING TWO DATA
This is an example of an IELTS bar and line graph together. It is not uncommon to get two graphs to
describe at the same time in the IELTS test. It can look a bit scary at first. However, when you look
more closely, you'll see it is probably no more difficult than having one graph.
The line graph shows visits to and from the UK from 1979 to 1999, and the bar graph shows the
most popular countries visited by UK residents in 1999.
Summarize the information by selecting and reporting the main features and make comparisons
where relevant.
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These are the steps you need to take to describe a bar and line graph together (or any two graphs)
that may differ slightly from when you describe one graph.
Introduction
When you state what the graph shows, mention both of them. Here is a sample first sentence of the
introduction:
The line graph illustrates the number of visitors in millions from the UK who went abroad and those
that came to the UK between 1979 and 1999, while the bar chart shows which countries were the
most popular for UK residents to visit in 1999.
Remember to write this in your own words and not to copy from the question.
Next you need to mention the key points from the graph. When you do this, mention the most
interesting things from each:
Overall, it can be seen that visits to and from the UK increased, and that France was the most popular
country to go to.
Body Paragraphs
If there are two graphs and a lot of information, you will have to be careful not to describe everything
as you may then have too much information. Also, the examiner is looking to see that you can select
the important things and not describe every single detail. So the key skill when you have two graphs
is being able to pick out the important information or summarize things in a concise way, otherwise
you will end up writing too much and probably run out of time. Here is an example description for the
bar and line graph:
To begin, the number of visits abroad by UK residents was higher than for those that came to the UK,
and this remained so throughout the period. The figures started at a similar amount, around 10
million, but visits abroad increased significantly to over 50 million, whereas the number of overseas
residents rose steadily to reach just under 30 million.
By far the most popular countries to visit in 1999 were France at approximately 11 million visitors,
followed by Spain at 9 million. The USA, Greece, and Turkey were far less popular at around 4, 3 and
2 million visitors respectively.
As you can see, the first paragraph discusses the line graph, and the second the bar chart.
You will not usually need to mix up the descriptions. This will only make things complicated and
difficult to follow. Writing about the first one and then the second one is ok for a bar and line graph
or any others that appear together. As with any task 1, you will need to make sure you use the right
language, make comparisons, and group data appropriately.
Overall, it can be seen that visits to and from the UK increased, and that France was the most popular
country to go to.
To begin, the number of visits abroad by UK residents was higher than for those that came to the UK,
and this remained so throughout the period. The figures started at a similar amount, around 10
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million, but visits abroad increased significantly to over 50 million, whereas the number of overseas
residents rose steadily to reach just under 30 million.
By far the most popular countries to visit in 1999 were France at approximately 11 million visitors,
followed by Spain at 9 million. The USA, Greece, and Turkey were far less popular at around 4, 3 and
2 million visitors respectively.
Question 1
The charts below show the result of a survey of adult education. The first chart shows the reason
why adults decide to study. The pie chart shows how people think the costs of adult education
should be shared.
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WRITING TASK 2
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1. ABOUT ACADEMIC IELTS TASK 2
What is in Academic Task 2?
IELTS writing task 2 is about opinion. You will have to write an essay that is a minimum of 250 words
long. There are many kinds of topic. Below are some common examples though there are others:
A. THE TOPIC
Environment Employment City & Countryside
Global warming Retirement Urbanisation
Deforestation Telecommuting Migration
Pollution Automation Quality of life
Science & Technology Globalisation Family
Computers Transport of food Size
Internet Loss of Parenting
Space exploration identity/culture Child discipline
Media Poverty & wealth Law & Order
Advertising Health Rising crime
TV Obesity Teenage crime
Fame Stress Capital punishment
Education Diet Sport & Recreation
Assessment Animals International sporting
IT in the classroom Blood sports events
School leaving age Animal experiments Dangerous sports
Pets Competitive sport at
school
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Here are some general tips before we begin:
Spend 40 minutes on task 2. You have one hour for the writing but you are also required to
do task 1. Task 2 is weighted more heavily so you should spend more time on this, but do
not spend more than 40 minutes.
Make sure you spend time at the beginning checking you understand the question,
brainstorming and planning.
Make sure you write at least 250 words. Your score may be reduced if you write less. Aim for
about 265 word, but of course the amount you can write will depend on your writing ability.
Someone with better skills may be able to write more in a shorter space of time as they will
have to spend less time thinking about their grammar.
Don’t write too many words. It does not follow that you get more marks for writing more.
Quality is more important than quantity.
Don’t get carried away and throw as many ideas into your essay as possible. Fewer ideas
that are fully explained are better than lots of ideas that are not explained properly.
Make sure you do lots of practice under timed conditions – brainstorming, planning, and
writing a 250 word essay in 40 minutes is not easy.
Make sure you can write a finished essay in the time – a coherent essay has an introduction,
body paragraphs, and conclusion.
Don’t worry about whether the examiner would agree with your ideas or not. They are your
ideas that are asked for – they will be okay as long as they answer the question directly and
you can justify and explain them.
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2. UNDERSTANDING IELTS ESSAY QUESTION
If you incorrectly identify the topic of the IELTS essay question, you are in danger of getting a very
low score. You could come down to a band 5 for Task Response. So identifying the topic is one of
the first things you need to do.
Brainstorming is an important part of the planning process. In order to get a good score it will not be
enough just to put a list of ideas - you need to extend and explain those ideas. If you look at the
IELTS prompt, it says this: "Give reasons for your answer and include any relevant examples from
your own experience or knowledge". So you need to support your ideas using reasons and examples.
In order to make sure you fully answer the question it is a good ideas to develop some focus
questions i.e. questions that will help you focus on what you need to write.
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Extending and Supporting your Ideas
However, you now need to think about how your are going to extend and support those ideas you
have brainstormed. In other words, you need to ask yourself further questions about each of your
ideas. For example:
Why has there been a breakdown in the nuclear family?
What is the effect of this?
What is a good example of it?
Answering questions like these will make sure you have fully supported and explained all your points
For example:
Why has there been a breakdown in the nuclear family? high divorce rates
What is the effect of this? no male role model; boys go astray and may commit crime
B. PLANNING
When you have extended your main ideas, this then provides the basis for your plan.
Here is an example of the brainstormed ideas with further support, which has now become the plan
for the essay:
Essay Plan
2) Lack of things to do
- e.g. TV has shown nothing to do
– children see crime as entertainment
One reason is the breakdown in the nuclear family. The high divorce rates have meant many children
have been brought up in one-parent families with no father to act as a role model which is detrimental
to their development. This is particularly important for boys, who without this guidance are easily led
astray by bad influences such as drugs and crime. Another factor is the lack of things to do for the
young. For example, in the UK, many television programs about this issue have shown that teenagers
hang around in the evenings with little to do. When this happens, the boredom means they will find
their own entertainment, which is often crime.
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There are, however, ways to tackle these problems. Firstly, the government should provide more
support for families. They could, for instance, invest more into building and staffing youth centers
which would provide guidance through the youth workers and also enable teenagers to focus their
attention on sport and other activities. Parents should also be encouraged to take more responsibility
for their children. Ultimately, the onus is on them to ensure their children are brought up in a loving
environment which would make them less likely to turn to crime. They could, for example, find a male
relative to act as a role model.
Therefore, it is clear that there are various reasons for this rise in crime, but solutions are available. If
we begin to tackle the issue now, we may be able to prevent the situation from declining further.
C. EXERCISE :
Identifying topic, brainstorming and planning from question below!
1. Doing an enjoyable activity with a child can develop better skills and imagination than reading.
To what extent do you agree?
Topic :
Brainstorming :
Planning :
2. Some developed countries now have unemployment problems. Why do people still want to
emigrate to these countries?
Topic :
Brainstorming :
Planning :
3. Many efforts have been made by countries to address challenges concerning the environment
but the situation has not improved. What are the possible reasons for environmental
degradation? Are there any solutions to combat this problem?
Topic :
Brainstorming :
Planning :
4. Internet and technology, like mobile phones and laptops, are connecting us to each other
every hour of the day via networking sites and applications. Do you think it’s an advantage or
disadvantage?
Topic :
Brainstorming :
Planning :
5. People are more mobile nowadays. They seldom live in one city all of their lives. Why do you
think this is happening? What are the consequences of this trend?
Topic :
Brainstorming :
Planning :
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4. INTRODUCTION AND CONCLUSION
A. INTRODUCTION
Some students spend a lot of time writing an introduction to their essay, but then don’t finish the
essay because they run out of time. You need to write a good introduction in order to have a coherent
essay, but most of the marks on the IELTS grading sheet do not come from the introduction. Most of
them focus on the paragraph e.g. their coherency and whether ideas are extended and supported.
So you need to write your introduction quickly, and here are some tips on doing that.
Fresh water has always been a limited resource in some parts of the world. Today, however, growing
worldwide demand has made this a global problem. What are the causes of the increased demand,
and what measures can governments and individuals take to respond to this problem.
Introduction: (Answer)
In some areas around the world, there has always been a lack of fresh water, but this is now a global
problem due to the growth in worldwide demand. Several factors have led to this increase, but
there are measures that governments and individuals can take to solve this problem.
Note:
- The first sentence introduces the topic and the information is taken from the question (but
you must paraphrase – don’t copy from the question!!!).
- The second sentence tell the reader exactly what will be in the essay.
B. CONCLUSION
Like your introductions, your conclusion should be quick and easy to write. There are three things you
need to do:
1. Use a transition to show it is the conclusion
2. Repeat your thesis statement (the final sentence of your introduction) in different words
3. Give some personal opinions, or your hopes, fears, recommendations about the issue
Look at the same question as we looked at in the introductions:
Answer: (conclusion)
By way of conclusion, it is evident that although a number of factors are resulting in an increased
demand for water, solutions to tackle the problem are available to governments and individuals. It
is imperative that the issue be resolved as soon as possible to avoid the potential dangers to
mankind that the lack of fresh water would bring.
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C. EXERCISE :
Write the Introduction and conclusion from questions below!
1. Recent surveys show increased interest in relocation and travel to other countries. What may
be the reasons for this trend, and what will be the possible outcome from this behaviour?
Introduction :
Conclusion :
2. Some people say that it is better to promote healthy lifestyles than spend so much money to
treat obese people. To what extent do you agree or disagree?
Introduction :
Conclusion :
3. More people are now behaving more violently in society than before. Can this behaviour be
prevented? Discuss the causes and reasons for this trend.
Introduction :
Conclusion :
4. In some countries police officers do not carry guns. How does this affect the manner they
implement law and order? Discuss the advantages and disadvantages of having a gun.
Introduction :
Conclusion :
5. Some parents do not allow their children to watch TV during school days. Others allow their
children to watch TV as long as their school work is finished. Which approach do you agree
with and why?
Introduction :
Conclusion :
6. Young people prefer listening to music rather than listening to the news on the radio. Is this a
positive or a negative trend?
Introduction :
Conclusion :
7. Countries should restrict foreign companies from opening offices and factories in order to
protect local businesses. Do you agree or disagree?
Introduction :
Conclusion :
8. A film can portray the culture and traditions of a country. What films have you watched that
tell a specific story of a country?
Introduction :
Conclusion :
9. Nowadays shopping has replaced many other activities that people choose as their hobby in
their free time. What are the reasons for this? Is this a positive or negative development?
Introduction :
Conclusion :
10. Some people believe that governments should ban dangerous sports even though others
claim they should have the freedom to choose a sport to their liking. To what extent do you
agree or disagree?
Introduction :
Conclusion :
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5. ESSAY STRUCTURE
Knowing how to structure your IELTS Writing Task 2 essay is an essential skill that can make the
difference between getting and not getting the band score you deserve. With that in mind, we have
outlined the most common IELTS Writing Task 2 structures below.
The sentences you put in each paragraph will depend on what type of question you get.
The five most common IELTS Writing Task 2 questions are:
Example Question : Some people believe that unpaid community service should be a compulsory
part of high school programmes (for example working for a charity, improving the neighborhood or
teaching sports to younger children). To what extent do you agree or disagree?
Essay Structure
Introduction
1- Paraphrase Question
2- Give your opinion and outline main ideas
Conclusion
1- Summary of main points and opinion
Education should not be limited to strictly academic pursuits and those in education should also
develop life skills, such as teamwork, empathy and self-discipline, and one of the best ways to hone
these aptitudes is through community service. Serving those less fortunate than ourselves teaches
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us many lessons including how to work with people from other backgrounds and the value of hard
work, thus enabling us to hone these skills before becoming an adult. For example, many young
people from wealthier countries take a gap year and help those less fortunate than themselves to
increase their gratitude for what they have and improve their work ethic.
Many colleges and companies are also increasingly looking for this type of experience. Most school
leavers have the same grades and charitable works can help set you apart from other students when
making college applications. For instance, Cambridge and Oxford receive thousands of applications
from straight-A students every year and can only accept a small percentage of applicants. What you
have done outside the classroom is often the thing that differentiates you from everyone else and
gets you that coveted spot.
In conclusion, teenagers should be made to partake in unpaid work as part of their schooling
because it will help them learn things they wouldn’t ordinarily learn from their teachers and it will
also boost their chances of getting into third level education.
Example Question: Computers are being used more and more in education. Discuss the advantages
and disadvantages
Essay Structure
Introduction
1- Paraphrase Question
2- Outline Main Points
Conclusion
1- Summary of Main Points
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One of the principle advantages of an increase in the use of electronic devices in education is the
autonomy it provides students. Students have the freedom to focus on whatever topic or subject
they want and study it in depth through the internet. A prime example of this is the number of
online university courses available to students, covering a myriad of subjects, that up until recently
were unavailable to most learners. This has resulted in more people studying third level degrees
than ever before, at a pace and schedule that suits them.
The main disadvantage associated with the increasing use of technology in education is the decrease
in face to face interaction between students. Students spend more time looking at computer screens
by themselves than interacting with each other and this is thought to lead to lower levels of
emotional intelligence. For instance, the recent explosion in smartphone use has been at the
expense of genuine human interaction. This results in soft skills, such as verbal communication and
empathy, being affected.
In conclusion, the benefits technology brings to education, such as student autonomy, must be
weighed against the drawbacks, such as negative effects on human interaction. Overall, the
educational benefits outweigh the disadvantages because human beings will always want human
contact and most people will not solely use IT for education.
Example Question : Students are becoming more and more reliant on computers. What are some of
the problems associated with reliance on computers, and what are some of the possible solutions?
Essay Structure
Introduction
1- Paraphrase Question
2- Outline Sentence
Conclusion
1- Summary
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The principal problem with over-reliance on technology, such as tablets and computers, is
plagiarism. Students often use search engines to answer a question and simply copy the text from
a website, rather than thinking about the question. This practice is not only prohibited in schools
and universities but also stunts a student’s intellectual development because they will never truly
think for themselves, which is what university is supposed to really be for. For example, many
teachers complain that students copy web pages straight from Wikipedia word for word rather than
giving a reasoned answer to their questions.
A solution to this worrying problem is asking students to email their answers to teachers and
teachers using anti-plagiarism software to detect copying. Students would be made aware of this
practice and this would inspire them to answer questions using their own words, rather than
someone else’s. If someone was caught cheating, they could be asked to leave the university and
this would set a good example. For instance, many universities already use this kind of software to
scan course work for plagiarism and it could be extended to include all homework, by learners in
both secondary and tertiary education.
In conclusion, one of the main problems with over-use of technology in education is plagiarism and
this can be solved through the use of plagiarism detection software.
Example Question: Computers are being used more and more in education. Some people say that
this is a positive trend, while others argue that it is leading to negative consequences. Discuss both
sides of this argument and then give your own opinion.
Essay Structure
Introduction
1- Paraphrase Question and/or state both viewpoints.
2- Thesis Statement
3- Outline Sentence
Conclusion
Sentence 1- Summary
Sentence 2- State which one is better or more important
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Student Sample Answer
There is an ever-increasing use of technology, such as tablets and laptops, in the classroom. It is
often argued that this is a positive development, whilst others disagree and think it will lead to
adverse ramifications. This essay agrees that an increase in technology is beneficial to students and
teachers.
It is clear that the Internet has provided students with access to more information than ever before.
This has given learners the ability to research and learn about any subject at the touch of a button.
It is therefore agreed that technology is a very worthwhile tool for education. Wikipedia is a prime
example, where students can simply type in any keyword and gain access to in-depth knowledge
quickly and easily.
However, many disagree and feel that technology deprives people of real human interaction.
Human interaction teaches people valuable skills such as discourse, debate and empathy. Without
these soft skills, many people find it difficult to become successful in work and their personal lives.
Despite this, human interaction is still possible through the internet and this essay disagrees
technology should be dismissed for this reason. For instance, Skype and Facebook make it possible
for people to interact in ways that were never before possible.
While the benefits of technology, particularly the internet, allow students to tap into limitless
sources of information, some still feel that people should be wary of this new phenomena and not
allow it to curb face to face interaction. However, as long as we are careful to keep in mind the
importance of human interaction in education, the educational benefits are clearly positive.
E. TWO-PART QUESTIONS
Typical Question Words:
There will normally be a statement and they will then ask you to answer to separate questions.
Example Question: As most people spend a major part of their adult life at work, job satisfaction is
an important element of individual wellbeing. What factors contribute to job satisfaction? How
realistic is the expectation of job satisfaction for all workers?
Essay Structure
Introduction
1- Paraphrase Question
2- Outline Sentence (mention both questions)
Conclusion
1- Summary
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Student Sample Answer
As the majority of adults spend most of their time at work, being content with your career is a crucial
part of a person’s health and happiness. This essay will first suggest fair pay as a key element leading
to job satisfaction and it will then state that it is not very likely that everyone can be happy with
their job.
The most important thing that leads to someone being satisfied at work is being compensated fairly.
If those more senior than you respect you as a person and the job you are doing then you feel like
you are valued. A fair salary and benefits are important marks of respect and if you feel you are
being underpaid you will either resent your bosses or look for another job. These two factors came
top of a recent job satisfaction survey conducted by Monster.com, that found that 72% of people
were pleased with their current role if their superiors regularly told them they were appreciated.
With regards to the question of happiness for all workers, I think this is and always will be highly
unlikely. The vast majority of people fail to reach their goals and end up working in a post they don’t
really care about in return for a salary. This money is just enough to pay their living expenses which
often means they are trapped in a cycle of disenchantment. For example, The Times recently
reported that 89% of office workers would leave their jobs if they did not need the money.
In conclusion, being satisfied with your trade or profession is an important part of one’s well-being
and respect from one’s colleagues and fair pay can improve your level of happiness, however, job
satisfaction of all workers is an unrealistic prospect.
F. EXERCISE :
Write full of writing task 2 based on question below!
1. In some countries the government promotes public transport as the primary means of
transportation, and discourages private vehicle ownership.
Discuss the advantages and disadvantages of this situation.
2. Men and women can never share the same responsibilities at home and in everyday life. Do
you agree or disagree?
6. WRAP UP
OPINION = choose IDEA = discuss = equal
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TS SS SD chosen (1))
Paragraph 5: Summary (restate)
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