IELTS1
IELTS1
IELTS1
The International English Language Testing System (IELTS) is designed to help you work,
study or migrate to a country where English is the native language. Your ability to listen,
read, write and speak in English will be assessed during the test. IELTS is graded on a scale
of 1 - 9.
Being able to communicate in the native language of the country you wish to work or study
in, has a wide range of benefits. IELTS is the most popular test for those looking to migrate
to Australia, Canada, New Zealand and the UK.
Your IELTS score is available for 2 years from the test date.
What’s in IELTS?
In IELTS, there are four papers: Listening, Reading, Writing and Speaking. There are two
different IELTS modules: Academic and General Training. The Speaking and Listening
tests are the same in both modules, but the Reading and Writing tests are different. Choose
the Academic module if you wish to study at undergraduate or postgraduate levels, or if you
are seeking professional registration, e.g. doctors and nurses. Choose the General Training
module if you wish to migrate to an English-speaking country, (e.g. Australia, Canada, New
Zealand, UK) or if you wish to train or study at below degree level.
Listening
Time: 30 minutes (plus 10 minutes to transfer the answers to your answer sheet)
There are four sections. In each section, you will listen to a recorded text and then answer a
series of questions on it. The recording will be played only once. Over the course of the test, you
will hear a variety of voices and native-speaker accents.
Speaking
Time: 11–14 minutes
The test is a face-to-face interview. Candidates are assessed on their use of spoken English to
answer short questions, to speak at length on a familiar topic, and also to interact with the
examiner.
1A STUDENT LIFE
SECTION A: READING
A1. What kind of reader are you? Complete the quiz. Discuss your answers with a
partner.
1. I like to read…
a. at a desk or table.
b. in a comfortable place.
c. on a journey.
d. anywhere.
2. I …… read slowly and carefully.
a. always
b. usually
c. sometimes
d. never
3. When I read something in English,…
a. I check every new word in a dictionary.
b. I check a few of the new words.
c. I just read and try to understand.
d. I only look at the pictures and the headings.
A2. Look at the words in the box. Do we usually read these things slowly or quickly?
Complete the table and compare answers with a partner.
People read in many places, for example in a park, on a bus, or in a car. This is
because books, newspapers, magazines, and so on, are easy to carry. We also read in
many different ways, and at different speeds.
Sometimes we read quickly. We just want to get the general idea from a newspaper
article, a report, or a book in a bookshop. Perhaps we want to know what it is about,
or if it is interesting or important. We call this type of reading ‘skimming’. We also
read quickly to get a particular piece of information, such as a date, a telephone
number, or the name of a restaurant. This is called ‘scanning’. We scan timetables,
telephone directories, dictionaries, and web pages.
At other times we need to read more carefully. For example, we read a textbook, an
article, or a report to understand everything. This is called ‘intensive reading’ or ‘study
reading’. Then we read slowly and check the meaning. We use our dictionaries a lot
to help us. Perhaps we take notes and try to remember things. Sometimes we need
to learn things by heart, for example a poem, or a mathematical equation.
B1. Read Study Skill. Match rules a-f from the Study Skill box with different uses of
capital letters 1-6 in the sentences.
Good Teachers
Good teachers have special qualities. First of all, good teachers are patient. They explain things
without getting bored. They plan what happens in every class. Good teachers are also
encouraging. They help students understand the subject. Finally, good teachers are fair. They
treat all students the same. These are some of the most important qualities of good teachers.
1. How many sentences are there in the text?
2. How many qualities of good teachers are mentioned in the text?
3. What is the purpose of the text?
B3. Two paragraphs below are about Mona Saeed - a student and Dr Lee - a teacher.
Read about them and complete the table with information about them.
city
country
job
age
accomodation
marital status
children
languages
other information
1B STUDENT LIFE
SECTION A: LISTENING
A1. Look at the photos. Work with a partner. Match the people with the information
they give you at college.
1. Instructions for registration ______
2. Formal prepared talks ______
3. Advice and feedback on a project ______
4. Advice on borrowing books and doing research ______
5. Classroom instructions ______
A2. Listen to the teacher giving instructions. Circle the correct answer. (Recording
U01_01)
1. Turn to page 28 / 38 / 48.
2. Finish the exercise in 5 / 15 / 50 minutes.
3. Work in pairs / alone / in a group.
STUDY SKILL Listening for specific information
We often listen for specific information, e.g. names of numbers. When you are listening
for specific information:
● Decide what information you need before you listen.
● Read the questions you have to answer carefully.
● Focus your listening on the information you need.
● Write down the key information.
A3. Look at the student’s notes. Listen to the conversation and complete the notes.
(Recording U01_02)
Important college information
ID number _________
Room number _________
Computer studies course code _________
A4. Listen to three announcements. What is the general idea of each one? Match a-c
with announcements 1-3. (Recording U01_03)
a. ____ choosing a talk
b. ____ buying/ collecting something
c. ____ giving information
A5. Listen to the start of Dr. Lewis’s lecture about college life. Which sentence gives a
summary of each part of the lecture? (Recording U01_04)
1. A. Dr Lewis wants students to enjoy college.
B. College life is not the same as school life.
2. A. You need to work independently at college.
B. It’s best to work in the library.
3. A. The most important thing is to pass your exams.
B. Students should work hard at all times.
4. A. You should behave like an adult.
B. You must hand in your work on time.
SECTION B: SPEAKING
B1. Discussion: Work in groups. Decide on the three biggest differences between
college and school.
B2. Work with a partner. What information do you need when you start college?
Where can you get the information?
B6. Read the expressions in the Language Bank. Listen to the conversation. Tick the
expressions you hear. (Recording SU1_02)
2A DAILY ROUTINES
SECTION A: READING
Write 1 = very important, 2 = quite important, or 3 = not important. Then ask a partner
to complete the table.
Factors Me My partner
A2. Look at the people in the pictures on the next page. Answer the questions.
A3. Skim the article Work and Stress to get the general idea. Choose a heading for each
paragraph. There is one extra heading.
We all need to work in order to live. Some people are lucky with their work. This
is because their jobs are healthy. What do we mean by ‘healthy’, and how can we
find a ‘healthy job’?
1. …………………………
2. …………………………
3. …………………………
Most people are looking for the perfect job. They want a job
that is interesting, with a good salary and not much stress.
However, it is difficult to get everything. Healthy, relaxing jobs
are usually not very well paid. On the other hand, people with
stressful jobs often get good salaries. For example, the head of
a big company gets a lot of money, but he or she does not
always have good health, or the time to enjoy life.
BEFORE looking for a job, people should think carefully. What is most important
for them? Is it money, health, or a job that is interesting? Then they can start
their search. They may be lucky - and get everything they want!
Complete the summary of the article using the words in the box.
Summary
Some jobs, for example (1)..............., a personal trainer, and nutritionist, are (2)................
These jobs have very little (3)............... or worry. Other jobs, however, are very (4)...............
An example is a taxi driver. He (5)............... people all day and often faces (6)...............
problems. It is difficult to get a job that is (7)............... and healthy, and also has a good
(8)...............
SECTION B: WRITING
B1. Read Study Skill. Look at the text about Helena. What is wrong with the
organisation?
B3. Use the sequencing words and time expressions to help you put sentences 1-10 in
order.
B4. Read about the procedure Maria follows to write an essay. Complete the
paragraph with words from the box
(1)..............., Maria thinks of a topic. (2)..............., she searches for information about the
topic and reads all she can. She makes notes about the subject (3)...............she is reading.
(4)...............that, she uses her notes to write a plan for the essay. (5)...............she is ready to
write the essay. She usually writes on the computer. She rewrites parts of the essay again
and again until she is happy with it. (6)..............., she checks the essays very carefully for
punctuation, grammar and spelling before giving it to her lecturer.
A10. Work with a partner. Answer the questions in A7 and A9 about your college.
SECTION B: SPEAKING
B1. Some students are asking questions. What are the questions about?
library lectures projects assessments presentations
Write the correct topics.
1. How often do we attend these?
Where do we go to attend these? __________
2. How many books can we borrow?
What time does it open? __________
3. How often do we have to give them?
Who do we give them to? __________
4. Do we only have these at the end of term?
What type do we get? __________
5. Do we do these in groups or alone?
How long do we get to complete them? ___________
B2. Work with a partner. Ask and answer the questions in B1 about your college.
STUDY SKILL Question forms (1)
To ask about daily routines, we use questions in the present simple.
Where do you study?
How do you get to college?
This is the form of the questions:
Wh-question word + do/ does + subject + verb + …?
B6. Listen and write the questions in the correct column. (Recording SU2_02)
Wh- questions Yes/ No questions
B9. Work with a partner. Ask and answer the questions in B7.
3A ENVIRONMENT
SECTION A: READING
a. desert morning
b. a winter’s day
c. hurricane season
d. falling leaves
e. blossom season
1. 2. 3.
4. 5.
A3. Work with a partner. Use the words to describe the pictures. What countries do
you think they are in?
A4. Work with a partner, discuss answers to the questions. Take note of your ideas.
HURRICANES
Hurricanes are very big storms. They usually form in the warm
waters of the Atlantic Ocean, the Caribbean Sea, and the Gulf
of Mexico. Hurricanes also form in other parts of the world, but
they have different names. In the Pacific Ocean, near Japan,
China, and the Philippines, they are called ‘typhoons’.
Hurricanes rotate anti-clockwise around an ‘eye’. This is the centre of the storm. They move
across the warm oceans and grow bigger and stronger. They cause heavy rain, strong winds,
and huge waves at the sea. Most hurricanes stay at sea, but occasionally they come onto the
land. Then they cause a lot of damage to buildings, trees, and cars.
C. Measuring hurricanes
D. Naming hurricanes
All hurricanes have names. In this way, we can track the storms as they move across the ocean.
Hurricanes always have men’s or women’s names. The first storm of the season begins with the
letter A, for example Andrew. The second begins with the letter B, for examplet Bertha, and so
on.
E. Hurricane seasons
In the Atlantic, the hurricane season is in the summer and autumn. It starts on 1 June and
continues until 30 November. Occasionally, there are hurricanes at other times of the year. The
peak is in September. This is when the sea is very warm. This region has about six hurricanes a
year. However, in the north-west Pacific there are hurricanes (typhoons) all the year round.
Questions 6 – 11: Match the underlined words in the passage with their synonyms and
identify their parts of speech.
B4. Read the paragraph describing how Julia spends her summer. Circle the adverbs
of frequency. What do you notice about the adverb sometimes? Read and complete the
rules.
Julia’s summer
In the summer we always go to our dacha in the countryside, just outside Moscow. A dacha is a
kind of wooden summer house. We have a small garden, with some fruit trees, and we grow
vegetables too. We eat our meals in the garden. The weather is usually warm and sunny at that
time of the year, but it sometimes rains. There is a lake near our dacha. My brothers like
swimming and they often go there. The water is always freezing cold, so I never swim. I prefer to
stay in the garden and read. Sometimes the whole family goes for a walk in the forest and we collect mushrooms for the
evening meal. I do not usually cook, but I love making mushroom soup. We really enjoy our summers in the dacha.
B3. Read about Suresh. How does Suresh study? Identify the adverbs of frequency. Do
you have the same study habits as Suresh?
B4. Write a paragraph about your summer. Use the ideas from the box and adverbs of
frequency.
play sports stay at home visit friends/family go camping
SECTION A : LISTENING
Working together
2. What can you tell from the poster? What are the key
words?
three questions.
A2. Read the introduction to the talk and circle the key words. Then find a key word
that Dr Smith explains.
A3. Read and listen to the introduction. Does Dr. Smith stress the key words?
(Recording U03_01)
A4. Listen to the rest of the talk. Underline the key words for each part of the talk in
the table. (Recording U03_02)
1 global event important Earth Hour people Earth Hour is an important global
event.
A5. Work with a partner. Use the key words and write the main points in the table.
A6. Read the questions in the table below. Choose a type of answer from the box
for each question and write it in the table.
A7. Listen to parts 2 and 3 of the talk again. Add the answers to the table in A6.
(Recording U03_03)
A8. Listen to a student giving a summary of the talk about Earth Hour. Write the
numbers he gives in the table. (Recording U03_04)
Information Student answer
the year Earth Hour started
how long people turn lights off for
the number of people who turned off their lights in the first year
the number of countries involved in 2010
A9. Compare the student’s answers with your answers in A6. Which answer did he get
wrong?
SECTION B: SPEAKING
Talking about numbers
B1. Listen to a presenter talking about China. Write the numbers. (Recording SU3_01)
Number of …. Answer
Bicycles in China
Towns in China
Cities in China
Chinese people travelling to work by
bicycle
Bicycles in the bike park
B3. Listen and check your answers. Practice saying the sentences. (Recording SU3_02)
We can use there is/ there are and has/ have to talk about numbers.
B5. Work with a partner. Look at the chart in B4. Ask and answer questions about
the population in different countries.
Some pairs of different numbers sound almost the same. The main difference is the
stress. What is the difference in stress between 15 and 50?
15 fifteen
50 fifty
B6. Listen and underline the numbers you hear. (Recording SU3_03)
B7. Work with a partner. Take turns to say a sentence from B6, choosing one of the
numbers. Your partner must decide which number you are saying.
4A ARCHITECTURE
SECTION A: READING
1. 2. 3.
4. 5.
A2. Use the words below to describe the buildings in exercise A1
▪ old ▪ glass
▪ modern ▪ stone
▪ skyscraper ▪ city
▪ crowded ▪ spacious
▪ square ▪ gardens
A3. Work with a partner to do more exploration on the buildings in exercise A1. Try to
answer the following questions.
The Taj Mahal is located in Agra, in the north of India. Many people think it is
the most beautiful building in the world. It
is situated in formal gardens just outside
the city, so it is in a very quiet place.
Nearby there is a river. The Taj Mahal was
built between 1631 and 1654 by Shah
Jehan. It was a tomb for his wife, Mumtaz
Mahal, who died in 1631. It is built in an Islamic style. It symbolizes Shah
Jehan’s love for his wife. In the centre of the building is the tomb which is
made of white marble. The rest of the building is made of sandstone. Around
the tomb there are four tall minarets.
The Bank of China Tower is situated in Hong Kong. The architect was Ieoh
Ming Pei. He is very well known. He
designs large, unusual buildings. The Bank
of China Tower was built between 1982
and 1990. It is a very tall skyscraper with
70 floors. It is 367 metres high. The style
of the building is modern, and it
symbolizes strength and growth. The
building is very light inside because it is made of glass and steel. There is a
small viewing platform, which is open to the public. The platform is on the
42nd floor, so visitors can have a panoramic view of the whole city. It is one of
the tallest buildings in Hong Kong and is used for offices.
Questions 1 - 5: Complete the table with NO MORE THAN THREE WORDS AND /
OR A NUMBER from the text.
Summary
The Taj Mahal was built by (1)……………. between the years (2)……………. and
(3)……………. It is located in (4)……………., in the north of India. It is a (5)…………….
for Jehan’s wife. It is made of (6)……………. and (7)……………. The style is
(7)…………….
SECTION B: WRITING
B1. Read Study Skill. Find a sentence with because in the paragraph about the Bank of
China Tower.
B2. Read Study Skill. Find a sentence with so in the paragraph about the Bank of
China Tower and the Taj Mahal.
B3. Complete the description The Tower Houses of Yemen. Use the words and phrases
in the box.
on the outside in the centre are located there are were built
B4. Read Study Skill. Find examples of descriptive words and phrases in The Tower
Houses of Yemen. Underline them.
STUDY SKILL Language to describe buildings
▪ There is a viewing platform.
▪ There are four minarets.
▪ It has 72 floors.
▪ It is made of glass and steel.
▪ It was built in 1990.
▪ It is situated/located in formal gardens.
▪ In the centre / In the middle of
▪ At the top / bottom
▪ Around
▪ Outside / Inside
▪ On the left / right
▪ On the (first) floor
Name
Built by
Located
Date
Building type
Made of
Style
Other
information
4B MODERN ARCHITECTURE
SECTION A : LISTENING
Houses in the future
A4. Here are some of the main points from the discussion. Read the sentences and
predict the correct answers.
1. Houses will be very/ slightly different.
2. Houses will be more expensive / cheaper to build.
3. We will need a few / a lot more houses.
4. Rooms will be smaller / bigger.
5. Houses will get power from the wind / sun.
A5. Listen again and check your answers. Do any of the answers surprise you?
(Recording U04_02)
A6. Listen to the discussion again. Write the reason for each main point in the
table. (Recording U04_02)
A7. Work with a partner. Use your notes from A6 and discuss the main points made by
the speakers. Do you agree or disagree?
SECTION B: SPEAKING
Giving reasons
B1. Work with a partner. Look at the pictures of different kinds of campuses. Match
some of the words with the pictures.
modern big small hi-tech ancient green beautiful
lively quiet central
B2. Work with a partner. Which of the campuses are similar to your college campus?
B3. Work with a partner. What kind of campus do you prefer? Why?
B4. Match the sentence parts and add because or so.
B8. Work with a partner. Discuss what you like about your campus and what
improvements you would make. Give reasons.
5A EDUCATION
SECTION A: READING
1. 2. 3.
A2. Discussion
Skim the title and the first paragraph of the newspaper article Too young for Oxford?
Answer the questions.
1. What is the article about?
2. What information from a-d will it give?
a. a history of the city of Oxford
b. information about Oxford University
c. different types of schools in Britain
d. what was special about the young boy
3. Which five words from the box will you find in the article?
A4. Read the text about the two buildings and answer the questions below.
Question 1 – 6: Complete definitions 1-6 with the underlined words in the article.
1. ………… adjective: like an adult, fully grown
2. ………… noun: a very clever person
3. ………… verb: to say of think the opposite
4. ………… noun: a big organization like a bank, hospital, prison, or school
5. ………… adjective: able to speak or write a language easily and correctly
6. ………… verb: to go to or to be present at
At the age of 12, Yinan Wang was like any other student at school in Beijing, in China.
Then his father got a job at an aerospace company near London, so the whole family
moved from Beijing to London. Yinan Wang continued his studies at a very large
secondary school near their home.
When he arrived in England, Yinan Wang could only speak a few words of English. ‘At
first I was very lonely,’ he calls. ‘I couldn’t speak to anyone, so I couldn’t make friends.’
However, his teachers could see that he was very intelligent. In fact, he was a genius. He
was especially good at mathematics and science.
Two years later, Yinan Wang went to Oxford University to study science. At the age of 14,
he was one of the youngest students to study at his famous university. However, his
teachers thought he would have no problems. He had special classes in English at school,
and was fluent by the age of 14. He also got top marks in all his maths exams.
Yinan Wang was not the first child to go to Oxford University. Ruth Lawrence was only
13 when she went to Oxford to study mathematics. However, are young teenagers really
mature enough for university? Many universities do not take students below the age of 17
or 18. People say they cannot enjoy life. Other people disagree and say that very clever
children should not wait.
SECTION B: WRITING
B1. Formal emails and letters.
Read Study Skill.
You are writing to Global Institute to request some information. Complete the email
message using word in the box.
B4. Scan the advertisement for International Education College. Answer the questions.
SECTION A : LISTENING
Learning styles
A2. Work with a partner. Discuss you notes. Decide on the three most important things
that good learners do and write them below. Which ones do you do?
1.
2.
3.
A3. Listen to the introduction to a talk. Complete the learning styles on the diagram.
(Recording U05_01)
A4. Listen to the next part of the talk. Add the key words for each explanation to the
diagram. (Recording U05_02)
A5. Listen again and add an example for each explanation. (Recording U05_02)
A6. Listen to the sentences and decide if you agree or disagree with each one. Write
your answers in the table. agree = A disagree = D not sure = ?
(Recording U05_03)
A7. Listen and find your three scores. Write them in the table. (Recording U05_04)
A8. Listen and write the names of the learning styles a-c in the table. (Recording
U05_05)
A9. Work with a partner. Compare and discuss your scores. Do you agree? Think of
three ways you can use this information.
STUDY SKILL Knowing your learning style
Most people have an individual learning style. Good learners know their own learning
style.
Your learning style could be: auditory visual tactile
You can do different things to improve your listening in English.
● Visual learners: watch TV documentaries.
● Auditory learners: join an English discussion group to share ideas.
● Tactile learners: join a practical class to learn a new skill.
SECTION B: SPEAKING
Giving opinions
B1. Work with a partner. Read the statements. Find two that you both agree with and
two that you both disagree with.
“People always dream in color.”
“Childhood is the best time of your life.”
“School should start when you are four years old.”
“Mobile phones should be banned in restaurants.”
“Winter is better than summer.”
“A good education is more important than money.”
“Family is more important than friends.”
B2. Listen to some people giving their opinions. Tick the expressions they use.
B5. Read the statements. Write a response disagreeing with each one.
Everyone should go to college.
That’s a good point, but there aren’t enough places for everyone at the moment.
1. All students should study Maths.
__________________________
2. Group work helps me to learn more than when I work on my own.
__________________________
3. Colleges should spend money on gyms, not libraries.
__________________________
B6. Work with a partner. Say each statement in B5 and listen to your partner’s
response. Is it the same as yours? Can you continue the discussion?
STUDY SKILL Taking turns
When you work in a group, you should take turns at speaking.
Including people in the discussion
A common problem in group work is when a person doesn’t speak enough.
You can help other people speak by using these phrases with their names:
What do you think, Marianne?
What’s your opinion, Raoul?
Interrupting someone
Another problem is when a person speaks too much. You can interrupt, but remember
to be polite.
Excuse me, …
Can I say something here?
B7. Can you think of any solutions for each problem here? Make notes and discuss the
best solution for each problem with your partner.
1. Someone is not speaking enough.
2. Someone is speaking too much.
3. Someone thinks the other person wasn’t polite when they interrupted.
6A TECHNOLOGY
SECTION A: READING
1. 2. 3.
4. 5.
A2. Discussion
Which are the three most important inventions in exercise A1? Can you think of other
important inventions? Discuss with a partner.
1st …………………
2nd …………………
3rd …………………
Scan the website article Lost? No – I’ve got my Sat Nav! What does the abbreviation Sat
Nav mean?
Questions 9 – 15. Match the underlined words in the text with definitions 9 - 15
9. sent up into space …………
10. find the answer by using mathematics …………
11. that you can move or carry easily …………
12. the place you are travelling to …………
13. exactly right, with no mistakes …………
14. moving round something in space …………
15. find the exact position of something …………
Imagine the situation. You are driving alone in a desert or on a mountain. You passed the
last house two hours ago. Then your car breaks down. It is night and it is cold. What do
you do? Why, you switch on your Sat Nav, of course!
In the past, people got lost. If they couldn't read a map, they had no way of finding out
where they were. But that was in the days before Sat Nav. With your Sat Nav, you can
always locate your position, so you never need to be lost!
1. ____________________________
A Sat Nav, which means Satellite Navigation, is a small portable radio receiver. The first
Sat Nav devices looked like mobile phones. You held them in your hand or put them in
your pocket. Now we find Sat Nav devices in cars. Aeroplanes, and boats, and most
mobile phones have Sat Nav built into them. Modern Sat Nav Devices, for example the
popular Garmin Sat Nav systems, have accurate electronic maps. So, you know exactly
where you are. For example, they can even tell you the names of the streets in a city. We
switch them on, and their electronic voice guides us to our destination.
2. ____________________________
There are three parts to the Satellite Navigation System. The first part is the receiver. You
can hold it in your hand, or have it fixed into your car, plane, etc. The second part is a
group of satellites orbiting the Earth. The satellites carry atomic clocks and transmit radio
signals. The receiver contacts at least four of the satellites. It measures the distance from
each satellite, using the radio waves and the times. The receiver then calculates its exact
position. The third part of the system is a network of ground stations. They are located all
over the world. They control the satellites and make sure they are working well.
3. ____________________________
The United States Department of Defense designed the system for the military. They
launched the first satellite into space in 1978. In the 1980s the government made the
system available to everyone – for free. By 1998 there were 24 satellites in orbit around
the world. When a satellite becomes old or breaks down, a new satellite is sent up in its
place.
4. ____________________________
Sat Nav is now just another technology that we all use without thinking. We don’t buy
maps anymore. We just switch on our Sat Nav and it tells us where to go. We all think it’s
great. But some people worry that we rely too much on this technology. They think we
might be in danger of losing some important skills, such as reading maps. What happens,
they say, when we are driving alone in a strange place and the Sat Nav battery runs out?
Then we are really lost!
SECTION B: WRITING
B1. Read Study Skill. Read the definitions 1-4. Circle which or that, and underline the
clauses.
1. A thermometer is an instrument which measures temperature.
2. A satellite is an object that circles another object.
3. A vacuum cleaner is a machine which cleans carpets.
4. A laptop is a type of computer that is portable and weighs about 1-3kg.
STUDY SKILL Writing definitions
Definitions describe an object, a device, an instrument, a machine, etc. Use a which
or that clause in a definition. Which is more formal than that. Look at the definition
of a GPS.
A GPS is a device which/that uses satellites to locate the user’s position.
B2. Match the two parts of the sentences to make definitions for the objects. Add
which and that.
3.
4. 5.
1. A calculator is an instrument …
2. A fax machine is a machine …
3. A microwave is a type of oven …
4. A vacuum cleaner …
5. An electric car …
B4. Find three ways of giving examples on the website on Sat Nav. There are two in
paragraph 1 and one in paragraph 4.
B5. Read about laptops. Complete the paragraph with the words in the box.
Laptops are a (1)…………… of personal computers (2)…………… you can use anywhere.
They are also known as a notebook computer, for (3)…………… the Lenovo Thinkpad.
Laptops can weigh as little as 0.6 kilograms, (4)…………… they ar easy to carry around.
These computers can run on batteries, (5)…………… they can also use mains electricity.
Laptops are very popular (6)…………… they are cheaper than before. You can use them
anywhere, (7)…………… libraries, canteens, on a train, or even in the street. They are
useful for work or study, and also for entertainment.
B6. Find information about one of these modern devices (or choose your own) and
make notes.
SECTION A : LISTENING
Technology improving lives
A2. Listen to the description of a simple technology, the bicycle ambulance. Label the
diagram using the words in the box. (Recording U06_01)
A3. You are going to listen to some information about bar codes. Before you listen,
think about what happens when you buy things at a supermarket. Work with a
partner and put the steps in order.
_____ the cashier scans the items
__1___ queue up
A6. Work with a partner. Discuss the meaning of the words you wrote in A5. Then
check the meanings of the words in a dictionary.
A7. You are going to listen to a podcast about the two developments in technology in
A2 and A4. Before you listen, predict and complete the table with the information in
the box.
A8. Listen to the podcast. Work with a partner. Check your answers. (Recording
U06_03)
A9. Listen again. Are the sentences true (T) or false (F)? (Recording U06_03)
SECTION B: SPEAKING
Presenting information
B1. Look at the picture of a 21st century classroom. Label the furniture and equipment
in the classroom.
book shelves smart board adjustable chair
ergonomic desk laptop projector
B2. Read the expressions in the Language Bank. Look at the picture again. Complete
the sentences.
1. At the top there is a ___________.
2. There is a student typing on a ________ in the middle.
3. On the right there are some _________.
4. There are some students sitting on _______ in the foreground.
5. In the background a teacher is pointing to a _______
LANGUAGE BANK Describing a picture
This picture shows …
… on the left …
… on the right …
… in the foreground …
… in the background …
… at the top …
… at the bottom …
… in the middle …
7A CULTURE
SECTION A: READING
4. 5. a. pasta
b. fish and chips
c. curry
d. tacos
e. noddles
A2. Discussion
In Vietnam, where do the food items in the table below mainly come from? Discuss
with a partner.
Look at the title of the article and the map. Answer the questions.
Question 1: Scan the text quickly to find the definition of food mile.
A 'food mile' is the (1).......................... that food travels from the farmers' field to the
(2)........................... In the past, people went to their (3).......................... market to buy food.
One (4).......................... was that they could only buy food that was in (5)..........................,
for example tomatoes in the summer. (6).........................., however, we can send food
around the world and we can eat any food at any time of the year. Some countries, such as
the UAE, use a lot of (7).......................... food because they have difficult climates. Food
miles are a problem (8).......................... we use more oil and (9)........................... . This
causes (10).......................... and global warming.
Questions 11 – 14. Read the sentences from the article. What do you think the
underlined words mean? Use the context to help.
11. Check the origins of the food. Perhaps there are apples from California, lamb from New
Zealand, or potatoes from Egypt?
12. A food mile is the distance that food travels from farmer's field to the person who buys
the food. Nowadays, food often travels thousands of miles to get to the consumer.
13. This was a good system for farmers and consumers. However, there were some
disadvantages.
14. The United Arab Emirates (UAE), for example, gets 85% of its food from other
countries. Even food made in the UAE often uses imported materials.
Question 15: Which sentence shows the writer’s opinion on food miles?
a. Food miles are useful for international trade.
b. It is good that we can eat strawberries in winter.
c. Long journey by food cause pollution and global warming.
1. ____________________ Have a look in your fridge, cupboard, and fruit bowl and
check the origins of the food. Perhaps there are apples from California, lamb from New
Zealand, or potatoes from Egypt? You will probably be surprised how far food travels to
get to your plate. This journey, from ‘field to plate', is called ‘food miles’. A food mile is
the distance that food travels from the farmer's field to the person who buys the food.
Nowadays, food often travels thousands of miles to get to the consumer. Why is this, and
what are the effects of these long distances?
2. _____________________ The consumers also did not travel very far because they went
to their local market to buy the food. This was a good system for farmers and consumers.
However, there were some disadvantages. For example, consumers could only buy food
that farmers produced locally. In addition, they could only get food that was in season.
Now, because of modern technology, food comes from all over the world. We do not have
to wait for spring or summer to buy strawberries or tomatoes. They are available in winter
if we want.
3. _____________________ This is because they have difficult climates. The United
Arab Emirates (UAE), for example, gets 85% of its food from other countries. Even food
made in the UAE often uses imported materials. An example is a type of bread called
Tasty Loaf, which is made locally. Tasty Loaf contains ingredients such as flour and sugar
from Australia, Germany, China, Malaysia, and India. If we add up all the distances, one
loaf of this bread (about 450 grams) requires a total of 12,690 kilometres. This is a lot of
‘food miles’.
4. _____________________ Is this not a good way of increasing international trade? I
believe these miles are worrying for a number of reasons. First of all, because food travels
such long distances, we need more aeroplanes, lorries, and ships to move the food. This
means we use more oil or petrol, so there is more pollution and more global warming. In
addition, food that travels a long way is not fresh and usually not very tasty. Tomatoes, for
example, are picked early and stored for their long journeys. For this reason, they are
usually tasteless when they get to the consumer. Local food has a better taste, and it also
reduces the amount of global pollution. We need to buy more local food.
SECTION B: WRITING
B1. Read Study Skill. Punctuate the sentences with commas.
Example:
Lebanese food is delicious. It is very healthy.
Lebanese food is delicious. In addition, it is very healthy.
B4. Read the paragraph about Moroccan tea. Underline the topic sentence. Add the
pronouns they, it, or them to the paragraph.
The most important drink in Morocco is mint tea. (1)……………. is really a part of
Moroccan culture. People can drink this tea at any time of the day, but in most homes
(2)……………. usually have (3)……………. after meals. They make the tea using green
tea leaves, which they put into a special teapot. Then they make some fresh mint leaves and
add (4)……………. to the teapot. They add boiling water and lots of sugar. After a few
minutes, they pour the tea into small glasses and they place (5)……………. on a tray.
Finally, they serve the tea. (6) ……………. is delicious on a hot day.
B5. What is the most important drink in your culture? Write a paragraph for a foreign
visitor. Use a topic sentence to begin your paragraph, for example:
The most important drink in … is …
SECTION A : LISTENING
Excuse me, do you speak English?
A4. Listen to the start of a tutorial following the lecture. How many people are
present? (Recording U07_02)
A5. Listen again. Write the names of the people. (Recording U07_02)
A6. Write the relationship between the speakers using the words in the box. Then
listen again and check your answers. (Recording U07_02)
A8. What were the main points in the tutorial? Tick the main point for each part.
1. _______ more science articles are written in English than other subjects
_______ to be successful academically you need to learn English
_______ people will use their mother tongue less in the future
4. _______ having one global language helps communication and saves money
5. _______ many business people from different countries have meetings face-to-face
A10. Work in a group. Discuss each of the main points from the tutorial. Give your
opinions and agree and disagree with each other.
SECTION B: SPEAKING
Starting your presentation
B1. Work with a partner. Discuss which aspects of culture are important for you.
food family names arts language literature
festivals beliefs customs sports clothes music
B6. Listen to the presenter. Is his opening the same as yours? (Recording SU07_02)
B8. You are going to give a presentation on the topic of culture. Write the headings in
the outline slide. Then check the answers with your friends.
My culture Other cultures What is culture?
Culture
Outline
❖ ____________
❖ ____________
❖ ____________
❖ Questions
B9. Work with a partner. Write your opening for the presentation. Give the opening to
your presentation. Listen to the other presentations. Use the checklist in the Study
Skill box. Tick the steps that are included. Who gave the best opening?
STUDY SKILL Presentations (4)
The opening of a presentation is the most important part. A good opening gets the
audience’s attention and tells them what they are going to listen to. When you give a
presentation, you might follow these steps:
Checklist
1. Set up your equipment.
2. Stand next to the visual display and face the audience.
3. Welcome the audience, make eye contact and smile.
4. Give the topic of your presentation.
5. Give a short outline of the content.
6. Tell the audience when they can ask questions.
8A CITIES
SECTION A: READING
1. 2. 3.
4. 5. 6.
Find the information as quickly as you can to answer the city quiz.
A2. Discussion
What things are important to you in a city? Put the following in order 1 to 5. (1 is the
most important)
• Climate
• Transport
• Education
• Safety
• Recreation
Which city in the world would you like to live in? Give reasons.
SECTION B: WRITING
B1. Look at the data about Toronto and Moscow. Say if the sentences are True (T) or
False.
B3. Read the rules. Write the comparative and superlative forms of adjectives in the
box.
B4. Look at the notes about Mumbai. Complete the paragraph using information in
the note.
Choose a city you would like to visit. Find out information about it. Give the sources
(or sources). Make notes.
8B LIVING IN THE CITY
SECTION A : LISTENING
Important cities
A4. Listen again. Which three topics will Brian Davies talk about? (Recording U08_01)
A7. Which key words and numbers from the main part of the talk do you think are
about which city?.
A8. Read STUDY SKILL. Label the diagrams a-c with the words from the box.
A9. Work with a partner. Look at the diagrams. Answer the questions.
SECTION B: SPEAKING
Comparing cities
B1. Work with a partner. Look at the photos of two great cities.
1. What are the two cities?
2. What do you know about these cities?
B5. Work with a partner. Compare your answers. Then listen again and check
(Recording SU08_02)
B6. Read the expressions in the Language Bank. Use the expressions and the
information in the table in B4 to complete the text.
LANGUAGE BANK Comparing
● If we compare …, we can see that …
● A comparison of … shows that …
● Istanbul is far bigger than Berlin.
● Dubai is slightly smaller than Copenhagen.
● Dubai is almost as big as Copenhagen.
● Rome is not as green as Copenhagen.
● Both Copenhagen and Dubai are modern cities.
1. _______ Berlin 2. ______ Istanbul are important world cities. They have been twin towns
since 1989. If we 3. _____ their populations, we can see that Istanbul is 4. _____ bigger
than Berlin. Istanbul also has 5. _____ more visitors each year. A comparison of the number
of universities 6. ______ that Berlin doesn’t have 7. _____ many 8. ____ Istanbul, but it has
more hospitals. The currency of Germany is the euro and, in 2010, one euro was worth 9.
______ less than two Turkish lira.
B7. Listen and check your answers. (Recording SU08_03)
B8. Read STUDY SKILL. Listen to the text in B6 again. Mark the pauses with //.
Work with a partner. Practice reading the text and leaving pauses.
STUDY SKILL Pauses
When we write, we use commas (,) and full stops (.). When we speak, we use pauses to
help listeners understand.
Pauses help to:
● organize our information.
● emphasize information.
● show a change of topic.
B9. Read STUDY SKILL. Match steps 1-5 in the Study Skill box with a-e below.
STUDY SKILL Presentations (5)
Help your audience to understand your information by organizing it well.
1. Choose your topic and focus.
2. Do the research.
3. Make notes on your main points.
4. Write your outline.
5. Organize your information to follow the outline.
9A HEALTH
SECTION A: READING
Look at the underlined words and phrases in the article. Find synonyms in the same
paragraph.
a. exercise (paragraph 2) ………………………
b. socialize (paragraph 3) ………………………
c. beneficial (paragraph 4) ………………………
d. avoid (paragraph 5) ………………………
e. nutritious (paragraph 5) ………………………
f. improve brain power (paragraph 5) ………………………
Questions 1 - 4: Skim the article “How to keep your brain healthy”. Match topic sentences a-d
with paragraphs 2-5.
a. Physical activity is also important.
b. Finally, we should eat a 'brain-healthy' diet.
c. Another thing we can do is to be socially active.
d. First of all, it is imporant to stay mentally active.
1. Paragraph 2
2. Paragraph 3
3. Paragraph 4
4. Paragraph 5
Questions 5 – 9: Complete the notes with NO MORE THAN TWO WORDS
SECTION B: WRITING
B1. Match the common mistakes a – f in the Study Skill box with the mistakes in
sentences 1 – 6.
B2. Look at a student’s essay about Albert Einstein. Correct six more mistakes in the
paragraph.
Think about our own writing. What is good about it? What mistakes do you make the
most? Discuss with a partner.
B3. Read the article about the importance of sleep and complete the notes.
B4. Read Study Skill.
Use the notes and sleep from exercise B3 to write a summary. Make sure you check
your writing.
9B IMPROVING YOUR MEMORY
SECTION A : LISTENING
Memory
faces _____
numbers _____
facts _____
names _____
A4. Listen to the start of a lecture about memory. Tick the sentence
that best describes the lecturer’s opinion. (Recording U09_01)
A5. Listen again. Complete the three key questions that the lecture
will address. (Recording U09_01)
A8. Listen to the facts about the brain. What do these numbers relate to? Make notes
as you listen. (Recording U09_03)
A9. Make brief notes to review what you have learned. Then compare with a partner.
A10. READ STUDY SKILL. Listen to the next part of the lecture. Complete the mind
map with the uses of each type of memory. (Recording U09_04)
B4. READ STUDY SKILL. Read the script for the beginning of a presentation about
‘S’. There are no full stops or commas. Complete the tasks below.
Today’s presentations are all about extraordinary people there are many people who are
good at things for example maths or music but some people are so good that they seem to
be almost incredible I’m going to talk about a famous case of a person with an
extraordinary memory I’m going to talk about ‘S’ first I’ll give you the background to his
life then I’ll describe his condition and give some examples of the things he could do.
1. Add punctuation.
2. Underline the key words and mark their stress.
3. Find and mark the links between words.
4. Mark where you think the pauses are.
B5. Listen and check. (Recording SU09_01)
LANGUAGE BANK Examples
❖ Giving examples
I’m going to talk about a famous case.
To give an example, he never took notes.
He was very special. For example, he could remember lists from 20 years ago.
He did have some problems with memory. For instance, he couldn’t remember
faces well.
B6. Read the expressions in the LANGUAGE BANK. Read and listen to the beginning
of the presentation in B4 again. Underline the expressions from the Language Bank
that you hear. (Recording SU09_01)
B7. Work with a partner. Practice reading the script in B4.