CAMBRIDGE se Jaa) VANESSA JAKEMAN and CLARE McDOWELL Teacher's Book il Mn Wy VA0820 Cambridge Books for Cambridge Exams e«PuBLisHen BY S SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE ‘The Pitt Builcing, Trumpington Street, Cambridge, United Kingdom ‘cAMBRIOGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, UK 40 West 20th Street, New York, NY 10011-4211, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia Ruiz de Alarcén 13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Atrica bttp/wonw.cambridge org © Cambridge University Press 2004 This book is in copyright, which normally means that ‘no reproduction of any part may take place without the written permission of Cambridge University Press. ‘The copying of certain parts of it by individuals for use in the classroom, however, is permitted without such formality. Pages which are copiable without further permission are identified by a ‘separate copyright notice: STEP UP TO IELTS ~ THIS PAGE MAY BE PHOTOCOPIED © Cambridge University Press, 2004 First published 2004 Printed in the United Kingdom at the University Press, Cambridge Text typeface New Caledonial i/13pt A catalogue record for this book is available from the British Library Library of Congress Cataloguing in Publication data ISBN 0 521 53297 3. Student's Book ISBN 0 521 532981 Student's Book with Answers ISBN 0 521 53301 5 Teacher's Book ISBN 0 521 53299 X Personal Study Book ISBN 0 521 53300 7 Personal Study Book with Answers ISBN 0 521 53303 1 Set of 2 audio cassettes ISBN 0.521 54470 X. Set of 2 audio CDs ISBN 0 521 53302 3 Self-study pack Cover design by Tim Elcock Produced by Kamae Design, OxfordGreents BelIQWOHO cons esec cs acniseeenses Map of the Student's BOOK ...........2.00+ Lesson notes: wniG) Take a break .... ni) What's on the menu? ... ni On the road wi) Allat sea . wf Come rain or shine wn Value for money ....... wi Ignorance is bliss wnff) Fit as a fiddle wif) The driving force wif) The silver screen oni) The written word wi) Down to Earth wi) Safe as houses wf) On the face of it. Progress Test 1... Progress Test 2... Progress Test 3.2.00... Progress Test 4 .......... Progress Tests: Recording scripts . Progress Tests: Answer key . .oduction Who is this course for? Step Up to TELTS has been written as an IELTS preparation course with the lower-level TELTS class in mind (intermediate to upper-intermediate students requiring a Band 5 to Band 6 in the Test), It would also be suitable for more advanced students requiring fast familiarisation with the IELTS Test, as it covers all parts of the Test and presents authentic Test-level tasks, It is equally appropriate, however, for the independent learner secking to increase his or her language competence and IELTS test-taking strategies. ‘The Student's Book is complemented by a Personal Study Book, which offers supplementary practice ideal for individual study or homework. What are the components of the course? The Student's Book (With and Without answers editions) consists of sisteen thematically organised units, designed to lead the student from a pre-IELTS level up to the realistic level of the test. While the units are stand-alone components, they build on each other, providing tiered IELTS material to reflect the graded nature of the test. The key features of the book are: * The book covers the essential exam skills and language required to familiarise students with the TELTS subtests (Listening, Reading, Writing, Speaking). + Step Up to IELTS Reading / Writing / Listening / Speaking activities — a unique feature which offers a step-by-step approach in one skill to many [ELTS question-types and tasks. These build exam skills gradually with shorter, lower level achievable examn- ‘ype tasks for practice, leading to more challenging tasks at the authentic test level * General Training Reading and Wiiting modules are covered in addition to the Academic modules. © Test Tips offer essential information ancl adview to students about the exam which will help them to masimise their band score. © Boxes with Useful words and expressions and Grammar boxes are a useful reference and revision resource * The individual LELTS Test practice sections at the end of each nnit together constitute a complete sample test, reflecting the graded levels of difficulty. © The With answers edition includes a full key to all questions, including the IELTS Test practice at the end of each unit, and there is a recording seript for the listening sections, annotated to show where the answers are to be found, Sample Band 9 answers are provided for the Writing Tasks, as models of how these questions can be addressed, but we would emphasise that these are only samples, and many other answers would be possible. The Personal Study Book focuses on vocabulary, grammar and writing and reinforces the language and topics underpinning each unit. This is particularly suitable for homework and supplementary language work and comes with its own key ‘The Teacher's Book provides guidance and ideas on how to exploit each unit, and gives useful information about the IELTS Test. It contains a fully integrated answer key, plus a series of Progress Tests designed to revise skills, vocabulary and language covered at certain stages of the Student's Book. How should the course be used? A systematic approach is recommended to capitalise on the progressive structure of the hook as strategies, Janguage and vocabulary are systematically recyeled throughout the units. However, for teachers who wish to dip into the material selectively: the Map of the Book ‘enables them to see at x glance the contents of each unit NB Students opt, when they enrol, to sit either the Academic or the General Training version of the test. They cannot sit both at the same time. The two versions do not carry the same weight. Check Handbook for letailsIntroduction Overview of IELTS Test ‘The IELTS Band scale Band 3 Export User Has uly eat command ofthe langage: appropri, sects and 40 ising oustons 10 questonsin tp / Staton eta pectic fares cod Dent yh complain hand 8 Very Good User as ly opeainnacamnand ofthe tng wit nly ecasimalunsysemalicnacaaces and inapropriaies. Misutdestandngs nay ocurin wtf tuations, ances comple eid gure wel. ntrmabon/ cio man aod Band 7 ~ Good User tas aeration camsand of the rquage, ough wit occasional inaccuracies, nappopriaties and sunderstandings ie sme stuatars, Generally handles come anuoge vel an undotadsdtaled reasoning, and 8 — Competent User as gnwaly fective command >t me langage dase Has part command of he aguage cing wt vera meaning ost suas, aug is to ke many ets, Sed be aban bs cman own ange acay and eae Band 4 inte er esicat accuracy and cones Basic competence is luted to famihar sityabans. fas tea pate ase omen estan ane | ieee ee Senn roe fondo Lt! ung and organesation ‘Conveys and understands only general meatrry in very Languaye accuracy and vange familiar situations, Frequent breakdowns in carmmunscetion 7 Bond 2—Intermitent User to eal commuriatn is passe except the most Basic iriomation using lated ward shor fre in air stvatins and o meet mediate neds. Has peat icuty derstanding spohen and wien English, Band 1 — Non User Essel has no abit to use the language beyond possi afew isolated wars. ‘Band 0— Didnt atte the test io assessable ivmaton povided.@6 86 66 $9 6 686 6 $ 66 i i Listening Reading Wiiting ering atthe ie Intact hm ond scanning] ntedvctn and te of ters Shr-anoer questions Salts and ecg eters being nd csing eters Working ote station ‘Shing a ang st ens Stor-answer qvesions Sap LTS Shrt- anor aestans and tie taning Understanding eosin (ating at ‘Desig pres or gam Step op to ELS Seton Fon ag] opp ITS Suneary congition I] Oxsing infra it paris ‘Shing or ain ts rls chats Sepp te LTS Sete campletn J Descting grams ad pictes| Wing grata ‘desta pis an reasons ‘Deca tabes Not coli ‘Using cmpsates to dsb ands and tile tas ‘Sto vp to LS Geese Ting ask 1 tia ards Following a seanence of events Tends adverb ees Null ebice aps Step up ELS Flow casas Desig. ar ha using the ore caplebon tense ver fom Siow ETS Acad Tsk esc aba tat ‘Step wo ETS Paragon Readings Formingideas Basing pausingieas _ ti paratahs akg apace woman Cesibing te deta using rau ‘Step op TS Sestn 2 pases ‘Reconsng he suc ofa passage Comparing data ‘Step ap to ELIS Te False / Nat ven Desciting bar chats Sui wth bax Hihighing signa feotues eaing ahead ‘Dean hone passages Ustening ad note taking Sapo to ETS Peking tom ist Tie / Fale et ven Gob mati choice Taetng main and suppairg das in )Faegraph baling bararars Null coice questions ‘tp op ETS Seton 3 Balancing your vows Stort-anvar questions Selecting rds fom ast Neti ‘Stop ap to LTS Seton ‘eaying he question Nate complain ‘tap ap ETS Reader nd Fit rtpe-chice uestns General ining tng Task 2 econ eins and wnt) Dealing with esarh-bsed tts views Summary Step up t IELTS Watching png to statements Flowing the war's ezent Step up tL Locating aration in aciapns ‘Understanding the it's viens ‘Sp opt LTS es / Na / ot Given Peering back (hacking an answer Task? Foran agaist nang your ever hing 2 camplele asi‘Speaking Language / Grammar IELTS Test practice Inducing yours pa play READING General Ting Section L Taking abou your babies an iets Atv nt exqrssions of tequney Shurt-anser questions Stop pt ELIS Spang Pat 1 singand-d adjectives Nati infrmston a paragraphs seal 0,009 Tors es and ihe ‘oo + felt HEADING Acad Secon 1 sn faci expression intonation ard word tess. So / such. that ‘Serene colin Ginga flavor Past contin fr change of plas Nulile-choie questions ‘Shor-ansnrguesbons ‘Use othe passive UUSTENING Secon 1 ‘able ad nota complain sressing preferences | ‘Comparative and sunettiveatectves WRITING Academic Task hil, wheres, on he oer hans Desetiaga diagram Eressing feng — rd and alate sss ‘oing erent eas | ‘WAITING General Faiing Task 1 Aarne and csarsing Tenses for Wg ask 1 ‘WRITING Academic Tsk Deseting a grep and pe chart ‘Prune chek: a endigs arabon and pas tenses ‘READING General Vining Section 2 Taig fr oe inate sed + infinitive Sentence compan Paragraph eaings ‘Step upto LTS Spacing Pat 2 wil wold edoals and 2) ‘READING Academic Section 2 can j could Poraganheadings our pirases ‘Summary ‘Shot-ansner questions Exanding your answer — Bigs Les 50, because, Because of, a5, since LISTENING Seaton 2 Part | even Supaative forms gressing and justin views Tease rein at 2 review centimous 25 00g a5 / prided that Liners alo 2s wel, oa, however, slay ‘Simpl pas, ran parte and present pet "te and abe copletion WRT Gers Taiing ask 2 (Mis salsa suitable practice fr Academe tig) ‘Sip pt ELTS Spang Pa ‘aver Toafon and we SPEAR Discussing abstract pics| stop + ay, LUSTENINGSeetan 3 Pronunciation check / pe and v stop xeon foe ing sting Table competion Sta atswer questions Cnpaing and contrasting ‘WRNTING Academe Task 2 Supping 2 view (nis is aaa stable practic for Ganerat Pronunciation check catacons Fang iting) pressing eelngs and opinions ‘hou ought ‘SPEAKING est Ting abou te ftre ‘his these + noun TUSTENING Seaton © editing and speculating 00h (alan) + non Labeling diagram FPrnuaciaton cheek wat stress tite and diagram completion Language cu Inet statements wit and wheter READING Acadaric Section 3 Eagressingcatanyo doubt ‘es Ne Nat Given Indra statrents Glssicaton — Mulipe-ciceOake a break Ue Foam sas | SPeaKin Introductions. | Talking about your hobbies snd interests usTeNING Working out the topie wriring Introduction and Salutations and endings of letters Opening and closing letters READING Introduction to skimming and seanning STEP UP ACTIVITY Speaking, LANGUAGEIGRAMMAR go and play tdverbs and expressions of frequency ~ing and -ed adjectives really.s0, very do and don't Part 1: Introductions 2 page 6 Aim: To allow students to get to know one another within a framework which reflects Part 1 of the interview, where rod Talking about your hobbies and interests 2-3 This is intended to get the students involved in talking about hobbies end sports that they enjoy and focus on the most common verbs, go and play. Remind students that play is used for games that involve team players or opponents; go is used for more individual activities that often take place away from home, ie. you need to “go” somewhere to do them a (go) skiing € (go) swimming (go) shopping £ (play) cards ¢ (go) hiking 8 /g0) (rock) climbing 4 (phy) footbalVsoccer (go) (horse) riding 4 Often there are no players and sometisnes no movement is required. The emphasis is on the craft or skill. The activities are: icooking jsinging reading | sewing musing the computer_n drawing EXAM TASKS Part 1 Topic and questo Short-aswer questions General Training letter Writing an introductory paragraph Part L JELTS TEST PRACTICE General Training Reading Section 1 Shiert-answer questa Matching information to paragraphs 5 This exercise also revises the use of common adverbs and expressions of frequency used with the present simple. Explain the word order rule, ie. that the adverb comes between the subject and the verb, and alter the negative with don’, eg. I usually play football on Saturday /T don’t usually play ‘whereas time phrases must come at the end or beginning of the sentence, depending on the emphasis required. The unmarked form would have the phrase at the end, e.g, [visit my aunt once a month / from thne to time Tnever go hiking, but I sometimes play footbell 1 really enjoy playing football like playing, cards, In fact, T usually play with PLANGUAGE CHECK | -ing and -ed adjectives 8 page) ‘Aim: To help students sort out the common confusion between -ed and -ing adjectives. If they are asked about their interests, they should be able to answer correctly / am interested in...1 aamazed b tiring 2 exhausting / exhausted relaxing / relaxed interesting / interested wating / fascinated boring / bored satisfying / satisfied imitating / irritated revolting / revolted nit £ Toke a break Jo [hones |p remnenasine, fet it | Working out the topic a page 8 Aim: To help students to orientate themselves to the topic or context of any test recording as quickly as possible, so that. they are able to make sense of a dialogue or monologue. This is most effectively achieved by homing in on key vocabulary items and by using any visual clues to try to predict what they may hear. 1-3 This is an opportunity to revise some vocabulary and get orientated for the listening aetivity 1 a photograpliy b American football cc running d painting e surfing f chess & table tennis”-h garclening @ 4-5 The skill being practised here is Hstening for the words which relate to te activity, hut you ean remind students that on the recording they will never hear an actual wore from the list aj The listening activity hus been clvisled into thre parts so that you can fully exploit the dialogues. However, with a higherevel clas, or if time fy limited, you may like to do exercises 4 and 5 together, @ 6 Exercise 6 is on feelings, and follows on fom the Langoage check on SB page 7, to reinforce the work done on -ed and -ing, a Professor Johnson is an interesting lecturer, - = cak fom b This food is revolting. i ee : ed ¢ I'm fascinated by dinosau 2 | Roar j d [need a break. I'm exhausted. hier pubeiee fen ¢ T'm afraid I'm not satisfied with this new phone. | coo Jie | Sisusene f It's satisfying when you manage to find all the Ef Secene |g 0m pet ard window ating answers Sencar ra g Right now I'm watching TV. It's relaxing i a Ap we csr spying | rem [Diieoine [7 Prom toe extra ERA Conversation 1 Man: You look exhausted. Woman: Yes, I've just come off the court. Man: Did you win? ‘oma "Yes... finally... but my opponent was very strong. The ‘atch went to three sate Man: Well done! Conversation 2 Wont: When did you leara to play? Man: When f was a child, My grandfather taugie me the maves ‘when I was only six years old. T never get bora anew challenge, oan: Reals? ion: Yes, we used to play every Sunday afternoon. He loved i. onan; Kt must have Relped to keep his mind active Conversation 3 onan I: Te locks like a relly tug sport. I don't know how you doit. Womai 2: Ob, Love it, But you've got to be a goad swimmer. onan 1: Lwouldat want tobe the goa keeper! oman 2. Yes, that’s hard, We usually put our very best player in gal Wosan 1: It looks exhausting! Conversation 4 Wont: Don’ you ever get bored? Mat: No, never. {just love sitting hore by the rive, ding nothing Its so relaxing. oman: Do you ever eatch ansthing? an: No, not often. But that doesnt matter Vioman: 1 not for me, Tm afraid. I need something a bit more interesting! Conversation § Woman: People often think its a hobby for old people. But I love it We very aatising seeing things grow. Mat: Yes, but we live ix an apartment. Woman: You can grow things in pote and windos’ bases, you ‘know You don’t need a lot of space Wan: Perhaps T should give it a try Wom Yes, you might find you have grown fingurs after al! very gamesUnit 2 Toke @ break Conversation & Wor: Would you ike to join ws for dinner on Saturday? Mot: Thanks, but I can’. I need to be ready for the marathon on Sands: Womai: Ob, OK: What distancs da you have to cover? Non: 26. xin, so 1 naed ta be in bed ay oma 26 mies! That makos me fee tied jut thinking about it Conversation 7 Woman: Are you enjoying the latest Harry Potter navel? on: On, ith great! I's really exciting. Igan'e put it doen Woman: T though the film was better, myself lon: Thaven' seen the film yet Wom: Actually, I usually find I prefer the book tothe film, but at his time: 7 If time allows, get the students to work out what kind of word they should listen for before they listen to the man talking about his hobby, e.g, a a noun, ba noun, e an age, ete Questions a-e in exercise 7 are short-answer questions. This is an TELTS question type, and, unlike the previons exercise, where students are presented ‘with a list of possibilities, here they have to write the exact words they hear. Remind them that they should not write more than three words for any a collecting model cars OR painting OR drawing b (microlight) flying / flying small ¢ 14 d (the) excitement _e abird ght (aero)planes is importent in short-answer ‘questions, but candidates wil not be tested on ve dificult words: American speling is acceptable in TS, e.g colot. Contracted forms, eg. doesn't are sidered 2s two words. Numbers can be witten numerically arm ful both ave correc ORDIN n D Inlerdemer: Good morning! Today on Hobby Forse we'll be hearing abeut some unusual hobbies. Maybe you had a habby ‘when you were a child, such es collecting model cars, or pointing or drawing. But not many of us continue with these hobbies into our adult life. John Shipley is an exception, however: He's on the fine to tell us about his rather unmsta) hobby that has taken him to high places. JotnShiplog: Hell, Inlorviowor: Tell ws, when did you first become interested in planes? John Ship: When 1 was about seven years old. Tye always loved the idea of fying. Interviawer: Ani what kind of planes do you fly? Joh Shipley: Mery light. planes, called microlights Interviewer: What age must you be before you can take up flying: ‘a microlight? Joy Stipey: You must be at least 14 to have lessons. You do this ‘with an instructor but you can't ‘go solo'— that's flying on your ‘own, until you are 18, \nierviowor- What is #t that you like so much about this leisure activity? It sounds like it could be quite dangerous. ® John Shipley: Ob. lots of things. The sense of freedom — being able to get away from everything, but I think, most ofall its the excitement. Interviewer Yes, it must be fantastic being up in the air like that. Joh Shipley Ts ike bing a bird. There's nothing else like it! Part 1 8 page 8 Aim: To take students through the different stages of Part 1 of the Speaking test through practice in answering simple. questions about themselves. It may be useful to teach students to respond in the samme tense as the question, but remind them that it is the auxiliary verb that will determine the tense, e.g. do yon... did you .. (have you ... (are you ..? And encourage them to give an additional piece of information from their own experience. Step 1 ‘This introduces students to the technique of recycling the language in the question when answering simple questions. This is the first time in this course that students ure asked to give feedback to each other about their mistakes. Helpfil erticism can sometimes be a useful device. Step 2 Remind students that examiners may ask questions in the negative, e.g. What don’t you enjoy about your job? Step 3 Encourage students to be prepared for quite sudden switches of topic in Part 1 of the test. Point out that this can be helpful if they have little to say on a topic Also, it enables them to demonstrate the range of vocabulary and structures that they know During the pair work, students should use the six prompts covering the two topics. Make sure they include 'm expression intlucinga topic change’ ding thelr pir work, eg, Let's talk about ..., Lets move on to Step 4 Finally, let students listen to the Speaking test model, Part 1 (CD 1 track 4). This is recorded by one of the authors ancl a native speaker to illustrate the format and content of Past 1. For the recording seript please go to wow.eambridge-orgelt/stepup Introduction to skimming and scanning se page 10 Aim: To introduce the students to the very useful skills of ‘skimming and scanning through visual prompts and short texts. More specific work is done on this in Unit 2.ANSWER! 1 scan: a,b, d skim: ¢,€ 2 a To inform readers about a new book. To advertise the sale of some cheap socks. To advertise an art auction. b Maguzine or newspaper readers, students Newspaper reader, general public Art dealers, newspaper readers © Satum / spacecraft / prepare yourself book Sale /$ / City Superstore / the general layout Modem and contemporary / Auction / On View / the general layout 3 a Cassini b July 2004 © $4.99 (fortwo pairs 4. Monday 2 December as General Training Task 1: Introduction and tone 58 page 11 Aim: To introduce the students to General Training Writing Task 1, where the answer is always in the form of a letter. As an introduction, ask students to think af some reasons why they might need to write a letter in real life and to list the types of letter under the headings fennal and informal For example: Formal Spplying for a job Asking permission to do somethin ‘Complaining about something Communicating with a langeage sehool Asking for payment Expressing thanks or an apology informal Thanking a friend for « present or for something they sve done for you, Describing an event to a family member about arrangements for sing home Writing to someone who you miss Using the right to mportant feature o X To ask formal permission © To thank someone for something X To provide information ¥ To give an official apology £ X To make an official complaint 2 Possible answers 2. Dear (Rasertary); Lots of love Unit 1 Take a beeak Dear Dr/ Professor ...; Yours sincerely Dear (Mr and) Mrs / Dear Rosemary; Kind regards / Best wishes Dear Sir: Yours faithfully Dear Mr/Mrs ...; Kind regards / Best wishes Dear Sin/Sirs; Yours faithfully Bay bi 4110 i4 is cil div e iii iv LL v 5,9, 10 General Training Reading Section 1 8 pages 12-13 Se 1 serobies 2 twice aweek 3 Olympic coaches 4 (on) public holidays 5 Any level /beginners to advanced 6 School program 7 atlfroin the centre /at/from The Edge 8E 9D 10F 1106 124A 138 Extra practice: Guess the game This will help build vocabulary for talking about sports, * Tell students you are going to deseribe a popular game, Before they listen, they should look at these words. Can they guess what game itis? Put the words on the board and ask students to write them down. indoor guards goal net ball score attackers court spectators * Ask students which words relate to: a people b equipment ¢ the rules d the place where the game is played * Read this deseription This is an indoor game, played with a ball roughly the size of a football, and the idea isto score as many ‘goals as possible. At each end of the court there is a ‘ing mounted high above the players with « net attached to the ring, There are five players in each team, To players act as guards, two as attackers and ‘one in the centre, You aut run with the ball — you have to bounce it while you run. It pretty fast and exciting to watch, ‘© Tell students to tick off the words as they hear them. + Ask which sport you were deseribing. (Basketball) What were the key words that helped them decide? + Ask students to play the game in pairs or groups. This is good practice for Part 2 of the Speaking test, in which candidates have to give a short talk llPnat's on the menu? Texaw sais | reaoine Skimming and scaning short extracts | speanine Expressing Bhes and disses | ‘sing intonation, swore tres an fail expression Giving. full answer usrewne ‘out the sguation STEP Up act LANGUAGEIGRAMMAR (00 + forfta sofsuc tat 1 esos got to. but Lended up. instead Step 7 POR Short-answer questions and multiple matching 58 pages 14-15 ‘Aim: To show how scanning and skimming skills can be used to quickly find words and phrases in the Reading passages and to understand the gist of short texts or paragraphs. The text here is a General Training type of text. iy Saas tat so Neato underestimate te value of To get going 1-4 These exercises are intended to demonstate to students how skimming and scanning will help them read long texts more quickly, by reducing the dependence on reading every word. Show that it isn't necessary to understand every word in paragraph or short text in order to anderstand its overall content If students are still wocalising as they read, suggest that they sean the classroom for objects, or sean a page of text for the word the. On every occasion, time them so they are encouraged to speed up. 2 a Norway/Australia b Queen Elizabeth IL © bees d McDonalds e apple, lemon KAM TASKS, Part 1 Topic and question types Short-answer questions Short-answer questions Multiple matching, {ELS TEST PRACTICE naling Section 1 Sentence completion Multiple choice Short-answer questions Short-answer questions Focus on th acing skills in this section, though it is at students answer in three also important to ensire words or less and copy their answers correctly: Stop This shows students the types of words/numbers that they can sean for and helps them understand how to ‘ead’ a question and decide quickly what type of information they need. Step 2 pa ae ee ES 1 1902 2 45 kilograms 3 white 4 frostbite 5 fibre, vitamins, minerals Multiple matching As students have already spent some time working on these texts, they should find the task easy and this will reassure them as they move on to harder exercises in the coming units 6c 12A +H 7B 8G 9F 13 D+F 10E 1A 14 E+GRT Expressing likes and dislikes pages 16-17 f ‘Aim: To familiarise students with one of the key functions they will need in the Speaking test. As Pacts 1. and 2 require candidates to talk about personal/familiar topics, it i is very likely that they will be asked to express feelings of “ike and dislike, 2 The first activity is here to encourage students cultures where eye contact is considered impolite to Jook at the examiner and to use facial expression as an aid to communication. ‘Using intonation and word stress 2-4 These exercises raise awareness of featnres of pronunciation and encourage students to nse them as an aid to communication, ‘The answers are underlined in the recording seript Suet info Th score above Band 4 for pronunciato candidates must speak cleariy and avoid mumbling ducing groups of words that are not clearly rshable Seeder I; Tdon't like vegetables and T reall-hate eabbage. Seater 2: Pm afraid I canltstand cream or anything that's made —T Spear 3: Don’t you think cold coffe's really harible? Sercise 3 Susor |: Have eating vegetables, especially cabbage ‘Sie 2 Treally like eream and anything that’s made with it Sete 3: Tadore iced coffe — it’s deisions Eercise4 eae 2 eater tier? estar 3 Tm afraid I just don’t eat meat, 1 just don’t wat cheese at all. Tean't stand the emell of fis. 1 just love the taste of ice cream. hate what toffee does to my teeth 1 just realy like sweet things, ‘Ging a full answer 5-7 These aim to belp students develop strategies, vocabulary and structures that will enable them to expand their answers, Start by doing the word categorisation exereise to develop vocabulary. i Besse net tm info.) themselves using a vaiety of words 1 topic, even though these words may no be linited in range To score above Band 4 for vocabulary, IELTS be precise Unit2 What's on the menu? 5 tastefflavour: bitter, bland, fatty, fizzy, greasy hot, juicy, salty, sonr, spicy, sweet texture: chewy, creamy, crunchy, fatty, juicy, stody, tough smell/aroma: bitter, sickly, sweet the effect food has on us: fattening, filling, refreshing a fattening b greasy ¢ refreshing d spicythot e fillng f fizzy g bitter h salty a Working out the situation Sb yaye 18 ‘Aim: In Unit 1, students used vocabulary clues to decide on ‘the topic of a conversation. In this unit, they practise listening for the context of the conversation. Jn the IELTS Listening test, candidates only hear the recording once. The topic 4adthesitvaton wl be ‘ven to them vety bey atthe start recording but they wil nt genealy receive a lt of infomation about this onthe question papec They need to ist cat test and to use the reading time (usaly 20-46 seconds ir understanding ofthe station and informati te listening fo @ 1 This warm-up can be used for Speaking Part 1 practice. Students should try to give mare than one= or two-word answers @2 ches r/min wa eve bah susapes/ sesh ebb14 ‘Unt 2 What's on the menu? TINA a mow Conversation 1 ‘hates: Are you rendy to ander, ir? ‘sloner Yes. TW like the steak, but can Thave salad instead of hips? Wires: Of course. Anything to drink? Castner: Jet water, plese. Waivess: Fine, [0 be about fifteen minutes, Tm afraid. One of ur chet is of sick Castomsr; Oh, don worry Conversation 2 Stulont I: Tm starving. T think T1 got in the queue for the hot fod today. ‘Studlest 2: Tl just have a sandwich. I'l be cooking tonight. Student I: Here's a tray Sloat 2 Thanks. Shall we go and sit with Bob and Tina at their table? Studet 1; OK. 1s pretty busy in here today Conversation 3 Non: Mmmm, This curr’ delicious, init? Woman; Yes, and the onion dish really adds to the Aavou Man: Let's ask Mary for the racine when she comes outof ber ‘Kitchen. Woman Good idea! Conversation 4 Castonee. Have you got a mens? Vit: Yes, here yom are, Steet and sour pork is ff Castner: OK. Well have fred prawns, bec in chili sauce and steamed ree Yale: There's @ 15-minute wit Custer: OK Well come back later to gllet it Conversation § ‘Nan: Now, I've got sausages, steaks and kebabs ... anything else? ‘Woman: That's it, Do you think it's enough for 12 people? Mos: Oh sure. her's plenty of salad to go with it. ‘Wostan: Is the fire hot enougk yet? Mon: Think 20. What sll we cok fret? Conversation 6 Child: T don't feet very hungry atthe moment. Parent: Never mind. Eat what you ean. (ila: Ke would taste much better if ¢ wasn't wrapped in plastic. Parent: Just preterd youre at home Chil: T wish Twas. That travelling. Conversation 7 ‘Husband: Now where did I put the lemons that I bought yesterday? Wie: Here they are, Nick osband: Thanks. Os dear, they aren't very juicy. Wile: Do you want me to go‘and get some more? usbd: Ys, please. Our gus willbe here i half an hour and ‘J need to finish this dessert. @ 3 These context-related questions are typieal [ELTS- {ype short-answer questions. In the test a word like sashimi would be spelt out as many candidates ‘would not have seen it before. a ast night / the previous night/evening ¢ a Japanese restaurant f tea aunt and cousin d chicken e sashimi aR UT Wont. vent out fir dinner lastnight. ‘Coe ausin had come to see wi fr the evening x0 I decided to take them out, Iwas going to take them to my favourite Italian café yes, the Napoli ... but it was fully booked so we ended up ating at the new Japanese restaurant near the city centre Yes, that's the one) It was really nice inside and they had several et menus at a variety of prices... Ye, wll the one we chose wae very god value for money... Well, my aunt ordered soup .. and Martin, ms: usin, had shisken. Yes. and I chose ‘the sashimi - you know, raw fish. I'd never eaten that before bout Fquite lied i Te has 0 very delicate flavour. My cousin had beer but my nunt and Lhd te. 4-6 These exereises focus on the past simple and the use af the past continuous to talk about a plan that changed. eee eee AEE 4 a The siaaple past tense, because the event took place ‘last night b The Italian café. € The past continous tense is used because the speaker is describing a plan that had to be changed. @ The simple past. 5 Twas going to take them to my favorite Ital café... yes, the Napoli... but it was fully booked so we ended! up eating at the new Japanese restaurant 6 Possible answer 1 wats going to study Biology but ended up studying French instead, Academic Reading Section 1 $3 pagos 18-21 ———_—_________- Answers, 1 chemistry 2 any two of: flavours / ingredients / processing methods 3 any two of flavours / ingredients / processing, methods 4B 5D 6B 7C 8A 9 cheese, coflee, tea 10 smell /aroma(s) 11 quality control (parposes) 12 (an) electronic tongue 13. vanilla extract“USTENING Understanding deseription ‘READING Getting the gist wemmne Deseribing a process or diagram STEP UP ACTVITIES Listening Section | Reading LANGUAGEIGRAMMAR Forming the passive Use of the passive > Section 1 form filling >> Summary completion (without a bank of answers) » Acaclemie Writing Task 1 Basie work on paragraphs |ELTS TEST PRACTICE Listening Seetion 1 Table completion Note completion hi Understanding description 2 page 22 ‘Aim: This unit introduces students to the notion of listening ‘or detail through a range of activities that involve the senderstanding of physical description. 2 This is intended to got the students involved in the topie of travel using « typical Speaking Part 1 activity, Exploring the idea that “Travel broadens the mind? will help them to start thinking critically about the topic. 2-5 Exercises 2-5 will reinforce this language and prepare students for the six short dialogues which follow. Eliciting stories of lost luggage may help develop the topic. 2ahandle bnametag ¢ strap d wheels 3 Suitcase: b, g,4,j, k,1 rucksack: ¢, 4 a It. small plastic case with a handle and a shoulder strap. b Ita suitease made of fabric with a zip. ¢ Ita small rucksack with a pocket on the front. d Its a thin plastie briefcase. e Its a rucksack with a pocket on the side and a sleeping bag on top. f Ita canvas bag with a zip fastening, « shoulder strap, and a name tag & Its a set of three suitcases, h It's a bag with a Zp, handles on top and a pocket with a buckle on the side, i Tes an old suitease with « name tag and lots of stickers. j Its a suitcase with two straps. It's a plastic suticase on wheels. 1 Ita sutease on wheels and it has a strap with a big buckle bag: fh briefcase: d case: a @E The liste in Unit Lon hobbies, where key vocabulary is the target. This time they are listening for details such as words defining size, or expressions like with «front pocket or with the stickers on it. coming together, smal! ane, other two sreen briefcase bi dirty od suitcase, stickers this nature is often tes ng’sections. In adliton ca MELTS = info cam ge indo need as much practice as they ange of objects x RDIN RIPT cp Conversation 1 Women: What kind of bag have you got? Many It's @ rucksack Woman: Is it that small, pink rucksack over there? Man: No, mine's yellow with a frant pocket. And it should have ‘my sleeping bag tied on to the top. T hope they haven't lost it. ‘Oh good! There it is! Conversation 2 Chil: Mum! Mum! T ean see our cases coming now. Mother; Can you? Where are they? Chili: Over there! Look! They're all coming through together. Mother: You get the.small one and Ill grab the other two. 15Unit 3 Othe road Conversation 3 Woman: I cant believe i takes this long to get the bags off the plane, an: Just bo patient, dear. They'l arrive in a minute, Ah! ‘There's my green briefease Woman: But... no sign of my bags an: No. Isnt that your brown suitease coming through now? Woman: No. {can’t see it anywhere. Conversation 4 Father: There's your bag, Chris, Can you grab it? Soy: No, Dad. That's not our bag. Ours is black. not brown, And is bigger than that. Fotos: Oh, you're right, They all look so similar, don't they’? oy: As Team see it, It's coming now, Conversation 5 an 1; Oh, at last! They've started loading the bags from our fight, Here they come, Won 2: Look at that dirt. old suitcase with all the stickers on it! ‘That person has done some travelling. tian 1: Yeab! That's my bog actually. Man 2. Oh, really? Conversation 6 Worn: Excuse me would you mind grabbing my suitcase for me? Nan: Sure ~ what does it ook like? ‘Woman: Its that one there ~ the lange, red suitcase with the two xellow straps round the outside. ian: ‘There you are! ‘Woman: Thanks so much. Man: Not a problem, to MY Section 1 si page 23 Aim: To guide the students through a complete Listening Section 1 by showing them how to approach the tasks and anticipate the language. The vocabulary in this example has been covered inthe firs part of the unt so make sure you have allocated enough time to that. Step up! Point out that Secton 2 is aways a ciatogve, based on a social or transactional sitvation. Fm completion isa common question type in Section 1, where numbers ard dates are often tested. Students need to know how to recognise and wie the letters ofthe alphabet, including the convention of saying oubleL' or touble 0 Step 1 Get the students to work out before they listen, what kind of words are being tested. D Set VELTS IELTS Listening sections of the IELTS test are often divided ‘nto two arts, wit he same ora diferent question type bong used in each, Arte fist part candidates are given some time to read the next set of tions before the recording contin. Step 3 Noting the layout/direction of the questions on the form may avoid confusion while listening, Step 4 Ifyou think your students need it, play the whole recording again. While not part ofthe live IELTS test, listening for a second time can be a useful way of building confidence and overcoming listening test ‘stage-fright” 1 International (Hotel) 2 0793 665 091 3 QF2 4 London/UK 5 31st) (of) July 6 small 7 handle ontop 8 brown 9 | 10 with wheels /on wheels Its important for candidates fo know how to write IELTS), cates sing a consistent speling convention of into. ) fnelish. i students make an errr, eg: 22th or 2nd November, they will ose marks. Cardinal numbers in dates, however willbe marked as corec, eg 22 May. ‘Questions 1-5 Non: Yes, can T help you? Wome: TWo of my bass seem to be missing. Nat: Where were you coming from, madam? Yona: From Londun via Bangkok Nan; OK - Tit have to get you to fill out this form. Woman: Yim sorry. I don’t have my gases with me: Would you ‘ind reading it to me? Not: Right. Can I have your name please, madam? Woman: Greenleaf — Mrs Mary Greenleaf = that's G-R-B-E-N-Le EAE. Man: Address? ‘Woman: Here or in the UK? Wo live in Manchester. Man: Here in Sydney. Where are you staying? ‘onan: Were staying at the Intemational Hotel Nan: And the phone rumber there? omar 1%: gve-you my husbands mabe number ft 0703 Man: 9793... Woman: 5.091. Man: 655 081. Woman: No ~ 685 09. Mon: Right. And wihich light were you on? Woman: Fight QF2 Wat: That’ the Mig feom Bangkok, ian ie? Woman: Well we stopped briefly in Bangkok, bt the bags were loaded inthe UK. We've some through from London. Mon: And what date did yeu board the flight? Wonany We let Landon yesterday that was the Sst of July Mon: OK... departed Sst duly. Two bogs, you said? Woman: Yes, chats right ‘Questions 6-10 tan: Now ~ what sort of hags are we looking for? Woman: Well~ there's ove that has all my make-up in it and Nos: Can you give me a thorough description of it, madam? Woman: Yes thn small square ease, made of biue plastic, Non: And does it have your name on it anywhere? Wont: Not anywhere visible. think my name is written inside Moo: Right .. and does it have a handle of any sort? oman: Yes it's gots handle on top Non: ‘Tha’s useful ill help us find it... OK. And the other one? Worn: Well that’ suitease, I's a medium sized, brown, leather suiteaseNon: Hnoven leather, you said? Woman: Yes. Nat: Does it have a strap round it or anything? Woman: No... but its got its own wheels Man: Suitease .,. with wheels oman: You know, his bus never happened to me before. T hope they turn up. Man: Ob, they always turn up, mada, Chanees are they'll be on the next fight in from Bangkok Os Getting the gist 0 ays 24 Aim; To present the students with a complete text and ‘introduce them to the skill of reading for gist. The skills studied here build on those covered in the first two units where skimming and scanning were the main focus. To get going 1. Make sure students know the English prom and spelling of the regions in question. (See answer box.) First reading 2-Thisis a useful approach to develop for the test and for reablife reading, I'students have trouble with question d, direct them to the last line of paragraph 5, Second reading 3 Point out that students are still just scanning for words such as car, ferry, on foot ete. and should not well on every sentence. If the class has difficulty doing this, give them the first two words and direct them to paragraph 2. 1 The Mekong flows through China, Myansar (Burmna), Thailand, Laos, Cambodia and Viet. 22 Ina magazine or newspaper or travel |b Toenconrage people to visit the area ‘To entertain, € Tourists or travellers. 4 He likes it very much. (A model town ... the perfect market ... in this amazing land) 3 car, ferry, walking, bicycle, speedboat i ne Summary completion s8 paxe 25 Aim: To introduce the students to summary completion, without a bank of possible answers, where the answers are @f ‘drawn from the text. Gieurs) \ inte uit 3 On the road on only part ofa R ds the hare text ih of areal This text i IELTS Retin evenly spaced throu Step 1 Te may be useful to point out that sunamary completion is similar to sentence completion, te mair. difference being that the ideas are linked to create a whole text. Step 2 U time allows, students could report back on their questions bofore they go an to Step 3. Step 3 Make sure students use the exact words found in the original text. Point our the need to copy and spell words correctly 2 HoChi Minh 3 car 4 onfoot § teachers/schools 6 schoolchildren schoolgirlystudents 7 Sam Mountain B spectacular 9 speed 1 Bisix Extra activity: The defints article ‘The Mekang text provides several useful examples of how the definite artic is wsed with geographic features, Ask students to find them: the Mekong / the South China Sea / the Tibetan Himalayas / the Cambodian border / the Great Khmer Empire /the Sam Mountain Ask students to think of other examples from round the world, eg. che River Thames, the Great Wall of China, the Great Barrier Reef Remind them that the definite article is not norwally used with the names of countries or towns, (Exceptions rere ar countries whieh involve a plural noun, e.g the United Staes, the Netherlands. Refer students to a ‘good grammar such as English Grammar in Use (Cambwickge University Press) for details.) vere Academic Writing Task 1: Describing a process or diagram $b pu 28 Aim: To introduce students to Academie Writing Task 1 (where the task is based on a diagram) through a paragraph approach, based on a gapped answer. The passive, useful for explaining a process in the exam, is also a focus. Academic Whiting Task 1 may be based on a diagram ilusrating a process or technique. While this question format i less common than the graph or ple chan, students should be 2 there is no choice ‘af question in the IELTS Wating test 1718 Unit 3 On the road 1-2 Point out that Sour pictures will not necessarily translate foto four paragraphs. Before students write theie opening paragraph you may find it useftl to do x quick revision uf the passive. using the Gramauar box While candidates can borow some ofthe vecabulary, they should not copy word for word nfo.) "om the annotations or he question set 2s ‘marks wil be deducted “The diagram ifhustrates hoxw an electronic tracking decice can be fitted to someane's clothing ar hidelen ina bag, in order to allow that person to be tracked and located, ‘There ave three basic stages ta the prem. (38 words) | 3 In ease of confusion, point out that, in this task, they may neerl 20 write move than three words, because this is aot an LELTS Reading ox Listening task. poeesidad methbe) | ih scene e bans 4 bag oron the person's clocking 2 is monitored 3 is sent /is transmitted 4 u fransmisdon tower 5 retransmitted 6 mobile phone 7 a computer J an internet website 9 map screen Sasyple paragraph 2 A device of this nature conld be very effective as a ‘means of tracking and locating someone such as a school child. int Listening Section 1.8 psx021 ale ra aac apeinea a ERE, 1 814 2 {has) swimming pool 3 (seuba) diving 4 $30 5 (own) bathroom 6 fishing 7 Shute | Hacbour 8 Golden Sands 9 $4an hour / 8 street $4 per hour/ $Vhour 10 soap andl toothpaste REET TTD eee Questions 1-6 Woman: Good marning, East Const Backpackers Traveller: Oh, hi. Ta like some information, please. Woman Yes, sure. Tatler: How much does it cost to stay at your hostel? Woman: Well ~ ifyou stay in the bunkhouse, its $5:90 a night — thats sharing with fie other people ‘rayeler- Right — de you have anything else? We didn’t really want to share with chat many people. Woman: Sure! Weve ant cabins foe $11 a night or if you want air ‘conditioning, then there $14 Tvele, Sa che cabins with ait conditioning ne $142 Woman: Correct ‘allen OK. Are you tight on the teach?” Wont: 1% a fiveeninaie walk tothe beach, and we also have.a swimming post “ravi: What about diving? Can sou do any seuba diving? Womat: Sure, And we offer a special package for diving. Tavele: Groat. get hack 6s 04 Mag: Holo, Baw Park Hostel ‘aveles Oh, hi Tm just inquiring about the cost of staying at sour hostel Van: Well .. we've got » number of levels of seeammodation. IF _yos share wih sp ta five others iH cost you $5 4 night of $30 ‘asec Tiavllee: Do you have any individaat rooms? an: Yea, we ds We've sot rooms overooking the beach with their own bathroom, ‘rover How muck are the room with the bathroom? an, $80 a nigh, bat we're booked oat forthe west ofthe month. Taller Oh, see, Ana is it pase to seuba div? T mean, are there any diving facies? Mar: Not here, Pm afraid. Bt i's great foc fishing ‘aval OK. Not ton keua on dsbing, thanks. might leave it, then. Questions: 7-10 Wonatt Hello, Bast Coast Backpackers. ‘Yavollon. Of. It's Sabine Thoma hore again. I called you ceatlies Wort: Oh, yes. remember. ‘aller: Td like to make reservation, if that’s possible, for the bunkhowze Woman: Fine. What dates were you looking at? Traveler: Wel... from today. if possible for about a week. Woman: Oh! OF... well you're in luck because some people have just let this morning. Trawler. Can you give me the exact address, please? Wont OK, wel, its the Backpackers’ Hostel, Shute Tiwi: Shute Hnrbour Road, ... OK, got it: And how do we get there from the town? We'll be arriving by coach. ‘Woman: Well, you'll need to take a local bus. Catch the ‘number 25 to the beach. It will have the words ‘Golden Sands!on the front of the bus. Irweler: Right — let me just write that down ... Golden Sands. ‘Woot: Just ask for the Backpackers’ Hostel. But it's only ‘vo kilometres from the contre of town, co you could walk it. Tali: {think welll get the bus. Oh, and one last thing. Do -you have access to the internet? Womay: Yes. We've got a little internet café here, with five ‘computers. So you can send and receive emails. Traveler And how much does it cast to use the computers? Women: ‘That'll cost vou $44 an hour. And we serve great coffee toa! Taller: So .. is there alittle shop where we ean buy things? Woman: Yes, wo sell a few essential things, you know. soap and tavthpaste, that sort of thing. ‘rave: Thanks. That sounds perfect, We'll see you this| evening. ‘Woman: Right, Sabine, we'll see you then,Ch at sea ira EXAM SKILLS ‘BxaM TASKS: SPEAKING Expressing preferences Part 1 Topics READING Skimining for main ideas Introduction to paragraph headings wang Analysing charts Academie Witting Task 1 Describing diagrams and pictures STEP UP ACTIVITY. Academic Read Sentence completion LANGUAGEIGRAMMAR prof -. (0 (nouns and ern Adjectives — eomparatives aul superkstives while. whereas, on the other hand UELTS TEST PRACTICE Acaderic Writing Task 1 Deseribing « diagram aa) AK Expressing preferences ‘8 page 28 ‘Aen: To provide further practice for Part 1 Speaking, using common ways of expressing preferences. 1-3 The focus here is to get the students thinking about the different sides to this topic. The categorisation below may not be the only way to classify the words beach shipping marine ite currents boat dolphin feguard capital octopus acks cargo gars ai lignthouse plankton sand ‘oceans seaweet sailor shark ship © Refer students to the language they covered in Unit 2 when describing food, e.g. { prefer meat to fish. I can't stand the smell of fish. Remind thern that itis good strategy to offer a little extra information when answering in Part 1, but only information that relates oF to the question Ws Skimming for main ideas $0 psc 28 Aim: To introduce the students to the skil of recognising a ‘vain idea in a paragraph. This is useful both in the Reading ‘test, where paragraph headings are common question types, and in Writing tasks, where the ability to paragraph appropriately will eam the candidate a better mark, 1 The test on page 29 of the Student’s Book is at the IELTS Academic Reading level, though somewiat shorter than in the real test, Note the source at the bottom of the test, typical of this gente, ie. a textbook, joumal or encyclopaedia, to help students ight find such a text answer whiece thes 2-4 Encourage the students to stick to the recommencled timings here, which will inereuse the pressure on them, and make them aware of the nced to do things by the clock ———_—___________—-ANsweRs, 2b 3 Possible answer: The 4 Para B Main idea: How the seas were formed (this would also be a possible heading) Para © Main idea: The first sea life (¢his wonlet alia be a possible heading Pata B Possible heading: Chemical content of the sea Para C Possible heading: Origins of masine life Possible title: The sea / Origins of the sea seabed re vocabulary ‘paraphrase 6 The aims of this exercise development and understanding, ne AER 6 a peak surface b creatures fossil ¢ immense numbers/ g marine hh continents d- minute /mar'njust? 1920 Unit 4 Alt at sea CA rity aa Sentence completion 8 page 10 ‘Aims: To introduce the sentence completion task and suggest how to approach this type of question. To exploit the text further, looking at main ideas and paragraph headings. To illustrate the use of paraphrase in IELTS questions. Sentence completion is similar to summary completion, without the textual coherence of the summary. Each sentence can be rephrased as a conventional question, to be answered in three words. Step 1 Point out how the words of similar meaning have been underlined in the first paragraph and in question I. “The first sign of civilisation’ has been expressed in the question as a ‘welcome sight’. Remind students that their answers must always be words that are fond in the passage. Step 2 2. ships and cargoes Discuss the irony of this statement, ic. the fact that commerce and trade was actually more important than saving lives and was the driving force behind the building of lighthouses. This illustrates neatly the need to read and understand the text in order to answer this type of question correctly: Ifstudents simply guess at the answer, they night he tempted to write ‘to protect peaple’ or ‘to protect sailors’, Both these answers would be wrong, Step 3 3 satellite navigation technology 4 Spain 5 Christopher Columbus’ uncle / Antonio Columbus 6 asandy seabed / sand 7 computerised (marine) charts ‘An IELTS Academie Y normally have between 12 and 14 questions, though not of ane single question type. Anathe ight be based on paragraph heading re, of questions which is a common question Extra activity Students should read the text again and make a note of the main idea of each paragraph. Get the students to write their paragraph headings not in order of sequence, on a piece of paper, and ask their partners to mateh the headings to the paragraphs. Suggest they think of an appropriate title or heading, for this article, based on what they feel to be the essence of the text. 1 Lighthouses create a link with the past Lighthouses protect the interests of shipping companies The evolution of the lighthouse Early history of lightho ‘The influence of Malian lighthouses ‘The challenge of building on sand 7 The role of technology Title: A brief history of lighthonses / Lighthouses throngh the ages aoe Making comparisons 50 page 32 ‘Aim: Ta revise comparative structures, which are used in all TELTS modules, particularly Writing Task 1 and Speaking. 1-2 1 Paragraph A: more varied, the highest, the deepest, the biggest x, saltier Paragraph B, the biggest, the smallest, bigger Paragraph €: 2 a the most significant @ the spiciest more convenient; less personal e better, better © quicker While, whereas, on the other hand 34 This is « brief overview of how ideas can be linked using these discourse markers, They are useful for making compatisons and a very valuable resource when auswering IELTS Writing Task 1 or 2. Whereas e On the other hand On the other hand —f Whereas While g whereas h Whileea Academic Wiiting Task 1: Analysing charts se yoge 32 ‘Aim: To introduce students to the important skill of analysing different types of charts and identifying significant features. 1-2 In real-life reading, eg, when teadinga newspaper, we often come to a graph or table with some background interest in the subject In the JELTS test, candidates need to read the graphs with a degree of interest in order to make sense of the data and be able to describe it SS... 1 a forwashing clothes b for their gardens 2 a A pie chart is an analogue chast. The segments are percentages af the whole, ie. together they represent 100%. In a bar el the values are given along one axis, and each bar represents what & being compared or measured along the other axis. They do not necessarily add up to LO0%. Both charts deseribe water usage but in different situations. B is a subsidiary of A. The different ways in which water is used in | househaldvhomes A, because it includes the information in B. @ The fact that irrigation uses the mast water | and the disproportionate amount of household water used in gardens and swimming pools. (Other answers are possible.) 3 Alter the students have vormpleted the paragraphs, trav their attention to the use of the linking words wwhile and whereas in the paragraphs ANSWERS water usage/eonsnemption b household water usage/consumption ¢ higherflarger d irrigation e industry 4 ——_——— SAMPLE ANSWER Prom Chart B we can see that by far the largest proportion of domestic water, well over 50% ia fat, goes into gardens and swimming pools. Drinking and cooking account for a smaller volume-of water consumption than personal hrygiene wnt olothes svashing, which tngether make up about 25% A very small percentage of water is used for other purposes which are not identified in the chast. When read together, the to charts provide a wsefual ewerview of water use in Australia Unit $ All at sea Describing diagrams and pictures Aim: To prepare students to describe information contained in a diagram, using a skeleton paragraph. 5-6 Discuss what is meant hy the term eross-seetion. Make sure the students can understand the meaning of the words lubelling the diagram. The idea here is to shaw students how to describe the features of the diagram without copying the labels word for word, but ineluding all the information. _—___ANswers 5 The diagram is a cross section of the sea shore, showing the different zones made Ly high and low tides, 6 a cross section/ profile blow and high ¢ intertidal zone unser water / submenged @ sand dunes Academic Writing Task £ 80 page 38 ———SAMPLE ANSWER (Piest paragraph explaies what the diagrams show and describes the first diagram). The hwo diagrams illustrate the shape and formation of the land under the sea. The first profile provides « cross section of the coast of a continent beneath the surface of the sea, and illustrates that the continental shelf goes to a depth of upproximately 200 metres below sea level. The land then drops abruptly to the bottom of the ‘ocean, which is known as the sea floor. (Second paragraph describes second diagram). ‘The second diagram focuses on the depth of the ocean and the amount of light zhat penetrates to the bottom. Sea level is shown as Gm and the first 200m below the surface is referred to as the sunlight zone. ‘This is where the continental shelf ends. Below th is the twilight zone, which descends for 800m. The ‘water temperatire shown is approximately 5°C in this zone. The arca hetween 100m and 4000 m is known as the dark zone, with a water temperature of 2. Almost no light can penetrate this fur do (160 wards) Progress Test 1 Now would be a good point to give your students Progress Test 1 on pages 66-85. 2122 Ti Weather and climate Understanding opinions and reasons Following short tall Expressing feeling — agreeing and disagreeing Wont und syllable stress Describing tables Using comparatives to deseribe trends and highlight details Weiting a leter STEP UP ACTIVITY. General Training Writing LANGURGEIGRAMMAR Joining ideas Section 2 Note completion Al parts of the Speaking test Academie Waiting Task 1 General Training Task Tak 1 VELTS TEST PRACTICE General Training Writing Task 1 Letter (of eomplaint) i aaa] Understanding opinions and reasons. yoo ‘Airs: To build on the listening work done in Units 1 and 3 Where understanding Key vocabulary wit help students to situate what they fear and work out the context. To enable students to understand people giving opinions using expressions of ike and distike. 1-3 On the second listening (exercise 3), make sure the students can recognise the exact language used by the speakers to say how they feel about the weather, ‘safe and secure trafic worse in rain Erorcises 2 and 3 Presenter: And woleome to today’s phone-in! So let's go to our first caller win is... Jane. Good morning, Jane. Jane: Good raorning. Presantar> Now we've been having our fair share of rain this month. How do you fool about thia wet weather? Jane: Ob. Is great! Love the ruin. 9 Oh really? Why’s that, Jane? ‘Well, I just love the sound of it on the window: Especially ‘when Fm tucked up in bed... it makes me feel gafe and secure. Prostar: And do you have « musical request this morning? Jane Yes. like to hear Stormy Monday Blues Presenter: OK, Jane. Stormy Monday Blues coming up. Prossnler: And our next caller is Bruno. Are you there, Bruno? Brum; Hi. Prostar: Bruno — where are you calling from? Brune: Melbourne Presenter: The Brune: That's ‘cos Fm calling on my mobile and T'm stuck in the traffic Presenter: What do you think ofthis weather we've been having? Brune: Oh Its teraibls. 1s driving mo mad? The traffic’ always worse when it rains Presenter: Well, we need it, you know! Bruna: Yeah, but not this mul Presenter: OK... so what woul not very clear, mate! _you like to hene this morning? Presenter’ So, Brano didn't think much of this weather. Let's take another call. Mary! Mary: Hello Presenter: Yes, we ean hear you. Where are you ealling from, Mary? ary: Proms property in the far west of Vietoria, We're on a sheep farm her can you hear met Presenter: And what do you think of this rain? ory Ob». It marvellous! It's been dry as a bone here far ‘months: Ws desperately needed she rain, We haven't seen decent rain for aver to Fear. Presenar: Yes ~ t's terrible forthe farmers when there's a long, ‘Troughs, But tha’s-« familiar pattern in the bush. Too rmuch rain ar not enough! Lets play «little song about the rain. Preseior: Let's take another call. And this time its Lig from the suhusb of Carton in Melbouras, Un: Helloesi: Are you enjoying all this rain were having in Melbourne? le No .. Lean sand it T much prefer the sunshine Presser. Why's that, Li Is good forthe garden. Ge Yes, but when it mins this muck, ym get snaked going to school and then you have to spend the whole day sitting arvand wet dathes. Pruaiet: Have you thought of taking an umblla or rain coat? (Oh, no. couldnt use an umbrella. You lok so stupid sccrying an umbrella, No, I vather get wet Sector: OK, Liz, And what vould you ike us to play for you tay? Srenise 4 Prater OK, to lots go to our frst caller, Hello! And what's od where are you calling from? Ad what's the weather like there today? Sie An do you like that kindof weather? OR And what would you like us to play for yoo today’. 5 Sit students back to back for the paired activity so that the emphasis is clearly on listening, © Before doing the short talk on umbrellas, point out that Section 2 of the Listening test is abvays a saanologue and therefore tends to be factual Reinind the stadeats of the procedure they followed in Unit 3, before doing the reading summary on the Mekong, and] get them to turn these notes into conventional questians and work aut what sort of word they med before they listen to the recording, ® shade | b the sun/the the (ancient) 4 Italy @ position in society tf steel frame ces g two (people) R eH i F ‘eemier, Weli, with all chia rain about, we thought we'd do a bit ‘research inta the arigin of umbrellas. Where did umbeollas see from and why were they introduced? Let's yo over to our swedent specialist, Kerry MeCall, What have you got for us on sebeellas, Kerry? fey Quite abit, actuals, John. Well... the English word Ssetrella’ comes from the Latin word “umbra’ which means tend. Tis is because te original umbrellas weren't used to ‘peeect you from the raia but they were used to protest you from ‘Secu in hot climates such as fudia; Egypt and China. Carrying se umbrella was seen as a siga that you wore an important ‘sreson. Ordinary people were expected to bake in the sun! SSacllas were introduced into Baiope by the anciont Greeks se keep them coo, but it was the Romans who fist theught to seethem to keep themselves dry! Perhaps there wasn't very ‘== rain in ancient Gocco! Not ike bore, i? Thoro isn't Ss information available on umbrellas throughout the elo Ages, by the late 1600 wu se uobrllns being uss seein in Italy. As in earlior days, we find the important people see umbrellas because having an timbrella reflected your Unit 5 Come rain or shine ‘your positian in seciety. But by the 1600s umbrkas wer common in France and a century later they were everywhere in Europe In 1850, the traditional umbrellas, which were made cout of eane, were replaced with umbrellas with a steel frame. Because thoy wore stronger, this meant that they could alsa be much bigger, and we see the first of the really Iarge‘man-size’ umbrellas, big enough for wo people. In modern English, the word ‘umbrella’ usually indicates something you would use to keep yourself dry rather than coal but we do also talk about a ‘beach umbrella’, which is obvioesiy ‘not to protect you from the rain Expressing feeling, agreeing and disagreeing sa page 36 ‘Aim: To reinforce earlier work on expansion — in preparation for the long turn ~ by prompting an exchange between ‘students that involves a personal opinion. To illustrate the se of intonation, word and syllable stress in expressing feelings and views. Further practice Encourage students to come up with their own examples of items or situations that they have strong positive or negative feelings about and set up a discussion. Academic Writing Task 1: Describing tables. $2 pages 36-37 Aim: To provide focused practice in how to read and sytnesise the data contained in a table o two parallel tables, The work in this unit builds directly on that covered in Unit 4, on bar and pie charts, ——______—__--answers 1 a They provide information about the annual temperatures and rainfall im two Australian cities: Brisbane and Melbourne. b The tables are exactly the sane in Jayout and contain parallel information, © They do not provide percentages. They provide raw data. Making sense of the information 2 Sindents need te learn how to make sense of the formation and produce ful, accurate sentences. _———_—______POSSIBLE ANSWERS, Melbourne has a cooler, stightly drier than Brisbane January is'a warmer month in Brisbane than in Melbourne. Melbourne has a colder climate than Brisb ‘The months of April and July are colder in Melbourne than in Brishane mate 2324 Unit 5 Come rain or shine 3 Hnecessary, revise the way s adjectives are formed, especially for words with more that one syllable (.e. the least / the most. 1k] important for stints to Yea howto vay their Y Jangvage to avoid sounding repetitive. In these examples, the word math, wbich reflects the column heading inthe tables, has been replaced by the exoressions time of year and period ‘In Melhoume, the hottest month is Jan b The coolest time of year in Melbourne is én July. € July is the coolest time of year in Brisbane. ¢ The wettest period in Brisbane is in Jarmary. @ The driest period in Melbourne is in January. f Melbourne has the least number of rainy days in Jamary. 8 Brisbane has the most rainy days in January and the least rainy days in July Including relevant data 4 This shows stuclents how to select data from a table to illustrate trends or relevant information. Students need to show that they have read! and understood the tables. Being able to select appropriately from the data, rather than trying to include it all is very important. This is particularly relevant if the tuhies or charts contain a lot of raw data, as those on page 36 do, 1 hey donot include some ofthe acta gues or HELIS, sacs in ini Tsk 1 answer candidates are unlely FARA to score above Banc’ or content They wi aso {ose marks if they quote ewes hich are inaccurate. Note also that the data in these tables need to be read with the understanding that Janay s 4 summer month in the southern hemisphere 4a InMelboure, the hottest month is January, when the average temperature goes as high as 26°C during the day b The coolest time of year in Melbourne is in July, At this time of year, temperatures drop to as low as 4°C. € July is the coolest time of year in Brisbane, but even then the minimum average temperature does not go below 11 °C 4. The wettest period in Brisbane is in January, when they receive 169mm of rain. € ‘The driest period in Melbourne is in January, althougl the rainfall io that month is only Timm less than in July { Melbourne has the least number of rainy days in January — only 8 days. # Brisbane has the most rainy days in January tand the least rainy days in July; that is 14 days and 7 days respectively. Joining two different ideas 5-6 This provides a simple model to help students ink information to improve the readability of their ‘writing, This skill is useful in both Academie and General Training writing tasks, 6 @ There are more rainy days in July in Melbourne than in Brishane. However, in January Brisbane is the wetter of the two tities. b October is the wettest month in Melbourne, whereas January és the wettest month in Brisbane. They both have an average of 14 rainy days at these times, © July is the coldest month in both Brisbane and Melbourne, but/however the maximum temperatures in Brisbane are considerably higher than in Melbourne. In January, the amount of rain that falls in Brisbane is much greater than in Melbourne although Brisbane has only six more days of rain © There isa difference of only 8°C between the maximum and minimum temperatures in Brishane in summer, whereas in Melbourne the difference is larger. On the other hand this difference decreases in winter in July. Writing a paragraph 7 ‘This provides'a skeleton paragraph as « model on which students can build a second paragraph. Point out how the writer has ineluded only two pieces of data inthis paragraph although there are 16 examples of temperature in the two tables, a warmer ¢ Ire b temperature 4 colder8 —_—— SAMPLE ANSWER Both Melbourne and Brisbane have a good annual fall. Brisbane, however, receives almost twice as anuch rain as Melbourne, while it has fewer wet days, The wettest months in bath cities are January and October, although neither city has a totally dry according to the data. s Task 1 $8 page 38 ‘Aim: To familiarise students with the requirements of Task 1. To take students through the steps involved in writing a General Training Task 1 answer, using the vocabulary and seas covered so far in this unit. Step 1 Look at the exam task and point ont that there are always three bullet points to be addressed Step 2 Stross the ried for students to use their imagination Step 3 Explain to students that it is often useful to follow this ‘spe of approach. POSSIBLE ANSWERS storm/flood/hurricane the rooffhouse frightening/annoying/distressing lossfanger/fear damaged / flooded / burt down repairs renovate the house / improve it in the holidays / ean come and paint i drop me a line / give me a ring Steps 4 and 5 Time the students while they complete the letter. No snore than 15 minutes should be allocated to this task and they should allow a couple of minutes to proof- read their work. Further practice in writing in narrative style is covered in Unit 7. MELTS The second Writing task is worth more marks, s is important for candidates nat fo spend mor 20 minutes oftheir hour on Task 1 ove $ Come rain or shine SAMPLE ANSWER, Dear Anna and Leo, ‘We were shocked to hear from Lara about the storm that hit your city recently and the damage done to your house. How awful to-come home fro ‘your holiday to find the roof blown of the house! I understand how you must feel, as we had a similar experience a few years ago when there was a sudden electrical storm here in Syelney, I came home from work to find that a tree had fallen on top of the house and all the windows were broken, Fortunately the insurance covered the cost of the repairs, but it was still very upsetting, 1 suppose yon have to think positively in situations Like this and look at the opportunity you have to improve your house ~ give it a new look. If we can do anything for you in the holidays, we'd be happy to help, Drop usa Best wishes, General Training Writing task 1 8 page 38 Tine and let us know. (152 words) LE SE De Thave just returned home after spending three nights at your hotel in Paddington. The: staff were very Friendly and the location is extremely convenient. However, I feel { must express my disappointment about the room. [As we all know, London is experiencing a very ‘warm summer this year, with temperatures around 30°C last week, which is quite unusual. As a result, i was very hot in my room on the sixth floor. Because of the estreme heat in the rom, Lhad to feave the windorvs open all night and so it was very noisy, as the hotel is on a main road and the traffic nnever stops in London, Consequently, I got ve litle sleep over the three days. T think it would be a good idea to install an air- conditioning system in the loted. This could also be cased sa heating system in the winter and would certainly make the rooms more comfortable Peshaps you would consider giving me a discount if Tome to your hotel again 1 look: forward to hearing from you (185 words) ‘Yours faithfully 25Ovatue for money 26 (ee eed EXAM SKILLS READING Following a sequence of events ustenne Tedontifying erends wairine Trends and verh tenses “Tenses and tine references STEP UP ACTIVITY. Heading Writing Task 1 LANGUAGE:GRAMMAR Verh and prepensitions Use to sleseribe trends Simple past, present perf und future tenses impersonal fatures| Following a sequence of events $2 page 40 Aim: In this unit, students move on to a longer text that comprises a short historical account. The information Presented is still largely factual and the Step up activity targets factual information; however, it is worth pointing out that the last two paragraphs have a different theme from ‘the rest of the text and that some opinion is evident here, cued by expressions such as almost everybody would agree, some experts praise, the most attractive are said to be, etc. To introduce the subject, ask students to look at the banknotes at the bottom of the page. Which do they find the most attractive? Who or what should be represented on a country’s banknotes? First reading Before students read the article, ask them to look at the title and subheading and prediet what the article is going to be about. This is a key reading skill that should be used for every Reading passage. The title and sub- heading of IELTS Reading hetptial to candidates. passages are intended to be Point out that ‘banknotes’ are countable, wh “paper money’ isn't Students should use a number of strategies for dealing ‘with unknown words, e.g, ignoring them, guessing the money, banknotes, exchange meaning (eg. pay deducing the meaning from contest (e.g. commodities, line 15 BAM TASKS, Multiple-choice di » ‘Task 4: Deserhing a bar chart Flow chart completion ‘Note completion Describing a bar chart IELTS TEST PRACTICE Acarlemie Wating Task 1 Desenbing a line graph and pie chart a value b currency ¢ exchange change @ inflation f trade g account hy paper money { bill j banknotes k prices Geers into ‘it ean Flow chart / note completion 8 yaw 41 Aim: To show that, like summaries, low chart questions usually focus on a section of the passage, so skimming’ scanning skits are needed to locate the answers. Steps 1 and 2 Remind students of the importance of unalysing the prompts in order to decide what sort of information to read for (see Unit 3), Time them, if the class level is appropriate Point ont that this is similar to summary completion and that the words that students need to look for will be factual and asually nouns, Stop 3 Discuss the prompts as a class and then do questions 1-6. With lower level classes. go over the answers hefore moving on to the second set of questions. Discuss reasons why certain answers would be marked wrong, Wiun students not te repeat the in their answer to question 5 ~ this wonld make the answer four words, and therefore wrong1 two of the following: shells, butter, salt 2 (the) Chinese 3 Kublai Khan 5 Bank of. ngland 4 Sweden 6 (the) euro Unit 6 Value for money € end of paragraph 5: Nowadays, national banks realise that the quantity of paper money they issue has to be regulated. 4 paragraph 7: Almost everybody would agree that America’s should be at or near the bottom. ‘Step 4 ‘Questions 7-13 should be used to revise reading for factual detail (see Unit 3). Go over the answers and seuss the strategies students used to find the answers ss follaw up Note how this second set of questions targets ‘eformation at the beginning, middle and end of the passage. However, the questions in each set come in ‘he same order as the information in the passage. GIELi Answers must be laken from the Reading passage must be three words ar less and must be spelt correctly wn order to get the mark. For question 9, both wards would be needed to get the mark 7 14 billion ll B12 /twele 12 smaller countries Australia 2 gold, silver 13. Hong Kon i a) Identifying trends $8 page 42 ‘Aim: To introduce students to the concept of a trend and to familiarise them with the verbs and prepositions used to describe trends, Students need to know these verbs because they will almost certainly need them in their Writing test as well, 1 While doing this class activity introduce other verbs or phrases such as alltime high. le 2h 3g 4b/d Se/f 6a 7e/f 2 This pair uctivity could he varied by asking ane student to close their book and draw a graph seconting to their partner's description. Encourage siudents to use linkers in their oral descriptions, such as while and whereas. 10 printer @3 Esra activity la 2e 3a Sf you have time, get the stadents to identify some 7 R seaMO R " “wleas’ in the passage by underlining a sentence or part ‘of a sentence that has the same meaning as the sentences below. Having read the passage and done the SELTS Reading tasks they should know quickly where % look for these ideus, so you could time them. This ‘ould prove useful practice in the skill of ‘senderstanding paraphrase, which underpins iany AELTS questions ‘= People have abways looked for someting to help them trade. & Paper was used as money alimost as soon as it was invented. © Modem hanks understand that it is important not to print too smich money. 4 Most people think that the US dollar has an uninteresting design, & parageaph 2: The search for a means of (exchange) is almost as old as snankind. b paragraph 3: The idea of using paper as money is almost as old as paper itself. Speaker I> You may think that people's spending doesn't change very mach aver the year but, as you can see from this graph, it does vary. There aro twa distinet periods when we spend more tnd thet’ in. the second and foursh quarters of the year... you see.these twa peaks Otherwise the pattern is fairly stable Spesiar 2: There are always fluctuations in our staff absontee rate. It’ often affected by viruses that go round the office coughs snd colds, that sort of thing: They result in periods when a lot of staff may be off at the same time. Over the first four months of this year for examplo, the figures show that considerably more sta‘T wore off sick in lanuary ~ that’s a bad ‘me for illness ~ but then numbers gradually declined and in ‘April we had almost no-one absent from work. Spealar 3 And what about trade? As you can see from this raph, our data shows that between 1997 and 2000 China's international trade levels rose dramatically in comparison with ‘lah trade, which showed steady but less significant growth. o4 1 US/Canada—h 2 Europe —a 3 South America—e 4 Pacific Rim —d 5 India—c 2728 Unit Value for money eae tae ki Sales tmelr> So let's hawe a look at how tho company has done ‘ver the year This graph compares sales for most of our holiday destinations. AAs you ean see, sales of cruise holidays to Canada and the US did moderately well. They fetuated throughout most of the ‘year, then there was a slight dip towards the end of the year. However, this sector ended the year at an all-time high, After a disappointing start, interest in our European package holidays inereased in February and continued this trend, peaking in May. After that, there was a slight fll, after which sales stabilised for some time. Unfurtonatly, che last two months of the year saw # dramatic drop in ales, Now, our biggest growth area last year was South America. Sales of holidays to places like Brazil and Argentina rose rapidly. in the first half of the year and even though they levelled off mid-year, the sectar remained stable until che end of the year For some reason, the numer of long:-havi flights wo Pacific Rim destinations pfummeted at the start of the vear. Then, things hit a fairly low platcau until August, at whicl time they underwent a stoop rise, ending the year at quite a high point, Lastly India was a popular tourist destination aad Sight sales rose in the first few months of the year However thi situation ‘ide last and sales fell rather dramatically after that. This trond stabilised towards the ead of the year, however, and there ‘are signs that i¢ will improve next year. Trends and verb tenses $0 page 43 ‘Aim: To review the tenses commonly needed to describe data in Academic Writing Task 1 and to identify the time phrases that prescribe the different tenses. 1 Graphs and charts often show future statistics which students find difficult to deseribe. This model should help thes, 2 Go over the impersonal futures in the Grunmar box and, if appropriate, introduce the alternative of using, it asa subject, ex. It is predicted that... + will 1 spend, has risen, spent, spent, is expected, will rise 2 Possible answers a are predicted to rise b will take up / give up © is expected to fall d Tour operators predict that 3aPS bPP c PP d PS hF UPS jF kF IPP 4 Possible answers a show / indicate b is predicted © to fall d came from e were produced ePS fF gPP # have changed g predicted J. isexpected ‘io Task 1 $8 page 4% Aim: To take students through the steps involved in writing. a Task 1 answer and to help them format their response. G This bar chart wil peer quite straghttorward to students but they consistently lese marks.in the JELTS Test because they interpret the data inaccurately. Often they misread the axes or they fail to express this information corecty In this case, mistaking numbers per milion ofthe poputtion fr individual members of the ‘population would bea typical error and could result in 2 band score af less than 5 tar content if combined with other eras. Step 1 This could be done as a paired oral activity. Train students to ask themselves basie questions such as these hefore they start writing. This type of task analysis will help them avoid content and grammatical errors. However when they write their answer, students: should not give a detailed explanation of what the aves represent Step 2 Beginning with an explanation of what is shown in the diagram is a good organisational feature Step 3 Explain that this sentence should give the reader a general overview of the information. If no trend is shown, other points mnay be relevant. Step 4 Show students how and why the graph has been divided. Point out that the number of paragraphs used depends an the amount and type of information that is shown. In the TELTS Practice task on page 45 of the Student's Book. for example, there are two inputs and so it may be more logical to divide the information by using one paragraph for each input (although this is not always the case). a concluding sentence is not ahvays necessary and need not form a new paragraph. Stress the importance of NOT offering a personal interpretation of the data, although a small relevant point can be provided in the conclusion to help round off the answer. SAMPLE ANSWER 1 Note: This answer is less than 150 words because this frst Step-up task is nota full exam question, (The opening paragraph states what the graph shows and describes the main trend.) ‘The graph is about the number of people in China who own ve figures between 1987and 1999 and it shows that the number of privately ‘owned vehicles increased significantly over this period, (The next two paragraphs describe the trend in more detail and highlight it with data from the graph.) Between 1987 and 1991, this rise was gradual, For example there were just under 500 vehicles per million of the population in 1987 and this figure rose to 1,000 in 1992. However, over the next eight years the inerease was uch greater and between 1992 and 1999, there ‘was @ sharp rise in vehicle ownership. By the end cf 1999, there were just over 4,000 vehieles per million of the population. (The final sentence draws a simple conclusion from the data.) Judging from the data in this graph, the trend is likely to contivme it the futare. cores) This isa full answer: (The first two sentences form the opening paragraph that states what the chart shows and describes the main trends.) ‘The chart shows the changes in the sales of video material / DVDs, games software and CDs around the world in billions of dollars over 4 three-year period. It can be seen that the sales of videos / DVDs and games software have increased, while the sales of CDs have gone down slightly (The next two paragraphs describe the trends in more detail and highlight them with data from the chart.) Between 2000 and 2003, the sale of videos and DVDs rose by approximately 13 billion dollars. In 2000, just under 20 billion dollaes worth: of these items were sold, but in 2003, this figure had risen toa little over 30 billion dollars The sales of games software also rose during this period, but less sharply: Sales increased from about 13 billion dollars in 2000 to just under 20 billion dollars three years later. By contrast, during the same time period, the sale of CDs fell from 35 billion dollars in 2000 to about 32.5 billion dollars in 2003. (152 words) Unit § Value for money Academic Writing Task 1 58 page 45 SAMPLE ANSWER (The first sentence introduces the topic of the pie chart and graph.) The pie chart shows the worldwide distribution of sales of Coca-Cola in the year 2000 and the graph shows the change in share prices between 1996 and 2001. (The second paragraph desertbes the pie chart. As there is not a lot of data in the pie chart, tis possible to mention it all.) In the year 2000, Coca-Cola sold a total of 17.1 billion cases of their fizzy drink product workdwide. The largest consumer was North America, wher 30.4 per cent of the total volume was purchased. ‘The second largest consumer was Latin America, Europe ancl Asia purchased 20.5 and 16:4 per cent af the total volume respectively, while Afriea and the Middle East remained fairly small consumers at 7 per cent of the total vohume of sales (The third paragraph describes the graph and outlines the trend acer the fice-year period. Note that not all the date is mentioned. No obvious conclusion can be dhraten from the data.) Since 1996, share prices for Coca-Cola have Actuated. In that year, shares were valued at approximately $35. Between 1996 and 1997, however, prices rose significantly to $70 per share. ‘They dipped a little in mid-1997 and then peaked at $80 per share in mid-98. From then until 2000 their value Fell consistently but there was a slight ise in mid-2000. 29ignorance is bliss 30 Dee ee 1 Bx SAILS EXAM TASKS, WRITING Forming ideas © Planning a Task 2 answer SPEAKING Giving atalk Spehing Part 2 Pronuneation eieck: past cencings nd 1 A/ STEP UP ACTIVIN. Beating Paragraph headings LANGUAGEIGRAMMAR —Nacrtion snd past tenses 1eUrs TEST PRACTICE General Training Reading Section 2 Sentence completion Paragraph headings Paragraph headings sa yse Aim: To show students what is being tested in this Reading task and t offer an approach for handling the questions. “This task type is commen ta both the General Training and Academic papers. To get going ‘This section is intended to sensitse students to some of the different types of headings that can occur in the test. 1.2 Give the students an appropriate time to do exercises 1 and 2 aud then diseuss the dierence between the first set of topic-based headings fexervise 1), which are noun phrases, and the second set of theme-based headings (exercise 2), ‘which are verb phrases and rely on an understanding of the main idea(s). ab 2a 3 Explain that the “Paragraph headings’ type of task is sometimes used to test understanding of the writee’s purpose. When students have done exercise 3, ask if they think the writer is a) being critical, b) giving advice or c) expressing ansiefy, (The answer is b.) it doesn't criticise thes for over-dependence on them. In both cases the key words in the headings are wrong, and the tone of the headings is negative which the paragraph isn't, =5——<$$__________ Aisin, The answer is e because the paragraph is giving recommends that teachers do this, Steps 1 and 2 As students underline key words, warn them of the dangers of matching, vocabulary without checking the topic and main idea(s). For exaruple, the word resources occurs in paragraph A but iv is uot the heading for paragraph A. INSWEF The key words in the headings are i extra-curricular (a common term mean ial curriculum’) ‘outside the nor independent who / responsible / learning iv resources (equuipment/faciities supplied by the calle ¥ teaching styles The answers are: Paragraph A — heading it Paragraph B ~ heading iv ANSWER ‘The main idea is in the first sentence 4 Affer you fi wwhat is wrong with the other two headings, (Heading a is wrong because there is nothing about failure in the paragraph: heading b is wrong because although the paragraph mentions that students use: computers, ve checked students’ answers, ask them a Narration and past tenses 6 pox» 47 Aim: To build on the review of past tenses in Unit 6. In this unit, the focus is on naraton, which may be required in various parts of the test.1 When Lwas a Form 4 student, my favourite teacher was Mrs Huxley who taughit History and English. I remember she always wore very bright colours and she uses tus laugh by acting out some of the scenes from the history books Mrs Husley didn't hore us like other teachers because she was so entertaining, Also, you could always tell that she hae done a fot of preparation before each elass, which made us feel special. Since I became a teacher myself, I have though about Mrs Husley a lot. She bas left the school now and | if she realises that her old students ba fen her! ent fo 2 a have thonght / has left / haven't forgotten b was / taught / wore / used to make / didn't bore / could / made ¢ had done 31b 2a 3e 3 If there is time after exercise &. tum back to page 24 of the Student's Bookcand look at che tenses in the article Mekong Magic. Ask students to identify examples of the use of these three tenses and explain why they are used. (There are aso useful examples of passive structures in this text.) 4 Alternatively, get students to write their own deseription af a teacher they have known. When I was a student at South College, my least favourite teacher was Mr Finn, who lectured! in Graphics and Fine Art I remember he always gave 1s lots of homework and he used to shout a lot. Mr Finn didu't believe in groupwork and he never gave 1 any personal help. I could tell that he had never taught before becanse he was so dull. Unfortunately, haven't taken any interest in Art since that time 5 This consolidates the tense review. a took simple past (past event now finished) present perfect (long past event, not finished) simple past question simple past / past perfect (the expeetation came before the completed course — one past ‘event preceding another past event) present perfect (past long- term situation related to present situation) b has taken © did you come d expected / had expected e have lived Unit 7 Ignorance is bliss f Have you applied had already present perfect (recent past) past perfact (one past event let preceding another) Academic and General Training Task 2: Forming ideas SB pages 48-49 ‘Aims: To introduce students to the format and requirements ‘of Writing Task 2 and to provide them with a number of strategies for planning their answer. To focus on paragraph content and to initiate practice in timed paragraph writing. The band descr fr this task panalise IELTS) ‘candidates for poorly organised answers. Although od tudents may not be able to fink pounts fluently is important that they include some main ideas and that these are arranged ina logical ard: The examines should be able to distinguish between main and supporting points and should ‘be able to follow the development of the answer, To got going 1 The purpose of this is to introdce/revise some of the key vocabulary related to this topic, It also reminds students of the need to widen their vocabulary, to use adjectives (and adverbs) and to be aware of collocation. low-tech (equipment) practical (course/approach) ‘optional (course) old-fashioned (methods/approach/course/ equipnient) relaxed (approach/lecturer) collaborative (learning/approach/methods) & passive (stuclents) Using your imagination and experience 2 Highlight the need for students to dra on their personal knowledge and experience when answering this type of question. ee 3-6 After the picture exercise, stress the need to think simply and refine ideas so that « few core on remain. Use the table in exervise 4 to show haw cach category van become a paragraph theme, which is then supposted by the exsunples show pictures A and B The rubries for General Training and Academic Task2 a the sills and Strategies that students need are the same. 3132 Unit 7 Ignorance is bliss _ANSWi 4 picture picture B furniture old-fashioned — modern appearance teacher smart teacher casual ~ —snit and tie no tie teaching’ formal ~ whole informal ~ learning style class, lecture individual, friendly behaviour passive active 5a formal b rows ¢ different d groups € together/collaboratively 6 Sample paragraph ‘The way teachers dress and the clothes they vwear have also changed 1 lot. Teachers used to be very smart. Male teachers often wore a suit and a tie and female teachers liked to wear snits sometimes too. But trends have changed and many teachers seem to dress quite casuall They even wear jeans sometimes, although many people still don’t like this. Brainstorming opposing ideas 7 This demonstrates another a planning, F is Again, the emphasis is on seducing ideas down to key ones that ean be developed and supported. If you have more time, set another question to brainstorm within a time li SAMPLE AN: Stuclents ean be assessed in a number of ways but 1 think the fairest form of assessment is testing, IF sindents have to do examinations, they cannot easily cheat, whereas continuons assessment is difficult to mark and monitor fairly. Generally, examinations give more reliable results than other forms of assessment Some education systems emphasise discovery learning, while others tend to spoon feed their stuclents. In my view, it is better to learn things yourself through your own experiences, because you are more likely to remember what you have learnt Also, discovery learning is less passive than rote Jearning and, therefore, more enjoyable. PSPEAKING Part 2: Giving a talk 8 pago 50 ‘Aims: To familiarise students with the format and requirements of Part 2 of the Speaking test. To build students’ confidence in making timed speeches and to encourage them to use the preparation time effectively. Pronunciation check attonded played epected §«Parved — | fires —_________-ANSWERS| spied | bumped b independent / individual ¢ exams umet | eghest d theoretical e written f passive vnioved | ows | 8 Note that the term theme is used in this section and Talking for one minute that students are now being encouraged to come up with some opinion-based support. This will be developed in future units, Students can plan independently and then have a look at each others ideas. POSSIBLE ANSWERS, exams ~ fairer/ more objective / sense of achievement discovery and research ~ more meaningful to student / less passive / easier to semember 9 Before students write their own paragraphs, read trough the paragraph in the book with them and point out how the writer uses certain expressions to compare and contrast the theme of group versus independent learning. e.g. rather than, if. whereas, more .. than. Encourage students to use similae expressions to link their ideas 2 These questions are designed to help students start talking and should not be treated as Part 2 prompts 3 Asasvarn-up to this activity, brainstorm words related to the topic of education waste th lack of preparati tse the minute wi val Jor longer and cover all the points on General Training Reading Section 2 Well, does the Couneil come and collect it of do yo take i¢ to a reeyeling centre? Woman: T wish it was collected .. that would save me lot of ‘imo. Laie ito the depot in Stoncham ~ uswally on @ Monday, ‘hough sometimes I forget and then it piles up! [usually take ‘the stuff for the old man next door, as well, He's eighty, sis almost impossible for him to do these things by himselté ‘Student: That's nice of you! All the more reason for getting the Counel to come and collect it. Wor: But alot of people round here don’t bother. you know: ‘They think there's no point because there isn't a proper system. or anything. Suda I: Do you feel there should be? Woman: Ofcourse, Then Ti be more motivated to resyle other ‘things like aluminium cans and Gin. which are really just as important el quiet aout tat Sule 2 So how id your research gs? Stent: Quite wel. Ive got some data to present inthe cutorial. Student 2: That's good. Lats have a look. Sent 1: ve done a couple of pie charts The first one, here, shows the ages of the people in our city who say thay regularly reeyole goods. Is quite interesting. Stuant 2:1 suppose families do the most reeycling Student I: Well, the majority of people are between 96-and 65 ‘and then the old and the young seem to be equally bad at it Only 15% of young people recycle anything! Shuden! 2 T€hink older people tale bit more time to get used to ‘he idea but younger people have no excuse. What about the ‘things they recycle? Stogent I: When vas talking to people they mentioned quite a fow things, but overall. well, as you can see on this chart, its mainly-glass and newspaper — not surprising relly. I expected plastic to be quite significant, but instead i’ clothes and then plastic. After that there are things like aluminium eans and ‘books. Hardly anvone recycles tn — its the last papular. Suuden!2: Men. Maybe people don't eat as much tinned food as they used to, Siuent 1: Then T also went to the reeyeting depot and interviowed some of the people there so that T could find out ‘what sort of things people usually take in. Progress Test 4 Listening Section 4 co2 wack30 looser Speier. Today we are most fortunate to have with usa ‘guest lecturer from the United Arab Emirates who haa been working with a team of eolleaguos atthe university in Al Ain on il recovery. He's hereto tall te us today about thia most valuable work. Lett; Thank yo, and good morning, fm going to talk about the work we've been ding on il recovery, in an attempt to reduce the environmental damage caused by crude oil being spilt into the sea, ‘This is mainly ol that has been spit from oiL tankers. and, as Pm sure you are aware, this results i large ol slicks floating on the surfoce of the oceans, which are a huge hazard to wildlife and the environment generally. It is an alarming fac that for every ‘shousand barrels of crise oil which is transported around the ‘world. ome of those bartls ens up in the a. ‘Our fel, here at the wniversity, was that this damage coukd bbe dramatically reduced it's ecovery ship were able to fallow behind and mop up the slick. And not only would the damage be areatly reduced, but at the end of the process we would bave @ ‘alesse product becttse we would bo sblu oss this ‘So we set ourselves the task of designing a ahip that could capture oil floating on the surfiee ofthe oeean, I might add that people have been trying to do this for over 20 years, 90 far without any great suocess, because they always run up against the same problem — how can you do this without collesting seater? At present, the standard way of mopping up oll spills is by ‘surrounding the slick, and then the salvage team gathers up the ‘il. Bur the efocsivaness of this method depends on the typeof ei and you alwaye get certain amount of water init And as well 8 chat, ther ie farther damaxe tothe environment because any ‘il which is left behind has o-be dealt with using chemical and these chemicals are harmful the eoviranment. ‘We hoon working on 4 protyps design and we think we may be close to solving the major problem. So far, we have only produced ‘mol, but we are pretty confident that it en work. Here is a Picture ofthe made. The model is to seale and i 60 centimetres in length, fom ane end tothe other Wo floated it in a bath of water ‘which contained « ane-litre sik of eude ol. In order to simulate the conditions that you would find at sca, the bath was agitated to ‘reste waves The ship foated over the oil and in ony a couple of ‘minutes it had recnvered 29% ofthe al lick. Let's have a look at how the technique works. On board the stip there isa large tank. Before the ship leaves the dock this tank is filled with seawater. You can see that here in the diogram, When the ship approaches an oil sic, it opens asaries ‘foes in the bottom ofthe hull to connect the water in the tank to the water outside. As the ship moves along its specially designed hull shape foees any ol it meets undemesth the boat, past the holes. The oil rises through the holes in the base of the ship, displacing the water in the tank. Bocause ail is less denso than seawater, theo rises up through the holes to the top of the tank. Then, as it builds up in the tank, it gradually displaces the seawater until the tank contains nothing but oil Then the holes, are closed and the ship ean return to dock to unload its cargo! ‘There's boen a far hit of interest in our ship and we are working on building a larger version to test in open water. Obviously that's going to require funding sad @ numberof countries are interested. However, the rval challenge aow is ofa practical nator; there. are ‘ery few countries in the ward that wil pormit il to be spilt ‘deliberately nto the oosan so that they can text out new tachnologies inrealstc conditions This isa problem that we need to overcome in ‘onder to ensure the success of our projet. Now. are there any questions?gress Tests: Answer key Progress Test 1 Listening 1 18 November // 18 Nov // 18th Noverber // 18th Nov // 18.11 25 // twenty-five 7.80 (pm) / seven thirty / half past seven 4 FIELDS 5 0414 443 552 6 7 2 3 £25 // twenty-five pounds tea, coffee (inust have both words) 8 (roast) duck 9 £15 (each) / (per person) 16 111 Church Road/Rd Academic Writing Task 1 1 be built 2 be found 5 are used 6 (are) placed 7 are added 8 are moved 9 lifted 10 has been done /is done 11 be filled in 12 is smoothed Reading 1 (almost) 50 kilometres‘ 2 75 metrevin 3 Calais 4 (French) (Emperor) Napoleon 5 1987 6 steel (and) conerete 7 barge(s) 8 100 metrevin 9 concrete 0 sand (and) mud Progress Test 2 Listening 1 sheep 2 1.000 years ago 3 tsome) old cheese 4 women 5 (about) 1830 6 Africa 7 fmnit AND sugar B half a litre 9 sugar 10 Sova milk Writing See page 50. Reading Vocabulary preventing from being successful Normally avery lange aumnber of (too many to count) @ kept... seeret f beauty / ontward appearance € distinguish h notice/discover IELTS Task 1 design (or) colour (nus have both) plastic circulation Russian roubles distribution the public cash (NOT money) automated machines central banks Progress Test 2 Listening 1 CFin 2 E any 3 HJ order 4B 5 6A 7B 8 newspapers) 9 plastic 10 tin worvausen Reading Liv 2 vii 34 celluloid (film) projectors, screens warmth, equipment e-theatre ES eeavonen 1 L Writing See page 80, Progress Test 4 Listening 1 oil tankers (NOT ships) 2 thousand // 000 3 a saleable product 4 collecting / picking up water 5 chemiicals 6 sixty60 crnvoontimetres 7 water seal-)wwater / s B series off holes 9 oil 7 1 2 3 Yes 4 Not Given 5 Na 6 Yes 7 Not Given 7980 Progress Tests: Answer key Sample answers for Writing Progress Tests Progress Test 2 General Training Writing Task 1 - Sample Band 9 Dear Frank, T was so sorry to hear about your aceiclent! I hope you're feeling alot better tockay and that it’s not too boring in hospital (Expresses sympattay aud asks about the reader's Iealth. ) ‘The match on Saturday was disappointing, The score ‘was 2 all, probably hecause you werent there to scare that extra goal! The awful thing was that we were ‘winning watil 10 minutes before the end, when suddenly they scored another goal. [was so shocked when T savy che ball hit the back of the net (Tells hire the seoee and briefly describes kow you felt about the rxatel) Tthink the weather was to blame. It was a really wet day and the pitch was very muddy: By the end of the guine you could hardly see the graxs amd we were sliding around in the nme. Everyone was exhausted, (Mentions the weather and. conditions: ) Let us know when you're going home and we'll arrange for someone to bring vou to watch the next game. The rest of the team send their regarels and we all wish you a speedy recovery. (Finishes with good wishes. ) Best wishes, Charlie (161 words) This is a good anster beeanse it covers all the points i the question, though not necessarily in the same order, and introduces some original ideas. Its well paragraphed cand both the introduction and the closing paragraph are appropriate to the situation. The use of adjectives to + describe hove the writer felt is excellent and there is a good range of structures used. The tone and overall communicative quality of the lett ter are good Progress Test 3 Academic Writing Task 1 - Sample Band 9 answer ‘The table shows the reasons why people in Dangleford use thetr cars in the town and the pie chat explains what type of transport people prefer to use most of the time. (Introduces the information and explains what it shares.) Looking at the pie chart first, itis clear that the car is the most popular form of transport in this town. Fifty per cent of the people say that they prefer to travel by car. The second most popular form of transport is the 1s, while motorbikes and bicycles are the main means of transport for the rest of the people. (Desertbes the main features of the pte chart.) The table gives more detailed information about why people use their cars. Surprisingly, 55 per cent of people sneed to take their chilies to schoo! by ears Cars are also used a lot for work or business purposes. Only 15 per cent of drivers are doing their shopping and, similarly, 15 per cent noed to travel by car for leisure, (Describes the mai: features of the table.) Overall, people in Dangleford make good use of alternative micthods of transport but there is a heavy dependence on ears for school, (Short summing up that is relevant to the data.) (176 words) This is @ well organised answer because it deals with the pie chart fest (which is local) and Hen describes the table. 11 is well paragraphed and both the introduction andl the clasirig paragraphs are relocant and appropriate, The ise of adverbs such as ‘surprisingly’ and ‘similarly’ help explain the data and there are some figures to support the points made, Progress Test 4 Task 2 - Sample Band 9 answer Newspapers and magazines are full of stories about famous people and the wonderful lifestyles that they enjoy. [think its something that we get used to. We expect to sce them Wearing very expensive clothes and, going to amazing parties. Tt seems natural that if you have a lot of snoney, you will spend it in these ways. (Opening paragraph agrees with first part of premise.) Some people who are rich and famous do manage to have a happy life as well. They get married and have children and, although they have to work hard, they still have time to give to their family. Victoria and David Beckham are just one example of a happy celebrity couple. (Second paragraph disputes second part of premise.) However, money doesn't always bring happiness. In fact, sometimes the opposite is true. Stars often talk to the press about the pressures of being rich and famous. ‘Some of them end up drinking too rmuch or taking too many drugs. The actress Elizabeth Taylor, for example, has been in clinies many times for these problems. The divorce rate is also very high among celebrities. Often their marriages last only a short period of time and they re-marry very quickly but the same thing happens again (Third paragraph agrees and gives two clear examples.) Ultimately, I think it depends on the person. I don't really believe that being unhappy is a consequence of fame but I do think that it may be very difficult to cope with having a lot of money and fame. Celebrities are ‘ordinary people underneath and perhaps some of them are not strong enough to deal with their fame. (Conclusion provides a possible explanation and gives a personal view.) (254 words)Acknowledgements Five authors an pubes ce guteal ws Sap te VETS Teale Bonk, Wi Yo elite some a ll he a inna the poi For he lh Bibs Cid on 65s ae Ml Inp-dwne oo netgedta: fer the hts aural about Fo sa rk en pp 8 al 7 dae Fs the Ff Fn Bs I ear Staton FY eh Aetna Serene su 70 Gea rym vg To Erin ©The Erni Niue Unites. Candas Deceubee 22 200 Fr the at Th eu of he le screen ty esi le, iis ezine ris 201 vexSUuaiaaasak ee hte and 78."Aalickre wa belay tani ull by Driv Geaan-Rene- rep tii rn Sea Sect soc foCAMBRIDGE BSCR RC REE ee eect c Ree) intermediate to upper intermediate level, offering essential skills and Oren ee aC CMEC sare Sae eee RCTs SCRE CRU a ou Academic and General Training modules. BUM Cree Lele eo te bale + a useful insight into what is expected of candidates in the IELTS + photocopiable progress tests Oe eM Umea Ml RCO RO 7 en aS) Cn aries Se Ret Rae alk eee CAMBRIDGE eS eee eee 30 il