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    of 14
    Tolle Tea} _ CITY Focus on reading Sentence completion; matching FORMING A GENERAL 1a. Read the tite and subheading ofthe text opposite. Without reading the PrcToRE restofthe tet, answer the following questions 1 What general problem isthe text about? 2 Where does the problem exist? 3 What could be a possible solution? 4. What is one drawback to this solution? 1b Now read the fist and last paragraphs ofthe text to check your answers. © You can often get a general picture ofa text quickly by looking for proper nouns. ‘Look through the whole text quickly and underline or highlight all the proper nouns which refer to people or institutions. What does that part ‘of the text tell you about the role of each ofthese? Spend no more than ‘wo minutes on this. ‘Example: (para B) Fred Kajubi— Ugo etician — blogs to Up Gage Ags Asscation SHNTENCECOMPLETION _2-_ In one type of sentence completion task, you have to compete sentences > Fou an HITS page 29 sing words fom a box. CATING THE ANSWERS ‘8 Look through the sentence begianings 1-6 below. Some key words have been underlined, The same words are in the text. Look for these words to help you locate the paragraphs which contain the information you need. 'b_ Read the paragraphs you have marked carefully, and complete the task below. Questions 1-6 Complete each sentence withthe correct ending A=J from the box. 1 Graham Knight believes that for some purposes, it may be beter to we Sola poe ahr tan neg) fore ambiance ad B_ amorphous silicon, 2, Sabin Solutions’ sua panels are cheap because ty ase =. | hates 23° Axpresent the major of Vamndans ws aie and keene | ctsprechonlogy Doct of per rae a ocak mech 4) Inthe tong term, solar panels are a cheaper source of power G_ mains electrci for radios than ‘AL energy from renewable 5 thas been show that in some places, smalls projects 1. inthe past for eamy roduc are more succes han Fe a iioas 6 Basil cause move damage the environment han ahead Charlotte Denny in Kampala Cheap solar panels could be the answer to Uganda’s power shortage, but they are proving to be a hard seit ‘A Uganda may be one ofthe work's poorest countries, but it has been blessed with a climate that is almost perfect. With sunshine going spare, one Ugandan éectician befeves he has the solution to the country’s power shortage - low-tech solar panels that can run anything from a radio to a motile phone. B The electricion, Fred Kajubi, belongs to an ‘organisation known 2s the Uganda Change Agents Association, which helps local people learn skis that can make a difference to ther ves and their communities. Members of the organisation, who are known as Change ‘Agents, run credit unions, set up setthelp groups in vilages, become active in local politics and, in Mr Kab case (pforiote the use of solar power. He has set up his ‘own small company, Sunshine Solutions: which offers ‘customers 2 solar pane! to meet teit every need. © The materials for the soler panels come from a company in Britain called BioDesign; set up tive years go by a retired inventor, Graham Knight: After seeing @ TV programme on the invention of a radio powered by clockwork, Mr Knight decided that in some perts of the world, solar power would be a more effective energy ‘resource for radios and similar everyday equipment. He set up a firm to make the components for low-cost Solar panels for use in Afica and South America, These are sent out in kt form, together with instructions on how to assemble them. Graham night's panels, which use arnomphous silicon, are ten times cheaper tran the ‘xystalin silicon panels more commonly used for large: scale solar power production. Sunshine Sokstions”can therefore sal solar panels that are much less expensive than the ones available inthe shops. Onyy a small finonf? of Ugendans’ currently have access to mains electicity, which leaves most families ‘iat on batteries to power thir radios and on kerosene lamps to ight their houses, But for just 15.000 shiings ($8.50), the same price as two months’ supply of batteries, one of the solar panels sold by Sunshine Solutions can run 2 radio for several years. inspite of this, its proving a struggle forthe company to persuade ‘people to invest in their solar panels. Although the solar ‘panels work out cheaper than batteries in the long term, the ditishcost is more than many people can afford. E Uganda’plans to bring power to poor vilages over the. ‘neat ve years, with the bulding ofa big dam on the Hie, But even if the amibtious plans for rural electrification succeed, there wil stil be sections of the population that ccennot afford to hook up to the national ‘eid, “The ‘experience of the last edule of decades in developing ‘countries is that ambitious schemes are not effective in getting power to the poorest people,” says Andrew ‘Simms, an expert from the New Economics Foundation in London. ‘Smatscale enterprises have 2 better track record at getting energy to the people who need it’ Better stil, solar and other renewable energy sources alow countries to avoid the effects of pollute caused by heavy eacivon fossil fuels, Mr Simms says. F Even the World Bank, often criticised for being isessBY with largescale power projects, recognises that there fs place for solar power. According to a World Bank representative, solar power can be an effective complement to griGbased electricity, whichis often too costly for sparsely sett and remote areas. But even cheap technoogy is hard to sellin a country ‘where half the population lves below the poverty line and there are few effectve marketing and cistrbution channels. Mr Simms beleves that the only solution to soreading solar energy more widely is government Subsidies, because the intial costs of the solar power panels are beyond most household budgets. H In the meantime, Mr Kau is pinning his hopes on the spread of microcredit shee that will lan money to families to help them raise the cash for his products. His company has yet to make a profi, elthough he says sales are picking up. He is planning another trip into the countryside to demonstrate his solar panels 2s new solar cooker. Asked ihe ever gets downheartedt he points to the motto on his workshop wal: Never give up, itsays. 21 Be Hoouen ery PARALLEL EXPRESSIONS 3 To do Exercise 2, you had to find related phrases in the questions and the text. Which phrases from the questions relate to the following from the text? ‘more effective less expensive ‘only a small minority (look for the apposite meaning)... cover several years large-scale schemes (look for the opposite meatiing) schemes have a better track record - pollution eran eene MATCHING 4 This task involves matching two sets of information. One set will be names > Focus on FELTS page 28 of people or things from the text, The second set will be statements, opinions, theories, etc. The order of the numbered items (1, 2, 3, etc.) will not be the same as in the text. TIP. The name may oe 4 Look through the text quickly. In which paragraphs will you find be avn in cety he information about the people A-D in the box below? gage ane 'b_ Now complete the task below. To help you, the key words in the statements have been underlined. - Vet 00d Questions 7-13 Look at the following descriptions (Questions 7=13) and the list of people below. ‘Match each person with the description which relates to them. 7 He has sot up a business selling solar panels 8 He believes shat small.seale projects are the mos effective way of providing people with power. 9 He believes he can solve a problem affecting his country. 10 He says that solar power is more suitable than electricity for far-off places where ery few people live. 1 He uses a very inexpensive method to produce the components for solar panels. 12. He thinks thatthe government should help people by paying part of the cast af solar power products, 13 He supports the idea of lending money to people to help them buy solar panels. List of People A Fred Kajubi B Graham Knight © Andrew Simms D a World Bank representative D Ideas for speaking and writing page 141 2 MoouLe s erry Focus on listening Multiple choice (single answer); labelling a map Section 2 In Section 2 of the Listening Module, you listen to someone giving information about an everyday topic. It could be a speech, a radio broadcast ora recorded message. ‘MULTIPLE-CHOICE 1 Multiple-choice questions like the ones below are quite common throughout Questions all sections ofthe Listening Module. The questions will bein the same order 4s the information you hear. PREDICTING POSSIBLE Before yout listen, look at questions 1-5 and underline key words in ezch ANSWERS ‘sentence beginning, This will give you an idea of what to listen for. LUSTENINGFORPARALLEL 2 To help you identify the information you need as you listen, look at the EXPRESSIONS sentence beginnings and listen for related words (these may be parallel expressions or the same words), ‘Match phrases in questions 1-5 to the following extracts from the recording. 1 was originally established ‘ 2. the number of students in the school is just 90, compared to almost 200 in 1983 3 powered by . _ 4 school lunches 5. special EXAM PRACTICE 3 © Nowisten to the first part of the recording and do the task, Questions 1-5 4 The head teacher believes that primary Choose the correct letter, A, B or €. pupils should study problems which ‘A. are regional rather than global. B can be solved locall © may have no elear answer. 1 Cranley Hill Primary School first opened in A 1830. B 1899, C1983. 2. There are fewer pupils in the school now than in the past because 3. The children’s meals at school ate unastal because Ath ; there are not enough teachers ‘A. they include food grown by the B_ students have transport problems. chiren, {G3 the local population has declined. B they are provided by local pople 3° The head teacher is proud that the school is C the children are involved in cooking the provided with energy from food. ‘A. wind power from their own turbine. B coal from the local mines. € electricity supplied by nearby villages. TIP you are not sure, mark the answer you think is mose likely. Remember you will not hear the recording 3 second time. B vooues erry LABELLINGA MAP 4 InSection 2, you may have to label a map. You may be given the words you need in abox. The numbers on the map will be inthe same order asthe information you hear. Some information will already be shown there, You ‘need to look atthe numbered items and think about where they are. ‘ORIENTING YOURSELF Look at the plan below. You are here * facing the front ofthe school iP As yo en pay 1 In which direction are you facing, north o south? byork rmmaal 2 What ison the left ofthe school building? Number. ometene confi et 3. What iat the far end ofthe carpark? Number oon 4 What is immediately behind the school? The ‘eer before you en 5. What sin the bottom comer of the secret garden? The tg {What inthe mide ofthe secret garden? Number 7. Whats atthe top end ofthe garden? The wren AMC PRACTICE 5 (7 Listento the continuation ofthe recording and label the map. Writ the correct letter from the box in each space. Do not copy the whole word. Questions 6-10 Label the map. Choose five answers from the box and write the letters AnH next 10 Questions 6-10. bird cages football field play equipment pond recycling centre sports field storyteles’s chair tree house Saco Basmooee > dens for speaking and writing page 4 Py . Focus on writing Interpreting and comparing data Bar chares 1 Im Task 1 you have to think about both the meaning of the data in the task > Focus on IELTS pages 17 and the language you need to describe it. and 33, its UNDERSTANDING THE DATA Red the Weingast bow and look at the bar chart. Answer these 1 What information does the horizontal axis show? How many sectors are there? What does each bar represent?” 2. What information does the vertical axis show? 3. Does the diagram show changes or differences? (Look back at Module A page 11 to compare.) 4 Can you use language like increase and decrease when reporting the data? 5 What are the main similarities and differences between the countries? 6 What grammatical stractures do you need to use in your description? WRITING TASK 1 so, Dstt emegment by sear ‘You should spend about 20 minutes on this task el The bar chart gives information about the 3% s Percentage of workers in different sectors 2“ ‘of employment in three countries at different z a stages of economic development. 24 Write « report for a university lecturer Lo Ly describing the information shown. a Write at least 150 words. (Oseoin Coat Cra ‘COMPARING DATA 2. Use the information in the Writing task to fill the gaps with words from the box. Use each expression once only. “as asmany fewer largest highest _alarger percentage Iowest proportion majority more developed mast more 1 In Japan the .ssnesnsnsnone proportion of the workforce is in the service sector. 2 India has many .~- people employed in the agricultural sector than either Japan oF Brazil, But it B88 cunnn ‘workers ~ in the industrial sector, 3 Brazil has - _~ workers in the agricultural sector ithhas in the industrial sector. sve people work in the agricultural sector. .» of workers in Brazil are inthe service sector. .- of Japanese workers are employed in the agricultural sectoz. 7 Of the three countries, Japam has the wn. .~ peteentage of employees in the industrial sector. 8 Countries which have orem €COnOMIES Seem to have scene Of the workforce in the service sector. 25 PR rover erry sinc Parana 3 In Writing Tak 1, you need to tke special caret avoid repetition of words EXPRESSIONS and phrases. Match the expressions below with parallel expressions from the box. the majority of the same number of the largest percentage of the fewest the lowest percentage of the workforce the working population 1 the highest proportion of. he lugs pace, 2 people employed nn 3. an equal number of 4 the smallest proportion of Fo REWORDING 4 Afyou simply copy your introduction direty from the Writing task on the ‘Twenvropuction

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