Handbook For IELTS Preparation

Handbook
f
or
I
ELTSpreparat
ion
Content
WHAT IS IELTS?..................................................................................................................................2
LISTENING ...........................................................................................................................................3
TASK TYPES ........................................................................................................................................5
READING .............................................................................................................................................9
WRITING............................................................................................................................................15
WRITING TASK 1 ................................................................................................................................17
WRITING TASK 2 ...............................................................................................................................32
SPEAKING .........................................................................................................................................48
VOCABULARY SECTION .................................................................................................................59
LEISURE TIME ................................................................................................................................59
EDUCATION..................................................................................................................................63
SPORTS .........................................................................................................................................69
JOB AND PROFESSIONS ............................................................................................................74
NATURAL WORLD .......................................................................................................................80
MEDICINE ......................................................................................................................................86
SCIENCE ........................................................................................................................................92
FAMILY AND RELATIONS.............................................................................................................98
CRIME ..........................................................................................................................................103
TRAVELS ......................................................................................................................................108
TECHNOLOGY ...........................................................................................................................113
CULTURE .....................................................................................................................................118
ACADEMIC VOCABULARY .......................................................................................................123
ACADEMIC LEXIS FOR WRITING TASK 1 ....................................................................................124
LINKING WORDS FOR IELTS WRITING TASK 2 .........................................................................132
VOCABULARY FOR SPEAKING ....................................................................................................133
USEFUL LANGUAGE ......................................................................................................................134
REFERENCES ..................................................................................................................................135
ANNEXES .........................................................................................................................................136
KEYS .............................................................................................................................................141
NOTES .............................................................................................................................................157
1
What is IELTS?
The International English Language Testing System (IELTS) measures the

language proficiency of people who want to study or work where English is used
as a language of communication. It uses a nine-band scale to clearly identify
levels of proficiency, from non-user (band score 1) through to expert (band score
9) (see Annex 1 for reference).
IELTS is available in: Academic - for people applying for higher education or
professional registration, and General Training for those migrating to Australia,
Canada and the UK, or applying for secondary education, training programmes
and work experience in an English-speaking environment. Both versions provide
a valid and accurate assessment of the four language skills: listening, reading,
writing and speaking.
IELTS treats all test takers with the utmost fairness and respect by actively
avoiding cultural bias, and accepting all standard varieties of native-speaker
English, including North American, British, Australian and New Zealand English.
If a candidate has visual and/or hearing impairments they should inform an IELTS
centre about it well in advance in order it prepares suitable materials for them.
IELTS is available at more than 1,600 locations worldwide, including more
than 50 locations in the USA, and there are 48 test dates a year.
(https://www.ielts.org/what-is-ielts/ielts-introduction)
The results of the exam are available on 13th day. They are valid for two years.
Structure of the test

The test is about three hours long. It is divided in written (Listening, Reading and
Writing) and oral parts (Speaking). Three components of the written part are taken
together on Thursdays or Saturdays. The written part starts at 9 am and finishes at
about 11.40 am. The test starts from listening followed by reading and writing. It is
allowed to leave the test room during reading and writing parts, but the time is not
compensated. It is not allowed to leave the test room during listening part. The day
and time of the oral component varies according to the centre’s schedule. It can be
appointed earlier the written part or later it.
One week before the test date, candidates receive an e-mail with time and
address of the written and oral parts of the test.
2
Listening
Duration: 30 minutes
You will listen to four recordings of native English speakers and then write your
answers to a series of questions.
 Recording 1 – a conversation between two people set in an everyday

social context.
 Recording 2 - a monologue set in an everyday social context, e.g. a
speech about local facilities.
 Recording 3 – a conversation between up to four people set in an
educational or training context, e.g. a university tutor and a student
discussing an assignment.
 Recording 4 - a monologue on an academic subject, e.g. a university
lecture.
Assessors will be looking for evidence of your ability to understand the main
ideas and detailed factual information, the opinions and attitudes of speakers,
the purpose of an utterance and evidence of your ability to follow the
development of ideas.
3
Paper format There are four sections with ten questions each. The questions
are designed so that the answers appear in the order they are
heard in the audio.
The first two sections deal with situations set in everyday social
contexts. In Section 1, there is a conversation between two speakers
(for example, a conversation about travel arrangements), and in
Section 2, there is a monologue in (for example, a speech about
local facilities). The final two sections deal with situations set in
educational and training contexts. In Section 3, there is a
conversation between two main speakers (for example, two
university students in discussion, perhaps guided by a tutor), and in
Section 4, there is a monologue on an academic subject.
The recordings are heard only once. They include a range of
accents, including British, Australian, New Zealand, American and
Canadian.
Timing Approximately 30 minutes (plus 10 minutes transfer time).
No. of 40
questions
Task types A variety of question types are used, chosen from the following:
multiple choice, matching, plan/map/diagram labelling,
form/note/table/flow-chart/summary completion, sentence
completion.
Answering Test takers write their answers on the question paper as they
listen and at the end of the test are given 10 minutes to transfer
their answers to an answer sheet. Care should be taken when
writing answers on the answer sheet as poor spelling and grammar
are penalised.
Marks Each question is worth 1 mark.
TIPS
 Use 10 seconds before each task to read the task (requirements) and the
sentences given;
 Identify and underline key words;
 Think of synonyms or paraphrasing;
 Think of the type of answer you need to provide e.g. number, name, noun,
verb etc.
 Try to predict the possible answer;
 Don’t write the first answer you hear;
 Don’t panic if you didn’t hear the answer. Just keep going and focus on
the rest of the questions;
 Listen, read and write at the same time;
 Try to repeat the words pronounces in your head;
 Write down the answers in short form on your test pages; you will transfer
the full answers in your answer sheets later;
 Attempt all answers;
 Check your answers after the task;
 While transferring the answers in an answer sheet, check your answers and
in particular spelling.
4
Task types
Multiple choice
5
Matching
6
Plan/map/diagram/labeling
7
Form/note/table/flow-chart/summary
8
Reading
The Reading section consists of 40 questions, designed to test a wide range of

reading skills. These include reading for gist, reading for main ideas, reading for
detail, skimming, understanding logical argument and recognising writers'
opinions, attitudes and purpose.
IELTS Academic test - this includes three long texts which range from the
descriptive and factual to the discursive and analytical. These are taken from
books, journals, magazines and newspapers. They have been selected for a
non-specialist audience but are appropriate for people entering university
courses or seeking professional registration.
Paper Three reading passages with a variety of questions using a number of

format task types.
Timing 60 minutes
No. of 40
questions
Task A variety of question types are used, chosen from the following; multiple
types choice, identifying information, identifying the writer’s views/claims,
matching information, matching headings, matching features, matching
sentence endings, sentence completion, summary completion, note
completion, table completion, flow-chart completion, diagram label
completion and short-answer questions.
Sources Texts are taken from books, journals, magazines and newspapers, and
have been written for a non-specialist audience. All the topics are of
general interest. They deal with issues which are interesting, recognisably
appropriate and accessible to test takers entering undergraduate or
postgraduate courses or seeking professional registration. The passages
may be written in a variety of styles, for example narrative, descriptive or
discursive/argumentative. At least one text contains detailed logical
argument. Texts may contain non-verbal materials such as diagrams,
graphs or illustrations. If texts contain technical terms a simple glossary is
provided.
Answering Test takers are required to transfer their answers to an answer sheet
during the time allowed for the test. No extra time is allowed for transfer.
Care should be taken when writing answers on the answer sheet as poor
spelling and grammar are penalised.
Marks Each question is worth 1 mark.
9
TIPS
 Read the task attentively;
 Stick to the word limit;
 Identify and underline key words;
 Think of synonyms or paraphrasing;
 Think of the type of answer you need to provide e.g. number, name, noun,
verb etc.;
 Try to predict the possible answer;
 Do not change the wording in your answer. The words must be exactly as
they are in the text;
 Time yourself;
 Try to spend no more than 2 minutes per question;
 Copy your answers into an answer sheet after each part/section.
 Check your spelling.
10
Task types
Multiple choice
11
Matching headings
12
True/False/Not given
13
Sentence completion
14
Writing
Topics are of general interest to, and suitable for, test takers entering
undergraduate and postgraduate studies or seeking professional registration.
Paper There are two Writing tasks and BOTH must be completed.
format
Timing 60 minutes
No. of 2
questions
Task types In Task 1, test takers are asked to describe some visual information
(graph/table/chart/diagram) in their own words. They need to
write 150 words in about 20 minutes. In Task 2, they respond to a
point of view or argument or problem. They need to write 250
words in about 40 minutes.
Answering Answers must be given on the answer sheet and must be written
in full. Notes or bullet points are not acceptable as answers. Test
takers may write on the question paper but this cannot be taken
from the examination room and will not be seen by the examiner.
15
Task 1
Task type In Writing Task 1, test takers may be asked to describe facts or
and format
figures presented in one or more graphs, charts or tables on a
related topic; or they may be given a diagram of a machine, a
device or a process and asked to explain how it works. They
should write in an academic or semi-formal/neutral styles and
include the most important and the most relevant points in the
diagram. Some minor points or details may be left out.
Test takers should spend no more than 20 minutes on this task.

They are asked to write at least 150 words and will be penalised if
their answer is too short. While test takers will not be penalised for
writing more than 150 words, they should remember that a longer
Task 1 answer may mean that they have less time to spend on
Task 2, which contributes twice as much to the Writing band score.
Test takers should also note that they will be penalised for
irrelevance if the response is off-topic or is not written as full,
connected text (e.g. using bullet points in any part of the
response, or note form, etc.). They will be severely penalised for
plagiarism (i.e. copying from another source).
Test takers must write their answers on the answer booklet.

Task focus This task assesses the ability to identify the most important and
relevant information and trends in a graph, chart, table or
diagram, and to give a well-organised overview of it using
language accurately in an academic style.
No. of 1
questions
16
Writing task 1
In task 1 test takers have to compare, contrast and summarise information presented
in a form of a graph or chart. The types are the following:
Tables
The Table below shows the results of a survey that asked 6800 Scottish adults (aged
16 years and over) whether they had taken part in different cultural activities in the
past 12 months.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Participation in cultural activities, by age
All aged 16 and

16-24 25-44 45-74
over
% % % %
Any performance* 35 22 17 22
Undertaking any
11 17 22 19
crafts
Cultural purchases 11 17 18 16
Any visual arts 30 16 11 15
Any writing 17 6 5 7
Computer based 10 9 5 6
* Dancing, singing, playing musical instruments and acting
17
Diagrams
The diagram below gives the information about the Hawaiian island chain in the
centre of the Pacific Ocean.
Write a report for a university lecturer describing the information shown.
18
Pie charts
The charts below show local government expenditure in 2010 and 2015.
19
Bar charts
The chart below gives information about science qualifications held by people in two
countries.
20
Process
You should spend about 20 minutes on this task.

The illustrations show how chocolate is produced.
Summarize the information by selecting and reporting the main features and make
Write at least 150 words.
TIPS
 Do not describe every detail. Try to notice general trends and link between
data.
 Compare and contrast the information by supporting it with relevant data from
the task.
 Do not give your own opinion, stick to the facts.
 Use synonyms and different structures while presenting the data.
 Do not use contractions. Use full forms.
21
A model for Writing task 1
Introduction – state what the • Look at the information on the diagram itself
graphic is, and the main/overall (title, headings, labels,
points/trends/events axis information, etc.)
• Use synonyms and grammar transformation to
re-write this
information into introductory sentences.
• Analyse the question to find out what type of
information is required
Description – expand on the points Body paragraph(s)

in the introduction, giving specific • Think of the most logical approach to
data and examples describing the data
(chronological, by gender, by country etc.)
• Find specific data to support the main
pattern/ trend/ event
described in the introduction
• Highlight the data that must be included
• Do not try to describe every piece of data
• Plan your essay, write it, check it
Conclusion – restatement of main • This should not be a full-blown paragraph.

points/trends/events • A sentence (or two) paraphrasing the main
points from the
introduction is enough.
• Introducing the final sentences is improved by
the use of
linkers e.g.
Overall, then, the diagram . . .
To conclude / In conclusion, the diagram . . .
To summarise, the diagram . . .
22
Linking words
 Process descriptions often require sequential links e.g. firstly, after that, next,
subsequently etc.
 Graph descriptions often require comparative links e.g. whereas, in contrast,
however, similarly, in the same way etc.
Time and tenses
Look at the information and check what period of time (if any) the data relates to.
Use this to think about and decide on what tense(s) are likely to be needed.
23
Synonyms for movement
1. Put the verbs below into the correct column in the table.
go up go down go up and down stay the same
decrease grow remain steady

dip increase rise
drop plummet sink
fall plunge soar
fluctuate remain stable
24
2. How many synonyms/near synonyms can you add to the table?
You should spend no more than 20 minutes on this task.
The bar chart below compares tourists of different nationalities to Corfu in 1995, 2000
and 2005.
Diagram shows number

graph illustrates percentage
25
Practice
Task I. Describing a graph

Identify graph/chart types A-C and complete their descriptions, 1-3 below, using
words and phrases from the box.
accounting for horizontal axis peaked unit

accounts for lines period vertical axis
constant low relative volumes
high lowest single
1. The line graph (graph ) shows changes in the use of different forms of
communication – email, telephone and letter – over a five-year , from
1999 to 2003. The of the graph gives percentage use of the three
forms of communication. While the choice of telephone as the preferred means of
communication remained fairly , communication by letter fell
significantly, to a of around 10% in 2003. Conversely, use of email
increased dramatically, around 70% of all communication in the
department in 2003.
2. The pie chart (graph ) illustrates the market share of four brands of
tomato paste. Brand C approximately half of all sales, whereas brand
D has the market share. Brands A and B have a similar share of the
market, in the region of 20% each.
3. The bar chart (graph ) gives sales of three product over a
year. During the first quarter, sales of the three products were fairly similar.
However, in the second and third quarters, sales of sunglasses were considerably
higher than the other two products, reaching an all-time
in the second quarter. Sales of umbrellas in the fourth
quarter. Sales of torches were steady throughout the year.
26
Advice
When describing graphs and other visual data ….
 look at the visual information carefully
 summarise for yourself what the material is illustrating
 think about any trends or unusual features shown
 decide on the most important observations to include
 write an opening sentence that explains the content clearly; do NOT lift (copy)
language from the question
 include only the salient (most important) points rather than describing all the
information repetitively
 use adverbs to make a point more forcefully or adverbial phrases
27
Task II. Describing a process
1. This cut-away diagram shows the inside of a self-cooling drink can, designed by a
specials company. Read the description of the diagram to complete the missing
labels.
Description
The diagram shows a design for a self-
cooling drink can. The can consists of two
separate sections, with a seal between
the two. The drink is held inside the upper
section, and the lower section contains a
desiccant (or dry material) in a vacuum.
The upper section has two compartments:
the drink is held within an inner one, and is
surrounded by an outer compartment,
containing a watery gel.
28
2. Now read the explanation opposite of how the cooling process works, choosing
suitable verbs from below to fill the spaces. You will need to use three passive forms.
absorb cool prevent
build evaporate result
cause lead twist
Explanation
When the lower part of the can , the seal breaks. This a
drop in pressure in the upper section of the can and the water in the outer
compartment’s gel quickly, cooling the drink. Excess water is soaked
up by the desiccant, and any heat by a sink in the bottom of the can,
which the can from feeling warm. The company claims that a can of
drink by 16.7 C in just three minutes.
3. Some verbs are followed by an – ing form. It is a useful structure for Writing Task 1.
Use verbs below to complete the sentences.
go on start
involve stop
mean
1. A twistable base breaking a vacuum seal.

2. The drink cooling down as soon as the seal is broken.
3. The desiccant soaking up the water until there is none left.
4. A heat sink the can from feeling warm.
Advice
 Spend a minute looking at the diagram carefully.
 Thin about any stages in the process shown.
 Decide on key vocabulary you will need to use.
 Write an opening sentence that introduces the topic clearly. Do NOT lift
language from the question.
 Remember to use passive construction and –ing forms.
 Use time or sequence markers to organise your writing.
29
Task III. When comparing and contrasting, we often use the qualifiers
below to point up similarities or differences.
Select appropriate ones to complete the text describing the graphs. More than one
answer is possible.
exactly/just the same (as)

almost/nearly/practically/virtually
the same (as)
not entirely/quite the same (as)
completely/entirely/totally different
(from/to)
a little/hardly/only just (warmer than)
rather/somewhat (warmer than)
a great deal/considerably/substanti
ally (warmer than)
The graphs for the Northern and Southern Hemispheres show certain similarities. There
is the same peak temperature in the early 1940s, and in both graphs the
highest temperature occur after 1980. However, there several notable differences. The
warming trend observed for the Northern Hemisphere from about 1910 through to 1930
is as that of the Southern Hemisphere, where there is a dip in average
temperatures after 1920. Here, there was more rapid warming from about 1930
through to the early 1940s. From the early 1940s to the late 1950s, the Northern
Hemisphere record shows more gradual cooling than the Southern
Hemisphere, which indicates an abrupt shift to cooler temperatures after 1945,
followed by gradual increase over several decades, and a general levelling off since
the late 1980s. The 1990s in the Northern Hemisphere show a very different picture
where temperature fluctuation are more marked than in the Southern
Hemisphere.
30
Advice
 Look at the graphs carefully.
 Check you understand what each axis shows.
 Make quick notes of similarities and differences in two columns.
 Introduce the subject of the graphs in your opening sentence.
 Focus on the main trends and avoid repetition.
 Use comparative structures with qualifiers where appropriate.
 Aim to write 150-160 words in a little less than 10 minutes.
 Read through your answer to check everything is clear.
 Check spelling and grammar.
Task IV. Paraphrase statistics percentages using the language of

approximation.
1. According to the chart, of imports came from China in 2014. (75%)
2. Tourists accounted for of total visitors to the Tate gallery in
2016. (80%)
3. Production of TVs in the period between 2012 and 2014,
(dropped by 50%)
4. Mobile calls showed a gradual rise of from 2000 to 2001. (23%)
5. the population in Japan is expected to be over 60 years old in
2029. (around 70%)
6. of those polled stated that the main factor for driving to work
was to transport them. (15%)
7. of the people polled stated that comfort was a factor in driving
to work.
31
Writing task 2
In Writing Task 2, test takers are given a
topic to write about an academic or semi-
formal/neutral style. Answers should be a
discursive consideration of the relevant
issues. Test takers should make sure that
they read the task carefully and provide a
full and relevant response. For example, if
the topic is a particular aspect of
computers, they should focus on this aspect
in their response. They should not simply
write about computers in general.
Test takers should spend no more than

40 minutes on this task. They are asked to
write at least 250 words and will be
penalised if their answer is too short. While
test takers will not be penalised for writing
more than 250 words, if they write a very
long answer they may not have time for
checking and correcting at the end and
Task type and format some ideas may not be directly relevant to
the question.
Task 2 contributes twice as much to the
final Writing band score as Task 1.
Therefore, test takers who fail to attempt to
answer this task will greatly reduce their
chance of achieving a good band.
Test takers will be penalised for

irrelevance if the response is off-topic or is
not written as full, connected text (e.g.
using bullet points in any part of the
response, or note form, etc.). They will be
severely penalised for plagiarism (i.e.
copying from another source). Finally, test
takers should make sure that they do not
copy directly from the question paper
because this will not be assessed.
They must write their answers on the

answer booklet.
This task assesses the ability to present a
clear, relevant, well-organised argument,
Task focus
giving evidence or examples to support
ideas and use language accurately.
No. of questions 1
32
TIPS
 Do not use contractions. Use full forms;
 Each paragraph must be dedicated to a particular idea; it should be clearly
stated;
 Support your ideas with the examples or some evidence; show that you know
what you’re talking about;
 (For higher grades) Replace personal pronouns with passive structures (e.g.
instead of “I think that …” use “It is believed that …”);
 Plan your writing. Spend some time on thinking what you’re going to write
about;
 Avoid writing a draft – there is no time for that;
 If you made a mistake, you can just cross it out, do not waste time on erasing it.
Linking words for IELTS Writing Task 2

Listing & Order Adding information Giving examples
firstly in additional for example
secondly additionally for instance
thirdly furthermore such as
lastly/las but not least/ moreover namely
finally also to illustrate
not only … but also in other words
as well as
Results and Consequence Highlighting and stressing Concessions and contrasts
as a result particularly however
consequently in particular nevertheless
therefore specifically even though
thus especially although
hence clearly despite
so in spite of
for this reason still
on the other hand
by contrast
in comparison
alternatively
Reasons and Causes Giving your opinion Concluding linkers
because In my opinion in conclusion
owing to I think to conclude
due to I believe to sum up
since I admit
as In my view
I agree
I disagree/I cannot accept
Impersonal phrases
It is noticeable that It is generally accepted that
It is unfortunate that It is frequently asserted that
It is undeniable that It is often assumed that
It is understandable that It is no doubt that
33
Practice
Task I. Choose the correct linking word or phrase from the box to
complete the sentences.
because furthermore
on the other hand indeed
therefore for instance
1. Issues related to animal experimentation are frequently discussed these days,

particularly in the media. It is often said that animals should not be used in
testing it is cruel and unnecessary. This essay will examine the
arguments for and against animal testing.
2. , the people who support these experiments say that we must do
tests on animals. , many famous lifesaving drugs were invented in
this way, and animal experiments may help us to find more cures in the
future. , possibly even a cure for cancer and AIDS. , the
animals which are used are not usually wild but are bred especially for
experiments. , they believe it is not true that animal experiments
are responsible for reducing the number of wild animals on the planet.
since first and foremost

in conclusion in addition
on the other hand as a consequence
3. , others feel that there are good arguments against this. ,

animal experiments are unkind and cause animals a lot of pain. , they
feel that many tests are not really important, and in fact animals are only used to test
new medicines but also new cosmetics, which should be tested on humans instead.
Another issue is that sometimes an experiment on animals gives us the wrong
result animals’ bodies are not exactly the same as our own. ,
this testing may not be proving the safety that its proponent’s claim.
4. , I am of the opinion, that the benefits do not outweigh the
disadvantages, and testing on animals should not continue. Although it may improve
the lives of humans, it is not fair that animals should suffer in order to achieve this.
34
Structures of different essay types
Opinion Agree \ Disagree Essay

Structure:
1. Introduction
2. Body paragraph 1 - the 1st reason you agree/disagree
3. Body paragraph 2 - the 2nd reason you agree/disagree
4. Conclusion
IELTS Writing: problem and solution essay

Structure:
1. Introduction
2. Body paragraph 1 - problems
3. Body paragraph 2 - effects
4. Conclusion
IELTS Writing: advantages and disadvantages essay

Structure:
1. Introduction
2. Body paragraph 1 – advantage/disadvantage
3. Body paragraph 2 - advantage/disadvantage
4. Conclusion
IELTS Writing: two-part questions

Structure:
1. Introduction
2. Body paragraph 1 - answer first question directly, explain why and give an
example
3. Body paragraph 2 – answer second question directly, explain why and give
an example
4. Conclusion
35
Comma Use
1. Use commas to separate independent clauses when they are joined by any of these
seven coordinating conjunctions: and, but, for, or, nor, so, yet.
The game was over, but the crowd refused to leave.
The student explained her question, yet the instructor still didn't seem to understand.
Yesterday was her brother's birthday, so she took him out to dinner.
2. Use commas after introductory a) clauses, b) phrases, or c) words that come before
the main clause.
a. Common starter words for introductory clauses that should be followed by a
comma include after, although, as, because, if, since, when, while.
While I was eating, the cat scratched at the door.
Because her alarm clock was broken, she was late for class.
If you are ill, you ought to see a doctor.
When the snow stops falling, we'll shovel the driveway.
!!! However, don't put a comma after the main clause when a dependent (subordinate)
clause follows it (except for cases of extreme contrast).
INCORRECT: The cat scratched at the door, while I was eating.
CORRECT: She was still quite upset, although she had won the Oscar. (This comma use
is correct, because it is an example of extreme contrast.)
b. Common introductory phrases that should be followed by a comma include

participial and infinitive phrases.
Having finished the test, he left the room.
To get a seat, you'd better come early.
c. Common introductory words that should be followed by a comma include yes,
however, well.
Well, perhaps he meant no harm.
Yes, the package should arrive tomorrow morning.
However, you may not be satisfied with the results.
36
Understanding the question
 It is essential that the task is analysed carefully as the question itself is not
always clear.
 Very often the title consists of 2 statements: one factual and one subjective.
Modern high technology is transforming the way we work and is of benefit to all
of society. To what extent do you agree or disagree?
 The first part is factual, the second part an opinion.
Strategy
1. Analyse the question to check how many different parts there are.
(It is important to answer all parts of the question otherwise points will be lost.)
2. Underline key words.
3. Decide which part of the title is fact and which opinion.
4. Turn the opinion statement into a question
37
Task II. Look at the titles below and decide whether they contain factual
or subjective statements. Decide what the topic is and what the question.
Title Topic Question(s)
Some people believe that
modern high technology is
transforming the way we
work and is benefit to all of
society. To what extent do
you agree or disagree?
There is far greater access
to satellite and Internet
television which improves
international
understanding and is
education tool. To what
extent do you agree with
this statement?
Private cars are huge
source of pollution. How
can people be persuaded
to use cars less and be
encouraged to use public
transport more?
More and more young
people are studying and
working overseas, and this
will help to bring about
greater co-operation in
the future. To what extent
do you agree or disagree?
38
Generating, selecting and organising ideas
Strategy
 Brainstorm – mind map
 Select 3 or 4 arguments
 Organise into logical order (based on strength of argument, chronology, etc.)
Choose a topic from the table. Brainstorm as many ideas as you can in 2 minutes.
39
Selection
Select the main points from your mind map. There should be the most relevant ideas
that can be incorporated into your essay. You may need to group some of the points
together if they are very closely linked. There should be maximum of ¾ main ideas that
you select from the mind map.
Evidence / examples support and organization of main ideas

Main ideas in the order Examples, evidence, or personal experience to
they will appear in the support each idea
essay
Main idea one
Main idea two
Main idea three
Main idea four
40
Writing the essay
Introduction – re-statement of topic and • Rephrase the vocabulary in the question

indication of writer’s opinion to form a thesis statement for the whole
essay
• Express a personal opinion if you are
asked for
Body paragraphs – each paragraph • Using the first main idea write the topic
should have one main idea with sentence for the first paragraph of the
supporting evidence or examples body of the essay. This sentence is like an
introduction to the paragraph and tells
the reader what main idea is discussed in
the paragraph.
• Add supporting sentences to the topic
sentence. These should contain the
evidence/ examples to help develop and
support the main idea of this paragraph.
Conclusion – summary of main view and • Sum up what you have written in the
re-statement of opinion main body of your essay.
• Do not add any new points.
• End with a concluding sentence which
gives your opinion and links back to the
introduction of the essay.
• Remember not to contradict yourself, if
you have more evidence/ examples for
one opinion over another then make sure
your conclusion reflects this.
41
Formal or informal/neutral
Task III. Decide whether the following statements are more formal or
informal/neutral:
1. We need to do something about it straightaway.
2. Remarkable progress has been made.
3. We’ve made really good headway.
4. The delay was caused by adverse weather conditions.
5. Questions were being asked in Parliament.
6. They were asking questions about it in Parliament.
7. Immediate action need to be taken.
8. The bad weather made us late.
Make grammatical and lexical changes to these sentences to make them sound more
formal.
1. They’re still looking into the matter.
2. Bad driving conditions made it happen.
3. We’ll send you abroad after the training programme.
4. We need to check into the research results really thoroughly.
42
Summary
THINK: Analyse the essay title

What is the task?
Brainstorm for ideas
PLAN: Select and organise the ideas
Use these to write the introduction
WRITE: Body paragraphs each with a topic sentence
Connect sentences and paragraphs with linking devices
CHECK: Have you covered all parts of the question?
Have you added any irrelevant points?
Is it the right length?
Look for your ‘typical’ mistakes e.g. verb tenses, use of prepositions, linking devices,
incorrect use of capital letters etc.
Have you written using the appropriate register?
43
Planning an essay
A
Write about the following topic.
Some people believe that professional sportsmen and women are paid too much
money nowadays in relation to their usefulness to society.
Do you agree or disagree?
Give reasons for your answer and include any relevant examples from your own
knowledge or experience.
44
B
Write about the following topic.
The amount of sport shown on television every week has increased significantly and
this is having an impact in live sports events.
Do you think the benefits of having more televised sport are greater than the
disadvantages?
Give reasons for your answer and include any relevant examples from your own
knowledge or experience.
45
Task IV. Here are two possible ways of designing an essay plan. Match
each plan to its task.
Mind map:
Paragraph plan:
46
Task V. The essay can open with rhetorical questions. It is an effective
way of introduction the topic or raising a new point in an essay.
Turn there notes into rhetorical questions, starting with the word given and adding
any other words necessary. There is an example.
1. they earn too much (Do…?) -> Do they earn too much.
2. so much sport broadcast (Why…?) ->
3. in the best interests of sport (Is…?) ->
4. effect of this on players ->
5. tickets sold at matches ->
6. viewers cope with sport overload ->
Task VI. Write the following sentences in three columns below. Then add
your own ideas.
1. Ticket prices have risen dramatically.
2. Sport has become an important form of entertainment.
3. Smaller clubs have suffered financial losses.
4. Top players can ask for large salaries.
5. Fewer people attend live football matches nowadays.
6. There are more TV channels than ten years ago.
7. Larger football clubs benefit financially from TV revenue.
8. More people have developed an interest in sport.
Reasons for growth of televised sport
Benefits
Disadvantages
47
Speaking
The speaking section assesses your use of spoken English. Every test is recorded.
 Part 1 - the examiner will ask you general questions about yourself and a
range of familiar topics, such as home, family, work, studies and interests.
This part lasts between four and five minutes.
 Part 2 - you will be given a card which asks you to talk about a particular
topic. You will have one minute to prepare before speaking for up to two
minutes. The examiner will then ask one or two questions on the same
topic.
 Part 3 - you will be asked further questions about the topic in Part 2. These
will give you the opportunity to discuss more abstract ideas and issues.
This part of the test lasts between four and five minutes.
IELTS Speaking description
Paper The Speaking test consists of an oral interview between the test
format takers' and an examiner. All Speaking tests are recorded.
Timing 11–14 minutes
There are three parts to the test and each part fulfils a specific
Task types function in terms of interaction pattern, task input and test
takers output.
48
IELTS Speaking in detail
A detailed look at the paper with links to related resources.
Part 1 – Introduction and interview

In this part, the examiner introduces him/herself and checks
the test takers' identity. They then ask the test takers general
questions on some familiar topics such as home, family, work,
Task type
studies and interests. To ensure consistency, questions are
and format
taken from a script.
Part 1 lasts for 4–5 minutes.
This part of the test focuses on the ability to communicate

Task focus opinions and information on everyday topics and common
experiences or situations by answering a range of questions.
No. of
Variable
questions
Example:
49
Part 2 – Long turn
Part 2 is the individual long turn. The examiner gives the test
takers a task card which asks the test takers to talk about a
particular topic, includes points to cover in their talk and
instructs the test takers to explain one aspect of the topic.
Test takers are given one minute to prepare their talk, and
are given a pencil and paper to make notes. The examiner
Task type asks the test takers to talk for 1 to 2 minutes, stops the test
and format takers after 2 minutes, and asks one or two questions on the
same topic.
Using the points on the task card effectively, and making
notes during the preparation time, will help the test takers
think of appropriate things to say, structure their talk, and
keep talking for 2 minutes.
Part 2 lasts 3–4 minutes, including the preparation time.
This part of the test focuses on the ability to speak at length

on a given topic (without further prompts from the examiner),
Task focus using appropriate language and organising ideas coherently.
It is likely that the test takers will need to draw on their own
experience to complete the long turn.
No. of
Variable
questions
Example:
50
Part 3 – Discussion
In Part 3, the examiner and the test takers discuss issues
related to the topic in Part 2 in a more general and
Task type and
abstract way and, where appropriate, in greater depth.
format
Part 3 lasts 4–5 minutes.
This part of the test focuses on the ability to express and

Task focus justify opinions and to analyse, discuss and speculate
about issues.
No. of questions Variable
Example
Part 1 Tips
1. This first section is supposed to put test takers at ease. So, relax and try to
answer the questions naturally!
2. Don’t answer with just ‘yes’ or ‘no’. Try to give more information but don’t overdo
it either.
3. Don’t prepare answers in advance – the examiner can always tell!
51
Part 2 – Tips
 For section 2, make notes of key words in the task on the piece of paper.
 Write one- or two-word notes.
 Write down some time phrases e.g. 10 years ago / in the future / at present to
remind yourself to vary the tenses
 Remember you don’t have to tell the truth
 If you can’t remember an important word, try to paraphrase
 It is fine to correct yourself (native speakers do it all the time) but don’t overdo it
 Listen to the examiner’s follow-up questions – notice what tense the question is
in, and reply with a short yes/no answer in the same tense
Part 3 – Tips
 Rephrase the question in part 3 and think of key words
 Signpost your ideas: use set phrases and linking words/phrases
 Be willing to expand on your points
 Don’t stop speaking to search for a word – paraphrase
 Remember, the examiner is not assessing your opinion, only how it is expressed
Part 3 - Strategies for dealing with not finding the right words
Paraphrasing
I don’t remember the exact word but . . .
It’s a bit like . . .
It’s similar to . . .
It’s not exactly......... but .......
I mean, a sort/kind/type of . . .
It’s a thing you . . .
What I mean to say is . . .
Language to help to express possibility and opinion

It’s possible
It’s likely
It’s not impossible
Maybe / Perhaps / Most probably
There’s a good chance
For me, it is important
Personally, I believe
From my experience,
52
Useful language
Opening the discussion

Well, in my view …
I think it depends on …
It’s difficult to say because …
I think there are a number of points / issues / questions …
I would say that …
Adding information
What’s more ...
Perhaps I should also mention …
Plus the fact that …
Generalising
As a rule …
Generally …
Again and again …
Illustrating your point

For instance …
Take for example …
To give an idea …
Asking for repetition

Sorry, I didn’t catch that.
What was that again?
53
Practice
Task I.
Speaking part 1. Improve answers by adding some more information.
Interviewer: Where do you come from?

Test taker: Ukraine ....
Interviewer: What do you do in your spare time?

Test taker: I enjoy reading …
Interviewer: Where do you like to go for your holidays?

Test taker: The seaside…
Interviewer: What’s your job?

Test taker: I’m a bank accountant…
Interviewer: What do you like about your job?

Test taker: My colleagues…
Practice 3 different replies to the questions above.
Interviewer: What sports do you enjoy?
 I’m not that fond of sport but I quite like swimming.

 I’m not very sporty but I cycle a bit.
 I don’t really like any sports. I prefer reading and going to the cinema.
54
Task II.
Speaking part 2. Brainstorming ideas.
INSTRUCTIONS
Please read the topic below carefully. You will be asked to talk about it for 1 to 2
minutes.
You have one minute to think about what you are going to say.
You can make some notes if you wish.
A museum you have visited
Describe a museum or art gallery that you have visited
You should say: where it is
why you went there
what you particularly remember about it
And say why you would or would not recommend it to others.
WHAT? [Mona Lisa – too many

people
Long queues
Chinese porcelain –very pretty RECOMMEND?
Roman statues – very impressive
Best thing? The room of
Picassos]
Name of the museum:

Louvre
WHERE? [Paris / in a big

WHY? [Holiday – building ex palace?
raining]
By river – lovely location]
55
Brainstorming.
Describe an important possession. Can you add more questions to the diagram?
What tenses will you use to answer each question?
Is it replaceable / Describe it: colour, shape,

priceless? stylem condition
An important
possession
... ....
56
Fluency practice.
Talk about something you Talk about a dish you know Talk about a new sport or
or someone you know how to cook. hobby you would like to
collects. take up.
Talk about a new sport or Talk about a board game, Speak about something
hobby you would like to card game or computer you or someone you know
take up. game you have played. does that is a good thing
to do for your health.
Talk about something you Talk about something that Give a one or two minute
often do during longer you enjoy doing indoors. presentation about
holidays such as the something you like doing
summer holiday or outdoors.
Christmas/ New Year
holiday.
Describe a place you go Describe a difficult Describe someone who

when you are not working experience you have had has had a special
or studying. in the past. influence on your life.
Describe a memorable Describe your favourite Describe someone you

journey you have made. photograph. consider a good leader.
Describe an internet Describe a tool you use in Talk about something to

business you would like to your everyday life. do to help the
start. environment.
57
Task III. Speaking part 3.
Use a different perspective.

Look at the question/issue from someone else’s point of view.
Does tourism only have a positive effect on a country?
Produce an answer for the questions from the perspective of:

 a tradesperson
 an unemployed person
 a tourist
 an environmentalist
Should the state provide cheap housing for low- income earners?
Produce an answer from:

 social perspective
 an economic perspective
 a philosophical perspective
 an environmental perspective
Use construction: I’ve not thought about it. But if I were a local inhabitant / tax payer
/ someone on a low income, . . .
58
VOCABULARY SECTION
LEISURE TIME
1. achieve balance 13. participate in
2. acknowledge 14. pastime
3. authority 15. personal fulfilment
4. chunk 16. recreational activity
5. crucial 17. rejuvenate
6. engage 18. reluctant
7. fulfil one’s need 19. sense of belonging
8. insight 20. sense of competition
9. intellectual activities 21. coin collecting
10. obesity 22. quilting
11. outdoor 23. stamp collecting
12. overwhelming 24. acting
Task I. Complete the summary below. Use the words below.

Children are most negatively affected by city life. Parents are to let
children play freely in the city, fearing for their health and safety, and nature is
something many children in the city may never have a chance to experience.
Childhood and depression are reaching epidemic
levels. have begun to the problem, and innovative
programs that give children an opportunity to spend time in nature are being
introduced in countries around the world.
Vacations are the most obvious of leisure time. Of all nationalities,
the British spend the most time vacationing in their national-trust
parks, where they in a comfortable level of physical activity.
acknowledge crucial rejuvenate

acting engage reluctant
authorities obesity sense of belonging
chunk outdoor
59
Task II. Multiple choice. Choose one letter.
1. We can best ourselves by spending time engaged in physical
activities.
a) engage
b) acknowledge
c) rejuvenate
d) act
2. The character of city life affects our emotions and intellectual

function.
a) crucial
b) reluctant
c) outdoor
d) overwhelming
3. Men and women who act as a hobby report feeling an intense to

a group, much the same way others do in playing sports.
a) sense of belonging
b) sense of competition
c) sense of reluctance
d) insight
4. Some people enjoy spending their leisure time in intellectual

activities.
a) engaged
b) acknowledged
c) rejuvenated
d) act
5. It can help people find more personal fulfilment by giving them into
what they really like.
a) obesity
b) pastime
c) chunk
d) insight
6. Activities providing the strongest are not sports, but card,

arcade and computed games.
a) sense of belonging
b) sense of competition
c) sense of reluctance
d) insight
60
7. in soccer satisfies our desire for a sense of belonging and coin
collection and backing fulfil their need for creativity.
a) engaging
b) participating
c) acknowledging
d) rejuvenating
8. Fishing is generally considered more of an outdoor .
a) intellectual activities
b) recreational activity
c) pastime
d) insight
9. We all know it is important to between work and play, but many

of us do not succeed.
a) pastime
b) participate in
c) achieve balance
d) rejuvenate
10. Quilting or stamp collecting for doing something completely

different from their daily routine.
a) fulfil one’s need

b) participate in
c) achieve balance
d) rejuvenat
61
Task III. Match each word with its correct definition.
1. personal fulfilment a. a large piece
2. crucial b. feeling of doing what you have
3. pastime always wanted to do
4. quilting c. overpowering; very large
5. rejuvenate d. a free-time activity
6. reluctant e. not wanting to do something;
7. overwhelming unwilling
8. chunk f. the process of sewing two or more
layers of fabric together
g. to refresh, restore
h. important
62
EDUCATION
1. alternative 19. incorporate

2. assess (assessment) 20. inquisitiveness
3. auditory learner 21. keep up with
4. compulsory 22. kinaesthetic learner
5. conventional 23. literacy
6. curriculum 24. mandate
7. deliver a lecture 25. obligatory
8. distance learning 26. take \ pass \ fail an exam
9. enrich 27. play truant
10. enrol 28. recite
11. expose 29. rote learning
12. extracurricular activities 30. scheduled lessons
13. fall behind 31. scholarship
14. fidget 32. sophisticated
15. gap year 33. syllabus
16. gifted 34. transfer
17. graduate from a university 35. visual learner
18. hinder
Educational
institutions University courses University work
1. kindergarten 1. BA – Bachelor of 1. presentations
2. primary school Arts Degree 2. lectures
3. secondary school 2. MA – Master of 3. tutorials
4. college Arts 4. thesis
5. higher education 3. PhD – Doctorate 5. dissertation
6. post-graduation 6. hypothesis
school 7. assignment
8. project work
9. research
63
____________ learners prefer to sit somewhere in the classroom where no obstructions
____________ their view of the lesson. Visual displays and presentations such as
colorful1 videos, diagrams, and flip-charts often help them ____________ their studies.
Sounding out spelling words, ____________ mathematical theories, or ____________ are
examples of the types of activities that improve ____________ learner’s understanding.
Listening to what others have to say and then talking the subject through helps them
process new information and not to ____________ the class.
____________ learners may find it difficult to sit still in a ____________ classroom and
they often ____________ in their seats when they are bored. ____________ arts-and-
crafts activities, building projects and sports into lessons helps kinaesthetic learners
process new information.
Teachers who present their lessons using varied techniques that stimulate all learning
styles ____________ students to both their dominant and less preferred methods of
learning, aiding them to more fully reach their potential as learners.
auditory expose keep up with

conventional fail an exam kinaesthetic
curriculum fall behind reciting
delivering a fidget transfer
lecture hinder visual
enrol incorporating
64
1. Educating children at home as an ___________ to formal education is an option

chosen by families in many parts of the world.
a) conventional
b) alternative
c) obligatory
d) mandated
2. In some places, a government-approved course of study is ___________ , whereas

in others, homeschoolers may be required only to follow general guidelines, or
even none at all.
a) conventional
b) alternative
c) obligatory
d) mandated
3. In the United States, for example, it was not until the latter part of the nineteenth
century that state governments began making school attendance ___________.
a) compulsory
b) sophisticated
c) conventional
d) gifted
4. School is ___________ for young children in most parts of the world.

a) sophisticated
b) obligatory
c) conventional
d) gifted
5. A ___________ child shows an exceptional level of performance in one or more

areas.
a) kinaesthetic
b) visual
c) auditory
d) gifted
6. At a younger age some children are able to work at a higher conceptual level,
develop more ___________ methods to solve problems and show more creativity in
their methods and interpretation of assignments.
a) conventional
b) alternative
c) sophisticated
d) visual
65
7. Children who can read older children's books in first and second grade are often
___________ gifted classes.
a) played truant
b) transferred into
c) enrolled in
d) fallen behind
8. Providing special programs for gifted children ___________ their school experience.
a) hinders
b) enriches
c) assesses
d) incorporates
9. Although giftedness cannot be ___________ by an intelligence test alone, these

tests are often used to indicate giftedness.
a) enriched
b) incorporated
c) assessed
d) recited
10. She was impressed by the ___________ of the children.

a) curriculum
b) assessment
c) syllabus
d) inquisitiveness
11. People who have ___________ university stand a better chance of finding a good
job.
a) graduated from
b) enrolled in
c) transferred to
d) exposed to
12. There is a lot competition to get a ___________ but without it I won’t be able to
afford universities fees.
a) BA
b) MA
c) scholarship
d) diploma
13. I hope to ___________ a degree in law next year in the UK.

a) graduate from
b) enrich
c) fall behind
d) enrol in
66
14. Students who take a ___________ often find it difficult to get back into their studies
again.
a) scheduled lessons
b) scholarship
c) curriculum
d) gap year
15. The rate of ___________ is higher in developed countries than in under developed
countries.
a) visual learners
b) inquisitiveness
c) literacy
d) diploma
16. Most parents are horrified when they discover their children have been
___________ school.
a) keeping up with
b) playing truant from
c) exposing to
d) assessing
17. Candidates for supervisory jobs must __________a written exam.

a) take
b) incorporate
c) hinder
d) recite
67
a. is a project that marks the end of a

1. curriculum master's program
2. distance learning b. the first year of school, for children aged
3. extracurricular activities five
4. higher education c. the full range of subjects offered by a
5. hypothesis school or group of schools
6. kindergarten d. a system of education in which people
7. MA study at home with the help of special
8. rote-learning internet sites and send or email work to
9. scheduled lessons their teachers
10. syllabus e. learning by repetition and memorising
11. thesis items
12. tutorial f. a period of study with a tutor and a small
group of students
g. an idea or explanation for something that
is based on known facts but has not yet
been proved
h. education at a college or university where
subjects are studied at an advanced level
i. lessons that are planned and written into a
school curriculum
j. an advanced university degree in a
subject such as literature, language, or
history
k. not part of the usual course of work or
studies at a school or college
l. the content of elements taught in a
specific subject
68
SPORTS
1. amateur / professional 14. race

2. be out of condition 15. regimes
3. compete 16. sedentary lifestyle
4. demolish rivals 17. spectator
5. dizziness 18. sports facilities
6. do pushups / pullups/squats 19. stretching exercise
7. do weightlifting / cardio 20. take part in
8. draw 21. take up
9. fatigue 22. the risk of injury
10. keep fit 23. warm up / cool down
11. muscle group 24. win / beat / score
12. obesity 25. workout
13. pace
Types of sports:
1. martial arts
2. pole vault
3. javelin
4. hurdles
5. fencing
6. archery
7. rafting
8. paragliding
9. caving
10. abseiling
69
The purpose of ____________ is to prepare mentally and physically for your chosen
activity, and decline ____________. A good warm-up should last five to 10 minutes and
work all major ____________. For best results, start slowly, then pick up the
____________. Many warm-up routines focus on cardio and range-of-motion exercises,
such as jumping jacks and ____________.
After your workout, it's best to spend five to 10 minutes ____________through a

sequence of slow movements. This helps prevent muscle cramps and
____________while gradually slowing your breathing and heart rate. An effective cool-
down also incorporates ____________ to relax and lengthen muscles throughout your
body and improve your range of motion.
cooling down muscle group stretching exercises
dizziness pace taking up
doing squats regimes the risk of injury
keeping fit sports facilities warming up
70
1. Our team was wining until half time, but in the second half the other team
__________ three goals, and so they beat us.
a) took up
b) competed
c) scored
d) drew
2. Coventry Cite __________ 3-3 with Sunderland in the match last Saturday.
a) took up
b) competed
c) scored
d) drew
3. The immediate step would be to promote a more active lifestyle through exercise
__________ or sports programs which would help to detoxify the lifestyles of
children affected.
a) regimes
b) pushups
c) pullups
d) race
4. The major physical problem is the __________ which video games encourage,
meaning that youngsters may incline to obesity or inadequate development.
a) dizziness
b) fatigue
c) sedentary lifestyle
d) obesity
5. Australian sports teams win more than their fair share of titles, __________ rivals
with seeming ease.
a) competing
b) demolishing
c) taking up
d) keeping fit
6. Television assisted in derailing long-held concerns in many sports about whether

athletes should remain __________ or ‘go pro’.
a) obesity
b) amateurs
c) spectators
d) professionals
7. Men have always been willing to watch male athletes at the top of their game,
but female athletes __________ the same sports have typically attracted far less
interest.
a) competing
b) demolishing
c) taking part in
d) keeping fit
71
8. At about the same time that the poet Homer invented the epic hero, the ancient
Greeks started a festival in which men competed in a single __________, about 200
meters long.
a) weightlifting
b) cardio
c) stretchining exercise
d) race
9. During the Athens Olympics in 2004, 3.4 billion people, half the world, watched
them on television. Certainly, being a __________ is a thrilling experience: but why?
a) amateurs
b) spectators
c) professionals
d) fatigue
10. My university spend a lot of money on upgrading the __________.

a) muscle group
b) sport facilities
c) martial arts
d) pole vault
11. The two athletes are __________ for the gold medal.
a) competing
b) demolishing
c) taking up
d) keeping fit
12. I say I’m going to __________ exercise all the time, but I always find an excuse to
delay.
a) warm up
b) cool down
c) take up
d) keep fit
13. I try to __________ by consuming healthy food and doing exercise regularly.
a) cool down
b) warm up
c) compete
d) keep fit
14. Lacking of doing exercise and playing sport can lead to __________.
a) demolishing rivals
b) being out of condition
c) keeping fit
d) workout
15. For almost a century, scientists have presumed, not unreasonably, that __________
- or exhaustion in athletes originates in the muscles.
a) fatigue
b) dizziness
c) pace
d) injury
72
a. the use of a rubber raft to travel with the
1. abseiling current of a river, especially as a sport
2. archery b. a competition in which javelins are
3. caving thrown
4. fencing c. the art or sport of shooting arrows
5. hurdles d. the sport of jumping out of an aircraft
6. javelin with a special parachute that allows you
7. martial arts to travel a long horizontal distance
8. paragliding before you land
9. pole vault e. the sport of fighting with long, thin
10. rafting swords
f. a sports competition in which
you jump over a high bar using
a long stick to push yourself off
the ground
g. the activity of going down a very steep
slope while holding on to a rope that is
fastened to the top of the slope
h. a sport that is a traditional Japanese or
Chinese form of fighting or defending
yourself
i. a race in which people or horses jump
over frames
j. the sport of walking and climbing in
caves
73
JOB AND PROFESSIONS
1. benefit in kind 15. outsource
2. blue-collar worker 16. pay dispute
3. bonuses / incentives 17. pay increments, perks or financial
4. career prospects rewards
5. dismiss (f) / give the sack (inf.) 18. performance appraisal
6. glass ceiling 19. profit
7. hire 20. salary
8. Human Resources (or HR) 21. staff
9. income 22. shift work
10. internship 23. staff
11. make redundant 24. wages
12. maternity leave 25. white-collar worker
13. ongoing training 26. workforce
14. output 27. workplace
Business Description
1. boon 1. a nine-to-five job
2. catch up 2. be stuck behind the desk
3. credibility 3. carve a niche for oneself
4. endorse 4. have a heavy / light workload
5. enhance 5. manual work
6. enticing 6. paperwork
7. labor cost 7. repetitive / monotonous
8. niche 8. rewarding
9. proponents 9. run own business
10. set the trend 10. work full-time / part-time
11. sophisticated /freelance
12. target consumers 11. work overtime / long hours
13. turnover
74
Task I. Multiple choice. Choose one letter.
1. I’m employed on a casual basis, so my __________ are paid at the end of each
week.
a) salary
b) income
c) wages
d) profit
2. Over 100 members of staff were __________ when the new machines were
installed in the factory.
a) hired
b) made redundant
c) endorsed
d) enhanced
3. It is important to have experience in the __________ as well as academic

qualifications.
a) workplace
b) workforce
c) career
d) staff
4. Much of the __________ in the banking sector is/are affected by the new
legislation.
a) workplace
b) workforce
c) career
d) staff
5. If they don’t increase my __________ this year I’m going to look for another job.
a) salary
b) income
c) wages
d) profit
6. The owners had a meeting with all of the __________ to discuss the takeover.
a) white-collar workers
b) staff
c) HR
d) Workplace
75
7. I’m a __________ and I’m never going to climb the corporate ladder and
become some high-flyer.
a) white-collar worker
b) staff
c) HR
d) employee
8. My company car is a __________; I would sorely miss it were I to move to another

job that did not offer the same perks.
a) career prospect
b) benefit in kind
c) income
d) output
9. There is a __________ in this industry and the truth is that women are not
allowed to progress beyond a certain point in the hierarchy.
a) pay dispute
b) incentive
c) glass ceiling
d) performance appraisal
10. My __________ went very well; my ratings were good and I was praised for my
efforts by my line manager.
a) performance appraisal
b) internship
c) workplace
d) workforce
11. The ongoing __________ looks likely to harm the company from a PR perspective
and could also result in strike action.
a) glass ceiling
b) performance appraisal
c) internship
d) pay dispute
12. I consider my __________ rather good on account of my good education and

track record.
a) internship
b) workplace
c) workforce
d) career prospects
76
13. I’m going on __________ in six weeks’ time; the baby is due at the end of
January.
a) workplace
b) maternity leave
c) shift work
d) glass ceiling
14. After my __________ finished, I was offered a permanent position as I’d hoped.
a) salary
b) wages
c) profit
d) internship
15. It usually takes several years for a small business to earn a __________.
a) salary
b) wages
c) profit
d) income
16. She was __________ on the grounds that she was no longer mentally fit to carry
out her role.
a) hired
b) dismissed
c) paid
d) caught up
77
Task II. Complete the summary below. Use the words from the list.
catch up enhance sophisticated
consumers niche target
credibility outsource turnover
endorse set the trend
Luxury brands dominate both the cosmetic and skincare market. But __________ are
looking for more than just beauty in __________ packaging. Companies offering
products with healthy ingredients have __________ in recent years. To gain __________,
many cosmetic companies have persuaded the dermatologists and pharmacists to
__________ their brands. The __________ customers of most skincare and cosmetic
brands are women between the ages of 20 and 50. Nevertheless, it is estimated that
men account for 1 per cent of luxury cosmetics market, a __________ which saw a 50
per cent increase in sales in 2003-2004. Besides, teenagers are also trying to
__________ the health and beauty of their appearance.
boon labor costs turnover
catch up outsourcing wages
employees proponents work long hours
enticing receiving benefits
hiring salary
__________ has long been a source of controversy, with opponents pointing to the loss
of jobs and damage to the economy in the home country and __________ viewing the
savings in __________ as a __________ to business.
The receiving countries generally consider the well-paying jobs a benefit to their
economy, but __________ are not always happy with the work. Staff __________ can be
high when employees have to __________ to coincide with the business day in the
outsourcing country. India remains the outsourcing epicenter for now, with China
slowly __________, but the situation will continue to change. Once __________ rise high
enough in India and China, foreign workers somewhere else will be as __________ to
outsourcing countries as India and China now are to Europe, Japan, and the United
States.
benefits ongoing training profits
credible output work full-time
hiring outsource work overtime
incentive profitable
Although the __________ per hour of work has more than doubled since 1945, leisure
seems reserved largely for the unemployed and underemployed. Those who
__________ spend as much time on the job as they did at the end of World War II.
Since 1979, companies have responded to improvements in the business climate by
having employees __________ rather than by __________ extra personnel, says
economist Juliet B. Schor of Harvard University. Some firms are even downsizing as
their __________ climb.
Yet a host of factors pushes employers to hire fewer workers for more hours and at the
same time compels workers to spend more time on the job. In the short run, the
employer’s __________ is clear. Even hourly employees receive __________ - such as
pension contributions and medical insurance - that are not tied to the number of
hours they work. Therefore, it is more __________ for employers to work their existing
employees harder.
78
a. doing particular pieces of work for
1. bonuses different organizations, rather than
2. Human Resources (HR) working all the time for a single
3. manual work organization
4. ongoing training b. pay rises/increases
c. money given in addition to salary,
5. output
usually in return for achieving
6. pay increments targets
7. perks d. involves physical work
8. repetitive e. the amount of work to be done,
9. rewarding especially by a particular person or
10. work freelance machine in a period of time
11. workload f. training throughout your time in a
job, not just at the start
g. reward from an employer which are
not financial (free lunches, a car
etc.)
h. the department in a company
which manages recruitment,
employment and training
i. making you feel satisfied that you
have done something important or
useful, or done something well
j. involving doing or saying the same
thing several times, especially in a
way that is boring
k. the amount of work or goods
produced.
79
NATURAL WORLD
1. absorb 21. hazardous

2. abundant 22. impact
3. acid rain 23. irrigation
4. air / marine pollution 24. land degradation
5. animal / plant extinction 25. landfills
6. become resistant 26. lifespan
7. biodiversity 27. logging
8. climate change 28. loss of biodiversity / fertility
9. contamination 29. over population
10. crops 30. ozone layer depletion
11. deforestation 31. pesticides (pests)
12. drought 32. poaching
13. dumping of waste 33. pollutant particles
14. dwindling numbers 34. soil erosion
15. ecosystem 35. surface life
16. emissions 36. terrestrial
17. exacerbated 37. vanish
18. famine 38. vegetation
19. fossil fuels 39. waste disposal
20. habitat loss 40. yields
80
absorb ecosystem pollutant particles

biodiversity habitat soil erosion
deforestation impact vanished
____________ is the destruction of forests and the cutting down of trees on a large
scale.
As forests are cut down, it affects the atmosphere and ____________ as tree play a
large part in the water cycle.
Another problem is the loss of ____________. Some species of plants and animals have
already ____________ while others remain endangered. This is due to the loss of their
____________.
The process affects climate change. Trees ____________ CO2 and give off oxygen. By
destroying forests more CO2 remains in the atmosphere affecting the climate.
In the area where the trees have been removed, ____________ occurs as the Earth is
exposed to the Sun’s heat. This evaporates much needed nutrients contained in the
soil and is very difficult to reverse.
contamination loss of fertility vegetation

exacerbated loss of habitat yields
land degradation
____________ related to changes in the land which reduces its productivity potential.
Factors that have contributed to land degradation include soil erosion, ____________,
desertification and loss of ____________ cover. Many of these factors are ____________
by human activities. With a growing world population, land degradation can have
serious effects on our ability to feed everyone due to reduced ____________in major
food crops.
81
contamination emissions irrigation
drought endangered landfills
dumping of waste famine poaching
dwindling numbers impact pollutant particles
Water ____________ is a serious form of pollution and one that can be challenging to
rectify. Probably the main factor is the issue of ____________ from cars, factories and
other human activities. These emissions contain damaging ____________ which can
contaminate rainwater run-off and thus enter the water cycle. The other major cause
is accidental of deliberate ____________ products in places outside controlled
____________ or waste processing centres.
The effects on animal life can be severe, especially for species which are already
____________ by such threats as ____________, habitat loss and food chain disruption.
Contaminated water can lead to ____________ or even potential extinction. The
____________ on human society can also be distressing, including the poisoning of
drinking water, ____________or ____________ due to lack of safe ____________ and
long-term loss of land.
absorb impact soil

crops insects vegetation
erosion pests (x3)
genetically modified resistant
Some farmers believe that growing ____________ that have been ____________ is a
good way to eradicate ____________ and improve the quality of their produce.
However, this type of agriculture has both advantages and disadvantages. One
advantage is that farmers can grow plants that produce a poison that is harmful to
____________. This means that farmers will not have to use ____________ to kill these
animals and so this should be better for the surrounding environment and the
____________ that plants grow in. As a result, it could help to protect other
____________ as well as the habitat of any animals in the area. On the other hand, it is
possible that over time ____________ may become ____________ to the toxins and so
the problem would be worse than ever.
82
1. Water cover approximately 70% of our globe, it would seem that it is __________
resource but it is not.
a. hazardous
b. abundant
c. resistant
d. vanished
2. Combustions, mining, factories, power plants and automobiles all pose threats
as potential __________.
a. landfills
b. yields
c. air pollutants
d. habitats
3. The improved living standards and medicine result in a longer __________ and
lower infant mortality.
a. famine
b. drought
c. ecosystem
d. lifespan
4. The cause of greenhouse gases can be found in carbon emissions and

combustion of __________.
a. habitats
b. fossil fuels
c. landfills
d. marine pollutants
5. __________ reduced the ability of the ozone to protect __________ from UV

radiation.
a. soil erosion and marine life
b. soil erosion and surface life
c. ozone layer and surface life
d. air pollution and marine life
6. The main contributor of __________ begins on land, namely non-point pollution

from septic tanks, sewage sludge, car oil leaks, boats and farm chemicals,
which make their way to the sea.
a. air pollution
b. marine pollution
c. land degradation
d. soil erosion
7. __________ can be felt in the rise in temperatures and the changes of weather
patterns on a global scale.
a. deforestation
b. acid rains
c. logging
d. climate change
83
8. __________ can cause serious health problems as particles of pollution can
enter people’s lungs.
a. deforestation
b. acid rains
c. logging
d. climate change
9. Smog, mainly from factory smoke, is __________ and can produce chronic
problems such as lung disease, asthma and heart disease.
a. hazardous
b. abundant
c. resistant
d. vanished
10. The effects of __________ extend beyond just the felling of a swath of trees.
a. air pollution
b. logging
c. loss of biodiversity
d. emissions
11. Nutrients, water and shelter for plants, animals, and microorganisms throughout
the ecosystem are lost; many life forms-both __________ and aquatic-are
becoming endangered as forests vanish.
a. biodiversity
b. ecosystem
c. terrestrial
d. marine
12. The world population is currently 7 billion and is estimated to be 8 billion by

2024. __________ will result in draining world resources and an increase in
carbon emission worsening climate change.
a. famine
b. drought
c. lifespan
d. overpopulation
84
1. biodiversity a. the activity of cutting down trees in
2. contamination order to use their wood
3. drought b. the practice of supplying land with
4. ecosystem water so that crops and plants will
5. famine grow
6. fossil fuels c. all the living things in an area and the
7. irrigation way they affect each other and the
8. logging environment
9. poaching d. the process of making something dirty
10. waste disposal or poisonous
e. the number and types of plants and
animals that exist in a particular area
or in the world
f. an electrical machine, connected to a
kitchen sink, that cuts up food waste
so that it will flow easily through the
pipes
g. to catch and kill animals without
permission on someone else's land
h. a situation in which there is not enough
food for a great number of people,
causing illness and death, or a
particular period when this happens
i. gas, coal, and oil, that were formed
underground from plant and animal
remains millions of years ago
j. a long period when there is little or no
rain
85
MEDICINE
1. allergic reaction 20. impose preventive measures

2. alleviate 21. infectious / contagious disease
3. benign 22. lethal
4. bipolar disorder 23. malignant tumour
5. brace 24. morbid
6. cardiac arrest 25. outbreak
7. clinical trial 26. plague
8. combat 27. post-operative consultation
9. congenital disorder 28. prescribe
10. deficient 29. probe the wound
11. dependent 30. side effects
12. digestive system 31. spine
13. discontinue treatment 32. spot
14. examination 33. stain
15. forceps 34. surgical procedure
16. fracture 35. terminal illness
17. hereditariness 36. undergo quarantine
18. impairment 37. victims
19. implement 38. vulnerable people
86
Authorities began ____________ controls at the borders of their country to prevent the
importation of ____________, a highly infectious or ____________ disease. Foreign
vessels were not allowed to dock in the ports and all foreigners had to ____________
quarantine. The cessation of trade relations with other countries was one of the
____________. In a few decades another plague ____________ was recorded.
Preventative measures had been widely ____________, including the isolation of
persons ill with plague, the imposition of quarantine and physical ____________ of all
persons suspected of carrying the disease. The sites, where plague ____________ were
found, had to be encircled by checkpoint and isolated for the duration of the
outbreak.
alleviate imposed undergo

contagious outbreak victims
examination plague vulnerable people
hereditary protective measures
implementing strain
87
1. Clinical trials test several hundred volunteers to determine how effectively the
pills __________ the disease being studies.
a. benign
b. prescribe
c. combat
d. alleviate
2. Pills, oils or herbs cure or __________ a specific disease.

a. benign
b. prescribe
c. combat
d. alleviate
3. The __________ eyesight resulting from excessive use of screens and consoles,
meaning that people may suffer symptoms of poor vision.
a. vulnerable
b. strain on
c. imposed
d. implementing
4. Scientists are happy that the resulting solutions and sugar pills have no
__________.
a. treatment
b. deficiency
c. side effects
d. spot
5. Although the majority of alternative health workers mean well, there are just too
many frauds out there preying on __________.
a. allergic reaction
b. clinical trial
c. cardiac arrest
d. vulnerable people
6. The tests showed up an iron __________, so now I have to take supplements

every morning.
a. deficiency
b. dependency
c. morbid
d. impairment
7. His alcohol __________ is becoming a real issue which could potentially ruin his
life.
a. deficiency
b. dependency
c. morbid
d. impairment
88
8. __________ injury can often result in paralysis.
a. spinal
b. lethal
c. fracture
d. spot
9. I can never seem to read the handwriting on the doctor’s __________.

a. protective measures
b. examination
c. prescription
d. benign
10. I expect that I will get diabetes at some point in my life – it’s __________ – my
mother and grandmother had it.
a. contagious
b. infectious
c. hereditary
d. allergic
11. The patient is __________ obese, which is severely impacting on his quality of life.
a. vulnerably
b. lethally
c. morbidly
d. contagiously
12. The accident left him with a permanent visual __________.

a. side effect
b. impairment
c. brace
d. fracture
13. His wound got infected so the doctor immediately __________ the course of
antibiotics the patient had been on.
a. alleviated
b. probed
c. discontinued
d. implemented
14. When the doctor __________ the wound, he decided it was not lethal.
a. spot
b. probed
c. imposed
d. alleviate
15. Using his trusty __________, the dentist carefully extracted the tooth.
a. forceps
b. brace
c. spot
d. prescription
89
16. Although incredibly painful, it proved to be little more than a hairline __________,
which would almost certainly have healed up within two to three weeks by itself.
a. disorder
b. illness
c. fracture
d. reaction
17. He needed to wear a __________ to support his back, which had been giving
him trouble for some time.
a. forceps
b. brace
c. prescription
d. spot
18. Don't even think about bursting that __________- what a disgusting thing to do.
a. fracture
b. spot
c. wound
d. strain
19. The deceased had ingested a __________ dose of pain killers.

a. congenital
b. surgical
c. lethal
d. cardiac
20. The good news it’s – __________; the bad news is it’s in a part of the body which
is inoperable.
a. lethal
b. allergic
c. benign
d. terminal
90
a. a medical condition that affects
1. allergic reaction especially old people, causing
2. bipolar disorder the memory and other mental
3. cardiac arrest abilities to gradually become
4. clinical trial worse
5. congenital disorder b. a condition that will result in
6. dementia death no matter what
7. digestive system c. a health problem present at
8. malignant tumour and from birth
9. post-operative consultation d. a meeting with a doctor after
10. surgical procedure having undergone surgery
11. terminal illness e. when the immune system
responds in a harmful way to
exposure to something
f. a medical operation that
involves making incisions into
the body
g. a condition whereby the heart
stops functioning
h. an aggressive form of cancer
that will spread around the
body
i. the part of the body that
processes the food we eat
j. a mental condition
characterised by extremes of
happiness and sadness
k. a way of testing a new form of
medicine or treatment on
human subjects
91
SCIENCE
1. ancestors 23. launch

2. ancient 24. linguists
3. ancient history 25. meanings
4. carved 26. means
5. composition 27. millennia
6. concepts 28. observation
7. conduct experiments 29. period
8. consecutive 30. predate
9. converse 31. refer
10. data 32. relevant / irrelevant
11. dialect 33. researchers
12. distinguish 34. ropes
13. emerge 35. rotates
14. evidence 36. scientific theory
15. evolved 37. settle
16. excavations 38. shuttle
17. extraterrestrials 39. sophisticated
18. float 40. spanned
19. gestures 41. surface
20. induction 42. sustain
21. isolated 43. the Middle Ages
22. land 44. unbiased
92
concepts evolved means
converse excavations millennia
dialect gestures referring
distinguishing linguists settling
emerged meanings sophisticated
Just as biologists rarely see a new species arise, ____________ rarely get to discover
an unknown ____________ or even better, to see a new language being born. But lately
academics have been able to follow the formation of a new language in Nicaragua.
The catch is that it is not a spoken language but, rather, a sign language which arose
spontaneously in deaf children.
The thing that makes language different from other ____________ of communication is
that it is made of units that can be combined in different ways to create different
____________. In a spoken language there units are words; in a sign language these
units are ____________. Ann Senghas, of Columbia University, is one the linguists who
have been studying the way these have gradually ____________ in Nicaraguan Sign
Language (NSl).
The language ____________ in the late 1970s, at a new school for deaf children.
NSL has become more ____________ over the years. For example, ____________ that an
older signer uses a single sigh for, such as rolling and falling have been unpacked into
separate signs by youngsters. Early users, too, did not develop a way of ____________
left from right. Dr. Senghas showed this by asking signers of different age to
____________ about a set photographs that each could see. One signer had to pick a
photograph and describe it. The other had to guess which photograph he was
____________ to.
ancestors evidence referred

ancient extraterrestrials researchers
carved isolated ropes
emerged landed settled
Easter Island is home to several hundred ancient human statues - the moai. When this
remote Pacific island, was ____________ by the Polynesians, it remained ____________
for centuries… Yet when Dutch explorers ____________ in 1722, they met a Stone Age
culture. The moai were ____________ with stone tools, then transported for many
kilometres, without the use of animals or wheels, to massive stone platforms. It was
thought the statues had been created by pre-Inca peoples from Peru. Bestselling
Swiss author Erich von Daniken believed they were built by stranded ____________..
Modern science - linguistic, archaeological and genetic ____________ - has definitively
proved the moai builders were Polynesians, but not how they moved their creations.
Local folklore maintains that the statues walked, while ____________ have tended to
assume the ____________ dragged the statues somehow, using ____________ and logs.
93
conducted observation surface
data predate theory
emerge referred unbiased
evidence relevant
induction rotate
The myth of scientific method is that it is inductive: that the formulation of

scientific ____________ starts with the basic, raw ____________ of the senses -
simple, ____________, unprejudiced ____________. Out of these sensory
____________ - commonly ____________ to as ‘facts’ — generalisations will form.
The myth is that from a disorderly array of factual information an orderly,
relevant theory will somehow ____________. However, the starting point of
____________ is an impossible one.
Some observations are held to be ____________ and some irrelevant, that one
methodology is chosen and others discarded, that some experiments are
____________ and others are not.
94
1. Our passengers will be ready to __________ within two days.
a. emerge
b. carve
c. launch
d. shuttle
2. Our space explorers will be able to __________ around the cabin and view
the Earth and outer space for approximately ten minutes.
a. rotate
b. sustain
c. emerge
d. float
3. Venus is unusual because it __________ in the opposite direction to other

planets.
a. sustains
b. floats
c. rotates
d. converses
4. The __________ of Venus has many craters caused by asteroids.

a. theory
b. surface
c. period
d. shuttle
5. Mercury does not have any water so cannot __________ life.

a. land
b. settle
c. sustain
d. refer
6. The Voyager space __________ has provided us with pictures of Saturn’s

moons.
a. shuttle
b. ancestors
c. evidence
d. data
7. The __________ of Saturn is mainly gas.

a. history
b. data
c. theory
d. composition
95
8. The museum has an excellent exhibition about life during the __________.
a. ancestors
b. Middle Ages
c. period
d. observation
9. I much prefer studying __________ history to modern history.

a. old
b. millennia
c. ancient
d. decade
10. It would be better if the meetings were on __________ days. We’d get
more done that way.
a. consecutive
b. unbiased
c. theoretical
d. scientific
96
1. ancestors a. to exist earlier than somethings

2. ancient else
3. carve b. to make something by cutting
4. excavations into especially wood or stone
5. extraterrestrial c. digging for artefacts
6. float d. extended over
7. millennia e. a person related to you who
8. period lived a long time ago
9. predate f. a vehicle or aircraft that travels
10. rotate regularly between two places
11. shuttle g. thousands of years
12. spanned h. to stay on the surface of a liquid
and not sink
i. to turn or cause something to
turn in a circle, especially around
a fixed point
j. an interval of time
k. very old
l. in or coming from a place
outside the planet Earth
97
FAMILY AND RELATIONS
1. absorb conventions / 17. foster parents

patterns of behavior 18. ground rules
2. accommodating 19. have in common
3. adolescence 20. immediate family
4. adopt 21. inherited
5. bonding 22. nuclear family
6. breadwinner 23. nurture
7. bring up / upbringing 24. overprotective parents
8. child neglect 25. peer pressure
9. childcare 26. physical resemblance
10. close-knit 27. raise
11. codes of conduct 28. role model
12. delinquency 29. sibling rivalry
13. dependants 30. stubborn
14. dysfunctional family 31. supervision
15. extended family 32. temperament
16. formative years 33. ties
98
adopting conventions pattern of behavior
bonding delinquency peer pressure
breadwinner formative years role models
brought-up foster parents supervision
childcare ground rules
codes of conduct overprotective
Nobody can deny that parental influence is important for children, at least in
cases where children live with their parents, ____________ or guardians. It may
appear advisable for parents to act as ____________ and to establish
____________ for behaviour by spending as much time as possible with their
children. This allows the youngsters to absorb ____________ and ____________
which they can then follow themselves, hopefully leading to an absence of
problems such as bullying, truancy and ____________ later on. Being with the
family should reduce the risk of children falling victim to crimes such as
abduction, or coming under the influence of negative ____________.
However, we have to ask whether this is a practical proposition. In a society
where many families are dual-income, or where one parent’s role as
____________ means he/she is away from the family for long periods, it is
inevitable that children cannot spend all of their time with the family. Child-
minding and after-school ____________ are often used in these cases, and if
managed properly, these can be perfectly viable alternatives. Equally, it seems
that children can in some cases learn a considerable amount from their peers in
addition to adults, and allowing them to play without direct ____________ may
be a benefit.
To conclude, it appears that, while family time is essential for ____________ and
absorbing
____________, there are definite advantages when children are outside the family
too. This is provided that they are in a safe, well-behaved environment with
peers who are themselves reasonably well ____________.
99
Task II. Multiple choice. Choose one letter
1. My sister and I have totally different tastes. In fact we don’t have much
__________ at all.
a. role model
b. in common
c. sibling rivalry
d. peer pressure
2. There is a very close __________ between a mother and a newborn

baby.
a. supervision
b. close-knit
c. inherited
d. bond
3. From birth, parents can __________ and help develop social

competencies by making eye contact with their babies, offering toys
and playing with them.
a. raise
b. nurture
c. adopt
d. neglect
4. The company decided to __________ a new approach to staff

recruitment.
a. neglect
b. adopt
c. nurture
d. raise
5. When parents relate to a child, they do a lot of the work, figuring out
what the child needs and then __________ those needs.
a. accommodating
b. bringing up
c. overprotecting
d. supervising
6. Children who had a positive relationship with a best friend before the
birth of a sibling ultimately had a good relationship with their sibling
that lasted throughout __________.
a. immediate family
b. extended family
c. formative years
d. adolescence
100
7. My __________ will be well-looked after when I die as I have left a lot of
money to them in my will.
a. foster parents
b. dependants
c. role models
d. breadwinner
8. Her parents __________ her very well as she is now a very kind and
considerate young woman.
a. adopted
b. raised
c. neglected
d. protected
9. Social services will intervene if a child has been __________.

a. adopted
b. raised
c. neglected
d. protected
10. The child comes from a very __________ family. The father was violent
and is now in prison and the mother has a drugs problem.
a. extended
b. nuclear
c. dysfunctional
d. foster
11. If things go wrong for someone in their __________, it can have an

impact on their adult life.
a. adolescence
b. formative years
c. nuclear family
d. foster family
12. Children who have had __________ parents do not build up a strong
character to deal with the outside world on their own.
a. overprotective
b. foster
c. breadwinner
d. neglected
101
1) close-knit a) your nature or character
2) extended family b) family group consisting of a pair
3) immediate family of adults and their children
4) inherited c) a family unit that includes
5) nuclear family grandmothers, grandfathers,
6) physical resemblance aunts, and uncles, etc. in
7) sibling rivalry addition to parents and children
8) stubborn d) the emotional connection
9) temperament between people or places
10) ties e) the fact that two people or
things look like each other or are
similar in some other way
f) handed down through a family
g) caring and supportive
h) determined to an unreasonable
degree
i) your closest relations, such as
your parents, children, husband,
or wife
j) competition and arguments
among brothers and sisters
102
CRIME
1. abiding 19. harassment

2. abolish 20. imprison
3. apprehend 21. incarcerate
4. arson 22. interrogate
5. assault 23. justice systems
6. bail 24. kidnapping
7. blackmail 25. murder
8. burglary 26. parole
9. capital punishment 27. perjury
10. combat 28. pickpocketing
11. commit 29. probation
12. community service 30. reconvict
13. deterrent 31. rehabilitation
14. domestic violence 32. reoffend
15. embezzlement 33. sentence
16. enforcement 34. smuggling
17. fine 35. swearing
18. fraud
103
deterrence incarceration rehabilitation
enforcement interrogating reoffending
fine justice systems sentences
imprisonment reconvicted
Debates over how to treat prisoners have gone on since ____________

began: should the prison system leave inmates to fester in cold cells, with
punishment and ____________ as the goal of ____________? Or should it let them
wander from classroom to games room, preaching ____________ into society as
its main aim?
The prisons of England and Wales have been officially overcrowded since 1994;
nearly 14,000 current inmates are serving indeterminate ____________. If lowering
the number of criminals is the reason behind imprisonment, recent figures point
to a failing system: almost three quarters of under-18s are ____________ within a
year of release. As James Bell, an American lawyer and prison reform activist,
said: “As it stands now, ____________ are extremely expensive, do not
rehabilitate, but in fact make the people that experience them worse.”
In response to worldwide alarm over the ineffectiveness of how we manage
criminals, a growing number of prisons are embracing a new style of
incarceration. As the Prison Radio Association spokespeople said: “Reducing
____________ is of benefit to everybody. Equipping prisoners with skills and
confidence is crucial in bringing down reoffending rates.
The old debate: punish prisoners, or rehabilitate them?
104
1. Every society needs a strong system of law __________.
a. system
b. enforcement
c. imprison
d. fraud
2. People who __________ crimes are often victims themselves.

a. commit
b. combat
c. reoffend
d. incarcerate
3. He was charged with aggravated __________; his victim required ten stitches
to his face and had to be treated for shock.
a. assault
b. burglary
c. fraud
d. smuggling
4. I consider myself to be a law-__________ citizen. I have never broken the law in

my life.
a. abiding
b. abolishing
c. committing
d. reoffending
5. I was given a parking __________ again yesterday. It is costing me a fortune

a. sentence
b. community service
c. fine
d. capital punishment
6. How did you manage to move all those cigarettes across the border. I know
they are only for home consumption James, but you’ve effectively become a
__________ in the eyes of the law.
a. perjured
b. embezzled
c. harassment
d. smuggler
7. It is responsibility of the police and the government to __________ crime.

a. commit
b. combat
c. reoffend
d. incarcerate
105
8. It used to be against the law to go fishing on Sundays, but thankfully that law
was __________ a year ago.
a. apprehended
b. abolished
c. interrogated
d. incarcerated
9. At the moment the only form of punishment is either to fine people for petty
crimes or __________ them for more serious criminal offences.
a. sentence to death
b. sentence to community service
c. imprison
d. combat
10. It can be achieved by passing new laws that will act as a __________.
a. justice system
b. deterrent
c. probation
d. parole
11. I can't believe my own sister __________ my trust fund. When father died, he
entrusted her with the management of my finances until I turned 18. She has
utterly betrayed me.
a. embezzled
b. blackmailed
c. perjured
d. burgled
12. The assailant was __________ by police in a hideout near where the attack had
taken place.
a. bailed
b. interrogated
c. apprehended
d. abolished
13. Following his sentencing by the judge, he was __________ in Loggersdale

Penitentiary.
a. bailed
b. interrogated
c. apprehended
d. abolished
14. He was __________ on a bond of $18, 000.

a. fined
b. blackmailed
c. bailed
d. parole
15. The police __________ the suspect at length before releasing him for lack of
evidence.
a. bailed
b. interrogated
c. apprehended
d. abolished
106
1. arson a. is the early release of a prisoner on
2. blackmail good behaviour or for compassionate
3. burglary reasons
4. capital punishment b. is a sentence whereby the offender is
5. community service required to work for a certain period of
6. domestic violence time voluntarily on local projects
7. fraud c. is the setting free of a criminal under
8. harassment the supervision of the court or the local
9. homicide police
10. kidnapping d. lying under oath in court
11. parole e. the crime of intentionally starting a fire
12. perjury in order to damage or destroy
13. pickpocketing something, especially a building
14. probation f. is the death penalty
15. swearing g. the crime of stealing things out of
people's pockets or bags, especially in
a crowd
h. the carrying, taking or enticing away of
a person, esp. a child
i. acts of abuse against a person living in
your household
j. rude or offensive language that
someone uses, especially when they
are angry
k. breaking into a house with intent to
steal from it
l. repeatedly troubling or tormenting
another person
m. forcing a person into a particular
action by use of threats
n. the crime of getting money by
deceiving people
o. the killing of one person by another
107
TRAVELS
1. accommodation 19. landscape

2. amenities 20. overlook
3. breathtaking 21. overseas
4. carpooling 22. peaceful
5. catered 23. picturesque
6. congestion 24. quaint
7. cosmopolitan 25. scenic
8. crisp 26. skyscrapers
9. crystal 27. snorkelling
10. destination 28. spectacular
11. downside 29. steep and winding roads
12. ferry 30. stretches
13. high-capacity 31. suburbs
14. identification 32. transport hubs
15. in advance 33. treacherous
16. infrastructure 34. urban sprawl
17. inner city 35. valley
18. itinerary
108
catered peaceful snorkelling
crystal quaint spectacular
ferry scenic stretches
I live in a ____________ little village about 300 kilometres from the nearest bit city.
Although it’s a long way, the drive from the city is well worth the effort because
the surrounding countryside is very ____________. I like living here because it’s so
____________ and the air is really fresh, so it’s much nicer than in the city.
The most popular part of my hometown is the beach. We have long

____________ of white sand and the water is ____________ clear. The sea can be
very calm at time but the surf can also be ____________. Visitors who enjoy water
sports are really well ____________ for as you can go ____________, scuba diving
and deep-sea fishing. Soon we’re going to get our own airport but now people
can only get here by ____________.
breathtaking overlook treacherous

cosmopolitan overseas valley
crisp picturesque winding
downside skyscrapers
landscape steep
My city is famous for its ____________, statues, fountain – but most of all for its
shopping! We get a log of ____________ visitors, so our airport is one of the
busiest in the world. It’s a very exciting and ____________ place to live. I suppose
the only ____________ is that the air can get a little polluted at times.
My village is 200 meters above sea level and we ____________ the villages and
lakes down in the ____________ below. It’s very ____________ up here so we get a
lot of visitors, especially artists who want to paint the ____________. The air is very
____________ up here as well. The roads are pretty ____________ because they’re
very ____________ and ____________, so most people arrive by train. The scenery
on the way up here really is ____________.
109
1. I gave my parents a copy of my __________ before I left so that they would
where I was.
a) destination
b) itinerary
c) accommodation
d) amenity
2. It is difficult to get tickets at that time of year so we booked our well

__________.
a) in advance
b) destination
c) amenity
d) snorkelling
3. In the duty free shop they asked to see our tickets and some form of
__________.
a) amenity
b) destination
c) identification
d) high-capacity
4. When we finally reached our __________ we were very tired.

a) accommodation
b) amenity
c) destination
d) valley
5. The UK railway __________ dates back to the 1860’s in many places.

a) congestion
b) infrastructure
c) transport hub
d) suburbs
6. Sea container ships are __________ international freight providers.

a) picturesque
b) breathtaking
c) high-capacity
d) steep
7. I have to leave home very early in the mornings, because of the __________
on the way to my college.
a) congestion
b) infrastructure
c) transport hub
d) suburbs
110
8. My home city has many __________ such as swimming pools and parks,
and several facilities for elderly people such as care homes.
a) accommodations
b) amenities
c) suburbs
d) congestions
9. __________ has resulted in the rapid expansion of many Asian cities, with
resulting damage to the environment.
a) congestions
b) urban sprawl
c) car-pooling
d) transport hubs
10. Life in the a __________ can be rather boring, to be honest.

a) cosmopolitan city
b) suburb
c) valley
d) inner city
11. __________ housing is often overcrowded and noisy.

a) cosmopolitan city
b) suburb
c) valley
d) inner city
12. I tried __________ but it was difficult to arrange the journeys with three
other people.
a) congestions
b) urban sprawl
c) car-pooling
d) transport hubs
13. Heathrow airport is the largest __________ in Europe.

a) congestions
b) urban sprawl
c) car-pooling
d) transport hubs
111
1. amenity a. adjective meaning ‘about cities’
2. congestion b. the older, central part of a city
3. high-capacity c. the situation where a city expands and
4. infrastructure buildings are constructed without control or
5. inner city laws
6. itinerary d. centres where many routes converge
7. suburbs e. able to handle high volumes of goods or
8. transport hubs people
9. urban f. something, such as a swimming pool or
10. urban sprawl shopping centre, that is intended to make
life more pleasant or comfortable for the
people in a town, hotel, or other place
g. situation of too much traffic, causing delays
h. a detailed plan or route of a journey
i. the residential areas around a city
j. the physical and system organisation of a
city, area or country, especially in terms of
transport and communications
112
TECHNOLOGY
1. advanced / high / 16. lift shaft

cutting-edge / 17. modify
2. affect 18. obsolete
3. breakthrough 19. platforms
4. current 20. refinement
5. cyber space 21. remote control
6. e-commerce 22. rocket science
7. frame 23. send an attachment
8. gadgets / appliances / 24. steel
devices 25. storage
9. hauling 26. tension
10. hoisted 27. trigger
11. indispensable 28. unveil
12. internal 29. viral
13. inventor 30. Wi-Fi hotspots
14. labour-saving 31. wireless connection
15. landmarks
113
affect landmarks
current shaft
frame steel
hauling storage
hoisted tension
internal trigger
Next time you are in a lift, look for the name of the people who made it. Chances
are it will be the Otis Elevator Company. The concept of elevation was already
well established. Louis XV of France disliked stairs so much that he was regularly
____________ skywards in a ‘flying chair’ by several strong men ____________ on
ropes. In Otis's time, warehouses commonly used moving platforms to transport
goods between floors.
Otis worked for a bed manufacturer who was keen to expand his business but
needed to find a way to move his beds to an upper floor for ____________. The
inventive Otis soon had a solution to the safety problem: a tough ____________
spring system that meshed with ratchets on either side of the lift ____________ so
that if the rope gave way the sudden loss of ____________ would ____________
the device, stopping the lift from falling.
At the 1854 World Trade fair in New York, Otis unveiled his invention and orders
began to pour in, including one from the United States Assay Office which at
that time was constructing one of the first buildings with an ____________ steel
____________ to support the exterior walls. This was the same construction
method that skyscrapers would use. If not for lifts, the towering ____________
which feature so prominently in today's architecture would have been impossible
and the character of our cities would be entirely different.
affected modified
current refinement
inventors unveiled
In the 1 800s, many ____________ experimented with using electrical ____________

to produce light. James Lindsay ____________ his version of an electric light in
1835. It was bright enough for reading a book. Henrich Globel developed the first
lightbulb in 1854. His ____________, unfortunately, did not have commercial value.
It needed ____________ because it burned out very quickly.
114
1. Today’s __________ technology has brought many benefits.
a. obsolete
b. cutting-edge
c. viral
d. wireless
2. Nowadays people have many __________ that can save time in the home.
a. attachments
b. cyber space
c. devices
d. connections
3. I can access the Internet from anywhere in my house because my laptop has
a __________.
a. Wi-Fi hotspots
b. wireless connection
c. remote controller
d. cyber space
4. The invention of the __________ made watching television an even more

passive experience.
a. Wi-Fi hotspots
d. cyber space
5. In my view the dishwasher is one of the greatest __________ devices.

a. obsolete
b. modern
c. high
d. labour-saving
6. People often talk about emails and text messages being lost in __________
as if it were a real place.
a. Wi-Fi hotspots
d. cyber space
7. The smart phone has become an __________ device.

a. indispensable
b. obsolete
c. breakthrough
d. rocket science
115
8. These days many people use __________ rather than traditional shopping.
a. Wi-Fi hotspots
b. e-commerce
c. trigger
d. rocket science
9. Scientists have a made a big __________ in the search for a cure for cancer.
a. breakthrough
b. modification
c. storage
d. device
10. I __________ my laptop by adding more memory and a faster processor.

a. hoisted
b. storage
c. affected
d. modified
11. The CD player has become __________ with the introduction of MP3 players.
a. cutting-edge
b. modern
c. high
d. obsolete
12. The internet has __________ how we do business forever.

a. hoisted
b. storage
c. affected
d. modified
13. The blue dress picture was on every Facebook wall after it went __________.
a. viral
b. modified
c. internal
d. external
14. My brother sent a(n) __________ with his homework to the professor.
a. frame
b. current
c. attachment
d. shaft
15. Biology is a __________ for me. I don’t understand anything in it.

a. Wi-Fi hotspots
b. e-commerce
c. trigger
d. rocket science
116
Task III. Match each word with its synonym.
a. Wi-Fi
1. affect b. adjust, customize
2. breakthrough c. mail order
3. cutting edge d. forefront, leading
4. device e. energetic, growing
5. e-commerce f. alter, change
6. indispensable g. machine
7. modify h. vital, crucial, essential
8. obsolete i. discovery, finding
9. viral j. antique, archaic
10. wireless
117
CULTURE
1. art treasures 18. mythologies

2. authentic 19. oil painting
3. cultural context 20. play
4. cultural traditional 21. portray
5. display 22. preserve
6. evoke 23. reflection
7. exhibit 24. reinforce
8. fine art 25. reproduction
9. folklore 26. rituals
10. hand down 27. shanties and dirges
11. handicrafts 28. social memes
12. heritage 29. still life
13. historical background 30. subject
14. impress 31. superficially
15. impulse 32. the fabric of society
16. labour 33. transcending
17. medieval 34. transmit
118
art treasures exhibits reinforces
authentic fine art reproductions
background impressed superficially
context labour
display play
One of the most famous works of art in the world is Leonardo da Vinci’s Mona
Lisa. Nearly everyone who goes to see the original will already be familiar with it
from ____________, but they accept that ____________ is more rewardingly
viewed in its original form.
Despite an implicit recognition that the spread of good reproductions can be

culturally valuable, museums continue to promote the special status of original
work. Unfortunately, this seems to place severe limitations on the kind of
experience offered to visitors.
One limitation is related to the way the museum presents its ____________. As
repositories of unique historical objects, art museums are often called “the
houses of ____________”. We are reminded of this even before we view a
collection by the presence of security guards, attendants, ropes and
____________ cases to keep us away from the exhibits. In many cases, the
architectural style of the building further ____________ that notion. In addition, a
major collection is housed in numerous rooms, each with dozens of works, any
one of which is likely to be worth more than all the average visitor possesses. In a
society that judges the personal status of the individual so much by their
material worth, it is difficult not to be ____________ by one’s own relative
‘worthlessness’ in such an environment.
A fundamental difference between paintings and other art forms is that there is
no prescribed time over which a painting is viewed. The audience encourages an
opera or a ____________ over a specific time, whereas a picture has no clear
place at which to start viewing, or at which to finish. Thus artworks themselves
encourage us to view them ____________, without appreciating the richness of
detail and ____________ that is involved.
Consequently, the dominant critical approach becomes that of the art historian,
a specialised academic approach devoted to ‘discovering the meaning’ of art
within the cultural ____________ and historic ____________. This is in perfect
harmony with the museum’s function, since the approach is dedicated to
seeking out and conserving ____________, original, readings of the exhibits.
119
1. The state preserves ancient buildings because they are part of our
__________.
a. heritage
b. fabric of society
c. social meme
d. shanties
2. The monarchy __________ symbols of power through dress and ritual.

a. hand down
b. transmit
c. evoke
d. preserve
3. Hospitality is a great __________ in Mediterranean countries.

a. fabric of society
b. cultural tradition
c. historic background
d. reflection
4. Our national flag __________ strong emotions whenever we see it.

a. hand down
b. transmit
c. evoke
d. preserve
5. Drugs and crime are damaging the __________.

a. fabric of society
b. cultural tradition
c. historic background
d. reflection
6. Cultural values have been __________ for hundreds of years, but now they
are starting to disappear.
a. handed down
b. transmitted
c. evoked
d. preserved
7. Our countryside is part of our national heritage and we should __________

it carefully.
a. hand down
b. transmit
c. evoke
d. preserve
120
8. Children sometimes sing __________ at primary school.
a. folklore
b. shanties
c. rituals
d. myths
9. In Britain, punctuality is a __________.

a. social meme
b. impulse
c. reflection
d. heritage
10. There is a seemingly universal __________ to express oneself via art.

a. social meme
b. impulse
c. reflection
d. heritage
11. Recall the first time you ever saw the Sydney Opera House. Most likely your
skin tingled, you felt a trill and you paused for a moment of __________.
a. handicrafts
b. oil painting
c. fine art
d. reflection
12. Scientists are discovering that – rather than __________ the ordinary – art
and aesthetic are part of everyday experience.
a. exhibiting
b. transcending
c. handing down
d. evoking
121
1. fine art a. a classic story from the past which
2. folklore people know is not true but which carries
3. handicrafts meaning
4. medieval b. very traditional songs about basic
5. mythology, myth subjects
6. oil painting c. a person, thing, or situation that is written
7. portray about in a book, article, etc. or shown in a
8. rituals picture
9. shanties and dirges d. to represent or describe someone or
10. social memes something in a painting, film, book, or
11. still life other artistic work
12. subject e. a type of painting or drawing of an
arrangement of objects that do not
move, such as flowers, fruit, bowls
f. art by famous or acclaimed painters
g. skills of making objects by hand, and also
the objects themselves
h. social habits or patterns which are
transmitted between people
i. adjective for the Middle Ages, roughly
1050 to 1400 in European history
j. oil painting - a picture painted with oil
paints
k. old stories and myths/legends, usually
transmitted verbally
l. highly traditional ceremonies which have
meaning for the participants
122
ACADEMIC VOCABULARY
1. abandon 29. consciousness 57. implement 85. reinforce

2. abstract 30. consequenc 58. implicit 86. reluctant
3. accurate 31. contribution 59. imply 87. resolution
4. acknowledge 32. core 60. income 88. response
5. acquisition 33. correspond 61. indicate 89. restrict
6. adjust 34. creditable 62. inevitably 90. sacrifice
7. alter 35. criteria 63. initial 91. subsequent
8. ambiguous 36. data 64. integration 92. substitution
9. amendment 37. deceive 65. issue 93. successive
10. annual 38. definition 66. item 94. supplementary
11. anticipate 39. derive 67. justification 95. survey
12. appropriate 40. distorted 68. layer 96. suspended
13. arbitrary 41. eliminate 69. legislation 97. sustainable
14. artificial 42. emerge 70. maintenance 98. transition
15. assume 43. emphasis 71. marginal 99. undergo
16. authority 44. enable 72. modification 100. volume
17. behalf 45. encounter 73. nuclear
18. bias 46. enforcement 74. objective
19. capacity 47. enhance 75. obtain
20. cease 48. equation 76. occur
21. circumstance 49. establish 77. perspective
22. coincide 50. estimate 78. phenomenon
23. commodity 51. evaluation 79. precise
24. compile 52. exceed 80. preliminary
25. complex 53. explicit 81. primary
26. comprehensive 54. facilitate 82. purchase
27. conduct 55. feature 83. refine
28. confirm 56. foundation 84. regulations
123
Academic Lexis for Writing task 1
You should spend about 20 minutes on this task.

The line graph below shows changes in the amount and type of fast food consumed by Australian teenagers from 1975 to
2000. Summarize the information by selecting and reporting the main features and make comparisons where relevant.
The line graph compares the fast food consumption of teenagers in Australia between 1975 and 2000, a period of 25
years. Overall, the consumption of fish and chips declined over the period, whereas the amount of pizza and hamburgers
that were eaten increased.
In 1975, the most popular fast food with Australian teenagers was fish and chips, being eaten 100 times a year. This was far
higher than Pizza and hamburgers, which were consumed approximately 5 times a year. However, apart from a brief rise
again from 1980 to 1985, the consumption of fish and chips gradually declined over the 25 year timescale to finish at just
under 40.
In sharp contrast to this, teenagers ate the other two fast foods at much higher levels. Pizza consumption increased
gradually until it overtook the consumption of fish and chips in 1990. It then levelled off from 1995 to 2000. The biggest rise
was seen in hamburgers as the occasions they were eaten increased sharply throughout the 1970’s and 1980’s, exceeding
that of fish and chips in 1985. It finished at the same level that fish and chips began, with consumption at 100 times a year.
(194 words)
124
125
Starting Presentation Type Verb Description
The given / the diagram / table / figure / shows / represents / the comparison of…
supplied / the illustration / graph / chart depicts / enumerates / the differences…
presented / the shown / flow chart / picture/ illustrates / presents/ the changes...
/ the provided/ the presentation/ pie chart / gives / provides / the number of…
bar graph/ column graph describes / delineates/ information on…
/ line graph / table data/ expresses/ outlines/ data on…
data / information / denotes/ compares/ the proportion of…
pictorial/ process shows contrast / the amount of…
diagram/ map/ pie chart indicates / figures / gives information on...
and table/ bar graph and data on / gives data about...
pie chart ... information on/ presents comparative data...
information about/ shows the trend of...
data about/ the percentages of...
demonstrates/ outlines/
summarises...
Example :
1. The provided diagram shows data on employment categories in energy producing sectors in Europe starting from 1925 and
till 1985.
2. The given pie charts represent the proportion of male and female employee in 6 broad categories, divided into manual and
non-manual occupations in Freedonia.
3. The chart gives information on expenditures of 4 European countries on six consumer products namely Germany, Italy,
Britain and France.
4. The supplied bar graph compares the number of male and female graduated in three developing countries while the table
data presents the overall literacy rate in these countries.
5. The bar graph and the table data depict the water use in different sectors in five regions.
The bar graph enumerates the money spent on different research projects while the column graph demonstrates the
sources of the amount spent over a decade, commencing from 1981.
126
Vocabulary for the General Trend Part:
In general, In common, Generally speaking, Overall, It is obvious, As is observed, As a general trend, As can be seen, As an
overall trend, As is presented.
It can be clearly seen that,
At the first glance it is clear,
At the onset, it is clear that,
A glance at the graphs reveals that...
Example:
1. In general, the employment opportunity has increased till 1970 and has dropped down afterwards.
2. As is observed, the figures for imprisonment in the five mentioned countries show no overall pattern of increase or decrease
rather shows the considerable fluctuation from country to country.
3. Generally speaking, USA had a far more standard life than all the other 4 mentioned countries.
4. As can be seen, the highest number of passengers used the London Underground station at 8:00 in the morning and at 6:00
in the evening.
5. Generally speaking, more men were engaged in managerial positions in 1987 than that of women in New York.
6. As an overall trend, the number of crimes reported increased fairly rapidly until the mid-seventies, remained constant for five
years and finally, dropped to 20 cases a week after 1982.
7. At the first glance, it is clear that more percentages of native university pupils violated regulations and rules than the foreign
students.
At the onset, it is clear that drinking in public and drink driving were the most common reasons for the US citizens to be
arrested in 2014.
127
Trends Verb form Noun Form
Increase rise / increase / go up / uplift / rocket(ed) / climb a rise / an increase / an upward trend / a
/ upsurge / soar/ shot up/ improve/ jump/ leap/ growth / a leap / a jump / an
move upward/ skyrocket/ soar/ surge. improvement/ a climb.
Decrease fall / decrease / decline / plummet / plunge / a fall / a decrease / a reduction / a
drop / reduce / collapse / deterioriate/ dip / dive downward trends /a downward tendency
/ go down / take a nosedive / slum / slide / go / a decline/ a drop / a slide / a collapse
into free-fall. / a downfall.
Steadiness unchanged / level out / remain constant / remain a steadiness/ a plateau / a stability/ a
steady / plateau / remain the same / remain static
stable / remain static
Gradual increase an upward trend / an upward tendency /
------------ a ceiling trend
Gradual decrease a downward trend / a downward
------------ tendency / a descending trend
Standability/ Flat level(ed) off / remain(ed) constant / remain(ed)
unchanged / remain(ed) stable / prevail(ed) No change, a flat, a plateau.
consistency / plateaued / reach(ed) a plateau /
stay(ed) uniform /immutable / level(ed) out/
stabilise/ remain(ed) the same.
Examples:
1. The overall sale of the company has increased by 20% at the end of the year.
2. The expenditure of the office remained constant for the last 6 months but the profit rose by almost 25%.
3. There was a 15% drop in the student enrollment of the University.
4. The population of the country remained almost the same as it was 2 years ago.
5. The population of these two cities increase significantly in the last two decades and it is predicted that it will remain stable
in the next 5 years.
128
Type of Change Adverb form Adjective form
Rapid change dramatically / rapidly / sharply dramatic / rapid / sharp / quick
/ quickly / hurriedly / speedily / hurried / speedy / swift /
/ swiftly / significantly/ significant / considerable /
considerably / substantioally / substantial / noticable.
noticably.
Moderate moderately / gradually / moderate / gradual /
change progressively / sequentially. progressive / sequential.
Steady change steadily/ ceaselessly. steady/ ceaseless.
Slight change slightly / slowly / mildly / slight / slow / mild / tedious.
tediously.
Example:
1. The economic inflation of the country increased sharply by 20% in 2008.
2. There was a sharp drop in the industrial production in the year 2009.
3. The demand for new houses dramatically increased in 2002.
4. The population of the country dramatically increased in the last decade.
5. The price of the oil moderately increased in last quarter but as a consequence, the price of daily necessity rapidly went up.
Type of Change Verb form Noun form

Rapid ups and downs wave / fluctuate / oscillate / waves / fluctuations /
vacillate / palpitate oscillations / vacillations
/ palpitations
Example:
1. The price of the raw materials fluctuated for the first three months.
2. The graph shows the oscillations of the price of fuel from 1998 to 2002.
3. The passenger number in this station oscillates throughout the day but early morning and evening are the two busiest time.
4. The changes of car production in Japan shows a palpitation for the second quarter of the year.
5. The number of students in debate clubs fluctuated in different months as a rapid ups and downs could be observed in the
last three months.
129
Great change / Huge difference:
Adjectives Adverbs
Overwhelming Overwhelmingly
Substantial Substantially
Enormous Enormously
Big change / Big difference:

Adjectives Adverbs
Significant Significantly
Considerable Considerably
Medium change / Moderate difference:

Adjectives Adverbs
Somewhat Somewhat
Moderate Moderately
Minor change / Small difference:

Adjectives Adverbs
Fractional Fractionally
Marginal Marginally
Slight Slightly
Dates, Months & Years related vocabulary and grammar:

 From 1990 to 2000, Commencing from 1980, Between 1995 and 2005, After 2012.
 By 1995, In 1998, In February, Over the period, During the period, During 2011.
 In the first half of the year, For the first quarter, The last quarter of the year, During the first decade.
 In the 80s, In the 1980s, During the next 6 months, In the mid-70s, Next 10 years, Previous year, Next year, Between 1980 -
1990.
 Within a time span of ten years, within five years.
 Next month, Next quarter, Next year, Previous month, Previous year.
 Since, Then, From.
130
Percentage, Portion and Numbers:
Percentages:
10% increase, 25 percent decrease, increased by 15%, dropped by 10 per cent, fall at 50%, reached to 75%, trippled, doubled,
one-fourth, three quarters, half, double fold, treble, 5 times higher, 3 timers lower, declined to about 49%, stood exactly at 43%.
Fractions:
4% = A tiny fraction.
24% = Almost a quarter.
25% = Exactly a quarter.
26% = Roughly one quarter.
32% = Nearly one-third, nearly a third.
49% = Around a half, just under a half.
50% = Exactly a half.
51% = Just over a half.
73% = Nearly three quarters.
77% = Approximately three quarter, more than thre-quarter.
79% = Well over three quarter.
Proportions:
2% = A tiny portion, a very small proportion.
4% = An insignificant minority, an insignificant proportion.
16% = A small minority, a small portion.
70% = A large proportion.
72% = A significant majority, A significant proportion.
89% = A very large proportion.
131
Linking words for IELTS Writing Task 2
Listing & Order Adding information Giving examples

firstly in additional for example
secondly additionally for instance
thirdly furthermore such as
lastly/las but not least/ moreover namely
finally also to illustrate
not only … but also in other words
as well as
Results and Highlighting and Concessions and
Consequence stressing contrasts
as a result particularly however
consequently in particular nevertheless
therefore specifically even though
thus especially although
hence clearly despite
so in spite of
for this reason still
on the other hand
by contrast
in comparison
alternatively
Reasons and Causes Giving your opinion Concluding linkers
because In my opinion in conclusion
owing to I think to conclude
due to I believe to sum up
since I admit
as In my view
I agree
I disagree/I cannot
accept
Impersonal phrases
It is noticeable that
It is unfortunate that
It is undeniable that
It is understandable that
It is generally accepted that
It is frequently asserted that
It is often assumed that
It is no doubt that
132
Vocabulary for Speaking
Paraphrasing
I don’t remember the exact word but . . .
It’s a bit like . . .
It’s similar to . . .
It’s not exactly......... but .......
I mean, a sort/kind/type of . . .
It’s a thing you . . .
What I mean to say is . . .
Language to help to express possibility and opinion

It’s possible
It’s likely
It’s not impossible
Maybe / Perhaps / Most probably
There’s a good chance
For me, it is important
Personally, I believe
From my experience,
133
Useful language
Opening the discussion

Well, in my view …
I think it depends on …
It’s difficult to say because …
I think there are a number of points / issues / questions …
I would say that …
Adding information
What’s more ...
Perhaps I should also mention …
Plus the fact that …
Generalising
As a rule …
Generally …
Again and again …
Illustrating your point

For instance …
Take for example …
To give an idea …
Asking for repetition

Sorry, I didn’t catch that.
What was that again?
134
REFERENCES
1. Cullen Pauline. Vocabulary for IELTS with answers. Cambridge University

Press, 2008. — 178 p.
2. Andrew Betsis, Sean Haughton. The Vocabulary Files C2 . Global ELT, 2010. —
64 p.
3. Cambridge IELTS Consultants and Jessica Alperne, Peter Swires. IELTS Band
9 Vocabulary Secrets. Cambridge IELTS Consultants Cambridge, United
Kingdom, 2014. – 74 p.
4. Lin Lougheed. Barron's Essential words for the IELTS. Teachers College
Columbia University, 2012. – 370p.
5. Felicity O'Dell, Annie Broadhead. Objective Advanced Student's Book.
Cambridge University Press; 4th Revised edition edition, 2014. - 232 p.
6. A Workaholic Economy https://mini-ielts.com/68/reading/a-workaholic-
economy
7. Deforestation explained
https://www.nationalgeographic.com/environment/global-
warming/deforestation/
8. Measures to combat infectious disease in tsarist Russia
9. https://www.ielts-mentor.com/reading-sample/academic-reading/2805-
measures-to-combat-infectious-disease-in-tsarist-russia
10. New Nicaraguan sign language shows how language affects thought
11. https://www.discovermagazine.com/the-sciences/new-nicaraguan-sign-
language-shows-how-language-affects-thought
12. IELTS Reading: What destroyed the civilisation of Easter Island? [Cambridge
IELTS 11 academic student's book: test 2, text 1]
https://ieltsetc.com/2018/08/ielts-reading-easter-island/
13. The scientific method https://mini-ielts.com/146/reading/the-scientific-
method
14. The old debate: punish prisoners, or rehabilitate them?
https://www.telegraph.co.uk/news/uknews/crime/10514678/The-old-
debate-punish-prisoners-or-rehabilitate-them.html
15. Museums of fine art and their public
16. https://mini-ielts.com/430/reading/museums-of-fine-art-and-their-public
17. Exercise 101: Don't skip the warm-up or cool-down
https://www.health.harvard.edu/staying-healthy/exercise-101-dont-skip-
the-warm-up-or-cool-down
18. https://www.ielts.org/
19. https://ieltsliz.com/
20. https://www.oxfordlearnersdictionaries.com/
21. https://dictionary.cambridge.org/
22. https://www.mcckc.edu/tutoring/docs/bt/readwrite/Punctuation.pdf
135
ANNEXES
Scores and interpretation

9 Expert User Has fully operational command of the language:
appropriate, accurate and fluent with complete
understanding.
8 Very good user Has fully operational command of the language
with only occasional unsystematic inaccuracies
and inappropriate words. Misunderstandings may
occur in unfamiliar situations. Handles complex
detailed argumentation well.
7 Good user Has operational command of the language,
though with occasional inaccuracies,
inappropriate words and misunderstandings in
some situations. Generally handles complex
language well and understands detailed
reasoning.
6 Competent Has generally effective command of the
user language despite some inaccuracies,
inappropriate words and misunderstandings. Can
use and understand fairly complex language
particularly in familiar situations.
5 Modest user Has partial command of the language, coping
with overall meaning in most situations, though is
likely to make many mistakes. Should be able to
handle basic communication in own field.
4 Limited user Basic competence is limited to familiar situations.
Has frequent problems in understanding and
expression. Is not able to use complex language.
3 Extremely Conveys and understands only general meaning
limited user in very familiar situations.
Frequent breakdowns in communication occur.
2 Intermittent No real communication is possible except for the
user most basic information using isolated words or
short formulae in familiar situations and to meet
immediate needs.
1 Non user Essentially has no ability to use the language
beyond possibly a few isolated words.
136
IELTS Listening marking schemes
For the listening test, which contains 40 questions, the approximate band scores can be calculated using this table.
Band Score 9 8.5 8 7.5 7 6.5 6 5.5 5 4.5 4 3.5 3 2.5
Score / 40 39-40 37-38 35-36 32-34 30-31 26-29 23-25 18-22 16-17 13-15 10-12 8-10 6-7 4-5
IELTS General Reading marking schemes

For the general reading test, which contains 40 questions, the approximate band scores can be calculated using this table.
Band Score 9 8.5 8 7.5 7 6.5 6 5.5 5 4.5 4 3.5 3 2.5
Score / 40 40 39 37-38 36 34-35 32-33 30-31 27-29 23-26 19-22 15-18 12-14 9-11 6-8
IELTS Academic Reading marking schemes

For the academic reading test, which also contains 40 questions, but is more difficult, the approximate band scores can be
calculated using this table.
Band Score 9 8.5 8 7.5 7 6.5 6 5.5 5 4.5 4 3.5 3 2.5
Score / 40 39-40 37-38 35-36 33-34 30-32 27-29 23-26 19-22 15-18 13-14 10-12 8-9 6-7 4-5
137
WRITING TASK 1: Band Descriptors (public version)
Band Task achievement Coherence and cohesion Lexical resource Grammatical range and
accuracy
9 • fully satisfies all the requirements of the task • uses cohesion in such a way that it attracts no • uses a wide range of vocabulary with very natural • uses a wide range of structures with full
• clearly presents a fully developed response attention and sophisticated control of lexical features; rare flexibility and
• skilfully manages paragraphing minor errors occur only as ‘slips’ accuracy; rare minor errors occur only as ‘slips’
8 • covers all requirements of the task sufficiently • sequences information and ideas logically • uses a wide range of vocabulary fluently and • uses a wide range of structures
• presents, highlights and illustrates key features/ • manages all aspects of cohesion well flexibly to convey precise meanings • the majority of sentences are error-free
bullet points clearly and appropriately • uses paragraphing sufficiently and appropriately • skilfully uses uncommon lexical items but there • makes only very occasional errors or
may be occasional inaccuracies in word choice inappropriacies
and collocation
• produces rare errors in spelling and/or word formation
7 • covers the requirements of the task • logically organises information and ideas; • uses a sufficient range of vocabulary to allow • uses a variety of complex structures
• (A) presents a clear overview of main trends, there is clear progression throughout some flexibility and precision • produces frequent error-free sentences
differences or stages • uses a range of cohesive devices appropriately • uses less common lexical items with some • has good control of grammar and
• (GT) presents a clear purpose, with the tone although there may be some under-/over-use awareness of style and collocation punctuation but may make a few errors
consistent and appropriate • may produce occasional errors in word choice,
• clearly presents and highlights key features/bullet spelling and/or word formation
points but could be more fully extended
6 • addresses the requirements of the task • arranges information and ideas coherently and • •uses an adequate range of vocabulary for the task • uses a mix of simple and complex sentence
• (A) presents an overview with information there is a • attempts to use less common vocabulary but with forms
appropriately selected clear overall progression some inaccuracy • makes some errors in grammar and
• (GT) presents a purpose that is generally clear; • uses cohesive devices effectively, but cohesion • makes some errors in spelling and/or word punctuation but they rarely reduce
there may be inconsistencies in tone within and/or between sentences may be formation, but they do not impede communication communication
• presents and adequately highlights key faulty or mechanical
features/ bullet points but details may be • may not always use referencing clearly or
irrelevant, inappropriate or inaccurate appropriately
5 • generally addresses the task; the format • presents information with some organisation but • uses a limited range of vocabulary, but this is • uses only a limited range of structures
may be inappropriate in places there may be a lack of overall progression minimally adequate for the task • attempts complex sentences but these
• (A) recounts detail mechanically with no clear • makes inadequate, inaccurate or over-use of • may make noticeable errors in spelling and/or word tend to be less accurate than simple
overview; cohesive formation that may cause some difficulty for the sentences
there may be no data to support the description devices reader • may make frequent grammatical errors
• (GT) may present a purpose for the letter that is • may be repetitive because of lack of and punctuation may be faulty; errors can
unclear at times; the tone may be variable and referencing and substitution cause some difficulty for the reader
sometimes inappropriate
• presents, but inadequately covers, key
features/ bullet points; there may be a
tendency to focus on details
4 • attempts to address the task but does not cover • presents information and ideas but these are not • uses only basic vocabulary which may be used • uses only a very limited range of structures
all key features/bullet points; the format may be arranged coherently and there is no clear repetitively or which may be inappropriate for the with only rare use of subordinate clauses
inappropriate progression in the response task • some structures are accurate but errors
• (GT) fails to clearly explain the purpose of the • uses some basic cohesive devices but these may • has limited control of word formation and/or spelling; predominate, and punctuation is often
letter; the tone may be inappropriate be • errors may cause strain for the reader faulty
• may confuse key features/bullet points with inaccurate or repetitive
detail; parts
may be unclear, irrelevant, repetitive or
inaccurate
3 • fails to address the task, which may have been • does not organise ideas logically • uses only a very limited range of words and • attempts sentence forms but errors in
completely misunderstood • may use a very limited range of cohesive devices, expressions with very limited control of word grammar and punctuation
• presents limited ideas which may be and those used may not indicate a logical formation and/or spelling predominate and distort the meaning
largely irrelevant/repetitive relationship between ideas • errors may severely distort the message
2 • answer is barely related to the task • has very little control of organisational features • uses an extremely limited range of vocabulary; • cannot use sentence forms except in
essentially no control of word formation and/or memorised phrases
spelling
1 • answer is completely unrelated to the task • fails to communicate any message • can only use a few isolated words • cannot use sentence forms at all
0 • does not attend

• does not attempt the task in any way
• writes a totally memorised response
138
WRITING TASK 2: Band Descriptors (public version)
Band Task achievement Coherence and cohesion Lexical resource Grammatical range and accuracy
9 • fully addresses all parts of the task • uses cohesion in such a way that it attracts no • uses a wide range of vocabulary with very • uses a wide range of structures with
• presents a fully developed position in answer to the question attention natural and sophisticated control of lexical full flexibility and accuracy; rare minor
with relevant, fully extended and well supported ideas • skilfully manages paragraphing features; rare minor errors occur only as errors occur only as ‘slips’
‘slips’
8 • sufficiently addresses all parts of the task • sequences information and ideas logically • uses a wide range of vocabulary fluently • uses a wide range of structures
• presents a well-developed response to the question with • manages all aspects of cohesion well and flexibly to convey precise meanings • the majority of sentences are error-
relevant, extended and supported ideas • uses paragraphing sufficiently and • skilfully uses uncommon lexical items but free
appropriately there may be occasional inaccuracies in • makes only very occasional errors or
word choice and collocation inappropriacies
• produces rare errors in spelling and/or
word formation
7 • addresses all parts of the task • logically organises information and ideas; there • uses a sufficient range of vocabulary to • uses a variety of complex structures
• presents a clear position throughout the response is clear progression throughout allow some flexibility and precision • produces frequent error-free
• presents, extends and supports main ideas, but there may be • uses a range of cohesive devices • uses less common lexical items with some sentences
a tendency to over-generalise and/or supporting ideas may appropriately although there may be some awareness of style and collocation • has good control of grammar and
lack focus under-/over-use • may produce occasional errors in word punctuation but may
• presents a clear central topic within each choice, spelling and/or word formation make a few errors
paragraph
6 • addresses all parts of the task although some parts may be • arranges information and ideas coherently and • uses an adequate range of vocabulary for • uses a mix of simple and complex
more fully covered than others there is a clear overall progression the task sentence forms
• presents a relevant position although the conclusions may • uses cohesive devices effectively, but cohesion • attempts to use less common vocabulary • makes some errors in grammar and
become unclear or repetitive within and/or between sentences may be faulty but with some inaccuracy punctuation but they rarely reduce
• presents relevant main ideas but some may be or mechanical • makes some errors in spelling and/or word communication
inadequately developed/unclear • may not always use referencing clearly or formation, but they do not impede
appropriately communication
• uses paragraphing, but not always logically
5 • addresses the task only partially; the format may be • presents information with some organisation • uses a limited range of vocabulary, but this • uses only a limited range of structures
inappropriate in places but there may be a lack of overall progression is minimally adequate for the task • attempts complex sentences but
• expresses a position but the development is not always • makes inadequate, inaccurate or over-use of • may make noticeable errors in spelling these tend to be less accurate than
clear and there may be no conclusions drawn cohesive devices and/or word formation that may cause simple sentences
• presents some main ideas but these are limited and not • may be repetitive because of lack of some difficulty for the reader • may make frequent grammatical
sufficiently developed; there may be irrelevant detail referencing and substitution errors and punctuation may be faulty;
• may not write in paragraphs, or paragraphing errors can cause some difficulty for the
may be inadequate reader
4 • responds to the task only in a minimal way or the answer is • presents information and ideas but these are • uses only basic vocabulary which may be • uses only a very limited range of
tangential; the format may be inappropriate not arranged coherently and there is no clear used repetitively or which may be structures with only rare use of
• presents a position but this is unclear progression in the response inappropriate for the task subordinate clauses
• presents some main ideas but these are difficult to identify • uses some basic cohesive devices but these • has limited control of word formation • some structures are accurate but
and may be repetitive, irrelevant or not well supported may be inaccurate or repetitive and/or spelling; errors may cause strain for errors predominate, and punctuation is
• may not write in paragraphs or their use may the reader often faulty
be confusing
3 • does not adequately address any part of the task • does not organise ideas logically • uses only a very limited range of words • attempts sentence forms but errors in
• does not express a clear position • may use a very limited range of cohesive and expressions with very limited control of grammar and punctuation
• presents few ideas, which are largely undeveloped or devices, and those used may not indicate a word formation and/or spelling predominate and distort the meaning
irrelevant logical relationship between ideas • errors may severely distort the message
2 • barely responds to the task • has very little control of organisational features • uses an extremely limited range of • cannot use sentence forms except in
• does not express a position vocabulary; essentially no control of word memorised phrases
• may attempt to present one or two ideas but there is no formation and/or spelling
development
1 • answer is completely unrelated to the task • fails to communicate any message • can only use a few isolated words • cannot use sentence forms at all

• does not attempt the task in any way
• writes a totally memorised response
139
SPEAKING: Band Descriptors (public version)
Band Fluency and coherence Lexical resource Grammatical range and accuracy Pronunciation
9 • speaks fluently with only rare repetition or self-correction; • uses vocabulary with full flexibility and precision in • uses a full range of structures naturally and • uses a full range of pronunciation
• any hesitation is content-related rather than to find words or all topics appropriately features with precision and subtlety
grammar • uses idiomatic language naturally and accurately • produces consistently accurate structures • sustains flexible use of features
• speaks coherently with fully appropriate cohesive features apart from ‘slips’ throughout
• develops topics fully and appropriately characteristic of native speaker speech • is effortless to understand
8 • speaks fluently with only occasional repetition or self- • uses a wide vocabulary resource readily and • uses a wide range of structures flexibly • uses a wide range of pronunciation
correction; hesitation is usually content-related and only rarely flexibly to convey precise meaning • produces a majority of error-free sentences features
to search for language • uses less common and idiomatic vocabulary with only very occasional inappropriacies or • sustains flexible use of features, with
• develops topics coherently and appropriately skilfully, with occasional inaccuracies basic/non-systematic errors only occasional lapses
• uses paraphrase effectively as required • is easy to understand throughout; L1
accent has minimal effect on
intelligibility
7 • speaks at length without noticeable effort or loss of coherence • uses vocabulary resource flexibly to discuss a • uses a range of complex structures with some • shows all the positive features of Band 6
• may demonstrate language-related hesitation at times, or variety of topics flexibility and some, but not all, of the positive
some repetition and/or self-correction • uses some less common and idiomatic vocabulary • frequently produces error-free sentences, features of Band 8
• uses a range of connectives and discourse markers with some and shows some awareness of style and though some grammatical mistakes persist
flexibility collocation, with some inappropriate choices
• uses paraphrase effectively
6 • is willing to speak at length, though may lose coherence at • has a wide enough vocabulary to discuss topics • uses a mix of simple and complex structures, • uses a range of pronunciation features
times due to occasional repetition, self-correction or hesitation at length and make meaning clear in spite of but with limited flexibility with mixed control
• uses a range of connectives and discourse markers but not inappropriacies • may make frequent mistakes with complex • shows some effective use of features
always appropriately • generally paraphrases successfully structures though these rarely cause but this is not sustained
comprehension problems • can generally be understood
throughout, though mispronunciation of
individual words or sounds reduces
clarity at times
5 • usually maintains flow of speech but uses repetition, self • manages to talk about familiar and unfamiliar • produces basic sentence forms with • shows all the positive features of Band 4
correction and/or slow speech to keep going topics but reasonable accuracy and some, but not all, of the positive
• may over-use certain connectives and discourse markers uses vocabulary with limited flexibility • uses a limited range of more complex features of Band 6
• produces simple speech fluently, but more complex • attempts to use paraphrase but with mixed structures, but these usually contain errors
communication causes fluency problems success and may cause some comprehension
problems
4 • cannot respond without noticeable pauses and may speak • is able to talk about familiar topics but can only • produces basic sentence forms and some • uses a limited range of pronunciation
slowly, with frequent repetition and self-correction convey basic meaning on unfamiliar topics and correct simple sentences but subordinate features
• links basic sentences but with repetitious use of simple makes frequent errors in word choice structures are rare • attempts to control features but lapses
connectives and some breakdowns in coherence • rarely attempts paraphrase • errors are frequent and may lead to are frequent
misunderstanding • mispronunciations are frequent and
cause some difficulty for the listener
3 • speaks with long pauses • uses simple vocabulary to convey personal • attempts basic sentence forms but with • shows some of the features of Band 2 and
• has limited ability to link simple sentences information limited success, or some, but not
• gives only simple responses and is frequently unable to convey • has insufficient vocabulary for less familiar topics relies on apparently memorised utterances all, of the positive features of Band 4
basic message • makes numerous errors except in memorised
expressions
2 • pauses lengthily before most words • only produces isolated words or memorised • cannot produce basic sentence forms • Speech is often unintelligble
• little communication possible utterances
1 • no communication possible
• no rateable language
140
KEYS
KEY: Writing task 1

1.
Diagram shows number
graph illustrates percentage
chart presents amount
graphic represents proportion
table contrasts
figure compares
flow chart demonstrates
plan indicates
illustration
line graph
bar chart
pie chart
2.
go up go down go up and down stay the same
grow plummet fluctuate remain steady
increase plunge remain stable
soar dip
drop
decrease
fall
Task I.
1 refers to B, 2 refers to C, 3 refers to A.
1. period 9. unit
2. vertical axis 10. lines
3. constant 11. single
4. low 12. horizontal axis
5. accounting for 13. volumes
6. relative 14. high
7. accounts for 15. peaked
8. lowest
141
Task II. Describing a process
Missing labels are:
1. upper section
2. lower section
3. outer compartment
4. inner compartment
5. watery gel
6. desiccant
Missing words are:

1. is twisted
2. causes
3. evaporates
4. is absorbed
5. prevents
6. can be cooled / is cooled / will be cooled
Answers: -ing form:

1. involves
2. starts
3. goes on
4. stops
Task III.
1. practically
2. not quite/entirely the same
3. somewhat
4. considerably
Task IV. Paraphrase statistics percentages using the language of

approximation.
1. three-quarters
2. four-fifths
3. halved
4. slightly less than a quarter
5. a large proportion of
6. less than a fifth
7. two-fifths
142
KEY: Writing Task 2
Task I.
1. because
2. on the on hand
for instance
Indeed
Furthermore
Therefore
3. On the other hand
first and foremost
in addition
since
as a consequence
4. in conclusion
Task II.
Task I. Look at the titles below and decide whether they contain factual or subjective
statements. Decide what the topic is and what the question.
Title Topic Question(s)
Some people believe that The modern high Is it of benefit to all of
modern high technology is technology is transforming society?
transforming the way we the way we work
work and is benefit to all of
society. To what extent do
you agree or disagree?
There is far greater access There is far greater access Does it improve
to satellite and Internet to satellite and Internet international
television which improves television. understanding?
international To what extent do you
understanding and is an agree with this statement?
education tool. To what
extent do you agree with
this statement?
Private cars are huge Private cars are huge How can people be
source of pollution. How source of pollution. persuaded to use cars less
can people be persuaded and be encouraged to use
to use cars less and be public transport more?
encouraged to use public
transport more?
More and more young More and more young To what extent do you
people are studying and people are studying and agree or disagree?
working overseas, and this working overseas.
will help to bring about This will help to bring about
greater co-operation in greater co-operation in
the future. To what extent the future.
do you agree or disagree?
143
Task III. Decide whether the following statements are more formal or
informal/neutral:
1. informal
2. formal
3. informal
4. informal
5. formal
6. informal
7. formal
8. informal
1. looking into = investigating, reviewing

2. Due to the bad driving conditions….
3. Candidates will have an option …
4. check into = verify
Task IV. Here are two possible ways of designing an essay plan. Match
each plan to its task.
Mind map – TASK B
Plan – Task A
Task VI. Write the following sentences in three columns below. Then add
your own ideas.
1. Ticket prices have risen dramatically.
2. Sport has become an important form of entertainment.
3. Smaller clubs have suffered financial losses.
4. Top players can ask for large salaries.
5. Fewer people attend live football matches nowadays.
6. There are more TV channels than ten years ago.
7. Larger football clubs benefit financially from TV revenue.
8. More people have developed an interest in sport.
Reasons for growth of televised sport
Sport has become an important form of entertainment.

There are more TV channels than ten years ago.
Benefits
Larger football clubs benefit financially from TV revenue.

More people have developed an interest in sport.
Top players can ask for large salaries.
Disadvantages
Ticket prices have risen dramatically.

Smaller clubs have suffered financial losses.
Fewer people attend live football matches nowadays.
144
KEY: LEISURE TIME
Task I.
Reluctant, obesity, authorities, acknowledge, chunk, outdoor, engage
Task II.
Rejuvenate, overwhelming, sense of belonging, engage, insight, competition,
participating, recreational activity, achieve balance, fulfil one’s need
Task III.
1. b
2. h
3. d
4. f
5. g
6. e
7. c
8. a
145
KEY: EDUCATION

visual
hinder
keep up with
reciting
delivering a lecture
auditory
fall behind
kinaesthetic
conventional
fidget
incorporaiting
expose

1. alternative 7. transferred into 13. enrol in
2. mandated assessed 14. gap year
3. compulsory 8. enriches 15. literacy
4. obligatory 9. assessed
16. playing truant
5. gifted 10. inquisitiveness
6. sophisticated 17. take
11. graduated from
12. scholarship

 distance learning - a system of education in which people study at home with the
help of special internet sites and send or email work to their teachers
 curriculum = the full range of subjects offered by a school or group of schools
 extracurricular activities - not part of the usual course of work or studies at a
school or college
 higher education - education at a college or university where subjects are studied
at an advanced level
 hypothesis - an idea or explanation for something that is based on known facts
but has not yet been proved
 kindergarten - the first year of school, for children aged five
 MA - an advanced university degree in a subject such as literature, language, or
history
 rote-learning = learning by repetition and memorising items
 scheduled lessons – lessons that are planned and written into a school curriculum
 syllabus = the content of elements taught in a specific subject
 thesis - is a project that marks the end of a master's program
 tutorial - a period of study with a tutor and a small group of students
146
KEY: SPORTS

1. warming up
2. the risk of injury
3. muscle groups
4. pace
5. doing squats
6. cooling down
7. dizziness
8. strencting exercises

1. scored
2. drew
3. regimes
4. sedentary lifestyle
5. demolishing
6. amateurs
7. taking part in
8. race
9. spectator
10. sport facilities
11. competing
12. to take up
13. keep fit
14. being out of condition.
15. fatigue workout

abseiling - the activity of going down a very steep slope while holding on to a rope
that is fastened to the top of the slope
archery - the art or sport of shooting arrows
caving - the sport of walking and climbing in caves
fencing - the sport of fighting with long, thin swords
hurdles - a race in which people or horses jump over frames
javelin - a competition in which javelins are thrown
martial arts - a sport that is a traditional Japanese or Chinese form of fighting or
defending yourself
paragliding - the sport of jumping out of an aircraft with a special parachute that
allows you to travel a long horizontal distance before you land
pole vault - a sports competition in which you jump over a high bar using a long stick
to push yourself off the ground
rafting - the use of a rubber raft to travel with the current of a river, especially as a
sport
147
KEY: JOB AND PROFESSIONS
Task I.
1. wages 9. glass ceiling
2. made redundant 10. performance appraisal
3. workplace 11. pay dispute
4. workforce 12. career prospects
5. salary 13. maternity leave
6. staff 14. internship
7. white-collar worker 15. profit
8. benefit in kind 16. dismissed
Task II.
1) consumers 2) Outsourcing 3) output
sophisticates proponents work full-time
set the trend labor cost work overtime
gain credibility boon hiring
endorse employees profits
target turnover incentive
nuche work long hours receive benefits
enhance catch up profitable
wages
enticing
Task III.
1. bonuses = money given in addition to salary, usually in return for achieving targets
2. Human Resources (or HR) = the department in a company which manages
recruitment, employment and training
3. manual work – involves physical work
4. ongoing training = training throughout your time in a job, not just at the start
5. output = the amount of work or goods produced.
6. pay increments = pay rises/increases
7. perks = reward from an employer which are not financial (eg free lunches, a car
etc)
8. repetitive - involving doing or saying the same thing several times, especially in a
way that is boring
9. rewarding - making you feel satisfied that you have done something important or
useful, or done something well
10. work freelance - doing particular pieces of work for different organizations, rather
than working all the time for a single organization
11. workload - the amount of work to be done, especially by a particular person or
machine in a period of time
148
KEY: NATURAL WORLD
Task 1. Complete the summary below. Use the words below.

1) deforestation 3) contamination
ecosystem emissions
biodiversity pollutant particles
vanished dumping of waste
habitat landfills
absorb endangered
soil erosion poaching
dwindling numbers
2) land degradation impact
loss of fertility famine
vegetation drought
exacerbated irrigation
yields
4) crops soil
genetically modified vegetation
pests pests
insects resistant
pesticides

1. abundant 7. climate change
2. air pollutant 8. acid rains
3. lifespan 9. hazardous
4. fossil fuels 10. logging
5. ozone layer depletion & surface life 11. terrestrial
6. marine pollution 12. overpopulation

1. biodiversity – the number and types of plants and animals that exist in a
particular area or in the world
2. contamination - the process of making something dirty or poisonous
3. drought - a long period when there is little or no rain
4. ecosystem - all the living things in an area and the way they affect each other
and the environment
5. famine - a situation in which there is not enough food for a great number of
people, causing illness and death, or a particular period when this happens
6. fossil fuel - gas, coal, and oil, that were formed underground from plant and
animal remains millions of years ago
7. irrigation - the practice of supplying land with water so that crops and plants will
grow
8. logging - the activity of cutting down trees in order to use their wood
9. poaching - to catch and kill animals without permission on someone else's land
10. waste disposal - an electrical machine, connected to a kitchen sink, that cuts up
food waste so that it will flow easily through the pipes
149
KEY: MEDICINE

implementing
plague
contagious
undergo
protective measures
outbreak
imposed
examination
victims

1. combat 11. morbidly
2. alleviate 12. impairment
3. strain on 13. discontinued
4. side effects 14. probed
5. vulnerable people 15. forceps
6. deficiency 16. fracture
7. dependency 17. brace
8. spinal 18. spot
9. prescription 19. lethal
10. hereditary 20. benign

1. allergic reaction - when the immune system responds in a harmful way to
exposure to something
2. bipolar disorder - a mental condition characterised by extremes of happiness and
sadness
3. cardiac arrest - a condition whereby the heart stops functioning
4. clinical trial - a way of testing a new form of medicine or treatment on human
subjects
5. congenital disorder - a health problem present at and from birth
6. dementia - a medical condition that affects especially old people, causing the
memory and other mental abilities to gradually become worse
7. digestive system - the part of the body that processes the food we eat
8. malignant tumour – an aggressive form of cancer that will spread around the
body
9. post-operative consultation - a meeting with a doctor after having undergone
surgery
10. surgical procedure - a medical operation that involves making incisions into the
body
11. terminal illness - a condition that will result in death no matter what
150
KEY: SCIENCE

Text 1 Text 2 Text 3
1. linguists 1. settled 1. theory
2. dialect 2. isolated 2. evidence
3. means 3. landed 3. unbiased
4. meanings 4. carved 4. observation
5. gestures 5. extraterrestrials 5. data
6. evolved 6. evidence 6. referred
7. emerged 7. researchers 7. emerge
8. sophisticated 8. ancestors 8. induction
9. concepts 9. ropes and logs 9. relevant
10. distinguishing 10. conducted
11. converse
12. referring

1. launch 6. shuttle
2. float 7. composition
3. rotates 8. Middle Ages
4. surface 9. ancient
5. sustain 10. consecutive

ancestors – a person related to you who lived a long time ago
ancient – very old
carve - to make something by cutting into especially wood or stone
excavations – digging for artefacts
extraterrestrial - in or coming from a place outside the planet Earth
float – to stay on the surface of a liquid and not sink
millennia - thousands of years
period – an interval of time
predate – to exist earlier than somethings else
rotate – to turn or cause something to turn in a circle, especially around a fixed point
shuttle - a vehicle or aircraft that travels regularly between two places
spanned – extended over
151
KEY: FAMILY AND RELATIONS

1. foster parents 8. breadwinner
2. role models 9. childcare
3. ground rules 10. supervision
4. conventions 11. bonding
5. codes of conduct 12. pattern of behaviour
6. delinquency 13. brought-up
7. peer pressure

5. in common
6. bond
7. nurture
8. adopt
9. accommodating
10. adolescence
11. dependants
12. raised
13. neglected
14. dysfunctional
15. formative years
16. overprotective

1. close-knit – caring and supportive
2. extended family - a family unit that includes grandmothers, grandfathers, aunts,
and uncles, etc. in addition to parents and children
3. immediate family - your closest relations, such as your parents, children, husband,
or wife
4. inherited – handed down through a family
5. nuclear family – family group consisting of a pair of adults and their children
6. physical resemblance - the fact that two people or things look like each other or
are similar in some other way
7. sibling rivalry - competition and arguments among brothers and sisters
8. stubborn – determined to an unreasonable degree
9. temperament – your nature or character
10. ties – the emotional connection between people or place
152
KEY: CRIME
1. imprisonment
2. deterrence
3. incarceration
4. rehabilitation
5. sentences
6. reconvicted
7. justice systems
8. reoffending

1. enforcement 9. imprison
2. commit 10. deterrent
3. assault 11.embezzled
4. abiding 12. apprehended
5. fine 13. incarcerated
6. smuggler 14. bailed
7. combat 15. interrogate
8. abolished
16. d

1. arson - the crime of intentionally starting a fire in order to damage or
destroy something, especially a building
2. blackmail - forcing a person into a particular action by use of threats
3. burglary - breaking into a house with intent to steal from it
4. capital punishment - is the death penalty
5. community service - is a sentence whereby the offender is required to work
for a certain period of time voluntarily on local projects
6. domestic violence - acts of abuse against a person living in your household
7. fraud - the crime of getting money by deceiving people
8. harassment - repeatedly troubling or tormenting another person
9. homicide - the killing of one person by another
10. kidnapping - the carrying, taking or enticing away of a person, esp. a child
11. parole - is the early release of a prisoner on good behaviour or for
compassionate reasons
12. perjury - lying under oath in court
13. pickpocketing - the crime of stealing things out of people's pockets or bags,
especially in a crowd
14. probation - is the setting free of a criminal under the supervision of the court
or the local police
15. swearing - rude or offensive language that someone uses, especially when
they are angry
153
KEY: TRAVELS

quaint
1. scenic 12. downside
2. peaceful 13. overlook
3. stretches 14. valley
4. crystal 15. picturesque
5. spectacular 16. landscape
6. catered 17. crisp
7. snorkelling 18. treacherous
8. ferry 19. steep
9. skyscrapers 20. winding
10. overseas 21. breathtaking
11. cosmopolitan

itinerary
1. in advance
2. identification
3. destination
4. infrastructure
5. high-capacity
6. congestions
7. amenities
8. urban sprawl
9. suburbs
10. inner city
11. car-pooling
12. transport hub

1. amenity - something, such as a swimming pool or shopping centre, that is
intended to make life more pleasant or comfortable for the people in a town,
hotel, or other place
2. congestion - situation of too much traffic, causing delays
3. high-capacity - able to handle high volumes of goods or people
4. infrastructure - the physical and system organisation of a city, area or
country, especially in terms of transport and communications
5. itinerary - a detailed plan or route of a journey
6. suburbs - the residential areas around a city
7. the inner city - the older, central part of a city
8. transport hubs - centres where many routes converge
9. urban - adjective meaning ‘about cities’
10. urban sprawl - the situation where a city expands and buildings are
constructed without control or laws
154
KEY: TECHNOLOGY

1. hoisted
2. hauling
3. storage
4. steel
5. shaft
6. tension
7. trigger
8. internal
9. frame
10. landmarks
11. inventors
12. current
13. unveiled
14. refinement

1. cutting-edge
2. devices
3. wireless connection
4. remote controller
5. labour-saving
6. cyber space
7. indispensable
8. e-commerce
9. breakthrough
10. modified
11. obsolete
12. affected
13. viral
14. attachment
15. rocket science
Task III. Match each word with its synonym.

1. affect – alter, change
2. breakthrough – discovery, finding
3. cutting edge – forefront, leading
4. device – machine
5. e-commerce – mail order
6. indispensable – vital, crucial, essential
7. modify – adjust, customize
8. obsolete – antique, archaic
9. viral – energetic, growing
10. wireless – Wi-Fi
155
KEY: CULTURE

1. reproductions 8. play
2. fine art 9. superficially
3. exhibits 10. labour
4. art treasures 11. context
5. display 12. background
6. reinforces 13. authentic
7. impressed

1. heritage
2. transmit
3. cultural tradition
4. evokes
5. fabric of society
6. handed down
7. preserve
8. shanties
9. social meme
10. impulse
11. reflection
12. transcending

1. fine art - art by famous or acclaimed painters
2. folklore - old stories and myths/legends, usually transmitted verbally
3. handicrafts - skills of making objects by hand, and also the objects
themselves
4. medieval - adjective for the Middle Ages, roughly 1050 to 1400 in European
history
5. mythology, myth - a classic story from the past which people know is not
true but which carries meaning
6. oil painting - a picture painted with oil paints
7. portray - to represent or describe someone or something in a painting, film,
book, or other artistic work
8. rituals - highly traditional ceremonies which have meaning for the
participants
9. shanties and dirges - very traditional songs about basic subjects
10. social memes - social habits or patterns which are transmitted between
people
11. still life- a type of painting or drawing of an arrangement of objects that do
not move, such as flowers, fruit, bowls
12. subject - a person, thing, or situation that is written about in a book, article,
etc. or shown in a picture
156
NOTES
157
158
159
160
161
162

Handbook For IELTS Preparation

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Handbook For IELTS Preparation

Uploaded by

Copyright:

Available Formats

Handbook

The International English Language Testing System (IELTS) measures the

Structure of the test

 Recording 1 – a conversation between two people set in an everyday

The Reading section consists of 40 questions, designed to test a wide range of

Paper Three reading passages with a variety of questions using a number of

Marks Each question is worth 1 mark.

Test takers should spend no more than 20 minutes on this task.

Test takers must write their answers on the answer booklet.

Participation in cultural activities, by age

All aged 16 and

Write a report for a university lecturer describing the information shown.

You should spend about 20 minutes on this task.

Write at least 150 words.

Description – expand on the points Body paragraph(s)

Conclusion – restatement of main • This should not be a full-blown paragraph.

decrease grow remain steady

Diagram shows number

Task I. Describing a graph

accounting for horizontal axis peaked unit

1. A twistable base breaking a vacuum seal.

exactly/just the same (as)

Task IV. Paraphrase statistics percentages using the language of

Test takers should spend no more than

Test takers will be penalised for

They must write their answers on the

Linking words for IELTS Writing Task 2

1. Issues related to animal experimentation are frequently discussed these days,

since first and foremost

3. , others feel that there are good arguments against this. ,

Opinion Agree \ Disagree Essay

IELTS Writing: problem and solution essay

IELTS Writing: advantages and disadvantages essay

IELTS Writing: two-part questions

b. Common introductory phrases that should be followed by a comma include

Evidence / examples support and organization of main ideas

Main idea one

Main idea two

Main idea three

Main idea four

Introduction – re-statement of topic and • Rephrase the vocabulary in the question

THINK: Analyse the essay title

Reasons for growth of televised sport

IELTS Speaking description

Timing 11–14 minutes

A detailed look at the paper with links to related resources.

Part 1 – Introduction and interview

Part 1 lasts for 4–5 minutes.

This part of the test focuses on the ability to communicate

This part of the test focuses on the ability to speak at length

Part 3 lasts 4–5 minutes.

This part of the test focuses on the ability to express and

No. of questions Variable

Language to help to express possibility and opinion

Opening the discussion

Illustrating your point

Asking for repetition

Interviewer: Where do you come from?

Interviewer: What do you do in your spare time?

Interviewer: Where do you like to go for your holidays?

Interviewer: What’s your job?

Interviewer: What do you like about your job?

5. reduced the ability of the ozone to protect from UV