IELTS Preparation Course Teacher's Guide

IELTS EXAM PREPARATION COURSE
TEACHER’S GUIDE
Lesson 1.....................................................................................................................................2
Lesson 2.....................................................................................................................................6
Lesson 3...................................................................................................................................15
Lesson 4...................................................................................................................................22
Lesson 5...................................................................................................................................31
Lesson 6...................................................................................................................................39
Lesson 7...................................................................................................................................45
Lesson 8...................................................................................................................................50
Lesson 9...................................................................................................................................56
Lesson 10.................................................................................................................................62
Lesson 11.................................................................................................................................69
Lesson 12.................................................................................................................................75
Lesson 13.................................................................................................................................81
Lesson 14.................................................................................................................................91
Lesson 15...............................................................................................................................101
Lesson 16...............................................................................................................................108
Lesson 17...............................................................................................................................114
Lesson 18...............................................................................................................................119
Lesson 19...............................................................................................................................123
Lesson 20...............................................................................................................................126
Lesson 21...............................................................................................................................129
Lesson 22...............................................................................................................................140
Lesson 23...............................................................................................................................144
Lesson 24...............................................................................................................................147
Lesson 25...............................................................................................................................150
Lesson 26...............................................................................................................................153
Lesson 27...............................................................................................................................156
Lesson 28...............................................................................................................................161
Lesson 29...............................................................................................................................164
Lesson 30...............................................................................................................................174
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Lesson 1
Task 1. Students discuss the following the questions.
Task 2. Students study the information about the two types of the IELTS exam.
Task 3. The objective of the task is to assess the students' understanding of the differences
between the two types of IELTS exams.
Answer keys:
1) A; 3) B;
2) B; 4) A.
Task 4. The objective of the task is to help students familiarise themselves with the structure
of the IELTS exam and the length of each section using the recording.
(recording: Lesson 1 Track 1)
Answer keys:
1) B; 4) E;
2) C; 5) A.
3) D;
Task 5. Students study the information about the difference in sections of two exam
versions.
Task 6. The objective of the task is to help students understand the difference between
sections of IELTS exam versions, assess their ability to comprehend and interpret
information presented in a visual format (graph) and use it to answer questions.
Answer keys:
1) False; 5) True;
2) True; 6) Not given;
3) False; 7) True;
4) False; 8) False.
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Task 7. The objective of the task is to help students understand the IELTS score system, test
results, and retaking of the exam, and assess the students' reading comprehension skills and
ability to use context clues to fill in missing words.
Answer keys:
1) Test Report Form; 7) Goals;
2) Scale; 8) Apply;
3) Averaging; 9) Available;
4) Half-band; 10) Valid;
5) Very good user; 11) Retake.
6) Fixed;
Task 8. The objective of the task is to check the students' comprehension and understanding
of the information provided in the text.
Answer keys:
1) C; 5) B;
2) B; 6) B;
3) B; 7) A.
4) A;
Task 9. The task's objective is to assess students' understanding of the purpose and
significance of the IELTS exam in relation to their personal goals and aspirations.
Task 10. The objective is to raise awareness among students about the two different formats
of the IELTS test and to help them understand their similarities and differences.
Task 11. The task aims to help students determine which IELTS format (computer-based or
paper-based) is the best fit for their skills and preferences.
Task 12. The objective is to help students understand the rules and regulations regarding
what items are prohibited from being brought into the IELTS test room to avoid any
unnecessary inconvenience or penalties on the test day.
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Answer keys: b, d, e, f, g, h.
Task 13. The objective is to help students reinforce the key points and concepts covered in
the lesson.
Answer keys:
1) 4; 5) 3;
2) 2 hours and 45 minutes; 6) 11-14 minutes;
3) 40; 7) 2.
4) 9;
Task 14. The objective is to assess the students' understanding and retention of the
information presented in the lesson.
Answer keys:
1) English language; 4) 0 to 9;
2) Academic version; 5) Average;
3) General Training; 6) Required.
Task 15. This task aims to enhance students' comprehension and retention of information
about the IELTS exam through active engagement in the learning process. By creating their
own true/false or multiple-choice questions, students must reflect on what they have learned
and identify key concepts and details.
Transcript:

The IELTS exam consists of four sections to measure a specific language skill: Listening,
Reading, Writing, and Speaking. The Listening section includes four recorded texts
followed by 40 questions. Candidates have half of hour for this task. During the reading
section, candidates have an hour to read three passages and answer 40 questions. In the
Writing section, candidates complete two tasks: a report based on a graph, chart, or
diagram and an essay on a given topic. They have an hour for this section. Finally, in the
Speaking section, candidates have a face-to-face interview with an examiner, assessing
their ability to communicate effectively in English. It is usually divided into three parts and
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takes 11 to 14 minutes. Depending on the test centre's arrangements, the Speaking section
can be conducted on the same day as the other sections or within a week before or after
them. The overall duration of the IELTS exam is approximately 2 hours and 45 minutes.
Certain items are strictly prohibited from being brought into the IELTS test room. These
include electronic devices, bags, coats, food, drinks (except for a clear plastic bottle of
water without a label), paper, stationery, watches with alarms, and other forbidden items
such as weapons, recording devices, calculators, etc.
However, the rules and regulations may vary depending on the test centre's policy, so it's
strongly recommended to read the instructions provided by the specific test centre.
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Lesson 2
Task 1. The task aims at improving the candidate's spelling skills.
The people in the photos are: (from left to right) Keira Knightley, Joaquin Phoenix, Benedict
Cumberbatch, and Saoirse
Task 2. The task aims to understand the format and structure of the IELTS Listening section.
Possible teacher's comments: What does the abbreviation IELTS stand for? Right, the
International Language Testing System. The test consists of four sections assessing different
skills (Listening, Reading, Writing, and Speaking). The IELTS listening section evaluates
your ability to understand spoken English and includes four subsections. Candidates have 30
minutes to answer 40 questions. The recording is played only once. Candidates have 30
seconds at the beginning of each subsection to preview the questions before listening and ten
minutes at the end of the whole Listening section to transfer the answer from the question
paper to the answer sheet. Candidates receive one mark for each correct answer; they don't
lose them if they answer incorrectly.
• In each section, you listen to a recording and answer ten questions. Before each section,
you hear audio instructions with the required information. Then, the recordings are divided
into parts, with pauses to read the tasks and prepare to answer the questions.
In the first part of the Listening subsection, candidates listen to a dialogue on an everyday
topic. The objective of the conversation is to give or exchange information. The tasks in this
subsection may include form, table, note completion, and sometimes multiple-choice
activities.
In the second part, candidates hear a monologue on an everyday topic. The tasks test
candidates' ability to understand detailed information. The questions may include multiple-
choice, matching, sentence completion, etc.
In the third part, candidates listen to a conversation between two or three people in an
educational context. Most of the questions test the candidates' ability to follow the ideas
being discussed, identify each speaker's point of view, and understand the result of their
discussions. The tasks may include matching, multiple-choice, sentence or flow-chart
completion, map or diagram labelling, etc.
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In the ultimate part of the Listening section, candidates listen to a speaker giving a lecture or
presentation. The setting is academic, and the speaker discusses the topic in depth. The tasks
may include gap-filling, multiple choice, etc.)
Task 3. The objective of the task is to provide a concise and comprehensive summary of the
essential details related to the format of the IELTS Listening section.
Answer keys:
1) b; 4) c;
2) a; 5) a.
3) c;
Task 4. The task aims to understand each listening subsection's distinct features and
attributes.
Answer keys:
Section 1 a conversation between two people set in an

everyday social context
Section 2 a monologue set in an everyday social context
Section 3 a conversation between up to three people in an
educational or training context
Section 4 a monologue on an academic subject
• Before Listening: Using Audio Instructions. Students study the information. The
objective is to understand the purpose and significance of audio instructions in the IELTS
Listening test.
• Before Listening: Predicting. Students study the information and get acquainted with the
essential IELTS skill.
Task 5. This task aims to enhance the students' ability to make predictions and utilise prior
information before listening to the passages in the IELTS Listening test.
Answer keys:
1) Predicting track 1 – discussion about different ways to improve their hard skills
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2) Predicting track 2 – outlining the origin of the stereotyping phenomenon
3) Predicting track 3 – debate about the benefits and drawbacks of genetically modified
foods
4) Predicting track 4 – representation of the concept of couchsurfing
Task 6. In this task, students use the predictions to activate existing knowledge and
vocabulary related to the anticipated topic or context.
Possible answers:
track 1 proficiency, competency, performance review,

mentorship, feedback
track 2 generalisation, bias, discrimination, cognitive
shortcut, intercultural communication
track 3 pesticides, herbicides, environmental
sustainability, biodiversity, consumer choice
track 4 host, guest, cultural exchange, trust, flexibility
• Be ready. Students study the information and get acquainted with the essential IELTS skill.
Task 7. The task aims at enhancing understanding of word relationships and connections
between different terms.
Answer keys:
1) f 5) d
2) a 6) c
3) g 7) h
4) b 8) e
• Listening situations. Students study the information and get acquainted with the essential
IELTS skill.
Task 8. The task aims at developing the ability to analyse and brainstorm potential listening
situations based on given locations.
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• Accuracy: word endings. Students study the information and get acquainted with the
Task 9. The objective is to develop the ability to identify word endings through focused
listening.
Lesson 2 accuracy
Transcript:
Accuracy: word endings.
First, you have some time to look at the pairs of words below.
Now, listen and circle the words you hear in the recording.
1) Recently, we've watched a documentary about desert life and discovered many
unbelievable facts.
2) I have to write a fifteen-page report for tomorrow's class.
3) The otter's sleek fur was reflecting the sunlight.
4) She felt as powerless as a young child while facing those obstacles alone.
5) The company is celebrating its thirtieth anniversary with a special event.
6) Lately, artificial intelligence has witnessed notable breakthroughs.
Answer keys:
1) watched; 4) powerless;
2) 15; 5) 30th;
3) sleek; 6) breakthroughs.
• Numbers. Students study the information.
• Dates and time of day. Students study the information.
Teacher’s comments:
Dates may be written as:
 Day/month/year in numbers;
 Day/month/year in numbers and words;
 Month/day/year in numbers;
 Month/day/year in numbers and words;
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 Day/month in numbers;
 Day/month in numbers and words;
 Month/day in numbers;
 Month/day in numbers and words;
 Month/year in numbers;
 Month/year in words and numbers.
Task 10. The objective is to develop the ability to write dates accurately in the correct
format through focused listening.
Lesson 2. Dates
Transcript:
You'll hear five dates. Write the dates you hear in the correct format.
1) The Bastille Day is celebrated on July 14th.
2) The deadline is November 21st.
3) Many great songs originated from the '80s.
4) Romanticism gained popularity in the 19th century.
5) Albert Einstein was born on the fourteenth of March 1879.
Answer keys:
1) 14/14th July or 14/7 or 7/14
2) Nov./November 21/21st or 21/11 or 11/21
3) ‘80s or eighties or 80’s
4) 19th century or C19
5) 14/14th March 1879 or 14/3/1879 or 3/14/1879
• Money. Students study the information. Teacher’s comment: The most commonly used
currency types on the IELTS test are dollars, pounds, and euros. You can choose to write the
words, or you can put symbols. The right variant is to write: $12.50. The most common
mistakes are $12,50 or $12.5 or 12.50$.
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• Percentage, fraction, and decimal fractions. Students study the information. Teacher’s
comment: You can use both percent or per cent based on the English variant you are
comfortable with or the instructions provided. Just ensure consistency in your usage
throughout your writing or speaking tasks.
• Measurements. Students study the information.
Task 11. The objective is to develop the ability to accurately identify and write fractions,
percentages, decimal numbers, and amounts of money in the correct format through focused
listening.
Lesson 2 Measurements fraction percentage decimal fractions currency
Transcript:
Listen to the recording and write every fraction, percentage, decimal number, and amount
of money you hear in the correct format.
1) According to the recipe, we'll need one-quarter of vanilla sugar.
2) According to the survey, fourteen and a half per cent of the city inhabitants have never
visited the local zoo.
3) The survey revealed that thirty-five point fourteen per cent of consumers preferred the
new design over the previous one.
4) He managed to save five hundred pounds by the end of the summer.
5) The suitcase weighed 20 kilograms.
6) Due to the heatwave, the temperature rose by one and a half degrees.
7) The government allocated $420,000,000 for an ambitious ecological project.
Answer keys:
1) ¼ or one-quarter 5) twenty kilograms, 20 kilograms, 20 kg
2) 14½% or 14.5% 6) 1.5 degrees
3) 35.14% 7) $420,000,000
4) £500
• Task type: table completion. Students get acquainted with the task type and study useful
tips.
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Task 12. Students practise predicting skills.
Task 13. Table completion task type: practice.
Lesson 2 Job Market Trends
Transcript:
You'll hear a podcast that briefly overviews current job market trends.
First, you have some time to look at questions 1 to 6.
Now, listen and complete the table.
In this podcast, I'll briefly overview some job market trends for the current year.
Number one is a UX/UI Designer. Across Europe, the average salary for UX/UI designers
is up to €60,000 per year. A qualified designer must be proficient in design software and
have knowledge of front-end development. Companies hire designers to create user-
friendly interfaces for digital products.
Number two is an E-commerce specialist. Their primary responsibilities are managing and
optimising online sales platforms. The average salary for E-commerce Specialists across
Europe can range from €30,000 to €60,000 annually. To apply for a position of an E-
commerce specialist, an applicant must have either a bachelor's degree in Marketing or
Business Administration.
The third job we're going to talk about today is a Renewable Energy Engineer. The average
salary can reach up to €70,000 per year. Renewable Energy Engineers are responsible for
accomplishing various tasks related to developing and implementing renewable energy
projects. The key requirements for this position are either a bachelor's or master's degree in
Mechanical Engineering or Electrical Engineering.
That completes today's podcast. Thank you for listening, and see you tomorrow!
Answer keys:
1) proficient; 4) Business Administration;
2) design software; 5) Renewable Energy Engineer;
3) Marketing; 6) €70,000.
Task 14. Table completion task type: practice.
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Lesson 2 Book Sales
Transcript:
You will hear a talk about book sales at the University Book Stores.
First, study the table below.
Now, as you listen, answer questions 1 to 6 by completing the table showing the type of
books sold in greatest numbers at the different University Book Stores.
Today I want to give you a breakdown of our sales in the different university bookstores
across the campus. We've had some interesting results. We've used figures which show the
number of books sold, not their dollar value. This is to screen out those very expensive
technical books.
Let's start in 1997. The bookstore in the Humanities Building sold hundreds of novels, but
the major sales, by far the greatest number, were of general interest books. This result was
probably to be expected.
On the other hand, we were very surprised by the results we obtained in the Engineering
Building, where we fully expected that most of the sales would be in
technical books, and then found that they were, in fact selling more novels than any other
category. The question had to be asked: why is this so? We found there was a heavy trade
among the students in second-hand technical books, and also there was serious competition
from a cut-price bookseller who supplied from a van just off the university campus, so
those two factors would have kept our technical book sales down, but they don't explain
why novels were the top seller.
The bookstore in the School of Nursing in 1997 also mainly sold novels, with technical
books at a distant second. The Sports Centre sold marginally more general interest books
than anything else. ·
And so we come to 1998. The bookstore in the Humanities Building sold more novels than
ever before, edging out the general interest books two to one. The Engineering Building
bookstore is still not selling as many technical books as one would wish; their main sales
in 1998 were in general interest books.
The store in the School of Nursing once again sold novels and very little else. The Sports
Centre saw a return to the technical books – 80% of their sales, in fact
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- with a popular series of Sports Medicine books which came out early in 1998.
These results from 1997 and 1998 have taught us that we have to be competitive in
technical books. Now, as to the future…
Answer keys:
1) N 4) N
2) N 5) N
3) G 6) T
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Lesson 3
Task 1. The activity aims to encourage self-reflection, identify areas of strength and
weakness, and prepare students for the lesson topic.
Begin the activity by introducing the task to the class and providing instructions. Explain that
students will be asked to rate their writing skills on a scale of 1 to 10, explain their answers,
and identify their strengths and weaknesses in writing. Give students time to think about
their responses and write their answers. Encourage them to be honest and specific in their
self-evaluation.
Once students have finished writing their responses, ask volunteers to share their ratings and
explanations with the class. Encourage discussion and feedback from the class on areas of
strength and potential improvement.
Task 2. In this task, students familiarise themselves with the structure of the IELTS Writing
section, including the types of tasks and the time allotted for each task, and study the
assessment criteria for IELTS Writing and the band descriptors for each band score.
Teacher’s comment: The IELTS Academic Writing Test takes 60 minutes, and candidates
must complete two unrelated tasks in terms of topic. It requires a formal, academic writing
style.
In Task 1, candidates must write at least 150 words; the recommended time to finish is 20
minutes. First, candidates receive some information in visual form (a graph, a table, a
diagram or even a map) and a statement explaining what the visual represents or what it
shows, in other words. Then, they need to summarise the information in the visual and write
this summary in their words. The required skills for successfully fulfilling the task are the
ability to select, organise and compare information. The possible tasks include describing the
stages of a process, an object or place or explaining how something works.
In Task 2, candidates must write at least 250 words; the recommended time to finish is 40
minutes. Candidates are given a point of view, an issue or a problem written as a question or
statement, and the task is to write an academic essay. The required skills for successfully
fulfilling this task are presenting and supporting an opinion or the solution to a problem,
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comparing and contrasting evidence and opinions, or evaluating and challenging ideas,
evidence or opinions.
Four criteria assess both tasks; each scored on a band scale of 0-9.
1) Cohesion and coherence: it assesses the candidate's ability to write a clear and organised
answer that is easy for the reader to follow and understand and organise their response into
paragraphs.
2) Lexical resources or vocabulary. The candidates will be assessed on their ability to use a
range of vocabulary and expressions accurately and appropriately.
3) Grammatical range and accuracy assess the candidate's ability to use a range of grammar
structures accurately and appropriately.
4) Task achievement (task 1) assesses how appropriately, accurately and relevantly the
candidate completed the task using at least 150 words.
5) Task response (task 2) assesses how well the candidate can make and develop their
position or argument and support it with evidence and examples to complete the task using at
least 250 words.
Task 3. The task aims to help students understand the differences between Task 1 and Task
2 in IELTS Academic Writing.
Answer keys:
Task 1: graphs, writing a summary, a minimum of 150 words, describing a process, pie
chart, formal register.
Task 2: problem solution, contrasting opinions, double question, advantages and

disadvantages, formal register.
• Visuals. First, ask your students what types of visual data representations they know. Then,
using the picture, introduce the specific visual data representations to students. Ask students
to describe how they work and compare them.
Task 4. The task aims to help students understand the appropriate use of different types of
visual data representations.
Answer keys:
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1) d; 5) g;
2) e; 6) a;
3) b; 7) c.
4) f;
• Task 1 Writing Strategy: understanding questions. Using the scheme with lead-up
questions, students learn to identify the requirements for Writing Task 1.
Task 5. The objective is to assess whether the paragraph effectively introduces the topic and
sets the tone for the summary. The introduction gives an overall description of the diagram
and a first impression. However, the summary is the exact copy of the task. The paragraph
lacks specific details about the diagram and the interrelationships it represents. It could
benefit from including more specific information, such as the number of trophic levels or the
role of primary producers and consumers. This would provide a clearer understanding of the
diagram's content.
Also, the phrase "It's really interesting" is subjective and does not provide any objective
information or analysis. It would be more effective to replace this statement with a more
informative comment that highlights a specific aspect of the diagram or the significance of
the interrelationships depicted.
Tip: ask your students to study an important tip for writing an introductory paragraph in the
IELTS Writing Task 1.
Task 6. The task focuses on the introductory phrases commonly used in writing Task 1
responses when describing visuals. By matching the introductory phrases with appropriate
endings, test takers demonstrate their understanding of effectively introducing and presenting
information in their written responses.
Answer keys:
a) 1, 2, 3; e) 3;
b) 2, 3; f) 2;
c) 2, 3; g) 3.
d) 3;
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Task 7. This activity aims to practise writing introductory paragraphs for different writing
tasks while employing paraphrasing techniques.
Possible answers:
1) The pie chart shows the principal ways of finding out the news in two different countries,
Canada and Australia. The two nations show broadly similar patterns, though there are some
significant and minor differences.
2) The table illustrates data regarding underground railways from six large cities in various
parts of the world. The information shows when these railways were opened, kilometres of
the route and yearly passenger numbers in millions.
Task 8. In this task, students learn to analyse the visuals and describe the visual’s key
features.
Possible answers:
№1. 1) The information in the visual refers to the principal ways of finding out the news in
two different countries: Canada and Australia.
2) The comparison involves two different participants: Canada and Australia.
3) The types of units used to indicate amounts, numbers, and proportions are percentages
(%).
4) The timeframe of the visual representation is not explicitly stated in the given information.
However, it can be assumed that the data represents a specific point in time or a particular
survey period.
5) The most important information in the visual is the comparison of the ways people in
Canada and Australia access the news.
6) The key findings include the higher percentage of online news consumption in Australia
compared to Canada, the popularity of TV news in both countries, the significant difference
in print news readership between the two nations, and the higher preference for radio news in
Canada compared to Australia.
№2. 1) The information in the table refers to different cities and their respective data related
to the opening date of their subway systems, the length of the routes in kilometres, and the
number of passengers per year in millions.
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2) The comparison involves six different cities: London, Paris, Tokyo, Washington DC,
Kyoto, and Los Angeles.
3) The units used to indicate amounts, numbers, and proportions are years for the opening
date, kilometres for the route length, and millions for the number of passengers per year.
4) The visual representation encompasses a range of periods, from the year each city's
subway system was opened to the present or the latest available data.
5) The most important information in the visual is the comparison of the subway systems in
different cities based on their opening date, route length, and annual number of passengers.
6) There are significant differences and similarities between the categories or elements. For
example, Tokyo has the longest route length and the highest number of passengers per year,
while Kyoto has the shortest route length and the lowest number of passengers per year.
Additionally, the opening dates vary across the cities, indicating differences in the historical
development of their subway systems.
• Task type: line graphs. The objectives of this task are to familiarise students with the key
elements and features of line graphs and to provide guidelines for effectively describing and
analyzing the information presented in a line graph.
• Describing trends. Students study the table with the essential vocabulary to develop data
analysing skills and prepare for the line graph description.
Task 9. The task aims to improve the understanding and appropriate usage of prepositions in
describing trends in data. After completing the task, encourage your students to formulate the
rules governing the use of prepositions in describing trends in data.
Answer keys:
1) from; 4) at;
2) to; 5) to;
3) of; 6) by.
• Adjectives and adverbs to describe trends. Students study a table to get acquainted with
adjectives and adverbs commonly used to describe trends, such as "steady," "gradual,"
"sharp," "rapidly," "significantly," etc. This expands their vocabulary and enables them to
choose more precise and varied language when discussing data.
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Task 10. This task aims to develop students’ descriptive and paraphrasing skills and provide
more detailed and precise descriptions of trends and data points.
1) There was a dramatic drop in wired headphones sales.
2) There was a wild fluctuation in the exchange rate between the two currencies.
3) In the last survey, there was a fall in the customer satisfaction ratings for the service
provider, but then there was the levelling-off.
4) There was a gradual rise in the temperature in the town during the morning hours, and
there was a sharp surge in the afternoon.
4) The temperature in the town rose gradually during the morning hours and surged sharply
in the afternoon.
Task 11. The objective of the task is to assess the student’s ability to analyse and interpret
information presented in a graph and accurately complete a table based on the data provided.
Answer keys:
Topic words Export of rubber ducks, USA, UK, EU

Tense Paste tense
Axes Year (2013-2017) and Units per thousand
Trends USA (Started at 10,000 units, climbed to around 15,000 units, levelled
off until 2015, fell slightly by 2016 to approximately 13,000 units,
sharply fell from 2016 to 2017, ending at around 2,000 units), EU
(Amounted to 30,000 units in 2013, rose gradually, dipped somewhat
in 2015 to 21,000 units, grew steadily to over 33,000 units in 2016,
peaked at 40,000 units in 2017) and UK (Accounted for 20,000 units
in 2013, after a slight dip, rose steadily every year from 2014,
comprising 40,000 units by 2017)
Task 12. Students practise describing the line graph.
Sample answer: The export of rubber ducks in the USA in 2013 started at 10,000 units and
climbed to around 15,000 units. After that, the figure levelled off until 2015 and fell slightly
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by 2016 to approximately 13,000 units. However, from 2016 to 2017, exports fell sharply,
ending at around 2,000 units.
In contrast, the proportion of rubber duck exports from the EU in 2013 amounted to 30,000
and rose gradually but then dipped somewhat in 2015 to 21,000 units. Subsequently, exports
grew steadily to over 33,000 units in 2016 and peaked at 40,000 units by 2017. Regarding
the UK, export figures accounted for 20,000 in 2013 and, after a slight dip rose steadily
every year from 2014 comprising 40,000 units by 2017.
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Lesson 4
Task 1. The task aims at practising anticipation and listening for specific details skills.
Lesson-4-Task-1
Transcript:
Narrator: Listen for specific details in descriptions of people and match them to the correct
person. Next to the letters A to F, write the people's names based on the information you
gather from the recordings.
Narrator: Person Number 1.
Speaker: The first person is Roger. Roger is 30 years old, and he is a businessman. He is
not very tall, and he is of medium height. He is bald, and he prefers a smart casual style of
clothes.
Speaker: The second person is Cheryl Woods. Mrs Woods has been a middle school
teacher for the last twenty years. She dresses in casual and comfortable clothes because she
says there is no sense in wearing fashionable clothes to work. She has long curly hair.
Speaker: The third person is Tracy. Tracy has been married for five years; she got married
when she was young. Before her marriage, she used to be a photographer. She dresses very
casually and has short, curly hair.
Speaker: The fourth person is Dan. Dan is 17 and in high school. He's looking forward to
his upcoming graduation. He prefers to wear sports clothes.
Speaker: The fifth person is Tom Walton. Mr Walton retired from his job at the age of 70.
He's thrilled to focus on things he enjoys. He usually wears a suit and a bowtie.
Narrator: Person Number 6. - Speaker: The sixth person's name is Jane. Jane is a college
student. She is studying psychology. She likes to wear casual clothes and has long curly
hair.
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Answer keys:
A) Cheryl Woods; D) Jane;
B) Tom Walton; E) Tracy;
C) Roger; F) Dan.
• Listening while reading. Students study the information and get acquainted with the
Task 2. The objective of the task is to practise listening while reading IELTS skills.
аудіо IELTS Listening while reading
As a writer, I constantly pursue new ideas and inspiration for my following narrative.
Recently, I completed my latest novel, which turned out to be a weighty book of 600 pages
that spanned over two years of relentless effort and dedication. The idea for the book came
to me when I was backpacking through Europe last summer. I visited dozens of countries,
and I have to say that I was amazed by the variety of cultural traditions and extraordinary
tales that each area had to tell. It was a transformative experience that compelled me to
capture the essence of those tales in my upcoming book.
Upon returning home, I dove headfirst into researching. To understand better the cultures
and histories of the places I had visited, I examined tons of books and articles, watched
countless documentaries, and even interviewed locals.
With a solid foundation of research in place, I began the painstaking process of structuring
the plot and fleshing out the characters. I started by creating a rough sketch of the principal
plot points and then proceeded to develop each chapter with detailed summaries of the
events that would take place.
My objective was to create a captivating and authentic story, so I devoted considerable
time to crafting the details and nuances of the narrative. In addition, I strived to understand
the characters' motivations before I began writing to ensure that their actions were
believable and compelling. As a result, writing the first draft took me a year, an intense
and often gruelling process.
As the story took shape under my pen, it started to take on a life of its own, and I found
myself swept up in its momentum. The experience was exhilarating, and I knew I was onto
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something special.
After another year of hard work, I eventually completed my novel. Seeing the story come
to life on the page and knowing that I had created something others could enjoy was
satisfying.
Despite the book's length and complexity, writing it was a labour of love, and I was eager
to share it with the world.
Answer keys:
1) 600; 6) structuring the plot;
2) backpacking through Europe; 7) authentic story;
3) dozens; 8) draft;
4) upcoming book; 9) was onto something special;
5) interviewed locals; 10) length and complexity.
Task 3. The objective of the task is to practise listening while reading IELTS skills during
the fulfilment of the table completion task type.
аудіо Lesson 4 Task 3
Hello, I'm delighted to welcome you to our Wildlife Club, and very pleased that you're
interested in the countryside and the plants and creatures of this area. I think you'll be
surprised at the variety we have here, even though we're not far from London. I'll start by
telling you about some of the parks and open spaces nearby. One very pleasant place is
Halland Common. This has been public land for hundreds of years, and what you'll find
interesting is that the River Ouse, which flows into the sea eighty km away, has its source
in common. There's an information board about the plants and animals you can see here,
and by the way, the common is accessible 24 hours a day.
Then there's Holt Island, which is noted for its great range of trees. In the past, willows
were grown here commercially for basket-making, and this ancient craft has recently been
reintroduced. The island is only open to the public from Friday to Sunday because it's quite
small, and if there were people around every day, much of the wildlife would keep away.
From there, it's just a short walk across the bridge to Longfield Country Park. Longfield
24
has a modern replica of a farm from over 2000 years ago. Children's activities are often
arranged there, like bread-making and face painting. The park is only open during daylight
hours, so bear that in mind if you decide to go there.
Answer keys:
1) trees; 3) Sunday;
2) Friday; 4) farm.
• Labelling a diagram, plan or map. Students get acquainted with the task type and study
useful tips.
Task 4. The activity aims to practise giving and following directions on the map and develop
communication skills.
Task 5. Students practise completing the map labelling task type.
аудіо Lesson-4-Map-Labelling
Transcript:
You will hear a speaker describing the town of Whimsy Hollow. First, you have some time
to study the map and questions 1-4. Then, listen to the recording and label the places in the
town. Write the correct letter A-D next to questions 1-4. Write ONLY UPPERCASE
LETTERS.
Welcome to our charming town! Located in the heart of a lush valley, Whimsy Hollow is a
scenic town that offers visitors a peaceful retreat from the fast-paced city life.
The town centre is between Berry Way and Middle Passage Streets, where you'll find the
town hall, bank, and several small boutiques and cafes. Whimsy Hollow Park is just north
of the town centre, a lovely public park with a duck pond, basketball court, and picnic area.
To the west of the town centre is the Whimsy Hollow High School. Whimsy Hollow
Hospital, the region's central medical facility, is located east of the town centre.
If you venture south of the town centre, you'll discover the Whimsy Hollow Nature Park, a
sprawling green oasis home to various wildlife species.
Answer keys:
25
1) C 3) D
2) B 4) A
Task 6. Students practise completing the plan labelling task type.
аудіо Lesson 4 Plan labelling
Narrator: You'll hear a guided tour commentary. First, you have some time to study the
plan and questions 1 to 10. Now, listen and label the places marked. Choose from the box
below. Write the appropriate letters A to J next to questions 1 to 10.
Librarian: Welcome to the library tour. We'll begin our tour of this level of the library
here at the entrance. Then we'll go in a clockwise direction.
So, first of all, over here on the left, next to the entrance, is a touch-screen information
service; these computers can be used at any time to get general information about the
library and how it works. In front of the touch-screen information service are the
catalogues. As you can see, it's a computerised catalogue system and it's very easy to use.
The catalogues are linked up to the other libraries at the university, so make sure you
check which library a book is in when you are trying to locate a particular item.
Next, along here on the left, we have the Circulation Desk for borrowing and returning
books. The Returns Area, the place for returned books and other items, is at the end of the
Circulation desk near the Closed Reserve.
Closed Reserve, as most of you probably know, is a collection of books that are in high
demand, so they are in restricted circulation. If a book is on Closed Reserve, you can only
borrow it to use within the library for three hours at a time.
Over there in the corner are the shelves for newspapers. The library has an extensive
collection of local and international English-language newspapers. They are kept on those
shelves for one month and then stored elsewhere.
As we continue our tour around to the right, this large central section is the Reference
Section. Reference texts cannot be borrowed for use outside the library; they must be used
within the library. All these shelves in the centre of this level are the Reference Section.
Now, the stairs here on the left lead to Level 2 only.
On Level 2 are most of the Law books. To go up to the other levels of the library you have
26
to use the lifts.
Beside the stairs are the restrooms for this floor.
Now, as we walk around this corner to the right, this large room on the left is the Audio-
Visual Resource Centre. You can come in here if you wish to listen to a tape or watch one
of the library's videos. Next to the Audio-Visual Resource Centre is the photocopying
room. There are 15 copiers for student use, and we've recently added a colour copier. The
system for copying uses cards, not coins. You can buy a photocopy card from the
technician in charge of the photocopying room, or from the information desk if he isn't
here at the time. On our right, these work tables are for student use, especially for small
groups to work together, or you and your colleagues can use the conference room, which is
that small room there next to the lockers. You can work on group projects in the
conference room without disturbing anyone, and there's a conference room on each level of
the library.
The round desk in front of the lockers is the Information Desk. If you need help using the
catalogues or you need to organise a loan from another library, the information desk is the
place to come. And finally, here, beside the exit doors, these two shelves contain current
magazines and journals. Like the newspapers, they are kept here for a time and then stored
elsewhere.
Okay, that's the end of the tour of this level of the library. I'll leave you to look around
yourselves now, and if you need any further help, please ask at the Information Desk.
Answer keys:
1) B 6) I
2) F 7) E
3) H 8) J
4) G 9) A
5) C 10) D
Task 7. The task aims to develop predicting skills and prepare students for completing the
diagram labelling task type.
27
Task 8. Students practise completing the diagram labelling task type.
аудіо Lesson-4-Diagram-labelling
Transcript:
You'll hear the instructions on how to launch the dishwasher. First, you have some time to
study the diagram and look at questions 1 to 4. Then, listen to the recording and label
numbers 1-4 on the diagram below.
Here is a simple guide on how to launch a dishwasher.
First, open the dishwasher, and load your dirty dishes at the top or bottom racks. The
bottom rack has a cutlery basket for forks, knives, and spoons. Make sure you've removed
all food leftovers.
Then, check if your dishwasher has a salt reservoir. If it does, unscrew the cap and fill the
container with dishwasher salt. It is crucial if you live in an area with hard water, as the
salt will help prevent mineral buildup in your dishwasher.
The next step is to add detergent to the detergent dispenser at the dishwasher's door. Use
the detergent appropriate for your dishwasher.
Select the wash cycle that best suits your needs and some additional options, such as
heated dry or sanitising if required.
After that, close the dishwasher door and press the start button on the dishwasher. Ensure it
is locked securely.
Answer keys:
1) bottom rack; 3) salt reservoir;
2) cutlery basket; 4) detergent dispenser.
Task 9, optional (if time allows). Students practise completing the map labelling task type.
аудіо Lesson-4-Map-Labelling_2
You'll hear a description of a new wildlife area, Hinchingbrooke Park, which will be
opened to the public next month. First, study the map and look at questions 1-4. Then,
listen and write the correct letter, A-I, next to questions 1-4.
And finally, I'd like to tell you about our new wildlife area, Hinchingbrooke Park, which
28
will be opened to the public next month. This slide doesn't really indicate how big it is, but
anyway, you can see the two gates into the park and the main paths. As you can see, there's
a lake in the northwest of the park, with a bird hide to the west of it, at the end of a path.
So, it'll be a nice quiet place for watching the birds on the lake.
Fairly close to where refreshments are available, there's a dog-walking area in the southern
part of the park, leading off from the path. And if you just want to sit and relax, you can go
to the flower garden; that's the circular area on the map surrounded by paths.
And finally, there's a wooded area in the western section of the park between two paths.
Okay, that's enough from me, so let's go on to...
Answer keys:
1) A; 3) F;
2) I; 4) E.
Task 10, optional (if time allows). Students practise completing the diagram labelling task
type.
аудіо Lesson-4-Diagram-Labelling_2
29
Transcript:
You'll hear a woman describing the equipment used for archery and providing instructions
on how to use it. First, you have some time to look at the diagram and study the answers in
the box. Then, listen to the recording and write the letters A to J next to questions 1 to 5.
Let’s take a look at the equipment. The bows are fairly heavy – you might be surprised.
We’ll spend a moment practising holding the bow properly before we load one up. I’m
holding it now in the position in which you’ll hold it. The drawstring is here and again;
you might be surprised at the tension. You’ll need to practise drawing back the string. Just
above the middle of the bow here is the sight. You look through this as you would with a
rifle. Using a bow and arrow without a sight is perfectly possible – most master archers do
this – but having one will certainly help you to start off with.
Now I’ll put the bow down and show you an arrow. The shafts of our arrows are wooden
but fibre glass arrow shafts are now common too. Traditionally, as I’m sure you’ll know,
the fletching at the top of the arrow – I mean not the tip end of the arrow – was made of
feathers. We have some arrows with feather fletching but we also have some with what we
call vanes. That means the fletching is made of solid plastic. All of you have a quiver with
arrows in it. You can tie the strap of the quiver around your waist. As I’ve said, you take
an arrow from your quiver when I say so – when it’s your turn and not before. Oh, I nearly
forgot – protection. It is recommended to wear a chest guard, hand guard, and a bracer.
The bracer’s a smaller arm pad that protects the inside of your arm from the string. Also,
the bracer can stop the string from catching on the sleeve if you're wearing a jumper or
jacket.
Answer keys:
1) sight; 4) quiver;
2) shafts; 5) bracer.
3) fletching;
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Lesson 5
Task 1. The objective of the task is to assess and evaluate the student’s knowledge and
understanding of the IELTS Reading section.
Answer keys:
1) c; 4) a;
2) b; 5) c;
3) c; 6) b.
Task 2. In this task, students familiarise themselves with the structure of the IELTS Reading
section. After studying the visuals, ask your students to go back to task 2 and check
themselves.
Teacher’s comment: The IELTS Academic Reading Test is designed to test your ability to
read and understand passages on academic topics from journals, books, newspapers and
magazines. The test lasts for 60 minutes, and there are three separate passages and 40
questions to answer. There are two or three different tasks on each passage, and these test a
range of different reading skills. There are ten possible question types: multiple choice, short
answer questions, sentence completion, notes, summary, or table/flow chart completion,
labelling a diagram, choosing headings for paragraphs or sections of a text, locating
information, identifying information, views and claims, classification, matching.
Candidates write their answers on the answer sheet while doing the test because, unlike the
Listening Test, there is no extra transfer time given.
Topics: the text features a variety of different reading passages. The topics are generally
academic subjects, such as the environment, education, technology, work, etc. The texts
would be of interest to an educated audience, but there is no need to be an expert to
understand them. The texts are taken from real publications like books, newspapers, and
magazines. The style of the passage may vary too; it might be descriptive or argumentative,
for example. The text may have an illustration or a graph.
31
One of the most challenging aspects of the Reading Test is managing time. To help test
takers with this challenge, there is a suggested time for fulfilling each subsection that
includes passages and tasks. These suggested times can serve as guidelines to assist test
takers in pacing themselves and ensuring they have enough time to complete all the required
tasks within the given timeframe.
Assessment: one point is given for each correct answer. You will lose points for incorrect
spelling or grammar, so be careful when you're copying words from the reading text onto
your answer sheet, as it’s easy to make a careless mistake. The total number of points is
converted into an IELTS band score for Reading, for example, 6.0 or 7.0. It's also possible to
be given a half-band score, such as 5.5 or 6.5.
• Scanning and skimming. In this task, students get acquainted with helpful reading
techniques which help to gather information from a text efficiently.
Teacher’s comment:
1) Skimming aims to get a general overview of the text and identify the main ideas. It
involves reading quickly, glancing over sentences and paragraphs, and focusing on headings,
subheadings, and paragraphs’ first and last sentences.
2) Scanning involves quickly running eyes over the text to find specific information or
keywords. It is useful when you have specific questions or need to find particular details
quickly.
Task 3. The task aims to test the student’s ability to differentiate between efficient and
inefficient approaches to skimming a text, encourages critical thinking and comprehension of
skimming techniques, and allows students to demonstrate their familiarity with the principles
of skimming for quick information gathering.
Answer keys:
✓ Focus on the headings and subheadings.
✓ Pay attention to the first and last sentences of paragraphs.
✓ Look for keywords or phrases.
Task 4. In this task, students practise their skimming skills.
32
Possible answer: Climate change jeopardises global food security, impacting crops, supply
chains, and nutrition, requiring urgent action through adaptive practices, sustainable farming,
resilient infrastructure, equitable resource distribution, and international cooperation.
Task 5. In this task, students practise their scanning skills.
Answer keys:
1) wheat, rice, maize;
2) governments, international organisations, scientists, farmers, and communities;
3) rising temperatures, changing rainfall patterns, droughts, floods, and heat waves.
Task 6. In this task, students improve comprehension and summarisation abilities by

identifying the main ideas of the extracts.
Possible answers:
1) Main idea: Climate change's impact on crop yields and vulnerability of staple crops.
Possible headings:
• Climate Change and Crop Yields
• Influence of Climate Change on Growing Season and Crop Suitability
• Effects of Climate Anomalies on Crop Productivity
• Vulnerability of Staple Crops to Environmental Stressors
2) Main Idea: Addressing the implications of climate change on global food security and the
necessary actions for a sustainable and secure food future.
Possible Headings:
• Collaborative Efforts for Climate Change and Food Security
• Stakeholders in Climate Change Mitigation for Food Security
Task 7. In this task, students practise completing the matching headings to paragraphs task
type.
Answer keys:
1) Paragraph A: Ⅱ
33
Supporting Statement: In technology and the media-driven world, it’s becoming increasingly
difficult to get our students’ attention and keep them absorbed in classroom discussions.
This generation, in particular, has brought a unique set of challenges to the educational
table.
Keywords: Technology, classroom discussions
Explanation: As per paragraph A, it has been mentioned that it's become more and harder to
grab kids' attention in today's technology- and media-driven society and keep them engaged
in class discussions. The difficulties facing education today are particularly specific to this
generation. So, the correct answer is Ⅱ.
2) Paragraph B: Ⅴ
Supporting Statement: When provided with merely a textbook as a supplemental learning

tool, test results have revealed that most students fail to pinpoint the significance of
historical events and individuals. Fewer still are able to cite and substantiate primary
historical sources.
But those with specialities in medieval, European and African history failed miserably when
confronted by items about Fort Ticonderoga, the Olive Branch Petition, or the Quebec Act–
all taken from a typical textbook.
Keywords: Students fail, specialists
Explanation: As per paragraph B, it has been stated that test findings have shown that most
pupils are unable to identify the significance of historical events as well as persons when
given only a textbook as an additional learning tool. Even fewer can quote and support
primary historical sources. But when asked to answer questions regarding Fort
Ticonderoga, the Olive Branch Petition, or the Quebec Act—all taken from a normal
textbook—specialists in medieval, European, and African history failed poorly. So, the
correct answer is Ⅴ.
3) Paragraph C: X
Supporting Statement: For too long, we’ve fantasised that by rewriting textbooks, we could
change how history is learned. The problem, however, is not the content of textbooks but the
very idea of them. The question is no longer whether to bring new technologies into
34
everyday education; now, the question is which technologies are most suitable for the range
of topics covered in junior high and high school history classrooms.
Keywords: Rewriting textbooks, technologies
Explanation: As per paragraph C, it has been stated that we've entertained the idea that we
could alter how history is taught by simply revising the textbooks. However, it is the concept
of textbooks rather than their content that is the issue. The issue currently is whether
technologies are most suited for the variety of themes covered in junior high and high school
history classes, not whether or not to incorporate new technology into regular education. So,
the correct answer is X.
4) Paragraph D: Ⅳ
Supporting Statement: Teachers can easily target and engage the learners of this generation
by effectively combining the study of history with innovative multimedia. PowerPoint and
presentations, in particular, can expand the scope of traditional classroom discussion by
helping teachers to explain abstract concepts while accommodating students’ unique
learning styles.
Keywords: Innovative multimedia
Explanation: As per paragraph D, it has been mentioned that by skillfully fusing the study of
history with cutting-edge multimedia, teachers may easily target and engage the learners of
this generation. PowerPoint and presentations can broaden the dialogue that takes place in
a regular classroom by assisting professors in explaining complex ideas while taking into
account students' individual learning preferences. So, the correct answer is Ⅳ.
5) Paragraph E: Ⅵ
Supporting Statement: Whether you’re covering Revolutionary War lesson plans or World
War II lesson plans, PowerPoint study units are available in formats to suit the needs of
your classroom. Multimedia teaching instruments like PowerPoint software are getting
positive results the world over, framing conventional lectures with captivating written,
auditory and visual content that helps students recall names, dates and causal relationships
within a historical context.
Keywords: World War II, multimedia teaching
35
Explanation: As per paragraph E, it has been clearly mentioned that the types of
PowerPoint study modules are accessible to meet the demands of your classroom, whether
you're covering Revolutionary War lesson ideas or World War II lesson plans. The use of
multimedia teaching tools like PowerPoint software, which frames traditional lectures with
engrossing written, audio, and visual content to assist students recall names, dates, and
causal links within a historical context, is yielding positive results all around the world. So,
the correct answer is Ⅵ.
6) Paragraph F: Ⅰ
Supporting Statement: Education is no exception to the rule. The question is not whether to
bring technology into the educational environment. Rather, the question is which
technologies are suitable for U.S. and world history subjects, from Civil War lesson plans to
World War II lesson plans.
Keywords: Education, technologies
Explanation: As per paragraph F, it has been stated that there is no exemption for
education. The issue is not whether or not technology should be used in the classroom. The
better question is which technologies are appropriate for teaching American and world
history, from World War II lesson ideas through Civil War lesson plans. So, the correct
answer is Ⅰ.
7) Paragraph G: Ⅸ
Supporting Statement: Meanwhile, some academic historians hold a different view on the
use of technology in teaching history. One reason they hold is that not all facts can be
recorded by film or videos, and literature is relatively feasible in this case. Another
challenge they have to be faced with is the painful process of learning a new technology like
the making of PowerPoint and the editing of audio and video clips which is also reasonable,
especially to some elderly historians.
Keywords: literature feasible, audio and clips
Explanation: As per paragraph G, it has been stated that one argument is that not all facts
can be captured on film or in videos; thus, literature is more practical in this situation.
Another difficulty they must deal with is the arduous process of acquiring new technologies,
36
such as creating PowerPoint presentations and editing audio and video footage, which is
also understandable, especially to certain senior historians. So, the correct answer is Ⅸ.
Task 8. The task aims to gain an understanding of the peculiarities of the IELTS Academic
Speaking section.
Answer keys:
1) participants; 5) two-way discussion;
2) 11-14; 6) assessment criteria;
3) introduction and interview; 7) recorded.
4) individual long-turn;
Then, encourage students to study the Speaking Band Descriptors if time allows.
• Speaking section: part 1. Students study the scheme to get acquainted with the 1 st part of
the IELTS Speaking section and its most common topics.
Task 9. The task aims to improve IELTS vocabulary skills by facilitating vocabulary
expansion, topic familiarity, fluency, coherence, and collaborative learning in the context of
Part 1 speaking.
• Expressions to convey your preferences. This tip encourages students to delve into
alternative ways of expressing their likes and dislikes, enabling them to showcase a more
nuanced understanding of the English language. By incorporating various expressions, such
as "I have a strong preference for," "I am particularly fond of," or "I greatly enjoy," students
can elevate the quality of their responses, impressing examiners with their linguistic
creativity and versatility.
Task 10. In this task, students practise using the expressions to convey their preferences in
Speaking.
Note: after one student completes their one-minute talk, instruct them to switch roles. The
listening student becomes the speaker, and the speaker becomes the listener.
• Pronunciation. The following tips aim to enhance students' performance in the Speaking
test and improve their pronunciation skills.
37
• Fluency and coherence. Ask your students whether they understand what it means to
achieve fluency in spoken English. Then, ask them to study the tip on enhancing their ability
to express themselves clearly and coherently in spoken conversations.
Task 11. This task is one of the stages of preparation for the IELTS Speaking Section Part 1.
Set a time limit for each round of the activity, such as 5-5 minutes per person. Monitor the
pairs, offer support and guidance as needed, and take note of any common mistakes or areas
for improvement that can be addressed later as a class.
38
Lesson 6
Task 1. The task aims to assess students’ understanding of the dos and don'ts of IELTS
Academic Writing. After students complete the task, encourage them to discuss and
formulate the format style requirements.
Answer keys:
Write in complete sentences. ✓ Minimise the use of phrasal verbs. ✓
Use contractions (e.g. can’t, don’t, it’s). X Incorporate personal anecdotes or
Employ slang, dialects, and colloquial experiences. X
expressions. X Make sure to use a variety of linking
Use many personal pronouns. X words. ✓
Include a mixture of simple, compound, Support your answer with evidence. ✓
and complex sentences. ✓ Use question tags. X
Use objective facts. ✓ Repeat the same words frequently
Structure your answer. ✓ throughout your essay. X
Use as many complex words as possible. X
Note: you can find more information about the formal writing style in Appendix Lesson 6.
Task 2. This is a preparatory activity designed to familiarise students with the concept of
comparing and contrasting data before delving into the topic in more depth. The task is to
study the line graph and answer the questions.
Answer keys:
1) The most popular fast food among Australian teenagers in 1975 was fish and chips.
2) Fish and chips experienced the most notable decline in consumption over the 25-year
period.
3) In terms of popularity, pizza consumption surpassed fish and chips consumption in 1990.
4) Hamburgers experienced the most significant surge in consumption during the 1970s and
1980s.
5) Fish and chips had the lowest level of consumption among Australian teenagers in 2000.
39
While the overall message is similar, the first two sentences provide specific quantitative
information, whereas the third sentence emphasises the idea of a small number without
quantifying it precisely.
• Comparing and contrasting data. Analyse the students’ answers to the previous task and
introduce the essential IELTS skill and discuss its importance for writing an efficient report.
Overview the common types of visuals used for this task, such as line graphs, bar charts, and
tables and teach strategies.
Task 3. The objective is to enhance students' vocabulary and language skills related to
comparing and contrasting data.
Answer keys:
1) whereas; 4) in sharp contrast;
2) most; 5) similarly;
3) than; 6) as.
• Comparison language. Students get acquainted with the useful structures to compare and
contrast data.
Note: X refers to the number or quantity being compared between A and B. It represents the
numerical difference between the two entities rather than the number of times. The specific
value of X would depend on the context and the numbers being compared.
Task 4. In this task, students practise using different expressions to compare and contrast
data.
Possible answers:
1) In contrast to Europe's coffee consumption of 55 million bags, Asia and the Pacific
consumed 44 million, making it smaller by a narrow margin.
2) North America consumed 32 million bags of coffee, just under 23 million bags smaller
than Europe.
3) Africa's coffee consumption of 13 million bags is approximately 42 million bags smaller

than Europe's consumption.
40
4) South America consumed 27 million bags of coffee, which is under two times as high as
the consumption in the Caribbean, Central America, and Mexico, totalling 6 million bags.
5) In terms of productivity, Europe ranks as the most productive region in coffee

consumption, followed by Asia and the Pacific.
6) There is a significant difference between Europe's consumption of 55 million bags and the
consumption in Africa, which amounts to 13 million bags.
7) The disparity in coffee consumption is vast, with Europe consuming the highest quantity
of coffee while the Caribbean, Central America, and Mexico have the lowest consumption.
• Task type: bar chart. Students get acquainted with the visual type and discuss the
important strategies for describing it.
• Grouping information. Explain the concept of grouping information in bar charts. Help
students understand that they may need to group specific categories together based on
similarities or patterns observed in the data.
Task 5. In this activity, students practise grouping skills.
Possible answers:
Group 1: Similarities
Both age groups consider team spirit important (60% for both).
Both age groups believe the work environment impacts their performance to some extent
(30% for both).
Both age groups find job satisfaction, respect from colleagues, money, and competent bosses
important to varying degrees.
Group 2: Differences
Younger employees (18-30) prioritise chances for personal growth (90%), a relaxed working
environment (85%), job security (40%), and advancement prospects (80%) more than older
employees (45-60).
Older employees (45-60) place less emphasis on chances for personal growth (38%) and
value a relaxed working environment (30%), job security (20%), and advancement prospects
(approximately 48%) less than younger employees.
41
• Paragraph ordering skills. Teach students how to organise their paragraphs effectively.
Introduce and discuss the possible plan.
Task 6. In this task, students practise their paragraph ordering skills and prepare themselves
for writing a report based on the bar chart.
Possible answer:
Paragraph 1: Introduction
• Brief introduction of the bar chart and its purpose
• An overview of the factors affecting work performance by age group
Paragraph 2: Common Factors for Both Age Groups
• Factors important for both age groups: salary, team spirit, the relatively lesser impact of
work environment and job security
Paragraph 3: Contrast in Factors between Age Groups
• The significant differences in factors between age groups (e.g. chances for personal growth,
etc.)
Paragraph 4: Summarising the main findings from the bar chart and emphasising the impact
of age group on work performance factors.
Task 7. In this task, students practise describing the bar chart using the made plan and
expressions to compare and contrast data.
Sample answer:
The bar chart shows the factors that most affect work performance at a given company by
age group. Looking from an overall perspective, it is readily apparent that there is general
congruity in the factors. However, younger employees value promotion prospects,
opportunities for personal development, and a relaxed working environment more highly.
Salary and team spirit were critical for both age groups, and work environment and job
security tended to be less impactful.
Regarding the categories with more similarity, three-fifths consider team spirit essential for
both ages, and nearly one-third think the environment impacts their work performances. The
reported figures are also similar for job satisfaction, with approximately 55% of individuals
42
aged 18-30 and about 50% of those aged 45-60 expressing satisfaction. Respect from
colleagues is roughly 38% for younger workers and around 42% for older ones. In terms of
money, younger employees report approximately 73% satisfaction, while older ones indicate
about 70%. The proportion of individuals satisfied with competent bosses is close to 50% for
both age groups.
There is a significant contrast in how much chances for personal growth affect work, with
approximately 90% of employees aged 18-30 valuing it compared to just 38% of older
workers. Similarly, younger people emphasise a relaxed working environment, with
proportions of 85% to 30% respectively. Job security is prioritised by around 40% of
younger individuals, while approximately 20% of older workers share the same sentiment.
Regarding advancement prospects, roughly 80% of younger employees value it, while the
proportion of older workers is approximately 48%.
Task 8. Bar chart task type extra practice (if time allows).
Sample answer:
The bar graph compares the amount of time people spent on Facebook, Twitter, Instagram
and Snapchat in a five-year period starting in 2016. The data indicates that people were
spending more time on Twitter while Facebook users spent less and less time over the
period. In general, the total duration spent on Snapchat steadily increased, while the total
duration on Instagram considerably varied.
In 2016, people on Twitter spent around 20 minutes a day using the app. Every year, the
duration slightly increased by 5 minutes until it reached its peak at the end of the period, in
which users spent nearly 45 minutes a day. As for Facebook, it used to be a social media
platform with the longest duration spent by its users. But, the number witnessed a sharp
decrease in 2017 and kept experiencing a slight decline from then on.
Moving to Snapchat, the duration spent on this platform used to be the shortest among other
apps, just a little below 15 minutes a day. However, people spent more time using the app,
and by the year 2019, they used it for nearly 45 minutes a day. Instagram had the second
longest duration of roughly 20 minutes a day in 2016. A year later, its users spent more than
forty minutes daily. In the next two years, the duration spent on Instagram decreased to half
43
an hour and 20 minutes respectively. At the end of the period, people spent nearly forty
minutes using Instagram.
44
Lesson 7
Task 1. This is a preparatory activity designed to familiarise students with the concept of
describing the approximate data and different expressions used to indicate varying degrees or
proportions. By arranging the expressions in increasing order, students can develop a better
understanding of the relative scale or magnitude associated with each expression.
Answer keys:
1) almost none; 6) many;
2) very few; 7) the majority;
3) a few; 8) the vast majority;
4) a minority; 9) all.
5) a considerable number;
Task 2. In this task, students are guided to explore the meaning and implications of different
expressions of approximate data, leading them to a deeper understanding of the topic.
Answer keys:
The sentences convey similar meanings but with slight nuances in emphasis.
• "One in twenty of the team members agreed to participate" specifies a specific ratio or
proportion, indicating that out of every twenty team members, one agreed to participate.
• "5% of the team members agreed to participate" provides a direct percentage, stating that 5
out of every 100 team members agreed to participate. It represents a direct percentage where
the proportion of team members who agreed is given as a fraction of the total team size.
• "A minimal number of team members agreed to participate" suggests that the number of
participants is relatively small without providing a specific numerical value.
Overall, the sentences convey that only a small portion or proportion of the team members
agreed to participate, but the first two sentences provide more precise numerical information.
The third sentence focuses more on the concept of a small or minimal number without
specifying the exact quantity.
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• Describing the approximate data. Discuss the importance of paraphrasing data while
writing a report and introduce the vocabulary and phrases that can be used to describe
approximate data.
Task 3. In this task, students practise making approximations.
Possible answers:
1) Imports of DVD players nearly/almost/approximately doubled.
2) Imports of CD players fell by just under/approximately/nearly a quarter.
3) The number of televisions imported rose by just over/slightly more than a third.
4) The number of imported radios rose by slightly more than/just over a quarter.
5) Imports of video recorders approximately halved.
Task 4. In this activity, students are guided to explore the table visual type.
Possible answers:
1) The data presented in the table includes information on different film genres, the number
of releases for each genre, and the percentage of all releases and income from ticket sales
associated with each genre.
2) The table consists of several sections:
 Columns (genre, number of releases, % of all releases, and % of income from ticket
sales);
 Rows (comedy, horror, biopic, drama, etc.)
 Cells with data
 Data (providing information on the number of releases, percentages of all releases, and
percentages of income from ticket sales for each genre).
3) Yes, there are trends in the table. For example, the drama genre has the highest number of
releases, followed by thriller, comedy, and romance. Additionally, the drama genre also
accounts for the highest percentage of all releases. These trends indicate the popularity or
prevalence of specific genres in the film industry.
4) The main features of the table include the genres of films, the corresponding number of
releases, the percentage of all releases for each genre, and the percentage of income from
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ticket sales for each genre. These features provide insights into the distribution and
performance of different film genres in terms of releases and ticket sales.
• Task type: tables. Introduce the task type and guide students on how to identify the critical
features of the table, such as highest and lowest values, significant trends, similarities,
differences, and any outliers or exceptional data points.
Task 5. In this task, students practise identifying the key features and grouping skills.
Possible answers:
Key features:
The genres with the highest number of releases are drama and documentary, with 35 films.
The genre with the lowest number of releases is a biopic, with only 1 film.
Drama and documentary are the genres with the highest percentage of all releases,
accounting for 23.6% of all independent film releases.
The genre with the highest percentage of income from ticket sales is comedy, with 45.4%.
The genre with the lowest percentage of income from ticket sales is romance, with only
0.8%.
Possible groups:
 High-Volume/Low-Profit Genres: This group includes genres like drama and

documentary, which had a large number of films released (35 each) but earned a
relatively lower percentage of total ticket sales (8.3% and 2.,9% respectively). These
genres had a higher production volume but a lower financial impact.
 Financially Successful Genres: This group includes comedy films, which were the
most financially successful. Despite having fewer releases (26 out of 148 films), they
earned a significant proportion of total ticket sales (45.4%). This genre stands out for
its high profitability.
for writing a report based on the table.
Possible answers:
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• Brief introduction of the table and its purpose
• An overview of the table, highlighting the main trends and observations.
Paragraph 2: Detailed analysis of film categories
Paragraph 3: Financially successful film categories
Paragraph 4: Conclusion
Task 7. In this task, students practise describing the table using the made plan and
expressions to describe, compare and contrast data.
Sample answer:
The table provides information about different types of independent films released in the UK
and the Republic of Ireland in 2012. It indicates how many films of different genres were
made and also shows what proportion of total ticket sales was made by each kind of film.
The table makes it clear that there is no correlation between the number of films made in any
category and the proportion of ticket sales earned by that sort of film. For example, the
largest number of films were made in the drama and documentary categories - 35 of each
were released. However, they earned only 8.3 and 2.9 per cent of total ticket sales,
respectively.
Comedy films were the most financially successful: 26 films, out of a total of 148, earned
45.4 per cent of all the income from ticket sales. Another very successful type of film in
2012 was the biopic. Although only one was released, it accounted for 9.1 per cent of ticket
sales.
Task 8. Table chart extra practice (if time allows).
Sample answer:
The table gives information on the market share of notebook computer manufacturers for
two consecutive years, 2006 and 2007.
In both years, HP was clearly the market leader, selling 31.4% of all notebook computers in
2006 and slightly more (34%) in 2007. This is a greater market share than its two closest
competitors, Dell and Acer, added together.
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Dell increased its market share from 16.6% in 2006 to 20.2% in 2007. In contrast, Acer saw
its share of the market decline slightly from 11.6% to 10.7%.
The other companies listed each had a much smaller share of the market. Toshiba’s share
increased from 6.2% in 2006 to 7.3% in 2007, whereas Lenovo’s decreased slightly from
6.6% to 6.2%. Fujitsu-Siemens’ share more than halved from 2006 to 2007: from 4.8% of
the market to only 2.3%.
Other notebook computer manufacturers accounted for 22.8% of the market in 2006 – more
than all the companies mentioned except HP. However, in 2007 the other companies only
made 19.3% of notebook computer sales – less than HP and Dell.
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Lesson 8
Task 1. This warming-up activity assesses the students’ knowledge and understanding of the
IELTS Reading and Speaking sections.
Answer keys:
1) In IELTS Reading, candidates have only one hour to read 2 passages and answer 40
questions. TRUE
2) In the Reading section, candidates can write their answers directly on the question paper.
FALSE
3) Skimming is a reading technique used to locate specific information or keywords in a

passage. FALSE
4) The Speaking section of the IELTS test lasts approximately 11-14 minutes. TRUE
5) The Speaking section is usually recorded. TRUE
6) It’s recommended to prepare your answers for the Speaking section in advance and use as
many idioms as possible. FALSE
Task 2. In this task, students are guided to explore the concept of text organisation using the
given extract.
Possible answers:
• The main sentence that summarises the main idea of the passage is:
“The question of whether we are alone in the Universe has haunted humanity for centuries.
Still, we may now stand poised on the brink of the answer to that question as we search for
radio signals from other intelligent civilisations.”
The subsequent sentences in the passage support and add to the information in the topic
sentence by providing further details and context. Here's how each sentence contributes:
• “This search, often known by the acronym SETI (search for extraterrestrial intelligence), is
a difficult one.”
This sentence emphasises that the search for extraterrestrial intelligence is a challenging
endeavour, indicating that it is not a simple task.
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• “Although groups around the world have been searching intermittently for three decades, it
is only now that we have reached the level of technology where we can make a determined
attempt to search all nearby stars for any sign of life.”
This sentence informs the reader that the search for extraterrestrial intelligence has been
ongoing for a considerable period. Still, it only recently has technology advanced enough to
allow a comprehensive and focused effort to search for signs of life in the vicinity of stars.
• Tip. Guide your students to recognise the text organisation of the paragraph above. Then,
ask students to read the tip. Emphasise the significance of identifying the topic sentence as a
tool for quickly grasping the main idea and navigating the paragraph with ease.
Task 3. In this task, students develop their ability to identify the topic sentences in the given
paragraphs.
Answer keys:
Paragraph A: The primary reason for the search is basic curiosity - the same curiosity about
the natural world that drives all pure science.
Paragraph B: In discussing whether we are alone, most SETI scientists adopt two ground
rules.
Paragraph C: We do not even know, for example, how many stars have planets, and we
certainly do not know how likely it is that life will arise naturally, given the right conditions.
Paragraph D: An alien civilisation could choose many different ways of sending information
across the galaxy.
Paragraph E: There is considerable debate over how we should react if we detect a signal
from an alien civilisation.
Task 4. In this task, students practise completing the matching headings to paragraphs task
type using the new skill.
Answer keys:
A) V D) I
B) IV E) II
C) VII
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• Task type: short-answer questions. The objective of the extract is to provide a suggested
plan or strategy for approaching the short-answer questions in the IELTS Academic Reading
test.
Task 5. In this task, students enhance reading comprehension skills, develop information
retrieval abilities, and prepare themselves for short-answer questions task type completion.
First, instruct the students to read each question carefully and underline the keywords or key
phrases.
Then, encourage them to brainstorm and write down possible synonyms or parallel
expressions for each keyword or phrase.
Possible answers:
1) What factor decides where the dingo can live in a desert?
Keywords: factor, decides, dingo, live, desert
Possible synonyms/parallel expressions: determinant, determines, habitat, location, arid

region
2) Which physical characteristic distinguishes a dingo from a domesticated dog?
Keywords: physical characteristic, distinguishes, dingo, domesticated dog
Possible synonyms/parallel expressions: visible feature, sets apart, wild dog, tamed canine
3) What term refers to a group of wild dogs?
Keywords: term, refers, group, wild dogs
Possible synonyms/parallel expressions: name, denotes, pack, untamed canines
4) What determines the vastness of the area occupied by the dingoes? Which landscape
features are used by the group to remain connected?
Keywords: determines, vastness, area occupied, dingoes, landscape features, group, remain
connected
Possible synonyms/parallel expressions: influences, size, territory, features of the land,

connectedness utilised by the pack
5) Which landscape features are used by the group to remain connected?
Keywords: landscape features, used, group, remain connected

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Possible synonyms/parallel expressions: physical characteristics of the land, utilised, pack,
maintain connectivity
6) What animal might have been wiped out due to the dingo?
Keywords: animal, wiped out, dingo
Possible synonyms/parallel expressions: creature, eradicated, wild canine
7) What has been made to protect livestock from dingoes?
Keywords: made, protect, livestock, dingoes
Possible synonyms/parallel expressions: implemented, safeguard, domestic animals, wild

dogs
8) What do many people regard dingo as?
Keywords: many people, regard, dingo
Possible synonyms/parallel expressions: perceive, consider, wild dog
Task 6. In this task, students practise completing the short-answer question task type.
Answer keys:
1. Drinking water (or) access to water
Explanation: Paragraph 3 - In deserts, access to drinking water determines where the

animal can live.
The answer is ‘drinking water’ or ‘access to water’ and not ‘access to drinking water’ as the
word limit is three words.
2. (always) (erect) ears
Explanation: Paragraph 4 - The dingo is different from the modern dog in several ways: it
does not bark, has a different gait, and its ears are always erect.
3. Packs
Explanation: Paragraph 5 - In its natural state, the dingo lives either alone or in a small
group, unlike many other wild dog species, which may form packs.
4. (the) food supply
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Explanation: Paragraph 5 - The size of the home territory varies according to the food
supply.
5. Trees (and) rocks
Explanation: Paragraph 5 - Members of a group maintain contact by marking rocks and

trees within their territory, ...
6. Thylacine (or) Tasmanian tiger
Explanation: Paragraph 6 - The dingo is thought to have contributed to the mainland

extinction of the thylacine (Tasmanian tiger) through increased competition for food.
7. Dog-proof fences
Explanation: Paragraph 7. ... they became such a menace to sheep, calves and poultry that
measures had to be taken in an attempt to control them, such as dog-proof fences.
8. a pest
Explanation: Paragraph 10 - Because it takes some livestock, the dingo is considered many
to be a pest.
Task 7. In this task, students are guided to explore the concept of response extending.
Encourage your students to analyse and identify areas of improvement in the given
candidate's response.
• Tip. Start by explaining the importance of avoiding simple yes/no answers in IELTS
Speaking Part 1. Emphasise that providing more detailed responses demonstrates language
proficiency and engagement with the examiner.
Introduce the strategy of using the "answer → reason → example → answer" formula to
extend responses. Explain that this formula helps structure their answers and ensures they
provide sufficient details. Then, ask students to study the example on the flow chart.
Task 8. In this task, students work in pairs and practise response-extending skills using the
given questions.
• Conversation repair. Begin the section by explaining the concept of conversation repair.
Emphasise that miscommunication or misunderstanding can occur in any conversation, and
it is essential to address and resolve such situations effectively.
54
Present the provided phrases as examples of conversation repair strategies. Explain that these
phrases can be used to acknowledge and address misunderstandings, clarify intentions, and
provide alternate explanations.
Provide examples of dialogues or scenarios where miscommunication or misunderstanding

can occur. Ask students to practice using the conversation repair phrases to address these
situations effectively.
Task 9. Students work in pairs. Ask your students to simulate conversations with potential
misunderstandings using the given scenarios. Encourage them to use the conversation repair
phrases.
• Tip. Begin by emphasising the importance of understanding the examiner's questions

clearly in the IELTS Speaking test. Explain that seeking clarification is a valuable strategy to
ensure accurate and relevant responses.
Present the provided tip to the students, explaining that instead of simply stating "I don't
understand," they can use alternative polite phrases to ask the examiner to repeat or clarify
the question.
Provide examples of typical IELTS Speaking test questions or create sample questions
yourself.
pairs, offer support and guidance as needed, and note any common mistakes or areas for
improvement that can be addressed later as a class.
55
Lesson 9
Task 1. The objective of the task is to compare and contrast the unique characteristics,
format, purpose, and requirements of IELTS Academic Writing Task 1 and Task 2 and
practise essential vocabulary for comparing and contrasting data.
First, model the process of completing the Venn diagram. Then, ask students to brainstorm
and complete the Venn diagram, highlighting the unique features of each task while also
recognising the shared features.
Possible answers:
• Similar Features:
1) Time limit;
2) Formal style;
3) Assessment criteria (coherence & cohesion, lexical resource and grammatical range &
accuracy).
• Distinct Features:
1) Task Focus: Task 1 focuses on data interpretation and analysis, requiring you to describe
and compare information in graphs, charts, tables, or diagrams. Task 2, on the other hand,
focuses on expressing opinions, providing arguments, and discussing a given topic.
2) Response Format: In Task 1, you generally write a summary or report based on the
provided data. In Task 2, you write an essay responding to a specific question or prompt.
3) Word Count: The word count requirements for Task 1 and Task 2 may differ. Task 1
usually requires a shorter response, while Task 2 demands a more extended essay.
4) Scoring Criteria: The scoring criteria for Task 1 and Task 2 differ slightly. Task 1 is
assessed based on criteria like task achievement, coherence and cohesion, vocabulary, and
grammar. Task 2 is assessed on criteria such as task response, coherence and cohesion,
vocabulary, grammar, and the development of ideas.
5) Content and Structure: In Task 1, you primarily present factual information, while in Task
2, you express opinions, provide arguments, and develop ideas. The structure and
56
organisation of the response also differ between the two tasks.
• Five Types of IELTS Essays.
Students study the graph to explore the five main types of essays commonly encountered in
the IELTS Academic Writing Task 2. Explain the purpose and general structure, highlight
the distinguishing features, and provide a range of sample questions or prompts for each
essay type.
Emphasise that the keywords which can help students determine what type of task it is are
often in the instructions.
Task 2. The aim of the task is to evaluate students’ ability to comprehend and interpret the
task topics.
Answer keys:
1) double-question essay 4) advantages and disadvantages essay
2) problem-solution essay 5) discussion essay
3) opinion essay
• Task 2 Writing Strategy: analysing questions.
Teacher’s comment: IELTS Academic Writing Task 2 can often be divided into different
parts:
1) a situation which is generally accepted as being true;
2) an opinion, speculation or suggestion about the situation;
3) words telling you what you should do.
Point 1 introduces the general topic. Point 2 focuses on the specific topic you should write
about. Point 3 refers to the task words describing how to respond to the topic.
Task 3. With this task, students get acquainted with the structure and components of essay
instructions for Task 2 in the IELTS Writing test and learn to extract the key information and
required actions.
Possible answers:
1) Point 1: Taxation on sugary drinks and junk food to promote a healthier lifestyle.
Point 2: Should the government impose higher taxes on sugary drinks and junk food?
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Point 3: The task is to present arguments for or against this approach and discuss its
effectiveness in promoting a healthier lifestyle.
2) Point 1: Science subjects and arts subjects in education.
Point 2: Importance of science subjects versus arts subjects in education.
Point 3: The task is to discuss both viewpoints on the importance of studying science and
arts subjects and provide your own opinion on the matter.
3) Point 1: The role of nuclear power in the energy landscape.
Point 2: Weighing the advantages and disadvantages of nuclear power.
Point 3: The task is to assess the benefits and drawbacks of nuclear power and determine
whether the advantages outweigh the disadvantages.
4) Point 1: The subjective and evolving nature of beauty.
Point 2: The influence of generally accepted beauty standards on an individual's self-esteem.
Point 3: The task is to examine how beauty standards impact self-esteem and propose ways
for society to promote a more inclusive and diverse understanding of beauty.
Task 4. The most common failing in Academic Writing Task 2 is a lack of ideas. This task is
designed to practise brainstorming skills. Engaging in thorough brainstorming allows
candidates to generate and organise relevant ideas, supporting arguments, and examples to
construct a well-structured and cohesive plan for their IELTS Task 2 essay.
There is one example:
1) The concept of beauty is subjective and evolving. How do generally accepted beauty
standards influence an individual's self-esteem? How can society promote a more inclusive
and diverse understanding of beauty?
Ideas: • Impact of media on beauty standards • How do different cultures define and value
beauty? How does this influence individuals' self-esteem? • Body image and self-esteem •
Why is it important for society to embrace and celebrate diverse beauty standards?) •
Redefining beauty (how can we challenge traditional beauty norms and promote a more
inclusive definition of beauty?) • Beauty industry and marketing • The role of education •
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Media literacy and critical thinking • Role models and representation • How can society shift
the focus from external appearance to inner qualities and character?
• Structure of an essay. Students study the graph to get acquainted with the structure of the
IELTS Academic Writing Task 2 Essay.
Teacher’s comment: An essay for the IELTS Academic Writing Task 2 follows a specific
structure to convey ideas and arguments effectively. It typically consists of an introduction,
body paragraphs, and a conclusion.
1) The introduction gives a general statement about the topic; it may state the writer’s
position if the writer only takes one side in the discussion and indicates what the writer plans
to say.
2) The essay’s body is where ideas introduced in the first paragraph are expressed more
fully. The body of the essay will follow what is said in the introduction. It should be
mentioned that the body should be divided into paragraphs, each consisting of a topic
sentence and supporting sentences.
3) The essay’s conclusion summarises what has been said and comes to a conclusion or
result. There should be explained the difference between a summary and a conclusion.
A summary is a brief and concise overview of the main points, ideas, or arguments discussed
in a larger text. It provides a condensed version of the content, highlighting the essential
information without going into extensive detail. A summary aims to give the reader a quick
understanding of the critical elements of the text.
A conclusion is the final part of an essay or a written piece where the writer wraps up their
ideas and arguments. It goes beyond simply summarising the main points and provides a
final perspective, judgment, or recommendation based on the information presented in the
essay. The conclusion offers a sense of closure to the reader and may restate the thesis
statement, highlight the significance of the discussed topics, or propose further implications
or actions.
Task 5. The task aims to assess student’s ability to critically assess different essay structures,
considering logical flow, coherence, and adherence to the task requirements.
Answer keys:
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Plan A: This plan has no introduction.
Plan B: This plan does not discuss possible measures to reduce the problem.
Plan C: This is a sensible, logical plan.
Plan D: The parts of the plan aren’t in the logical order.
Plan E: This plan doesn’t mention the causes of the problem.
Plan F: This plan follows a logical order. However, the content of the body should be
separated into logical paragraphs.
• Opinion essay. Students get acquainted with the peculiarities of the essay type.
• Phrases to express and justify an opinion. Ask your students to study the phrases in the
graph.
Task 6. The objective of this task is to provide students with an opportunity to practise
expressing and justifying their opinions in a discussion format. Adjust the time frame as
needed based on the class size and the depth of discussion generated by the students.
Task 7. The task assesses the students’ understanding of the task and encourages them to
evaluate the alignment of the sample essays with the plan and analyse their quality using the
assessment criteria.
Answer keys:
Sample answer A better aligns with the given plan.
In sample answer A, the writer begins by paraphrasing the topic and stating their view on the
influence of genetics on personality. This corresponds to the first point in the plan. The
writer then discusses the impact of childhood experiences and upbringing on personality,
which aligns with the second point in the plan. The essay concludes by summarising the key
points and briefly restating the writer's view, as indicated in the fourth point of the plan.
On the other hand, sample answer B does not align well with the plan. The response lacks
clear organisation and does not address the specific points outlined in the plan. It includes
irrelevant information and does not provide a coherent argument or examples to support the
writer's view.
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Therefore, Sample answer A is more likely to attain a higher score as it effectively addresses
the given topic, follows a structured plan, and provides relevant reasons and examples to
support the writer's argument.
Task 8. The task aims at developing proofreading skills.
Answer keys:
1) (coma after the words lifetime) In an individual's entire lifetime, they go through various
stages of growth and development regarding their personality.
2) It is believed by many that our personality is entirely dependent on our genes.
3) An individual has countless experiences in their life from childhood to adulthood and
finally until death.
4) (closing punctuation is missing) All these experiences impact a person's mind, whether
giant or small.
5) Thus, if a child’s parents successfully teach their children good values and morals, they
are bound to grow into responsible and decent individuals.
6) In conclusion, genetics trivially affects our personalities compared to all the other aspects
of our temperament.
Tasks 9-10. Students prepare for writing an opinion essay. If time allows, they can start
writing during the lesson.
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Lesson 10
Task 1. This warming-up activity aims at strengthening students’ overall listening

comprehension and note-taking proficiency, which are crucial skills for various academic
and real-life situations.
Students listen to the recording and focus on noting details they consider important.
Emphasise the importance of selecting main points and encourage students to use
abbreviations, symbols, and their own note-taking style to make the process efficient.
Transcript:
(recording: Lesson 10, Warming-up)
You'll hear a professor briefly overviewing the core evolution theories. Listen and take
notes on details you consider important.
Evolution, the process through which species change and develop over time, has been a
subject of scientific investigation for centuries. Several theories have emerged throughout
history to explain the mechanism behind this intriguing phenomenon.
One of the most well-known theories is Charles Darwin's theory of natural selection.
According to Darwin, individuals within a population exhibit diverse traits, and those
possessing advantageous characteristics have a greater chance of surviving and
reproducing.
Another significant theory is the theory of genetic drift. Genetic drift occurs when the
frequency of certain traits in a population changes purely by chance rather than due to
natural selection.
Another influential theory is the theory of Lamarckian evolution, proposed by Jean-
Baptiste Lamarck. This theory suggests that individuals can acquire new traits over their
lifetime and pass them on to their offspring. However, this theory has been discredited and
is not widely accepted in modern evolutionary biology.
These are just a few examples of the diverse theories that have shaped our understanding
of evolution. The evolution study continues evolving as new evidence emerges and
scientific advancements are made.
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Task 2. Students work in pairs. By comparing their notes with a partner, they can review and
discuss the information they have captured during the listening activity. This task aims to
encourage active engagement, critical thinking, and reflection on the accuracy and
completeness of their notes. It also provides an opportunity for students to identify any gaps
or misconceptions in their understanding and learn from their peers' perspectives.
Task 3. This activity prepares the students for the upcoming note-completion task.
Possible answers:
 Don’t write down every word: decide what is crucial;

 Write phrases, not complete sentences;
 Structure your notes with headings, subheadings, and numbered lists;
 Use symbols and abbreviations, etc.
• Task type: note completion. Students get acquainted with the common IELTS Listening
task type.
Task 4. Students practise predicting skills.
Task 5. Students practise fulfilling the note completion IELTS Listening task type.
Transcript:
(recording: Lesson 10, Note completion)
You'll hear a radio show host talking about the National Arts Centre. First, you have some
time to look at questions 1 to 6. Now, listen and complete the notes. Write NO MORE
THAN THREE WORDS AND/OR A NUMBER for each answer.
Hello, and welcome to Focus on the Arts. I’m your host – Dave Green, and this is your
very own local radio programme. Every Friday evening, we put the spotlight on different
arts and culture facilities and look at the shows and events that are on offer in the coming
weeks.
And today, the focus is on The National Arts Centre. Now, if you don’t already know it
yourself, I’m sure you’ve all heard of it. It’s famous throughout the world as one of the
major venues for classical music.
But did you know that it is actually much more than just a place to hear concerts?
The Centre itself is a vast complex that caters for a great range of arts. Under a single roof,
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it houses concert rooms, theatres, cinemas, art galleries and a wonderful public library, as
well as service facilities including three restaurants and a bookshop. So at any one time,
the choice of entertainment there is simply enormous.
So, how did they manage to build such a big arts complex right in the heart of the city?
Well, the area was completely destroyed by bombs during the war in 1940. So the
opportunity was taken to create a cultural centre that would be what they called: ‘The
City’s gift to the Nation’. Of course, it took a while for such a big project to get started, but
it was planned in the 60s, built in the 70s and eventually opened to the public in 1983. Ever
since then, it has proved to be great to be a great success. It is not privately owned, like
many arts centres, but is still in public hands – the City Council runs it. Both our National
Symphony Orchestra and National Theater Company were involved in the project
planning, and they are now based there – giving regular performances every week – and as
the Centre is open 363 days of the year, there are plenty of performances to choose from.
Answer keys:
Note! Words in brackets are optional - they are correct but not necessary. Alternative
answers are separated by a slash (/).
1) classical music (concerts) / (classical) (music) concerts
2) (a) bookshop / (a) bookstore
3) planned
4) 1983 / (the) 1980s
5) (the) City Council
6) 363
Task 6. The objective is to get acquainted with the format, critical information, and main
objectives of form completion tasks commonly encountered in the IELTS exam.
Answer keys:
1) An application form. Purpose: to gather comprehensive information from individuals

applying for a specific purpose or opportunity, such as a job, admission to an educational
institution, membership, or participation in a program or event.
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2) A quotation form. Purpose: A quotation form (or an order form) is a document businesses
use to give customers a formal written estimate for goods or services. A quotation form
outlines the details of a proposed transaction, including the itemised list of products or
services, their corresponding prices, any applicable taxes or fees, and the terms and
conditions of the offer.
• Task type: form completion. In this task, students get acquainted with another common
IELTS Listening task type.
Task 7. The objective is to develop the ability to anticipate the appropriate form or format of
the answer based on the context or prompt.
Answer keys:
• A word: town, country of destination, name.
• A combination of words: town, country of destination, name, contents.
• A number: total estimated value, width, height, postcode, and size of a container.
• A number and a combination of words: postcode, address to be collected from.
Task 8. Students practise fulfilling the form completion IELTS Listening task type.
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Transcript: ( recording: Lesson 10, Form completion)
You will hear a telephone conversation between a customer and an agent at a company
which ships large boxes overseas.
A: Good morning Packham’s Shipping Agents. Can I help you?
B: Oh yes, I’m ringing to make enquiries about sending a large box, a container, back
home to Kenya from the UK.
A: Yes, of course. Would you like me to try and find some quotations for you?
B: Yes, that’d be great. Thank you.
A: Well, first of all, I need a few details from you.
B: Fine.
A: Can I take your name?
B: It’s Jacob Mkere.
A: Can you spell your surname, please?
B: Yes, it’s M-K-E-R-E.
A: Is that ‘M’ for mother?
B: Yes.
A: Thank you, and you say that you will be sending the box to Kenya?
B: That’s right.
A: And where would you like the box picked up from?
B: From college, if possible.
A: Yes, of course. I’ll take down the address now.
B: It’s Westall College.
A: Is that W-E-S-T-A-L-L?
B: Yes, ... college.
A: Westall College. And where’s that?
B: It’s Downlands Road, in Bristol.
A: Oh yes, I know it. And the postcode?
B: It’s BS8 9PU.
A: Right ... and I need to know the size.
B: Yes, I’ve measured it carefully, and it’s 1.5m long.
A: Right.
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B: 0.75m wide.
Answer keys:
1) Mkere
2) Westall
3) BS8 9PU
4) 0.75 m/metre(s)/meter(s) (wide) / three (-) quarter(s) (of) (a) metre/meter (wide) /¾ m
(wide) / 75 cm(s) (wide)
5) 0.5 m/metre(s)/meter(s) (high/deep) / (a) half (a) metre/meter (high/deep) /½ m

(high/deep) / 50 cm(s) (high/deep)
6) and 7) in either order (some) books(some) toys
8) 1,700
• After listening: checking answers. In this section, students will learn about the
importance of checking their answers after listening activities. Ask them to read the tips
carefully. Emphasise that by implementing these strategies, students can enhance their
performance in the listening section.
Task 9. In this task, students learn to apply a critical IELTS Listening strategy – checking
answers. Also, the task promotes students’ ability to articulate their thoughts and effectively
communicate their reasoning.
Answer keys:
1) ✓
2) ❌ (wrong word limit: too many words)
3) ❌ (it isn’t recommended to leave a blank space)
4) ❌ (spelling error)
5) ❌ (grammar error)
6) ✓
• After listening: transferring answers. Transferring answers from the question paper to
the answer sheet is a crucial step in the listening section. By managing time effectively,
double-checking answers, maintaining accuracy, avoiding rushing, and utilising spare time
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for review, students can ensure that their answers are accurately recorded and increase their
chances of achieving a higher score. Encourage students to practise this strategy during their
test preparation to become familiar with the task and develop confidence in their ability to
transfer answers accurately.
Task 10. The task aims at developing an essential IELTS Speaking Part 1 skill – using
details.
Task 11. The objective is to raise awareness of the need to use a wider range of
grammar/vocabulary in Part 1 of the Speaking section.
Answer keys:
1D (D sounds more proficient); 4B (4 sounds more proficient);
2F (2 sounds more proficient); 5C (C sounds more proficient).
3A (A sounds more proficient);
Task 12. The task aims to improve the language skills of the students by challenging them to
rewrite given replies more proficiently. This includes using more advanced vocabulary,
grammar structures, and appropriate language conventions.
pairs, offer support and guidance as needed, and note any common mistakes or areas for
improvement that can be addressed later as a class.
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Lesson 11
Task 1. The objective of the warming-up activity is to review the common types of visual
data representation and practise identifying distinguishing features.
Possible answers:
Table: Tables are commonly used to present organised data in a structured format. Therefore,
the distinguishing features of a table can include columns and rows that organise data,
headings that label the categories, numerical values or percentages, and potentially additional
elements such as totals or subtotals.
Line Graphs: Line graphs effectively display trends or changes over time. When analysing
line graphs, distinguishing features may include plotted data points connected by lines, an x-
axis representing time or other variables, a y-axis representing the measured values, trends
(increasing, decreasing, or stable), and significant peaks or troughs.
Pie Charts: Pie charts represent proportions or percentages of a whole. Distinguishing

features of a pie chart can include circular shapes, wedges representing different categories
or proportions, labels indicating the specific categories, percentages or ratios associated with
each category, and potentially highlighted or exploded segments to emphasise specific
categories.
Bar Charts: Bar charts are versatile and can compare different categories or groups. For bar
charts, distinguishing features can include rectangular bars representing different categories,
the x-axis indicating the categories, the y-axis representing the measured values, bar heights
or lengths representing the magnitude or quantity of the data, and any noticeable variations
or comparisons among the bars.
• Task type: pie chart. Introduce the task type and draw students’ attention to the essential
vocabulary used to describe pie charts.
Task 2. The objective of this task is to develop your proficiency in describing approximate
data. (Note: Go to Lesson 7 if needed).
Answer keys:
10% – a tenth 20% – a fifth

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25% – a quarter 50% – half
22% – slightly more than a fifth 57% – over half
31% – slightly less than a fifth 75% – three quarters
33% – a third 77% – just over three quarters
48% – nearly half 95% – the vast majority / almost all
for writing a report based on the pie chart.
Possible answer:
• Brief introduction of the pie chart and its purpose
• An overview of the report's topic, which focuses on the reasons for cycling or driving to
work based on two pie charts.
Paragraph 2: Common Factors for Both Transportation Methods
Paragraph 3: Contrast in Factors between Cyclists and Drivers
• The key reasons individuals choose cycling as their preferred mode of transportation is
focusing on health and environmental concerns as primary motivations.
Task 4. In this task, students practise describing the pie chart using the made plan and
expressions to describe, compare and contrast data.
Sample answer:
The two pie charts display the key reasons why people choose to either cycle or drive to
work by percentage.
The most significant proportion of people who cycle has made this choice for health and
environmental reasons whilst the prime advantage of driving to work is considered to be the
comfort of travelling by car. Notably, for an almost equal proportion of people, their chosen
method is the fastest.
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Taken together, health and fitness and less pollution are reasons given by over half of all
people who prefer travelling by bike. Each represents a 30% portion which is double the next
most popular reason, which is a lack of parking issues at 15%.
A different set of concerns has affected the decision of those who choose to commute by car.
Comfort is by far the most significant factor for 40% of people, but the distance to work is a
more critical concern for just over a fifth of drivers. For 14% of people, a faster journey time
is the crucial factor compared to a figure of 12% of cyclists who find their means of transport
quicker.
Task 5. In this task, students are guided to explore the essential IELTS Academic Writing
strategy – varying the types of sentences used.
Answer keys:
Strengths: the candidate has used a wide range of vocabulary, the language is accurate
(spelling, grammar, word formation, etc.), the information is accurate (= it correctly
describes the graph), and data is given to support the description.
Weaknesses: the main weakness is the limited range of structures used; past simple is
repeated throughout the extract.
• Varying the types of sentences used. Explain to your students why it is crucial to vary the
types of sentences they use in their writing. Emphasise that sentence variety enhances the
overall quality of writing and demonstrates a higher level of language proficiency. Provide
an overview of different sentence types and explain the structure and characteristics of each
sentence type.
Task 6. In this task, students are guided to explore different types of sentences that can be
used while describing the visual in the IELTS Academic Writing Task 1. (Note: essential
vocabulary – Lesson 3, describing trends).
Answer keys:
1) With the implementation of cost-cutting measures, our expenses are expected to fall
gradually.
There is expected to be a gradual fall in our expenses with the implementation of cost-cutting
measures.
2) The popularity of e-commerce shopping has grown steadily.
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There has been steady growth in the popularity of e-commerce shopping.
3) Introducing renewable energy sources has made several noticeable changes to the
company's environmental footprint.
The company's environmental footprint has been changed noticeably with the introduction of
renewable energy sources.
4) A substantial rise in temperatures in 2021 led to an average of 26 degrees.
Temperatures rose substantially in 2021, leading to an average of 26 degrees.
Task 7. In this task, students are guided to explore the multiple graphs IELTS Academic
Writing task type.
Answer keys:
1) How many graphs are presented, and what visual representations are used?
Two graphs are presented: a pie chart and a bar chart.
2) What is the overall topic represented by the graphs?
The overall topic represented by the graphs is related to the travelling public.
3) What type of data does each of the visuals represent?
The bar chart illustrates the five reasons Americans intended to commute in public in the US
in 2009, while the pie chart shows the main concerns of Americans in using public
transportation.
4) What are the key trends or patterns shown in each graph?
In the pie chart, the key trends or patterns indicate that the main issues for the travelling
public are as follows: Price of travel accounts for 36%, safety concerns for 19%, aggressive
drivers for 17%, highway congestion for 14%, access to public transport for 8%, and space
for pedestrians for 6%.
In the bar chart, the key trends or patterns show the distribution of reasons for travel: To and
from work represents 49%, personal reasons represent 19%, shopping represents 16%,
social/recreation represents 10%, and visiting friends/relatives represents 6%.
• Task type: multiple graphs. Introduce the task type and draw students’ attention to the
valuable report writing guidelines.
for writing a report based on multiple graphs.
Possible answer:
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• Brief introduction of the described visuals (a bar chart and a pie chart)
• An overview of the main focus of the visuals
Paragraph 2: Reasons for Public Commuting
• The most common reason for using public transportation
• Other purposes for public commuting
Paragraph 3: Concerns about Public Transportation
• The primary issue faced by Americans when using public transportation
• Other concerns
• The main findings from the visuals
• A closing statement that highlights the key insights or implications of the data
Task 9. In this task, students practise describing the multiple graphs using the made plan and
expressions to describe, compare and contrast data and different types of sentences.
Possible answer:
The bar chart illustrates the five reasons Americans intended to commute in public in the US
in 2009, while the pie chart shows the main concerns of Americans in using public
transportation.
The most common reason that Americans use public transportation is to travel to their
workplace and back home again. However, the high cost of the fare tops the list of problems
they usually encounter when travelling using public transportation. The area allotted to
pedestrians was of the slightest concern.
On the one hand, there are five primary purposes why Americans travelled in public in 2009.
The main reason was travelling to and from work (49%), followed by personal reasons and
shopping with 19% and 16%, respectively. The data also shows that they used public
transport for recreational purposes (10%) and lastly when they visited friends or relatives
(6%).
On the other hand, the cost of travelling is their main issue in using public transportation,
garnering 36%, while concerns about their safety came second with 19%. The data also
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illustrates concerns about aggressive drivers and traffic problems, with 17% and 14%,
respectively. Accessibility to public vehicles and space for pedestrians were also mentioned
with 8% and 6%, correspondingly.
Task 10. The objective is to assess the quality and effectiveness of your IELTS Task 1 report
and identify areas of strength and areas that need improvement.
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Lesson 12
Task 1. This activity assesses the students’ ability to identify and understand paraphrasing.
Introduce the task to the students, explaining the objective and process. Emphasise that the
sentences in the recording will contain synonyms for the words in the list. Give students time
to study the word list independently and encourage them to review the meaning of each
word.
Then, play the recording and ask students to identify the synonyms for the words from the
list in each sentence and write down the extracted synonyms next to the corresponding words
in the list.
Transcript: (recording: Lesson 12, Warming-up)

Example: The podcast revolved around technological advancements influencing
contemporary teaching and learning methods.
Contemporary is the synonym for the word modern.
Speaker 1: The article presents various strategies for effective time management.
Speaker 2: The report outlined the potential benefits of investing in renewable energy.
Speaker 3: The poll showed a significant increase in e-commerce activities over the festive
period.
Speaker 4: The documentary provides a thorough analysis of the consequences of
deforestation.
Speaker 5: The government aims to lower greenhouse gas output by adopting
environmentally conscious measures.
Answer keys:
e.g. modern – contemporary;
1) strategies – approaches;
2) benefits – advantages;
3) holiday – festive;
4) consequences – impacts;
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5) greenhouse gas output – carbon emissions.
• Identifying paraphrases. It is important to emphasise that while the words provided in the
exercise may differ from those heard in the recording, the words required to fill the gap will
remain the same.
Task 2. This task is a preparatory activity before fulfilling the sentence completion IELTS
Listening task type, aimed at developing the ability to identify keywords, synonyms, and
paraphrases.
• Task type: sentence completion. Describe the task and its peculiarities and provide some
listening strategies.
Task 3. Students practise fulfilling the sentence completion IELTS Listening task type.
Transcript: (recording: Lesson 12, Sentence completion)

You’ll hear a woman giving a talk about the significance of festivals. First, you have some
time to look at questions 1 to 4. Now, listen and fill in the gaps. Use no more than two
words and or a number.
A festival is an event which is celebrated collectively. Festivals are mostly celebrated to
propagate the cultural heritage of nations. Most festivals have their origins in cultural
belief, which has been passed down through the generations. Festivals help to promote
solidarity and the patriotic spirit in society by bringing people closer together in harmony
as they celebrate the festival. During this time, differences are forgotten, and the national
cultural identity predominates. Celebrating international festivals helps to promote
tolerance, reduce racial conflict and encourage the acceptance of cultural diversity in a
country. While there are marked differences in the way festivals are celebrated all over the
world, there is a similarity in the purpose that the festival serves.
Answer keys:
1) propagate; 3) differences (the answer must be plural);
2) belief; 4) purpose.
Task 4. In this preparatory activity, students brainstorm and predict the possible vocabulary
that may be encountered in the following matching task.
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Divide the class into pairs and assign one student as the tour operator and the other as the
customer. Provide the scenario details to each pair, emphasising the objective of gathering or
providing information about different types of hotels.
• Task type: matching. Describe the task and its peculiarities and provide some listening
strategies.
Task 5. Students practise fulfilling the matching IELTS Listening task type.
Transcript: (recording: Lesson 12, Matching)

You will hear a man talking to an official at a tourist information office. First, you have
some time to look at questions 1 to 4. Now, listen and match each hotel with its specific
feature. Choose your answers from the box and write the correct letter, A to E, next to
questions 1 to 4.
Official: Can I help you?
Man: Yes, I wanted somewhere to stay for a few days – a four or five-star hotel. Can you
tell me something about the possibilities?
Official: OK, right. Well, there are five hotels that might interest you. Did you want a city
centre location, or would you be interested in something a bit further out?
Man: Well, I do have a car, so I could go for either.
Official: Well, there are three central hotels in the range you're looking for – there's the
Carlton House and the Imperial. They're both near the main square, but if you've got your
own transport you might be interested in the Royal Oak – that’s out in the country, about
ten kilometres away, very peaceful. Then there's the Bridge Hotel and the Majestic –
they're both in town but not in the centre – they're out on the airport road.
Man: That might be a bit far out, actually. OK, now the other two you mentioned, in the
city centre. Can you tell me a bit about them?
Official: Well, they're both excellent hotels. If you want something with a bit of character,
Carlton House is quite unusual – it's a very old building that was originally a large private
house, it was bought by the Vannis chain, and they completely refurbished it – they took
their first guests just a few months ago, but it's already got an excellent reputation. That's a
five-star hotel. Or there's the Imperial, which is a much more modern building. That also
has its own gym, and it also has Internet connection and meetings rooms – it's used for
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conferences and corporate events as well as private guests. That's five-star as well.
Man: Does it have a swimming pool as well as a gym?
Official: No – the Royal Oak has an outdoor pool, which is lovely in the summer, but the
only hotel with an indoor pool is the Bridge Hotel. It doesn't have a gym, though. The
Majestic is planning to build a swimming pool and a fitness centre, but it's not finished yet.
Man: I see. Well, I think I'll probably go to one of the city centre hotels.
Answer keys:
1) E; 3) C;
2) B; 4) A.
Task 6. In this task, students practise skimming and summarising the main points. Ask your
students to skim the passage, timing themselves as they read. Suggest they then quickly
summarise the main points of each paragraph. Optionally, students can work in pairs.
Possible answers:
Paragraph A: Most animals are able to communicate.
Paragraph B: Many primates use different sounds to communicate different meanings, and
vervet monkeys use the largest number.
Paragraph C: Vervet monkeys are in danger when they search for food.
Paragraph D: Vervet monkeys make different sounds when they are in danger from different
predators.
Paragraph E: Experiments show that vervets respond to warnings even when they are not in
danger.
Paragraph F: Young vervets learn the calls and become more accurate as they grow up.
Paragraph G: Vervets can also understand warnings given by certain birds.
• Locating information. The activity aims at introducing the skill of locating information in
reading passages to the students and providing them with strategies to effectively find
specific details or facts.
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Task 7. Students practise locating information. Demonstrate the process of locating
information by providing an example. Encourage them to apply the tips mentioned before.
Answer keys:
1) E
Evidence: Experiments using recordings of the alarm calls when no predators are present
show the same responses. The monkeys understand and respond to the call itself.
2) C
Evidence: …they climb down to search for food at ground level. Here they are far more
exposed and so at greater risk from predators.
3) A
Evidence: …also with their owners: demanding food, asking to be let out, greeting them
when they return home.
4) D
Evidence: … it emits a loud barking call, and the monkeys run into the trees… the warning
is a double-syllable cough. Other vervets respond by looking up into the air, seeking shelter
among the dense branches of trees or bushes… a “chutter” sound… The monkeys stand up
on two legs and look in the grass, then run to safety.
5) G
Evidence: When a starling squeaks the warning “danger in the air”, nearby monkeys repeat
it – translating it into their own term…
6) B
Evidence: These sounds can be placed in three main categories: food calls, warnings of the
presence of predators, and calls for help.
7) D
Evidence: …apparently from the noise made by a motorcycle engine that is getting a lot of
fuel.
8) B
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Evidence: The “vocabulary” of most species amounts to only a handful of distinct sounds.
However, the vervet monkeys of the Rift Valley in Kenya appear to have developed many
more calls, each with its own meaning, making theirs by far the most complex
communication system of any animals other than human beings.
9) A
Evidence: … they are able to tell whether a sound is made by a parent or offspring, another
member of their species, or a stranger.
10) F
Evidence: As they mature and gain experience, they begin to use the calls correctly.
Task 8. In this task, students develop their skimming skills. Besides, they are guided to
explore the multiple-choice task type.
Answer key: d
• Task type: multiple-choice questions. The objective of the extract is to provide a

suggested plan or strategy for approaching the multiple-choice questions in the IELTS
Academic Reading test.
Task 9. In this task, students practise answering the single-answer multiple-choice questions.
Answer keys:
1) b; 4) a;
2) a; 5) b.
3) c;
Task 10. The objective is to develop justification skills and enhance students' reading
comprehension abilities. Students check their answers in pairs. Have students discuss with
their partners and explain their chosen answers, providing the supporting information from
the text.
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Lesson 13
Task 1. In this warming-up activity, students are guided to explore the problem-solution
(cause/problem/solution) task type.
Possible answers:
1) The topic of the first essay is overpopulation in major urban centres. In contrast, the topic
of the second essay is the closure of small local shops due to competition from large
supermarkets.
2) For the first essay on overpopulation, the body paragraphs could include the following
points:
• Introduction to the issue of overpopulation in major urban centres.
• Causes of overpopulation, such as rural-urban migration, high birth rates, improved

healthcare, etc.
• Effects of overpopulation, including strain on infrastructure, housing shortages, traffic

congestion, environmental degradation, etc.
• Solutions to address overpopulation, such as urban planning and development,

implementation of family planning programs, promotion of sustainable living, and
investment in alternative urban centres.
For the second essay on the closure of small local shops, the body paragraphs could include
the following points:
• Introduction to the issue of small shop closures due to competition from large
supermarkets.
• Effects on local communities, such as loss of employment opportunities, reduced access to

various products, a decline in community engagement, and impact on the local economy.
• Factors contributing to the competitive advantage of large supermarkets, such as economies

of scale, lower prices, and convenience.
• Potential solutions to improve the situation, such as supporting local businesses through
community initiatives, promoting local shopping campaigns, providing financial incentives,
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and creating a favourable business environment for small shops.
3) Personal opinion is not required in these types of essays. The focus should be on
presenting objective analysis, providing evidence and examples to support your points, and
offering well-reasoned solutions.
• Problem-solution Essay. The objective is to provide a broader understanding of two

related essay categories: the problem-solution essay and the cause-and-effect essay, and get
students acquainted with the structure of the essay types.
Task 2. This is a preparatory activity before introducing the topic "Examining Cause and
Effect - Cause-Effect Essay IELTS", aimed at familiarising students with the concept of
cause and effect.
Explain to the students that they will engage in a problem analysis activity using the "Five
Whys" technique. This technique is commonly used to identify the root cause of a problem,
and it is more applicable to cause-effect analysis rather than problem-solution analysis. By
asking "why" multiple times, you can delve deeper into the underlying causes of a problem
until you reach its core.
Divide the students into pairs, introduce the list of problems to be analysed using the "Five
Whys" technique, and ask pairs to select one problem from the list.
Provide an example of how the "Five Whys" technique works using a hypothetical problem.
e.g. Problem: High levels of plastic waste in a neighbourhood
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1) Why is there high plastic waste?
Answer: Because there is a lack of recycling facilities in the neighbourhood.
↓
2) Why are there no recycling facilities?
Answer: Because the local government has not invested in the establishment of recycling
infrastructure.
↓
3) Why has the government not invested in recycling infrastructure?
Answer: Because there are limited budget allocations for waste management initiatives.
↓
4) Why are there limited budget allocations?
Answer: Because the government is prioritising other pressing needs and services.
↓
5) Why are other needs and services prioritised over waste management?
Answer: Because there is a lack of awareness about the environmental impact of plastic
waste and the importance of recycling.
↓
Root cause: There is a lack of awareness about the environmental impact of plastic waste
and the importance of recycling.
Possible answers:
Problem 1: There is excessive food waste in a restaurant.
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1) Why is there excessive food waste?
Answer: Because the portion sizes served to customers are too large.
↓
2) Why are the portion sizes too large?
Answer: Because the restaurant follows a standardised portioning approach for all dishes.
↓
3) Why does the restaurant follow a standardised portioning approach?
Answer: Because there is a lack of understanding about customer preferences and their
varying appetites.
↓
4)Why is there a lack of understanding about customer preferences and varying appetites?
Answer: Because the restaurant does not actively gather and analyse customer feedback
regarding portion sizes.
↓
5) Why does the restaurant not actively gather and analyse customer feedback?
Answer: Because there is no established system or process in place to collect and
incorporate customer feedback on portion sizes.
↓
Root cause: The lack of understanding about customer preferences and varying appetites
due to the absence of a system to gather and incorporate customer feedback on portion
sizes.
Problem 2: The neighbourhood experiences a high rate of bicycle theft.
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1) Why are bicycle theft rates high?
Answer: Because there is a lack of secure bicycle parking facilities.
↓
2) Why are there no secure bicycle parking facilities?
Answer: Because the local government has not invested in the development of such
infrastructure.
↓
3) Why has the government not invested in bicycle parking facilities?
Answer: Because there is a limited budget allocated to non-essential infrastructure
projects.
↓
4) Why is there a limited budget for non-essential infrastructure?
Answer: Because the government is prioritising critical services such as healthcare and
education.
↓
5) Why are critical services prioritised over bicycle parking facilities?
Answer: Because there is a higher public demand and urgency for critical services
compared to bicycle parking.
↓
Root cause: The government prioritisation of critical services, such as healthcare and
education, over bicycle parking facilities due to higher public demand and urgency.
Problem 3: Students consistently achieve low performance in a particular subject.
1) Why do students perform poorly in the subject?

Answer: Because the teaching materials and methods are not engaging or effective.
↓
2) Why are the teaching materials and methods not engaging or effective?
Answer: The teachers have limited access to up-to-date educational resources and
professional development opportunities.
↓
3) Why do the teachers have limited access to educational resources and professional
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development?
Answer: The school's budget constraints restrict investments in teacher training and
resource acquisition.
↓
4) Why are there budget constraints for teacher training and resource acquisition?
Answer: The school district's budget allocation prioritises other areas over education.
↓
5) Why does the school district prioritise other areas over education in the budget
allocation?
Answer: There is a lack of awareness about the long-term benefits and importance of
investing in quality education.
↓
Root cause: Limited access to up-to-date educational resources and professional
development opportunities due to budget constraints and a lack of awareness about the
importance of investing in education.
Task 3. The objective of this task is to practise identifying the cause and effect in cause-
effect statements and introduce connectors valuable while describing the cause and effect.
Compare the structure of the sentences. Emphasise that using a range of connectors will
make their essay more academic.
Answer keys:
A) Corruption is caused by weak governance systems and a lack of transparency.
Cause: Weak governance systems and a lack of transparency.
Effect: Corruption.
Connector: "is caused by"
B) Due to poor planning, the event experienced logistical challenges and delays.
Cause: Poor planning.
Effect: Logistical challenges and delays.
Connector: "Due to"

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C) Excessive use of social media can lead to decreased face-to-face social interactions and
feelings of isolation.
Cause: Excessive use of social media.
Effect: Decreased face-to-face social interactions and feelings of isolation.
Connector: "can lead to"
D) The teacher's lack of clarity in explaining concepts resulted in student confusion.

Consequently, academic performance declined.
Cause: The teacher's lack of clarity in explaining concepts.
Effect: Student confusion and declining academic performance.
Connector: "resulted in" and "Consequently"
Note: Draw students’ attention to the fact that when using a passive construction to describe
cause and effect, the effect is placed before the cause.
Task 4. The objective of the task is to familiarise students with the connectors used in cause-
and-effect essays and practise using appropriate connectors to establish logical connections
between causes and effects.
First, ask your students to return to the flowchart in Task 2, where they analysed a chosen
problem using the Five Whys technique to identify the cause-effect relationship.
Then, ask your students to fill the table with suitable cause-effect connectors based on the
ideas they generated in Task 2.
Provide an example of how to complete the table if required.
e.g. 1) The lack of recycling facilities in the neighbourhood contributes to the high levels of
plastic waste.
2) Hence, waste management takes a back seat to other needs and services due to the lack of
awareness about the environmental impact of plastic waste and the importance of recycling.
3) The absence of recycling facilities stems from the local government's failure to invest in
the establishment of recycling infrastructure.
4) The government's lack of investment in recycling infrastructure is triggered by the limited

budget allocations for waste management initiatives.
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Task 5. The objective is to develop an ability to identify the cause, intermediate effect, and
ultimate effect and practise using the constructions from the visuals to describe the cause,
intermediate effect, and ultimate effect.
Answer keys:
Cause: Lack of sleep
Intermediate Effect: Reduced cognitive function
Ultimate Effect: Weakened educational progress
Possible sentences:
• Weakened educational progress (ultimate effect) has been directly affected by a lack of
sleep (cause), as this allows for reduced cognitive function (intermediate effect).
• As a result of a lack of sleep (cause) leading to reduced cognitive function (intermediate

effect), weakened educational progress (ultimate effect) has been possible.
• Lack of sleep (cause), thus allowing for reduced cognitive function (intermediate effect),
has resulted in weakened educational progress (ultimate effect).
• A lack of sleep (cause) results in reduced cognitive function (intermediate effect), which in
turn leads to weakened educational progress (ultimate effect).
• Given a lack of sleep (cause), it follows that reduced cognitive function (intermediate
effect) would mean weakened educational progress (ultimate effect).
Task 6. The task encourages students to recognise and establish problem-solution

relationships.
Answer keys:
1-E; 4-A;
2-F; 5-B;
3-C; 6-D.
Task 7. The objective is to encourage students to apply the vocabulary and structures
presented in the visual to describe the selected problem-solution pairs.
Students are expected to choose three problem-solution pairs from Task 6 and describe them
using the structures provided in the visual.
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Task 8. This task is designed to practise brainstorming skills.
Possible answers:
Here are some ideas that might be relevant to answer the given question:
Reasons for having children late in life:
• Career and professional aspirations: Both men and women prioritise their careers and
choose to delay starting a family until they have established themselves professionally.
• Financial considerations: Couples may delay having children until they feel financially
secure, as raising a child can be costly.
• Changing societal norms: Attitudes towards marriage and starting a family have shifted,
with more emphasis on personal growth and independence before parenthood.
Effects on society and family life:
• Health risks: Advanced parental age can increase the risk of certain health complications
for parents and children.
• Smaller family sizes: Delayed parenthood often leads to smaller family sizes as couples
have fewer childbearing years.
• Changing family dynamics: Older parents may have different parenting approaches and
lifestyles compared to younger parents, influencing family dynamics.
• Increased societal support: The trend of having children late in life may lead to increased
societal support systems and services catering to the needs of older parents.
• Impact on workforce and economy: Late parenthood can impact workforce participation
and retirement planning, affecting the economy and social welfare systems.
Task 9. Students prepare for writing a cause-effect essay and develop their text organisation
skills.
Possible answer:
• Introduction
• Body Paragraph 1:
Cause 1: Prioritising education and career advancement + examples
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Cause 2: High cost of living + examples
Effect 1: Falling birth rate and demographic imbalance + examples
Effect 2: Benefits for family life + examples
• Conclusion
Task 10. Students prepare for writing a cause-effect essay. The objective of this task is to
evaluate the essay's type, structure, clarity, coherence, use of evidence, and overall
effectiveness in addressing the given topic.
Answer keys:
Essay Checklist ✓ / ✕
It is a cause-effect essay. ✓
It is a problem-solution essay. ✕
An appropriate essay structure is used. ✓
The introduction paraphrases the question and clearly states the topic. ✓
The body paragraphs follow a logical order and flow smoothly from one to another. ✓
Each body paragraph has a clear topic sentence. ✓
Linking words and phrases are used appropriately to establish a clear cause-effect or
problem-solution relationship throughout the essay. ✓
The essay demonstrates a solid foundation through the use of convincing evidence, logical
justifications, and concrete examples. ✓
The conclusion includes a summary of the main points. ✓
Encourage your students to justify their answers.
Note: while this answer key reflects one possible evaluation of the essay based on the given
checklist, individual assessments may vary.
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Lesson 14
Task 1. In this warming-up activity, students are guided to explore the critical IELTS
Listening skill of recognising the speaker’s attitude and opinion.
Play the audio recording twice if necessary, allowing students to grasp the speaker's attitude
more effectively.
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Transcript: (recording: Lesson 14, Warming-up)
You'll hear five people talking about their perspectives on contemporary art. Listen and
determine their attitudes towards it.
Speaker 1: The constant emphasis on provocation in contemporary art leaves me
concerned that meaningful and thought-provoking messages are being overshadowed.
Speaker 2: I attended a contemporary art gallery last night, and I must admit, it was a
struggle to stay engaged. The pieces lacked depth and failed to evoke any genuine
emotions within me.
Speaker 3: Contemporary art is a thrilling explosion of creativity that leaves me
exhilarated. The bold colours, unconventional forms, and daring concepts ignite my senses
and push the boundaries of my imagination. It's a world where innovation meets cultural
commentary, captivating my soul and filling me with a sense of wonder.
Speaker 4: I just don't get why splattering paint on a canvas and calling it art is considered
groundbreaking these days. It's utterly frustrating.
Speaker 5: I visited a contemporary art gallery, and I have to admit, I was genuinely
astonished by the sheer diversity and experimentation. The artworks were unlike anything
I had seen before. I hadn’t expected to be so captivated and moved by these pieces'
profound impact on me.
Answer keys:
1) worried; 4) irritated;
2) bored; 5) surprised.
3) excited;
• Recognising the speaker’s attitude and opinion. Explain to your students the importance
of understanding the speaker's attitude and opinion in the IELTS Listening section and
emphasise how this skill contributes to better comprehension and accurate answering of
questions. Discuss the possible ways (phrases) to express the attitude and opinion. Then,
introduce some phrases used to express the speaker’s opinion.
Task 2. The objective is to practise recognising the speaker’s opinion – a critical IELTS
Listening skill.
Transcript: (recording: Lesson 14, Task 2)
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You'll hear two people discussing Madeline's assignment. First, you have some time to
look at questions 1 to 5. Then, listen and circle the correct option.
Madeline: Hi, Leonard. Did you have a look at my assignment? I could do with your
advice.
Leonard: Oh. Hi, Madeline. Yes, I did. I thought it was great overall.
Madeline: Really? Thanks. But I’m having doubts about the length of the introduction.
Leonard: Aha. I do see what you mean, Madeline, but I’d say it was concise – remember,
it’s only supposed to be 10% of the word count. I’d leave it as it is. I was a bit confused
about the methodology, though. I think you could make that section a little more
transparent.
Madeline: OK. I guess I could do that, although I thought it was quite clear myself. What
did you think about the findings? I’ve been really thorough with my analysis of the
questionnaires. I think it’s one of the strongest sections.
Leonard: Well, yes, I agree to a point. You’ve clearly done a lot of work, but I do think
you’d benefit from adding a bar chart or two – something to help the reader understand the
data.
Madeline: Oh, do you think so? OK. Well, you’ve given me something to think about.
Thanks, Leonard.
Answer keys: 1) Madeline; 2) Leonard; 3) Leonard; 4) Madeline; 5) Leonard.

• Task type: multiple-choice questions. Students get acquainted with the common IELTS
Listening task type.
Task 3. In this task, students are expected to develop their paraphrasing skills.
Possible answers (example):
a) The majority of individuals lack the financial means to provide a down payment.
b) Individuals experience fewer anxieties about maintaining and fixing the property.
c) The tendency to opt out of long-term commitments is driven by frequent job changes.
d) Purchasing a house carries the risk of financial loss.
Task 4. The overall objective is to develop the ability to identify the most suitable option
that reflects the speaker's viewpoint.
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After completing the assignment, you can encourage your students to discuss the information
that tempted them to choose an incorrect answer.

Given the general standard of living in New Zealand, many people are surprised by the
decline in the level of home ownership. Over the last 15 years, the number of homeowners
has fallen by over 7%, which does not reflect financial pressures. House prices in New
Zealand are relatively stable, so there is no need to worry about a house losing value, and
few people are dissuaded by the cost of maintenance on the building itself. The reason for
the increasing popularity of renting is the result of fluidity in the job market and the fact
that obligations involved in a house often tie people to specific locations which do not
support this lifestyle.

You’ll hear two business studies students Jack and Sarah talking to their tutor about the
presentation they’re preparing. First, you have some time to look at questions 1 to 4. Now,
listen and choose the correct option.
Sarah: We thought we’d use three criteria: how attractive each website is, how user-
friendly it is, and how closely it targets its potential customers. Do you think that’s OK?
Tutor: Sounds fine. But I’d look at the criteria in a different order if I were you. Because
really, you’ve got to look at attractiveness and user-friendliness in relation to the people
the website is aiming at. So, I’d deal with that criterion first if I were you.
Sarah: Right.
Tutor: What about the timing? Have you thought of that? Ten minutes is very short, you
know.
Jack: Yes. We tried it out.
Sarah: Several times!
Jack: And we’ve decided to spend four minutes comparing the two sites, then three
minutes evaluating them, and leave three minutes for questions. That’s not really enough,
but …
Tutor: Well, it sounds about right to me. You’ve got ten minutes altogether, and you have
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got to stick to that limit. It’s good practice, and at least the audience won’t have time to get
bored! What visuals are you going to use?
Jack: We’re going to use PowerPoint and a flip chart as well.
Sarah: So we can show two things at once. For example, we’re going to start by showing
the Home Pages of each website, and we’re going to put up a list of key features on the flip
chart at the same time.
Tutor: OK. And it’s a joint presentation, so have you decided how you’re going to share
the work?
Jack: Yes. First, we thought we’d keep taking it in turns to speak – Sarah would say a bit,
then I’d take over, and so on. Then we thought we’d just divide it into two equal parts and
do one part each. But it was all too complicated. So Sarah’s going to do all the talking, and
I’m going to manage the visuals. And hope we can coordinate properly!
Sarah: It’s the only way we can fit everything in.
Tutor: Well, good. You’ve obviously worked hard, and you’ve been very careful with the
details. Only one thing I would say: make sure that you keep your visuals simple. I mean,
if you’re showing a list of key features, for example, you should make it as brief as
possible. Just use bullet points and simple phrases, even single words. Your audience
won’t have much reading time. It’s a classic mistake with seminar presentations to present
so much information that the audience can’t process it quickly enough, and they stop
listening to what you’re saying. OK?
Jack: Yes. Right. OK.
Tutor: And now let’s talk about …
Answer keys:
1) C
Proof: Because really, you’ve got to look at attractiveness and user-friendliness in relation
to the people the website is aiming at. So, I’d deal with that criterion first if I were you.
2) A
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Proof: Well, it sounds about right to me. You’ve got ten minutes altogether, and you have
got to stick to that limit. It’s good practice, and at least the audience won’t have time to get
bored!
3) C
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Proof: So Sarah’s going to do all the talking, and I’m going to manage the visuals.
4) B
Proof: Only one thing I would say: make sure that you keep your visuals simple. I mean, if
you’re showing a list of key features, for example, you should make it as brief as possible.
Just use bullet points and simple phrases, even single words. Your audience won’t have
much reading time.
• Task type: short-answer questions. Students get acquainted with the common IELTS
Listening task type.
Task 6. The objective is to prepare students for the short-answer questions they may
encounter in the actual IELTS Listening test and reinforce the importance of paying attention
to the specific details and requirements of each question in order to provide the correct
response.
Answer keys:
e.g. Who is your favourite artist? person

1) What is the highest mountain in the world? name
2) When does the next plane leave? time or date
3) Where did you go for your honeymoon? location
4) Why did you choose to study computer science? reason
5) How do you say "hello" in Spanish? method
6) Which route should we take to avoid traffic? available options
7) How much does the new smartphone model cost? price
8) How many miles is it from here to the nearest city? distance
9) How often do you attend social events? frequency
Task 7. In this task, students practise completing the short-answer task type.
Transcript: ( recording: Lesson 14, Task 7)

You will hear one speaker talk about a topic related to tourism. First, you have some time
to look at questions 1 to 5. Now, listen carefully and answer questions 1 to 5.
OK, so what will a typical day be like for you? Let’s start with when you first arrive at
work – I mean, before the agency opens in the morning. You’ll need to answer emails
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before you do anything else. And that can sometimes take up to half an hour. So you start
work at 8.30, and we open the doors to customers at 9 a.m. Of course, some times of the
year are busier than others. If you’ve worked in Europe, you’ll know that the peak season
is August. But for us, it’s more like January. We probably get the least number of
customers around December, as that’s when it costs most to fly. Now, of course, some
destinations are more popular than others. You’ll find a lot of customers coming in who
want you to find them a cheap flight and a holiday deal in Taveuni, one of the islands of
Fiji. I’ll just spell that for you – it’s T – A – V – E – U – N – I. If you haven’t heard of it,
it’s very beautiful and people like going there for the diving and the snorkelling. So when
you’re organising a booking, and it doesn’t matter whether the customer is sitting in front
of you or whether it’s on the phone, you can’t confirm the booking until you’ve had a look
at a passport. The customer must either bring one into the agency or scan and email one.
And that’s before you take any credit card details. And although there’s no obligation for
the customer to buy insurance, obviously, that’s something we recommend. What should
you do if you have a problem with the computer? Well, first of all, don’t panic. It happens
to everyone. We have an IT specialist who comes and deals with all our software
problems, and her name is Ofelya. That’s spelt O – F – E – L – Y – A. She’s been working
with us for the last few years.
Answer keys:
1) What should staff do when they first arrive at work? Answer emails
2) When is the busiest time of year for Star Travel Agency? January
3) Where in Fiji do people like to go this time of year? Taveuni
4) What must staff see before confirming a booking? A passport / Passport
5) Who should staff contact if they have a problem with the computer? Ofelya
• IELTS Reading vocabulary strategies. The objective is to provide strategies and tips to
help students effectively deal with unknown vocabulary while tackling the IELTS Reading
section.
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First, initiate a discussion with the students to explore and identify the challenges they face
when encountering unknown vocabulary.
Then, ask students to study the flowchart and discuss the strategies depicted there. Provide
an example of applying these strategies while reading.
e.g. In the 1940s, a group of peasants in northwest China unearthed fragments of a clay
soldier, the first evidence of what turned out to be one of the greatest archaeological
discoveries in modern times. These terracotta "combatants" were buried underground near
the unexcavated tomb of a self-proclaimed Chinese Emperor who believed the warriors in
this 10,000-strong army would protect him in the afterlife.
1) Combatants is a noun because it is plural, and terracotta is an adjective.
2) Soldier, warrior, and army are all synonyms that help me understand the word.
3) “10,000-strong army would protect him…” tells us that the word is something to do with
fighters and the military.
4) “Combat” in “combatants” stands for the verb to fight.

5) These terracotta warriors/soldiers were buried underground … the sentence where I
replace combatants with a synonym makes sense.
1) Context: You can often work out the meaning of a word by checking the context it’s
written in. The context is the words and phrases surrounding the word, and it often contains
clues about the meaning of the piece of unfamiliar vocabulary. The words and phrases just
before and just after the word are particularly useful.
2) Definition: sometimes, writers give a definition of a word, explain it, or give an example.
3) Word formation: Some words are made up of different word parts. If you can recognise a
part of an unknown word, it can give you clues as to the words meaning. For instance, a
butterfly has a fly in it, and it is some sort of flying creature. In the sentence that follows, you
might notice the word herbivores and recognise the word herb. Most caterpillars are
herbivores and only eat leaves. A herb is a plant, and herbivores only eat plants.
4) Contrast: e.g. It should come as no surprise that younger people spend much of their
leisure time on their feet, engaged in energetic activities, whereas older people opt for more
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sedentary pursuits like going to the theatre or watching television. The first clause talks
about young people, energetic activities, and being “on their feet”. The word “whereas” tells
us that the second clause is a contrast, so sedentary must have the opposite meaning – not
active or energetic, not “on their feet”.
Task 8. In this task, students practise their vocabulary skills (dealing with unfamiliar words).
Answer keys:
1) secular – unconnected to religious matters;
2) javelin throwing – a sporting event involving a long spear-like stick;
3) bestow – to give someone something to show respect;
4) engendered – caused a feeling or situation to exist;
5) paramount – the most important factor;
6) philanthropic – with people or society’s best interests at heart;
7) noble – having or showing fine personal qualities or high moral principles;
8) millennium –a period of 1000 years;
9) fittingly – suitable or right for the occasion;
10) tarnished – damaged the reputation of something.
Note: students aren’t expected to give such full definitions.
Task 9. In this task, students develop their scanning and locating information skills and
practise completing the IELTS Reading short-answer task type.
Answer keys:
1) 3/three (Paragraph E)
2) the Romans invasion (Paragraph D)
3) (the god) Zeus (Paragraph A)
4) no (Paragraph C)
5) 5/five days (Paragraph D)
6) nearly 200 (Paragraph F)
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• Task type: sentence completion. Students get acquainted with the common IELTS
Reading task type.
Task 10. In this task, students practise their skimming skills.
Possible answer:
Downshifting, which focuses on improving quality of life, has become a popular trend in
many parts of the world. Influenced by social and cultural currents shaped by market
symbols and consumer capitalism, individuals are choosing to downshift as a means to break
free from societal expectations. This lifestyle choice has gained significant prevalence, with
a quarter of adult Australians aged 30-59 and similar proportions in the USA and Britain
opting for it. Marketing companies are already advising clients on how to target this growing
segment of "anti-consumers." While not yet a political force, the shifting priorities of
downshifters are likely beginning to influence voting patterns. As downshifters become
increasingly willing to defend their choices, downshifting is gradually becoming seen as a
common decision rather than an act of defiance, indicating a far-reaching change in modern
consumer society.
Task 11. In this task, students develop their scanning and paraphrasing skills.
Answer keys:
1) unprecedented; 5) radical;
2) overriding; 6) fundamental;
3) penetrating; 7) autonomous;
4) materialistic; 8) atypical.
Task 12. In this task, students practise fulfilling the sentence completion task type.
Answer keys:
1) significant phenomenon; 3) consumer choice;
2) voting patterns; 4) (social) status.
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Lesson 15
Task 1. In this warming-up activity, students are guided to explore the double-question essay
task type.
Answer keys:
For the essay question above, you should...
True:
b) express your opinion.
c) include a thesis statement with your answers to both questions.
False:
a) investigate the problem-solution correlation.
d) feature causes and effects.
e) write more than four paragraphs.
• Double-question essay. Students get acquainted with the peculiarities of the essay type.
Task 2. This task is designed to practising students’ brainstorming skills and prepare them
for writing a plan for the double-question essay type.
Task 3. In this task, students are guided to explore the double-question essay structure and
develop their text organisation skills.
Task 4. In this task, students familiarise themselves with the essay type, get acquainted with
different perspectives on the topic and develop the ability to evaluate their strengths and
weaknesses.
• Proofreading technique: SPLAT. Students get acquainted with a helpful technique.
SPLAT stands for Spelling, PLurals (singular/plural nouns), Agreement (subject-verb

agreement) and Tense.
These are some of the most common language mistakes that students make, and being able
to find and correct these types of mistakes will improve their essay in terms of Lexical
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Resources and Grammatical Range & Accuracy. Here are some simple steps for SPLAT
proofreading and editing.
Note: Emphasise that these are not the only types of errors which may be in writing,
although they are some of the most common. Other errors include incorrect punctuation,
capitalisation, word formation and word choice.
Task 5. In this task, students practise applying the SPLAT proofreading technique.
Students are expected to scan the sample essay from task 4 for each of the types of errors
(spelling (S) mistakes, single/plural (PL) or countable/uncountable nouns, subject/verb
agreement (A) and tense errors (T)) and put a tick (√) or cross (X) in the corresponding
column of the checklist.
Answer keys:
1) Spelling mistakes:
• posessions (paragraph 1) – possessions;
• wel-being (paragraph 3) – well-being.
2) Plural errors: X
3) Agreement errors:
• That explain (paragraph 2) – That explains.
4) Tense errors:
• was (paragraph 4) – is.
Task 6. In this warming-up activity, students are guided to explore the task type.
Answer keys:
1) NOT GIVEN; 2) YES.
Elicit the distinguishing features of these two question types.
• Task type: True, False, Not Given & Yes, No, Not Given. Students get acquainted with
the peculiarities of the Reading section task type.
Ask your students to think of the skills they can use to answer these question types.
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Possible answers: parallel expressions, working out word families, scanning, identifying
facts and opinions.
Task 7. In this task, students read the passage and practise their skimming skills.
Answer keys:
1) Chronobiology might sound a little futuristic – like something from a science fiction
novel, perhaps – but it’s actually a field of study that concerns one of the oldest processes
life on this planet has ever known: short-term rhythms of time and their effect on flora and
fauna.
2) This can take many forms. Marine life, for example, is influenced by tidal patterns. …
Numerous creatures, humans included, are largely diurnal – that is, they like to come out
during the hours of sunlight. Nocturnal animals like bats and possums prefer to forage by
night. A third group is known as crepuscular: they thrive in the low light of dawn and dusk
and remain inactive at other hours.
3) When it comes to humans, chronobiologists are interested in what is known as the

circadian rhythm. … This is a benign variation within circadian rhythms known as a
chronotype.
4) Scientists have limited abilities to create durable modifications of chronobiological

demands.
5) Knowledge of chronobiological patterns can have many pragmatic implications for our
day-to-day lives. … – keeping in synch with our body clock is important.
6) The average urban resident, for example, rouses at the eye-blearing time of 6.04 a.m.,
which researchers believe to be far too early. … The optimum moment has been whittled
down to 7.22 a.m.; muscle aches, headaches and moodiness were reported to be lowest by
participants in the study who awoke then.
7) Once you’re up and ready to go, what then? … The recommended course of action is
following an intense workout with a carbohydrate-rich breakfast; the other way around,
weight loss results are not as pronounced.
8) Morning is also great for breaking out vitamins. … Finally, Stone warns to take care with
storage; high potency is best for absorption, and warmth and humidity are known to deplete
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the potency of a supplement.
9) After-dinner espressos are becoming more of a tradition…but to prepare for a good

night’s sleep, we are better off putting the brakes on caffeine consumption as early as 3 p.m.
… By the time you are ready to sleep, it is essential that your body is rid of all traces.
10) Evenings are important for winding down before sleep… Consuming a modest snack
should be entirely sufficient.
Task 8. In this task, students practise their scanning skills and prepare to complete the True,
False, Not Given task type.
circadian rhythm – 3
types of chronobiology – 2
practical implications of chronobiology – 5
definition of chronobiology – 1
growing vegetables – 4
coffee consumption – 9
Task 9. In this task, students practise completing the task type.
Answer keys:
1) False (No – it is NOT the study of how living things have evolved over time. Instead, it is
the study of short-term rhythms of time and their effect.)
Proof: … a field of study that concerns one of the oldest processes life on this planet has
ever known: short-term rhythms of time and their effect on flora and fauna.
2) TRUE
Proof: Marine life, for example, is influenced by tidal patterns.
3) NOT GIVEN (the text says “numerous”, which might refer to most species, but also might
not; we don’t have enough information to determine how many species are being talked
about.)
Proof: Numerous creatures, humans included, are largely diurnal – that is, they like to come
out during the hours of sunlight.
4) FALSE (it’s a 24-hour cycle, which means ONE day).

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Proof: This is the complete cycle our bodies are naturally geared to undergo within the
passage of a twenty-four-hour day.
5) TRUE (“benign” means harmless, which means that it’s not unhealthy).
Proof: This is a benign variation within circadian rhythms known as a chronotype.
6) FALSE (“our health suffers”).
Proof: Recent therapeutic developments for humans, such as artificial light machines and
melatonin administration, can reset our circadian rhythms. Still, our bodies can tell the
difference, and health suffers when we breach these natural rhythms for extended periods of
time.
7) TRUE – (“far higher in essential nutrients”).
Proof: … studies demonstrate that vegetables grown in season and ripened on the tree are
far higher in essential nutrients than those grown in greenhouses and ripened by laser.
Task 10. In this task, students develop their skimming skills.
Possible answers:
A) The University of Technology in Sydney introduced a four-year course on alternative

medicine, including acupuncture, marking progress in accepting alternative therapies.
B) Australia has been conservative towards alternative therapies compared to other

countries, with doctors reluctant to accept them, while other nations have integrated
orthodox and alternative medicines.
C) The popularity of alternative therapies in Australia has steadily increased over the past
two decades, with a growing disillusionment with orthodox medicine and a sceptical attitude
towards science.
D) More Australian doctors, particularly younger ones, are collaborating with alternative
therapists or pursuing courses in acupuncture and herbalism to meet the demands of potential
clients and maintain their business.
E) A survey in Sydney showed that alternative therapists were favoured for their holistic
approach and personalised care, contrasting with the impersonal nature of orthodox doctors.
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F) Musculoskeletal complaints are the primary reason for visiting alternative therapists,
followed by digestive and emotional problems, while respiratory and candida issues are also
prevalent.
G) The term "complementary medicine" is seen as more fitting than "alternative medicine,"
as the latter is sought when conventional medicine fails to provide answers.
Task 11. In this task, students develop their scanning skills and practise completing the
multiple-choice task type.
Answer keys:
1) C
Proof: Australia has been unusual in the Western world in having a very conservative
attitude to natural or alternative therapies, according to Dr Paul Laver, a lecturer in Public
Health at the University of Sydney. … In many other industrialised countries, orthodox and
alternative medicines have worked “hand in glove” for years.
2) B
Proof: Americans visited alternative therapists more than orthodox doctors in 1990, and
each year they spend about $US 12 billion on therapies that have not been scientifically
tested.
Task 12. In this task, students develop their scanning skills and practise completing the Yes,
No, Not Given task type.
Answer keys:
1) YES;
Proof: Disenchantment with orthodox medicine has seen the popularity of alternative
therapies in Australia climb steadily during the past 20 years.
2) NO;
Proof: In a 1983 national health survey, 1.9% of people said they had contacted a
chiropractor, naturopath, osteopath, acupuncturist or herbalist in the two weeks prior to the
survey. By 1990, this figure had risen to 2.6% of the population. (The lines suggest that
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between 1983 and 1990 the numbers of patients visiting alternative therapists rose to
include a further 0,7% of the population, not 8%.
3) YES;
Proof: The 550,000 consultations with alternative therapists reported in the 1990 survey
represented about an eighth of the total number of consultations with medically qualified
personnel covered by the survey.
4) YES;
Proof: “A better educated and less accepting public has become disillusioned with the
experts in general and increasingly sceptical about science and empirically based
knowledge,” they said. “The high standing of professionals, including doctors, has been
eroded as a consequence.”
5) YES;
Proof: Rather than resisting or criticising this trend, increasing numbers of Australian
doctors, particularly younger ones, are forming group practices with alternative therapists
or taking courses themselves, particularly in acupuncture and herbalism.
6) NOT GIVEN;
Proof: There is no comparison of the number of earnings between alternative therapists and
orthodox doctors.
7) NO;
Proof: In 1993, Dr Laver and his colleagues published a survey of 289 Sydney people who
attended eight alternative therapists’ practices in Sydney. These practices offered a wide
range of alternative therapies from 25 therapists.
8) YES.
Proof: Those surveyed had experienced chronic illnesses for which orthodox medicine had
been able to provide little relief.
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Lesson 16
Task 1. The warm-up activity reviews the purpose of the visuals to be discussed in the lesson.
Answer keys:
• Map – The site of a university in 1980 and the plan for changes to the school site in 2030
A map is typically used to represent spatial data, such as the layout of a geographical area. In
this case, the data represents the site of a university in 1980 and the plan for changes to the
school site in 2030. A map can effectively illustrate the physical locations, buildings, and
structures on the university campus.
• Diagram –The stages and equipment used in the cement-making process
A diagram is commonly used to represent a visual explanation or illustration of a process,

system, or structure. In this case, the data represents the stages and equipment used in the
cement-making process. A diagram can depict the various components, connections, and steps
involved in the cement-making process.
• Flow chart – The procedure for getting a driver's license
A flow chart is used to represent a sequence of steps or actions in a process. In this case, the
data represents the procedure for getting a driver's license. A flow chart can visually show the
different steps, decision points, and possible outcomes in the process of obtaining a driver's
license.
Note: Review and discuss the difference between diagrams and flow charts: diagrams
emphasise the overall structure and relationships of elements, while flow charts focus on
illustrating the sequential flow and decision points within a process or workflow.
Task 2. In this task, students are guided to explore the diagram task type.
Possible answers:
1) Building a hive.
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2) It serves as a container made up of individually built cells.
3) They search for suitable flowers and collect the nectar from them.
4) It is taken back to the hive.
5) The nectar is put into cells, cooled down, and fanned by the bees' wings to reduce water
content, resulting in the production of honey.
6) They fan the nectar-filled cells with their wings.
7) The water content of the nectar decreases.
8) The honey is produced after the nectar loses its water content.
• Task type: diagrams. Students get acquainted with the visual type and discuss the important
strategies for describing it.
Task 3. This task introduces essential process vocabulary to students.
Answer keys:
• The process begins with… • After that, …
• … and then finishes… • The first step is to…
• Firstly, … • Then, following this, …
• Next, … • As a result,…
• Sequence markers. Students get acquainted with the graph containing words or phrases that
can be used to describe the steps or stages of a process.
Task 4. The objective is to practise using sequence markers when talking about the stages of
the process.
Possible answers:
1) First, the script is written. Then, it undergoes revisions. After that, auditions are held, and the
cast is selected. Following the cast selection, rehearsals take place. Finally, the play is
performed.
2) The research study commences with the formulation of research questions. First, a literature
review is conducted to gather relevant information. Next, research methods are selected, and
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data is collected. Afterwards, analysis is performed to examine the gathered data. Finally, the
results are interpreted, and conclusions are drawn based on the analysis.
Task 5. In this task, students practise using passive voice while describing the process using the
diagram. This task is for extra practice.
Possible answers:
To begin, cocoa comes from the cacao tree, which is grown in the South American and African
continents and Indonesia. Once the pods are ripe, they are harvested, and the white cocoa beans
are removed. Following a fermentation period, they are laid out on a large tray so they can dry
under the sun. Next, they are placed into large sacks and delivered to the factory. They are then
roasted at 360 degrees, after which the beans are crushed and separated from their outer shell.
The left inner part is pressed in the final stage, and the chocolate is produced.
Task 6. In this task, students practise using relative clauses while describing the process using
the diagram. This task is for extra practice.
Possible answers:
1) The inner part, which is left after the beans are crushed, is pressed in the final stage,
producing chocolate.
2) Cocoa, which comes from the cacao tree, is grown in the South American and African
continents and Indonesia.
3) The pods, which are harvested when ripe, undergo the removal of the white cocoa beans.
• Task type: flow charts. Students get acquainted with the visual type and discuss the
important strategies for describing it.
Task 7. Students are guided to create a plan for the graph type aimed at describing a process.
Possible answers:
Topic words Process / publishing / book

Tense Present (could also use Present Perfect)
About The stages a book goes through from writing to
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publication.
Begins Clearly states when the author works on the
manuscript.
Paragraph stages Paragraph 1: up to and including “Assessment”
Paragraph 2: pre-production to book edited and
produced in the galley stage
Paragraph 3: checked by author and editor to end
Task 8. In this task, students practise describing the flow chart using the made plan and
expressions to describe a process.
Sample answer:
The diagram illustrates the process of developing a manuscript into a published book.
The process begins with the initial writing, which is then sent to a publishing house for
assessment. If necessary, the material is then returned for revisions by the writer and this cycle
of the process is repeated until it passes the assessment stage.
Following that, the project is discussed in pre-production meetings. Once a schedule has been
arranged, a team is brought together for production, and the work is edited and produced in the
galley stage. The next step is to send this to the editor and writer, following which illustrations
are commissioned, and the author and editor check the work. This is then converted into first-
page proofs, which both the editor and author check again before moving on to second-page
proofs.
The process is concluded when these proofs are sent to the printer.
Task 9. In this task, students are guided to explore the map task type.
Possible answers:
1) The majority of the trees were removed.
2) It was more residential.
3) There were fewer trees in 2005.

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4) They were dramatic.
5) The construction of the stadium and the removal of the houses.
6) They were cut down and replaced by skyscrapers.
• Task type: maps. Students get acquainted with the visual type and discuss the important
strategies for describing it.
• Language for direction and location. Students get acquainted with the graph containing
words or phrases that can be used to describe the direction and location.
Task 10. The objective is to practise using expressions to describe direction and location.
for writing a report based on the given maps.
Possible answer:
1) Introduction
• Paraphrase the given information.
• Provide an overview of the changes that occurred in Youngsville from 1980 to 2005.
2) Body Paragraph 1
• Describe the changes around the hospital area (mention the construction of a new stadium and
car park on the northern side of the hospital, and highlight the removal of trees to build a park
with recreational facilities).
• Discuss the changes near the school.
• Note the replacement of houses and trees with warehouses in 1980.
Describe the changes related to the housing landscape.
3) Body Paragraph 2
• Focus on the extension of the railway system.
• Note the construction of a new marina next to the railway station.
4) Conclusion:
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• Summarise the main changes that took place in Youngsville, New Zealand, from 1980 to
2005.
• Comment on the significant developments, such as the new stadium, park, warehouses,
skyscrapers, extended railway, and marina.
Task 12. In this task, students practise describing the maps using the made plan and expressions
to describe the direction and location.
Sample answer:
The maps give information about the landscape changes that occurred in Youngsville, New
Zealand, in the span of 25 years from 1980 to 2005. Overall, it is clear that the majority of the
landed houses and greeneries were removed to make way for commercial and residential
buildings such as factories, warehouses and skyscrapers throughout the 25-year duration.
First of all, a new stadium and car park were built on the Northern side of the hospital. The
majority of the trees were removed around the hospital to build a park with facilities such as
golfing, fishing and swimming. In 1980, the houses and trees near the school were replaced by
warehouses. Also, in order to accommodate the growing population, most of the landed houses
had been demolished and replaced by skyscrapers by 2005.
The extension of the railway can be observed in 2005, and the railway was extended all the way
up to the north direction, next to the newly constructed stadium and parking space. In addition,
the railway was extended up to the north, reaching as far as the stadium. Last but not least, a
new marina was built next to the railway station.
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Lesson 17
Task 1. In this warming-up activity students are guided to explore the Speaking section Part 2
using the given graph. Students are expected to use some knowledge they gained at the
Speaking section overview (Lesson 5, Task 8).
In this part, students are expected to speak on personal, familiar topics for up to two minutes.
The examiner gives a task card which helps to guide candidates through the talk. Each of the
tasks includes four points that need to be covered in the candidates’ talk. Candidates have 1
minute to prepare what they are going to say. The four points on the task card can help them
make notes. After the preparation time, the candidate will be expected to talk for 1-2 minutes on
a topic written on the card. At the end of the talk, the examiner asks a short question that only
requires a brief answer.
• Making notes. The objective is to guide students on effective note-taking strategies during
IELTS Speaking Part 2 to enhance their speaking performance.
Task 2. In this task, students practise making concise and effective notes for their individual
long turns.
• Answer structure. The objective is to guide students in developing a coherent and well-
structured answer for IELTS Speaking Part 2.
Task 3. In this task, students practise using different phrases to introduce, keep going, and end
their talk during the IELTS Speaking Part 2.
• Expand your answer. The objective is to help students develop the PREP strategy to expand
their answers effectively during the IELTS Speaking Part 2.
• P – Point: provide the direct answer to the question

Begin every answer with a statement that sets the topic sentence for what you are about to say.
1) Where are you from? I am from…
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2) What is the one piece of advice that you would like to give to your children? The one piece
of advice that I would like to give to my children is….
• R – Reason: provide the reason for your answer.
You should have a reason. The easiest way to force yourself to give a reason is to say in the
same sentence as your topic statement or thesis, “…because….”
• E – Example (or Explanation): provide examples or explanations to back up your direct
answer. Your examples should be concrete and specific and not abstract or an idea.
• P – Point: after all the explanation, drive back to your main point. Finally, you should give a
concluding statement to signal that you are done speaking. The conclusion could be as simple
as restating your introductory or topic statement.
Task 4. In this task, students work in pairs and practise applying the PREP method while
answering on cue cards.
• PPF Strategy. Students get acquainted with a helpful technique.
PPF is the first three letters of three words: PAST - PRESENT - FUTURE. More specifically,
the PPF method is a way of orienting candidates to develop answers to part 2 of IELTS
Speaking based on three major groups of tenses in English: past tense group, present tense
group and future tense group. Learners can develop more thoughtful and complete answers
using chronological keywords to elicit and organise ideas.
With PPF, learners will develop answers to part 2 of the Speaking test in chronological order,
specifically as follows:
- Past: State the context leading to the story -> Develop ideas associated with events and
developments that are related or lead to the topic of the question (using past tenses).
- Present: Giving information in reality, feelings and thoughts about the story -> Develop ideas
by continuing to describe the current development of the story (if any), and at the same time
state feelings and own opinion (use present tenses).
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- Future: Orient the possible development of the story to continue in the future -> Give your
thoughts and plans for the future on the mentioned topic.
Note: learners should rely on their own experiences when retelling the story or describing the
topic so that the ideas come to mind naturally and save time. Trying to build up an
episode/event that isn't real or has never been experienced by them can make it easy for
candidates to lose control of their ideas, causing confusion and difficulty in expressing
themselves smoothly.
Task 5. In this task, students are guided to explore the practical application of the PPF strategy.
Answer keys:
• Past: I would like to describe my trip to Rome, the capital of Italy and also a famous tourist
destination in Europe. I visited Rome for six days during last year's autumn alone. It was my
last semester break before returning to Ukraine after finishing my Master's study in Belgium.
During the pandemic, I had to cancel many trips I planned to explore Europe, which was
disappointing. Therefore, as soon as I received the date of my flight back to Vietnam, without
any hesitation, I booked a flight to Rome – my dream city - as my last trip to Europe.
It was far more exciting than any holiday I had been on before. I was able to visit the
spectacular historic scenery of ancient Rome and other famous places such as the Colosseum
and Trevi Fountain. However, what made me happy was that I finally had an opportunity to
visit Vatican City, the smallest country in the world and the home to some of the most famous
art in the world. It would be a huge mistake if I didn't mention many well-known Italian
specialities I had to try, including Italian gelato, pizzas and pasta.
• Present: I've got some photos from the trip on my computer. They constantly come up as
screensavers after my computer hasn't been used for a while, so I look at them and dream about
returning there.
• Future: So, I plan to take my family there next year, but we will stay much shorter because we
want to visit other Italian regions as well. We will probably stay in Rome for three days. I can't
wait!
Task 6. The objective is to practise using the PPF method.
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Sample answer, cue card 1 (example):
• Past: I would like to tell you about a museum I had an opportunity to visit last summer during
my vacation: the Metropolitan Museum of Art in New York City.
• Present: The Metropolitan Museum of Art, commonly known as the Met, is an expansive
museum in the heart of Manhattan. It houses an extensive collection of art spanning various
periods and cultures. The museum's architecture is grand and imposing, with iconic steps
leading up to the entrance. The vast galleries are filled with masterpieces, sculptures, and
artefacts that captivate the senses.
• Future: Reflecting on my visit, I feel a sense of inspiration. The Metropolitan Museum of Art
has sparked my newfound interest in art and culture. In the future, I aspire to explore different
museums and art institutions worldwide, deepening my understanding of various artistic
movements and expanding my artistic horizons. I hope to continue my engagement with the arts
and contribute to the creative realm by creating art or supporting artists.
• Past: In conclusion, my visit to the Metropolitan Museum of Art was a remarkable experience
that left a lasting impression. The museum's rich collection, magnificent architecture, and the
opportunity to engage with art from around the world made it a truly memorable visit.
• Future: As I look ahead, I am excited about the possibilities in my continued exploration of

the arts and its impact on my personal growth and connection to cultural expressions.
Task 7. This task is one of the stages of preparation for the IELTS Speaking Section Part 2. Set
a time limit for each round of the activity, such as 3-4 minutes per person. Make sure each of
the students participates both as a candidate and an interviewer, and encourage an interviewer to
ask rounding-off questions.
Monitor the pairs, offer support and guidance as needed, and take note of any common mistakes
or areas for improvement that can be addressed later as a class.
Task 8. Speaking Section Part 2 practice (if time allows).
Set a time limit for each round of the activity, such as 3-4 minutes per person. Make sure each
of the students participates both as a candidate and an interviewer, and encourage an
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interviewer to ask rounding-off questions.
Task 9. The objective is to analyse and understand common mistakes that candidates often
make in the IELTS Speaking Part 2. The task encourages critical thinking and brainstorming to
generate effective strategies for avoiding these mistakes.
Possible answers:
• Insufficient Time Management: practise speaking within the time limit during your
preparation, etc.
• Lack of Coherence and Cohesion: develop a clear structure for your response with an
introduction, main points, and a conclusion; use linking words and phrases to connect ideas and
create a coherent flow.
• Memorised Answers: focus on understanding the question and provide genuine, spontaneous
responses; practise using a variety of vocabulary, sentence structures, and examples to make
your answers more authentic.
• Running out of Ideas: develop your brainstorming skills, develop the habit of reading,
watching, and discussing a wide range of topics to broaden your knowledge and improve your
ability to generate ideas on the spot; use examples, personal experiences, and hypothetical
situations to support your ideas and keep the response engaging.
• Getting off the Topic: listen carefully to the question and ensure that you understand it
correctly; focus on addressing the key points mentioned in the question.
• Silence: practise speaking fluently and avoid long pauses or prolonged silence; develop the
skill of paraphrasing or rephrasing the question to buy time to gather your thoughts; if you
encounter difficulties in finding the right words or ideas, use fillers (e.g., Well, you know, in a
way) to maintain the flow while you gather your thoughts.
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Lesson 18
Task 1. In this warming-up activity, students are guided to explore the discussion essay task
type.
Possible answers:
1) The first opinion is that cities should allow for spaces for graffiti.
2) The second opinion is that graffiti should be banned in cities.
3) The three crucial elements that must be incorporated into the essay are:
a) Discussing both views on whether cities should allow or ban graffiti spaces.
b) Giving your own opinion on the matter.
c) Providing reasons for your answer and including relevant examples from your knowledge
and experience.
• Discussion essay. Students get acquainted with the peculiarities of the essay type.
Task 2. In this task, students develop their brainstorming skills.
Task 3. The task aims to familiarise students with the structure and format of a discussion essay
and enhance students’ skills in recognising and highlighting phrases or language that express
opinions or present arguments, which can help them become more aware of the language used
to support and persuade others in a discussion essay.
Possible answers:
• Supporters declare… • they assert,… • In addition, they firmly believe that... • On the other
hand, opponents of graffiti argue that... • They contend that... • Opponents believe that... • They
believe that graffiti... • I lean towards the view that ... • I consider graffiti a... • However, I also
believe that
Structure of the essay:
• Introduction: Presents the topic and states the intention to discuss both sides of the argument.
• Body Paragraph 1: Presents the arguments and justifications of supporters of graffiti.

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• Body Paragraph 2: Presents the arguments and justifications of opponents of graffiti.
Conclusion: Expresses the author's opinion, considering both sides and provides a solution or
suggestion for allowing graffiti spaces with guidelines and regulations.
Task 4. The task assesses students' understanding of the diverse functions and relationships of
meaning that linking words can convey. By accomplishing this task, they will sharpen their
ability to select and employ linking words accurately, thus enhancing the coherence, clarity, and
overall quality of their academic writing.
Answer keys:
Time Meanwhile, when, while

Addition Also, furthermore, moreover, in addition, and, as well as
Cause and effect Because of, thus, hence, as a consequence of, therefore
Examples To illustrate, for instance, such as
Contrast Although, despite, however, on the other hand, nevertheless,
whereas
Comparison Similarly, likewise
Sequence Afterwards, subsequently
Concession Admittedly, although it may be true
Task 5. The task aims to demonstrate how the usage of linking words contributes to the overall
cohesion of the essay and seeks to assess the understanding, application, and proficiency of
using linking words and phrases appropriately in context.
Answer keys:
1) Whether; 5) On the other hand;
2) while; 6) hence;
3) Moreover; 7) In comparison;
4) Therefore; 8) In conclusion.
Task 6. Students are guided to explore the concept of overgeneralising.
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Possible answer:
The sentences convey a similar meaning but with a slight difference in emphasis:
“It is more convenient to live in a town.” This sentence states a general observation or fact that
living in a town offers greater convenience.
“For many, it is more convenient to live in a town.” This sentence introduces the perspective of
"many" people and acknowledges that living in a town is more convenient for them. The second
sentence provides a broader context by considering the viewpoint of multiple people,
suggesting that living in a town is commonly perceived as convenient. It adds a layer of
subjectivity by recognising that the level of convenience can vary for different individuals.
• Avoiding Overgeneralising. The objective is to teach students the importance of avoiding

overgeneralisation in academic writing. Discuss the concept of overgeneralisation and its
implications in academic writing and emphasise the importance of providing balanced and
nuanced arguments instead of sweeping generalisations.
Then, introduce the provided guidelines on hedging language techniques, explaining how each
technique can soften the certainty of statements and demonstrate awareness of differing
viewpoints and exceptions. Provide examples and model sentences to illustrate the application
of hedging techniques.
Task 7. In this task, students practise rewriting sentences using the provided hedging language
techniques.
Possible answers:
1) It is widely believed that successful entrepreneurs often take risks and rarely fail.
2) Some argue that traditional education may be considered outdated, and its effectiveness can
vary depending on various factors.
3) Many individuals generally prefer the convenience of online shopping over visiting physical
stores.
4) It is commonly observed that some dogs can exhibit aggression towards strangers.
5) Drought appears to be the most significant danger in many developing countries.

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Task 8. In this task, students analyse the essay question, practise their brainstorming skills, and
prepare themselves for writing a discussion essay.
Task 9. Students prepare for writing a discussion essay. If time allows, they can start writing
during the lesson.
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Lesson 19
Task 1. This warming-up activity aims to familiarise students with the IELTS Speaking Part 3
format.
Possible answers:
• Do you think we are becoming too materialistic?
• Do you believe we attach more importance to objects as we get older?
• Do you think the objects we treasure most are given to us in childhood?
• Speaking section: part 3. Students get acquainted with the peculiarities of the 3 rd part of the
Speaking Section.
The third part of the IELTS Speaking Section involves a two-way discussion between the
candidate and the examiner. This part is designed to assess the candidate’s ability to express and
discuss opinions, analyse ideas, and engage in a conversation on various general themes related
to the topic given in Part 2. It allows the candidate to demonstrate their ability to sustain a
conversation, provide detailed explanations, and express their thoughts effectively.
• Discussion topics. The list of topics provided here serves as valuable preparation material,
offering a range of subjects that candidates might encounter in both Parts 2 and 3. Encourage
candidates to practise discussing these topics, fostering their readiness to handle various
subjects during the IELTS Speaking Part 3 segment.
Task 2. The objective is to build students' capacity to discuss a range of topics from the
provided list.
• Most common questions. Ask your students to study the graph below to get acquainted with
different question types, which can be encountered in Part 3.
Task 3. The objective is to assess the candidates’ understanding of the most common question
types in IELTS Speaking Part 3.
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Possible answers:
1) a, b, c, d 4) a, b, c, d, e
2) f, a, b, c 5) a, b
3) e, a, c 6) a, b
Tip! Review the essential vocabulary for expressing opinions (lesson 9), comparison and
contrast (lesson 6), and cause and effect (lesson 13) if necessary.
Task 4. The objective is to equip candidates with a diverse and effective set of linguistic tools
to accurately express certainty levels, contributing to their overall success in the IELTS
Speaking test.
• Extending your answers. The task aims to supply students with useful strategies for
extending their answers in Speaking Part 3.
Task 5. The objective is to develop candidates' ability to extend responses effectively in Part 3.
• Conditionals in IELTS Speaking. The objective is to familiarise students with the use of
conditionals in IELTS Speaking.
Task 6. The objective is to practise using different types of conditional sentences in various
contexts.
Tip. Note: The tip refers to the concept of avoiding overgeneralising and hedging in lesson 18.
• Making suggestions and giving advice. The objective is to equip candidates with the
necessary language pattern to provide suggestions and advice during the IELTS Speaking test.
Task 7. The objective is to provide students with a practical opportunity to apply the language
pattern for offering suggestions and advice introduced in the previous section.
Task 8. This task aims to improve students' ability to present focused and structured responses
in IELTS Speaking Part 3.
Explain the importance of giving precise and well-organised responses in Part 3, introduce the
tips and provide an example of applying the tips to one of the topics in the list.
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Divide the students into pairs. In each pair, one student acts as the speaker and the other as the
listener. The speaker selects a topic from the list and talks about it for one minute while
following the structured approach presented earlier. The listener's role is to actively listen and
identify the key points in the speaker's response.
After one minute, have the students switch roles, allowing both the speaker and listener to
practise.
Then, encourage students to share their experiences and observations during the practice
activity and discuss the effectiveness of using the structured approach in delivering clear and
impactful responses.
Task 9. The task aims to help students recognise useful language which can enhance their
IELTS Speaking Part 3 band score.
Possible answers:
1) [one of the most significant advantages is that] introduces a reason; [would be, they might]
modal verbs are important when giving reasons to show this is what you think is likely, it is not
a fact; [another positive point would be that] introduces the second reason; [whereas] introduces
a contrasting reason.
2) [I think there are several reasons why...] introduces a list of reasons; [First and foremost is...]
introduces the first reason; [On top of that...] introduces the second reason.
Set a time limit for each round of the activity, such as 4-5 minutes per person. Ask students to
assess their partners using the IELTS Academic Speaking Band Descriptors (Appendix Lesson
5).
Task 11. Speaking Section Part 3 practice (if time allows). Set a time limit for each round of the
activity, such as 4-5 minutes per person. Ask students to assess their partners using the IELTS
Academic Speaking Band Descriptors (Appendix Lesson 5).
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Lesson 20
Task 1. In this warming-up activity, students are guided to explore the advantages and
disadvantages essay task type.
Answer keys:
You are expected to provide your opinion for the first question; however, for the second
question, it is unnecessary.
• Advantages and disadvantages essay. Students get acquainted with the peculiarities and
structure of the essay type.
Task 2. In this task, students develop their brainstorming skills.
Task 3. In this task, students familiarise themselves with the essay type, get acquainted with
different perspectives on the topic and develop the ability to evaluate their strengths and
weaknesses. Besides, candidates are guided to search for alternative words with similar
meanings to "advantage" and "disadvantage" within the text to improve their vocabulary and
language skills.
Answer keys:
Synonyms for "advantage": Synonyms for "disadvantage":
• Benefits • Drawbacks
• Positive effects • Negative aspects
Task 4. The objective is to practise using essential vocabulary to express advantages and
disadvantages.
Task 5. In this task, students develop the ability to present contrasting viewpoints using the
structures despite/despite the fact that and in spite of/in spite of the fact that.
Possible answers:
1) In spite of experiencing a staff shortage, the restaurant's service remained efficient and
prompt.
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2) Despite having injuries to key players, the team won the championship.
3) Despite the fact that electric vehicles are eco-friendly, the lack of charging infrastructure
remains a challenge for widespread adoption.
4) In spite of the fact that technological advancements have improved communication, face-to-
face interactions remain crucial for building strong relationships.
Task 6. In this task, students analyse the essay question, practise their brainstorming skills, and
prepare themselves for writing advantages and disadvantages essay.
Task 7. In this task students get acquainted with different ways to write topic sentences for
advantages and disadvantages essay type.
1) Another advantage of living overseas is…
2) One of the biggest disadvantages of moving away from home is…
3) Turning to the other side of the argument…
4) One of the main positives of moving abroad is…
5) Another major drawback is that it can…
6) Let’s start by looking at the advantages of travelling overseas.
Task 8. In this task, students write topic sentences for their future advantages and disadvantages
essays using the ideas from task 6 and structures in task 7.
Task 9. In this task, students prepare for writing advantages and disadvantages essay.
Task 10. Students practise using the checklist to evaluate the sample essay.
Tip! The objective of the checklist is to learn to identify and address common vocabulary and
grammar mistakes in the candidate's writing. By utilising this checklist during the proofreading
process while preparing for the exam, candidates can spot and correct errors in their answers.
The checklist serves as a valuable tool to improve the quality and accuracy of the writing,
enhancing the overall language proficiency displayed in the response. By being attentive to and
rectifying these mistakes, candidates can increase their chances of achieving a higher score on
the exam and presenting a polished and well-structured piece of writing.
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Common mistakes examples:
Vocabulary mistakes:
• Overusing complex words to impress the examiner.
• Conversational style: really bad, a pite, you know, etc.
• Word redundancy (using the same word many times over).
• Cliches translated from your language: every coin has two sides.
• Slang: cool, wicked, etc.
• Using and, so, and but as the first word in the sentence.
Grammar mistakes:
• Subject-Verb Agreement Error: many people thinks.
• Confusing adjectives with adverbs: a really difficulty.
• Contractions: it’s, they’ve, etc.
• Sentence fragments: Like this one.
• Complicated sentences where the relationship between the different parts of the sentence is not
clear.
• Omitting articles: expensive car is status symbol in my country.
• Unnecessary articles: the transport is a key issue.
• Omitting relative pronouns: there are many people think this; there are many aspects to this
problem, one of them is money).
Other mistakes:
• Single-sentence paragraphs.
• Extremely long paragraphs.
• Rhetorical questions
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Lesson 21
Task 1. This warming-up activity guides students to explore the concept of signposting
language.
Answer keys:
1) c; 2) a; 3) b.
• Signposting language. Introduce the concept of signposting language to the students.
Signposting language is the words and phrases people use to guide the listener coherently
through what is being said. It is used to clarify what has just happened and what will happen
next. In other words, it acts as a guide so the listener can follow what you are saying. Why is
this important for IELTS? In section 4 of the Listening, you have to listen to a talk in an
academic setting, such as a university. It is usually a lecture by a professor, a presentation by a
student, or a talk by a university staff member. It is possible that signposting will be used within
this.
Do the following tasks to get acquainted with different types of signposting language and its
function.
Task 2. The objective of the task is to familiarise students with different types of signpost
words and phrases and their specific purposes in communication.
Answer keys:
Introducing the topic: • The purpose of the lecture is… • The subject of my talk is…
Introducing the first section: • I’ll start with… • Firstly,…
Introducing a definition: • This refers to… • In other words…
Moving on to the next section: • Let’s turn to… • The next/second… I’d like now to discuss…
Specifying: • In regard to… • With respect to… • In terms of…
Summing up: • So it is clear from what we’ve discussed today that… • I’d like to recap…
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Task 3. In this task, students practise listening for the signposting language and prepare
themselves for completing the flow chart task type.
Answer keys:
1) Product design. Let’s start with the first phase of the cycle, that of Product Design.
2) Material Acquisition. Now don’t jump ahead because the second stage is not Product
Manufacturing but rather Materials Acquisition.
3) Materials Processing. The third stage is not manufacturing either. It is Materials Processing.
4) Manufacturing stage. And now, come to the Manufacturing stage.
5) Packaging. Stage five is Packaging.
6) Distribution. In our globalised world, we must never forget the next stage, which is
Distribution.
7) Disposal. I’m going to skip a stage for momentum and move straight on to the final stage,
which is Disposal – putting the product in the bin.
Lecturer: I’m going to begin my lecture today with a look at Product Life Cycles. Now, as we
go through the Product Life Cycle, I’ll be trying to raise some issues which are important with
regard to each phase of the cycle. I won’t have all the answers for you this morning. This one
of the lecture series is just to get you started and – I hope – interested. Let’s start with the first
phase of the cycle, that of Product Design. This is really the most important part of the cycle.
We often talk as if it is consumers who are responsible for recycling – and so they are – but in
reality, the major responsibility must be borne by designers. They can design products where
recycling is easy and cheap or difficult and expensive. In the latter case, the likelihood is that
recycling – though technically feasible – will not, in fact, take place. Now don’t jump ahead
because the second stage is not Product Manufacturing but rather Materials Acquisition.
This is the activity we do when we mine coal or other minerals such as gold or iron, or
copper. In addition to mining, there is harvesting, which includes the cutting down of trees as
a first step in the making of furniture or paper or fishing. These activities have costs which are
not only monetary: pollution is one of the extra costs. We have also to think whether the
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resources we use are renewable – such as trees – or not – such as coal and other minerals. The
third stage is not manufacturing either. It is Materials Processing. This is where we take the
raw materials and use energy to change them into a form that can be used in manufacturing.
For example, trees must be turned into paper or oil into plastic. The cotton plants that grow in
the fields must be turned into cloth. All of these activities require the use of chemical
processes, and, as with all chemical processes, waste is produced – often a dangerous kind.
And now, come to the Manufacturing stage. This is usually the most expensive in terms of
cost and energy, and waste. The wastes are often those that contribute to global climate
change. For example, we make 41 billion glass containers (mostly bottles) each year, and we
throw most of them away: a lot of manufacturing seems unnecessary if we could only
organise things better. And this could mean greater profits for the manufacturing companies,
too. Stage five is Packaging. Many products are packed in paper or plastic, which
themselves, of course, have their own processes and costs. Excessive packaging is often
criticised, but it must be remembered that packaging serves a purpose – often more than one
purpose – such as maintaining freshness and hygiene, as well as providing information. In our
globalised world, we must never forget the next stage, which is Distribution. This is the stage
where transportation and energy play a big part. Lorries, trucks, trains, planes and ships all
use up the previous stocks of oil and, as we know, generate greenhouse gases which, as we
hear again and again, contribute to climate change. Stage seven is the point of it all: using the
product. Looking after products, using them in the recommended ways, timely repair and
maintenance all reduce the need for early replacement and reduce the number of products in
landfill sites. We should not encourage the purchase of single-use products, that is, products
which are designed for use on one occasion only and then be thrown away and replaced. I’m
going to skip a stage for momentum and move straight on to the final stage, which is Disposal
– putting the product in the bin. This is the end of the life of the product, and we lose it
completely. It may have only a little value, but it does have a value even at this stage of life,
even, in fact, when it’s actually in the landfill site. Now, I missed out one stage. This is a
cycle within a cycle. That is, within the life cycle of the product, there can be a closed loop
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cycle which can extract more value from the product. This is the reuse and recycle loop. It is a
closed loop because, in theory, it can continue forever, though in practice, of course, this is
not possible. Recycling products means that they can be used to make more of the same
product – CDs, bottles, books – or that they can be used to make different ones. For example,
one pound of recycled paper can make six cereal boxes. And if we recycled all our
newspapers, there could be a saving of 40,000 trees a day! Now, with this approach to the life
cycle of the product in mind, we can go on to consider Life Cycle Analysis…
• Task type: flow charts. Students get acquainted with the peculiarities of the task type.
Task 4. In this task, students practise completing the flow chart completion task type.
Answer keys:
1) first model; 3) entertainment;
2) Core Wars; 4) pastime.
Transcript: Lesson 21 Track 2

You'll hear an extract from a student's presentation about computer viruses. First, you have
some time to look at questions 1 to 4. Now, listen and complete the flow chart below. Write
NO MORE THAN THREE WORDS for each answer.
Let’s go back 50 years. In 1949, in the early days of computer technology, John Van
Neumann presented (1) the first model of a computer virus programme in his paper Theory
and Organisation of Complicated Automata. Soon after this paper was published, we find
reference to a game known as “Core Wars”. (2) Core Wars was initially created for
intellectual (3) entertainment by three Americans working on large mainframe computers.
Remember, in those days, computers were the size of a couple of rooms. By the 1980s, for the
small sum of $2 postage, anyone could get details on how to play “Core Wars”, and very soon
after, we see the emergence of a new (4) pastime, one where people spent time creating
programs that could escape the game and destroy other programmes. In this way, the first
computer viruses were born.
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Task 5. In this task, students review the multiple-choice task type.
Answer key: b

Like their biological counterparts, computer viruses are picked up through casual habits.
Virus programmes are often intentionally placed within useful programmes in the public
domain, or they’re included in software which is not official – that is software you might have
acquired on the black market, which, of course, you don’t do!
It seems quite hard to believe that anyone would go to this level of deceit to intentionally
corrupt the data of others, but the rise in the number of computer software infections and the
amount of lost data that we are seeing these days is proof that these virus programmers are
going to extremes to do just that. They are going out of their way to create programmes that
hide inside legitimate software applications and cause all sorts of errors that the average end–
user will then mistake for hardware failure – in other words, they will think that the problem
lies with their own computer.
Task 6. In this task, students review the short-answer questions task type.
Answer keys:
1) be careful/be (very) careful 3) understand
2) avoid trouble 4) be prepared/be well-prepared

So, what can we do to combat these people? Well, the first thing is to realise that virus
programmers succeed because people are not always careful about where they get their
programmes from. So, number one, (1) be very careful. And I don’t just mean that you should
be careful about the source of your software, you also need to take care with e-mails and
avoid any messages which are suspicious-looking looking. For instance, a message that says
“I love you” or “win $50”. So, the second golden rule is (2) to avoid trouble. Now, there are
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other things we can do to protect ourselves. We can try to find out exactly how the viruses
work, how they accomplish their aims. In other words, we need to (3) understand them. And,
of course, there is a good selection of anti-virus software available on the market now as well
as on the Internet to combat the virus plague, so another way of protecting ourselves and our
computers is to be (4) well-prepared. And before I leave you, let me just say that if you ever
run into one of those virus guys, tell them what you think of them!
Task 7. It is a preparatory activity for introducing the summary completion task type.
Possible answer:
The origin of computer viruses can be traced back 50 years when John Van Neumann presented
the first model of a computer virus program in his paper. The concept of computer viruses
evolved through a game called "Core Wars," initially created for intellectual entertainment by
Americans working on large mainframe computers. As computers became more accessible, the
emergence of computer viruses grew, hidden within useful programs or unofficial software
acquired through black markets.
Computer viruses, like biological viruses, spread through casual habits, infecting software and
causing data corruption. Virus programmers are becoming increasingly deceptive, creating
programs that hide inside legitimate applications, leading users to mistake resulting errors for
hardware failure. To combat these threats, individuals must be cautious about their software
sources and avoid suspicious-looking emails. Understanding how viruses work and using anti-
virus software can also provide protection against these malicious programs. Taking proactive
measures and being well-prepared is crucial in safeguarding computers from the growing virus
plague.
• Task type: summary completion. Students get acquainted with the peculiarities of the task
type.
Task 8. In this task, students practise completing the summary completion task type.
Answer keys:
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1) 690; 4) Europe;
2) 1915; 5) 70%;
3) First World War; 6) shopping centre.

You'll hear a part of a lecture about a place called Coober Pedy. First, you have some time to
look at questions 1 to 6. Now, listen and complete the summary below. Write NO MORE
THAN THREE WORDS for each answer.
Good afternoon. Today we’re continuing this series of talks on the development of the
Australian Outback with a look at Coober Pedy, the desert town of opal mines and
underground living, which lies 860 kilometres north of Adelaide and (1) 690 south of Alice
Springs. The inaccessibility, harsh climate and almost total lack of water made it a highly
unlikely place for human habitation, but that all started to change in (2) 1915 with the
discovery there of opals, the precious stones which seem to change colour according to their
surroundings. Settlements were established following the (3) First World War when soldiers
returning from the trenches of France brought with them the techniques of living below
ground in “dugouts”. The Depression of the 1920s and 30s led to many prospectors leaving,
but the town boomed again in the late 1940s when shallow new opal fields were discovered,
and immigrants from (4) Europe arrived in large numbers after the Second World War. It
must be remembered, though, just how hostile conditions were. Daytime summer
temperatures reached well over 50 degrees Centigrade, winter nights were bitterly cold, and
dense dust storms regularly blanketed the town. To cope with this, more and more people
began living in disused mines and purpose-built subterranean houses, where the temperature
remains at a comfortable 25 degrees all year round so that eventually, around (5) 70% of the
town’s inhabitants had made their homes beneath the surface. This led to the construction of
hotels and even churches below ground. As well as an entire underground (6) shopping
centre: the only one in the world.
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Task 9. In this task, students are guided to explore and differentiate two task types: matching
features (classification) and matching paragraph information.
Answer keys:
1) Sample Task 2; 2) Sample Task 1.
• Task type: matching paragraph information. Students get acquainted with the peculiarities
of the task type.
Task 10. In this task, students practise completing the matching paragraph information task
type.
Answer keys:
1) Answer: E
Supporting Sentence: In 2006, Angelo Bisazza at the University of Padua set out to observe the
differences in feeding behaviour between strongly-lateralised and weakly-lateralised fish.
Keywords: differences in feeding behaviour
2) Answer: H
Supporting Sentence: This imbalance of lateralisation within populations may also have
advantages for individuals.
Keywords: imbalance of lateralisation
3) Answer: B
Supporting Sentence: This notion rapidly fell apart as researchers started uncovering evidence
of lateralisation in all sorts of animals.
Keywords: lateralisation, uniquely human trait, sorts of animals.
4) Answer: B
Supporting Sentence: Lesley Rogers, now at the University of New England in Australia, was
studying memory and learning in chicks.
Keywords: studying memory and learning in chicks

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5) Answer: A
Supporting Sentence: The cause of this trait, called lateralisation, is fairly simple: one side of
the brain, which generally controls the opposite side of the body, is more dominant than the
other when processing certain tasks. This does, on some occasions, let the animal down…
Keywords: trait, lateralisation
• Task type: classification (matching features). Students get acquainted with the peculiarities
of the task type.
Task 11. Students put the sentences into the correct order to form a strategy for dealing with
classification (matching features) task type.
Answer keys:
1) b; 4) d;
2) c; 5) a.
3) e;
Task 12. Ask your students to read the text.
Task 13. In this task, students practise completing the classification (matching features) task
type.
1) Answer: E
Supporting Sentence: This is due to the amount of energy used to create the equipment used to
catch animals, enzymes, pumps, and so on.
Keywords: energy, catch animals
Explanation: The pitcher plant cannot do much photosynthesis on their own. Hence, it uses
other creatures to help digest insects. The supporting sentence suggests that the purple pitcher
plant is the correct answer.
2) Answer: D
Supporting Sentence: Raffles pitcher plant, native to Borneo's jungles, produces nectar that
both attracts insects and forms a slick surface on which they cannot get a grip.
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Keywords: liquid, attracts insects
3) Answer: B
Supporting Sentence: The low pressure draws in water, dragging the animal along with it.
Keywords: bladderwort, low pressure
Explanation: The supporting sentence clearly suggests that low pressure draws water in. This
means it creates a vacuum or empty space. This draws the animal or insect with it.
4) Answer: C
Supporting Sentence: Meanwhile, the Drosera sundew has a thin, sweet liquid oozing from its
leaves that attracts insects and then holds them fast before the leaves snap shut.
Keywords: liquid, oozing
Explanation: The passage talks about Drosera sundew, which has a thin liquid. This liquid
oozes out and is like a sticky substance that attracts insects. Hence, C is the correct answer.
Task 14. In this task, students practise completing the matching paragraph information task
type (if time allows).
1) Answer: E
Supporting Sentence: A pitcher or a flytrap cannot do much photosynthesis because, unlike

plants with ordinary leaves, they lack flat solar panels that can absorb a lot of sunlight.
Keywords: ordinary leaves, lack
2) Answer: I
Supporting Sentence: Botanists are keeping the location of some rare species hidden because
the black market trade in exotic carnivorous plants is so active.
Keywords: hidden, rare species, exotic
3) Answer: F
Supporting Sentence: Certain carnivorous plants appear to be the same but are only distantly
related.
Keywords: appear to be the same, distantly related

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4) Answer: H
Supporting Sentence: Carnivorous plants are so finely tuned to low levels of nitrogen that the
extra fertiliser overloads their systems, causing them to burn out and die.
Keywords: burn out and die
Lesson 22
Task 1. This warming-up activity aims to assess the students' proficiency in identifying
whether sentences express facts or opinions, preparing them to match sentence endings in the
IELTS exam and enhancing their ability to recognise views, claims, and information presented.
Answer keys:
1) opinion 4) fact
Proof: “convenient” is a judgment adjective Proof: “research” and “revealed”
2) fact 5) opinion
Proof: “statistics” Proof: “commonly accepted” is simply the
3) opinion opinion of the majority, not a fact.
Proof: “Some people claim…” 6) fact
Proof: “have been proven”
• Task type: matching sentence endings. Students get acquainted with the peculiarities of the
task type.
Task 2. In this task, students answer the concept-checking questions to assess their
understanding of the requirements of the task type.
Answer keys:
1) ideas and opinions; 2) the same order as the passage;

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3) more; 5) none.
4) sometimes;
Task 3. Students read the passage.
Task 4. In this task, students practise the matching sentence endings task type.
Answer keys:
1) B
Proof: Piaget’s work led him to conclude that infants younger than nine months have no innate
knowledge of how the world works or any sense of “object permanence” (that people and
things still exist even when they’re not seen).
2) E
Proof: Instead, babies must gradually construct this knowledge from experience.
3) A
Proof: Over the past 20 years or so, they have been largely set aside by a new generation of
“nativist” psychologists and cognitive scientists whose more sophisticated experiments led
them to theorise that infants arrive already equipped with some knowledge of the physical
world and even rudimentary programming for math and language.
4) D
Proof: His own experiments indicate that a baby’s fascination with physically impossible events
merely reflects a response to stimuli that are novel.
5) C
Proof: In other words, when Daniel had seen the red train come out of the tunnel green a few
times, he gets as bored as when it stays the same colour.
Task 5. In this task, students review the multiple-choice task type (if time allows).
Answer keys:
1) B
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Proof: A hidden device above the screen is tracking Daniel’s eyes as they follow the train and
measuring the diameter of his pupils 50 times a second. As the child gets bored—or
“habituated”, as psychologists call the process— his attention level steadily drops.
2) A
Proof: Piaget’s “constructivist” theories were massively influential on postwar educators and
psychologist, but over the past 20 years or so they have been largely set aside by a new
generation of “nativist” psychologists and cognitive scientists.
3) D
Proof: Data from the eye tracker and the measurement of the pupils (which widen in response
to arousal or interest) show that impossible events involving familiar objects are no more
interesting than possible events involving novel objects.
Task 6. The task guides students to explore a valuable strategy to complete labelling a diagram
task type. Students should consider two key areas to accomplish the task: (a) the labels attached
to the diagram and (b) the prepositions used.
Answer keys:
1) Aorta; 3) Right ventricle;
2) Tricuspid valve; 4) Left ventricle.
• Task type: labelling a diagram. Students get acquainted with the peculiarities of the task
type.
Task 8. In this task, students practise completing the labelling of a diagram task type.
Answer keys:
1) tongue; 5) tight skin;
2) 180 degrees/180°; 6) one-way valves/One-way valves/one way
3) ball-and-socket/ball and socket; valves;
4) flexibility; 7) standing position.

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Encourage to apply extending answer techniques from the previous lessons. Set a time limit for
each round of the activity, such as 5-5 minutes per person. Monitor the pairs, offer support and
guidance as needed, and take note of any common mistakes or areas for improvement that can
be addressed later as a class. Ask students to assess their partners using the IELTS Academic
Speaking Band Descriptors (Appendix Lesson 5).
Set a time limit for each round of the activity, such as 3-4 minutes per person. Make sure each
of the students participates both as a candidate and an interviewer, and encourage an
interviewer to ask rounding-off questions.
or areas for improvement that can be addressed later as a class. Ask students to assess their
partners using the IELTS Academic Speaking Band Descriptors (Appendix Lesson 5).
Set a time limit for each round of the activity, such as 4-5 minutes per person. Ask students to
assess their partners using the IELTS Academic Speaking Band Descriptors (Appendix Lesson
5).
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Lesson 23
Task 1. The objective of this warming-up activity is to practise understanding and following
specific instructions in IELTS reading tasks.
Answer keys:
1) in summer; 3) for thirty years following;
2) in the summer; 4) for thirty years.
• Task type: completion tasks. Students get acquainted with the peculiarities of the task type.
Task 2. In this task, students are given a partially completed strategy for dealing with
completion tasks. They are guided to fill in the missing words or information to complete the
strategy. By doing so, students actively engage in the process of understanding and applying the
strategies required to approach completion-type questions effectively. The task prompts
students to think critically, analyse the provided information, and apply their knowledge to
complete the missing parts.
Answer keys:
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1) question order; 4) keywords;
2) instructions; 5) passage;
3) clues; 6) grammatically.
Task 3. This is the extract from the passage students read in lesson 21. The objective is to
practise fulfilling the note completion task type.
Answer keys:
1) hair; 4) water;
2) (electric) charge; 5) concave.
3) pores;
Task 5. In this task, students practise the flow chart completion task type.
Answer keys:
1) nests/redds; 4) smoltification;
2) gravel; 5) river.
3) freshwater;
Task 6. In this task, students practise the table completion task type.
Answer keys:
1) turbines; 5) habitat;
2) stream-type; 6) water temperatures;
3) fish ladders; 7) life cycle.
4) migration rates;
Task 7. This is the extract from the passage students read in lesson 21. The objective is to
practise fulfilling the summary completion task type.
Answer keys:
1) environmental; 2) light;
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3) multitasking; 5) predator.
4) food;
Task 8. The objective is to assess the candidate's ability to identify paraphrases in a given
passage.
Answer keys:
Words in the summary Words in the extract

Influences factors
incubation period hatching from (its) egg
experiment observation
better at (the) advantages (of)
strongly lateralised birds the birds incubated in the light
Locate looked for / look for
Monitor check out
Task 9. In this task, students practise their paragraph ordering skills and prepare themselves for
writing a report based on the line graph.
Task 10. In this task, students practise describing the line graph using the made plan.
Sample answer:
The given line graph compares the nitrogen oxide emissions from buses, lorries, petrol cars and
diesel cars. It can be seen from the graph that the maximum emissions are from buses, and the
emissions vary with the speed of the vehicle.
At a speed of 10kph, buses produce 40 g/km emissions. However, as the speed of the bus
increase to 60 kph, the emissions decrease gradually and reach a little over 25 g/km. It is
interesting to note that if the speed of the bus goes beyond 60 kph, the emissions again begin to
rise, and at a speed of 130 kph, the emissions are over 40 g/km. Lorries also show a similar
pattern, but the overall emissions are lower than that of buses. Another point of difference is
that emissions decrease till the speed of 90kph and only after that, begin to rise again.
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The emissions from diesel cars and petrol cars show a similar pattern and also do not show
much variation in speed. Emissions from diesel cars are the least and hover around 5 g/km, and
those from petrol cars are around 10g/km.
Overall, emissions from lorries and buses follow a similar pattern, and those from diesel and
petrol cars follow a similar pattern.
Lesson 24
Task 1. The objective of this warming-up activity is to review the words used to describe
trends.
Answer keys:
An upward trend A downward trend A stable trend

Rise, increase, growth, a Fall, decline, decrease, drop, Remain, static, plateau,
doubling in, treble, surge, plummet, plunge stabilise, level off
soar
Task 2. The objective is to practise writing introductory paragraphs.
Possible answers:
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1) The given column graph depicts the increase in the percentage of the urban population in
Africa, Asia, Latin America / Caribbean and the whole world from 1950 to 2000 and also gives
predictions for 2030.
2) The given graphs compare the top three countries importing different types of citrus fruits in
2012.
3) The given line graph elucidates the percentage of GDP spent by the government on
education, health and roads and railways from 2000 to the present time and also gives
projections up to 2025.
4) The given diagram shows the process of producing clean drinking water with a water filter.
Task 3. The objective is to practise describing the graphs using expressions to compare and
contrast data.
Possible answers:
1) In 1950, there were slightly more bicycles produced than cars.
2) By 2000, overall, there were far fewer cars produced than bicycles.
3) In 1980, there were about twice as many bicycles produced as cars.
4) In 1980, there were only half as many cars produced as bicycles.
Task 4. The objective is to practise grouping information skills (refer to lesson 6 if necessary).
Task 5. Students practise writing the overview and the main body based on information groups
they created in the previous task.
Task 6. The objective is to review useful expressions to describe maps.
Possible answers:
1) There is now a bike path on the campus which also links this part of the campus and the
stadium.
2) The women’s dormitory/accommodation has been converted to a men’s

dormitory/accommodation.
3) The library building has been expanded.

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4) A science building and an arts and music classroom/building have been constructed.
5) Classroom building B has been demolished.
6) A recreation building has been built.
7) The women’s dormitory/accommodation has been relocated.
Task 7. Students write a report based on the given maps (if time allows).
Note: remember your students that they are expected to group the information based on what
has changed (has been added or removed) and what remains unchanged.
Task 8. Students practise describing the multiple graphs.
Sample answer:
The two charts give information about the gender and number of athletes who have entered the
Games since they started. The bar chart illustrates the number of men and women entering the
Games, whereas the line graph shows the number of participants.
It is evident from the bar chart that, until 2012, there were always significantly more men
entering the Games than women. In 1924 and 1952, there were hardly any women entering the
Games, yet in 1952 there were over 4,000 male participants. In 2012, however, the number of
female athletes rose significantly to nearly 5,000, only approximately 1,000 lower than male
participants.
The line graph shows a similar trend, with the number of participants increasing throughout the
century. The most significant increase occurred between 1984 and 2012 when the number of
athletes rose from just over 6,000 to over 10,000 in 2012.
To summarise, therefore, since 1924, the number of athletes entering the Olympic Games has
increased dramatically. This is particularly the case for women, who are now represented in
nearly the same numbers as male participants.
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Lesson 25
Task 1. This warming-up activity is designed to assess the student’s writing skills,
understanding of the essay writing process, and ability to present information in a structured
and coherent manner.
Answer keys:
1) Read the question. 3) Identify the task words.
2) Identify the topic.
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4) Divide the question into two parts (if 7) Organise your ideas into paragraphs.
necessary). 8) Start writing.
5) Brainstorm ideas. 9) Proofread your essay.
6) Remove irrelevant ideas.
Task 2. This task tests the student’s understanding of the requirements of the discussion essay
type.
Answer keys:
Introduction A is more appropriate.
A) This is a good introduction to the response. It sums up the two opinions in the writer’s own
words and provides a little background about these two opposing points of view.
B) It is not necessary for the writer to state their opinion in the introduction.
Note: compare the requirements of the discussion essay introduction with the opinion essay.
In the introduction of the opinion essay, students are expected to state their opinion.
Note: If necessary, review the peculiarities of each essay type (opinion essay – lesson 9,
discussion essay – lesson 18).
Task 3. Students choose one of the topics and brainstorm ideas.
Task 4. Students prepare for writing an essay.
Task 5. Students practise writing an essay. Encourage students to use phrases to express and
justify opinions (lessons 9 and 18), linking words and hedging techniques if necessary (lesson
18).
Task 7. By evaluating each other's essays, students can offer constructive feedback and
suggestions for improvement, leading to a deeper understanding of their writing and areas for
development.
Essay topic 1, sample answer:
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Some have argued that the most crucial aim of science is to improve the lives of ordinary
people. In my opinion, though science might have grander aims at times, this simple goal is, in
fact, its primary purpose.
Those who contend that science is not simply a means to improving ordinary life point out that
scientific inquiry can be a goal in itself. Many scientists do not imagine how their discoveries
will benefit the general populace and are concerned with discovery and exploration. A standout
example of this would be the theories of Charles Darwin, which had little immediate practical
purpose other than to understand the origins of the human species. For the average researcher,
concentrating solely on learning more about the natural world is a valid and potentially
productive mindset. However, this interpretation of science does not reflect the real-world
demands placed on science.
Historically, science has always been a platform to improve the daily lives of average
individuals. This can be understood in several different senses. In terms of medicine, procedures
and pharmaceuticals are designed with the explicit purpose of lengthening and elevating the
quality of life. When it comes to technology, science can be seen as subordinate to the arts and
the enjoyment of the average person. The entire purpose of developing technologies such as
smartphones and computers is to allow users to listen to music, watch movies and television
shows, edit their videos, engage in word processing, and so on. Therefore, the highest aim of
science is ultimately only to provide humans with the means to express themselves and reach
others.
In conclusion, since improving life can be interpreted widely, it is decidedly the main aim of
science. Those who argue for a more romantic interpretation are not considering the pragmatism
that should be the foundation of all scientific endeavours.
Essay topic 2, sample answer:
It is debatable whether having many short holidays throughout the year or fewer extended
vacations would be more beneficial. This essay will discuss both sides of the argument before
concluding with an opinion.
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Those who advocate for many short holidays throughout the year argue that frequent breaks
from work or study are essential for a person’s well-being. Research has shown that when
people take a break from their regular routines, it helps them to de-stress and rejuvenate their
minds and bodies. Having short holidays allows them to do this more often, as they can take
days off from work or school and use that time to relax and take part in recreational activities.
In addition, shorter holidays are usually cheaper than longer ones, as people often don’t need to
purchase expensive plane tickets or book hotels for extended periods of time.
However, those who believe that fewer, longer vacations would be more beneficial point out
that planning and taking several holidays in a year can be quite stressful. Arranging and taking
time off from work or school can be time-consuming, and it can also be difficult to coordinate
with family and friends who may have different vacation schedules. Furthermore, when taking a
long holiday, people can explore new destinations and have more time to relax and enjoy
themselves. This is especially beneficial for people who live in urban areas, as they can escape
the hustle and bustle of city life and spend some time in the countryside or by the beach.
In my opinion, it would be beneficial to have a combination of both short and long holidays
throughout the year. This way, people can enjoy various activities, from relaxing in their homes
to exploring new destinations. Also, by combining short and long holidays, people can make
sure they have time to relax and recharge while still being able to fit in other activities, such as
visiting family and friends. Therefore, I believe that this is the best way to balance work and
leisure time.
Lesson 26
Task 1. The objective of the task is to review the expressions used to describe the approximate
data (review the concept referring to lesson 7 if necessary).
Answer keys:
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1) than; 6) just under;
2) almost twice; 7) the most;
3) more than twice as; 8) the second most;
4) more than half; 9) the least.
5) ten times as;
Task 2. In this task, students practise identifying the key features.
Guiding questions:
1) What is the main point of the table?
2) What overall trend do you see?
3) Are there any exceptions to this general trend?
4) What are one or two important points about Australian milk production in 2001/2002?
5) What about in 2010/2011?
6) What points of comparison can you make between these two years?
Possible answers:
The main point of the table is to show how much milk was produced in Australia per month in
2001/2002 compared with 2010/2011.
The overall trend was that milk production rose in September, peaked in October, and decreased
steadily throughout the year. Also, milk production in 2010/2011 tended to be higher than in
2001/2002.
Highest milk production in October 2001, lowest in February/March 2002.
Highest milk production in October 2010, lowest in June/July 2011.
The most milk was produced between September and December, with the highest levels for
both years in October.
Task 3. In this part, students practise writing an introduction and overview.
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Task 4. In this part, students practise their grouping skills and write the main body for their
report. Encourage students to use the words and phrases to describe, compare, and contrast data.
Topic sample answer:
The table compares the amount of milk produced in Australia in 2001/02 and 2010/11 on a
month-by-month basis. In both years, production generally climbed from July to October and
then decreased again for the rest of the year.
In July 2001, Australian dairy cattle produced 600 million litres of milk. This figure climbed to
910 million litres in October and began declining. Milk production was at its lowest in February
2011, when 550 million litres were produced. From February through June, milk production
climbed slowly to 610 litres. In 2010/11, milk production also started at 600 million per month
in July, peaking in October when it reached 1,250 million litres. Production slowly decreased
from October 2010 to June 2011, with a low point of 600 million litres in June 2011.
In general, quite a bit more milk was produced in Australia in 2010/11 than had been in
2001/02. However, in June 2011, the production level was lower than it had been in the
corresponding month in 2002.
Task 5. In this task, students practise describing the pie chart using the expressions to describe
the approximate data (refer to lesson 7 if necessary).
Possible answers:
1) Motor vehicles made up almost half of all exports.
2) Other goods account for about a third of the exports.
3) Chemical products represent only three per cent of all exports.
4) Machinery constitutes an important proportion of exports.
5) Iron and steel represent a quarter of all exports.
Task 6. Students write a report based on the given pie charts (if time allows).
Task 7. Students write a report based on the given multiple graphs.
Sample answer:
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The pie charts illustrate the percentage of water resources in Japan in the years 2000, 2010, and
2020, while the table shows the annual water consumption in the country in those years.
At a glance, specific changes can be easily detected. Seawater, the largest water resource in
Japan, remained constant across the two decades until 2020, when we can see a decrease in the
amount by 4%. There has been a steady decline in the amount of freshwater from rivers and
lakes. The water from glaciers, on the other hand, seems to have increased since 2000, after a
slight dip in 2010. Groundwater has also increased from its initial value, though it fell again
from 9% in 2010 to 7% in 2020.
With regard to the table, the annual water consumption has been increasing steadily since 2000,
with 2020 seeing the highest amount of 93 gallons. Regardless of the cause, this is a concerning
statistic, considering that the amount of freshwater resources available in the country has not
increased significantly.
Task 9. By evaluating each other's reports, students can offer constructive feedback and
development.
Lesson 27
Task 1. This task aims to test the students' knowledge of effective essay writing strategies and
their ability to identify common misconceptions about Task 2 essays in a language proficiency
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exam.
Answer keys:
1) False. Quality, not quantity. You’ll probably not have time in less than 35 minutes to write
about more than 3 or 4 main ideas. Essays with a large number of paragraphs are usually
poorly organised and, therefore, confusing.
2) False. One paragraph = one main topic. There may be a number of examples within the
paragraph.
3) True. It means that you have thought about the task and planned your answer.
4) False. The important thing is to explain what you mean clearly. If your English level is very
high, then you probably will use some impressive language. If your level is lower, focus on
trying to communicate clearly and effectively. Remember, the examiner can see the overall level
of your English and won’t be impressed by a few special phrases thrown in to look good.
5) False. You should deal with the arguments in the main body.
6) True. The function of the conclusion is to remind people very clearly of the point of view
which you started developing in the introduction and draw the essay to a close so the reader
knows you have finished what you want to say.
Task 2. The task aims to evaluate the students’ understanding of effective paragraph structure
and topic sentence selection.
Answer keys:
The third topic sentence is the most appropriate.
1) There is no reason to use the linking word at the beginning of the paragraph.
2) This sentence introduces the causes, not the solutions.
3) This is a good topic sentence.
4) This sentence begins with a possible solution to the problem of illiteracy, but the topic
sentence should summarise all the information in the second main paragraph.
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Note: (I'd like to suggest that every child receive a cheap laptop or tablet with how-to-read
programs). The words below are usually followed by gerunds and infinitives.
Task 3. Students choose one of the topics and brainstorm ideas.
Task 4. Students prepare for writing an essay.
Task 5. Students practise writing an essay. Encourage students to use phrases to describe the
cause, effects, problems and solutions (lesson 13) and/or express advantages and disadvantages
(lesson 20).
Task 7. By evaluating each other's essays, students can offer constructive feedback and
development.
Essay topic 1 sample answer:
Around the world, many traditional festivals these days are at risk of becoming outdated and
irrelevant. In my opinion, this contributes to issues concerning cultural disintegration and
should be countered by citizens in concert with governments.
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The main issues resulting from abandoning traditional festivals concern culture. More
commercial holidays like Black Friday are gaining popularity, threatening smaller cultural
groups and their festivals. For example, in China, there are numerous ethnic groups living in
remote areas that struggle to preserve their traditions over time as locals learn more about the
outside world and leave their hometowns. As these groups disperse further, physically and
virtually, it will be challenging for old traditions to persist. The results may impact the stories
they share through generations, their language, traditional dishes and other aspects of culture.
The optimal remedies for weakening traditional cultures are for governments and individuals to
actively encourage traditional festivals. Governments can make the most significant difference.
For instance, states could fund organisations that aim to promote traditional festivals by staging
local events and reaching out to older members of the community. Younger people could
likewise attempt to engage more with their roots and connect with the sources of their culture.
This occurs to some extent when traditional festivals are advertised on social media to attract a
wider audience and greater attention.
In conclusion, the loss of traditional festivals is a boon to globalisation and injures the cultural
identity of various groups. This development must be confronted by locals on their initiative
and encouraged by governments.
In some cases in society, drivers do not follow the rules when travelling on the roads. This
essay will present several reasons for the wrong actions of some car owners and propose
possible measures to handle them.
The first reason road users ignore driving regulations is that they are in an emergency. For
example, the drivers must transport people who have illnesses or accidents to the hospitals. In
these cases, it is suitable for the car owners to break the rules and have a faster speed to save
people. Furthermore, the lack of knowledge about the dangerous effects when travelling also
contributes to the wrong actions of drivers. They just think it is a small action that can not cause
any accidents for them and other drivers. When accidents happen, they blame the road
infrastructure or the responsibilities of the police.
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Since such issues are serious, the government should take steps immediately to address the
disobedience of drivers. Firstly, there is a need to build roads for emergency cases. People in
these situations can use these roads to solve their problems without breaking the rules and
causing dangerous effects to other car owners. The second suggestion is that the authorities
need to organise some lessons or campaigns to provide awareness about the consequences of
breaking the rules to road users.
In conclusion, emergencies and lack of knowledge seem to be the primary causes of violating
the rules. Possible solutions would involve constructing roads for emergency cases and raising
the knowledge of the effects when disobeying the regulations.
Many offices these days are opting for open designs over more traditional, compartmentalised
floor plans. In my opinion, despite the limited advantages of efficiency, this is a positive change
due to its social and work-related benefits.
On the one hand, an open layout can reduce efficiency. When individuals work in private
offices or cubicles, they are less likely to be disturbed and can therefore work more effectively.
Each time a person is interrupted, this not only requires them to stop working, but it may also
take an indeterminate amount of time to focus again. Over the course of a day, various
interruptions in the aggregate can massively reduce the amount of work completed. Recent
research has, in fact, shown that communication around the office, though beneficial in other
ways, does lead to declines in total work output. An office trying to achieve optimal output thus
should emphasise private working spaces.
On the other hand, increased communication is a boon both socially and creatively. A standout
example of this would be the offices designed by Apple founder Steve Jobs for both Pixar and
Apple. He intentionally created offices that directed individuals to meet in common areas and
that would facilitate interactions between different divisions in the company. This impact on
morale is massive as individuals can make friends and enjoy each other’s company throughout
the workday. Moreover, the true intention of this design was to facilitate creativity. By meeting
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others regularly, employees are more likely to combine diverse perspectives and be more
imaginative in their work.
In conclusion, although there may be minor tradeoffs in terms of productivity, this is a

progressive change as it allows employees to converse and be more creative. Such offices
should become the rule rather than the exception.
In recent years, there has been a noticeable trend towards self-employment, with many
individuals choosing to work for themselves rather than a company or organisation. There are
several reasons why this may be the case, and there are also a number of potential
disadvantages to being self-employed.
One reason why more and more people are opting for self-employment is the desire for greater
autonomy and control over their work. Working for oneself allows for more flexibility and the
ability to pursue one's goals and projects rather than those of a larger organisation. For instance,
freelancers may prefer to work from home and set their hours, allowing them to balance their
work with other commitments, such as family or personal interests. Self-employment also offers
the potential for greater financial rewards, as profits are not shared with an employer.
However, being self-employed also comes with its own set of challenges. One of the main
disadvantages is the lack of job security and benefits such as health insurance and paid time off.
Self-employed individuals are also responsible for all aspects of their work, from accounting to
marketing to customer service, which can be overwhelming and time-consuming. Additionally,
there may be less opportunity for career advancement or professional development compared to
working for a company with established training programs and career paths.
Despite these potential drawbacks, the trend towards self-employment is likely to continue as
technology and the gig economy create more opportunities for independent work. Governments
and policymakers can help mitigate some of the risks and disadvantages of self-employment by
offering support such as access to healthcare, retirement savings plans, and training programs.
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Lesson 28
Task 1. The task’s objectives are to evaluate the test-takers’ understanding of the dos and
don’ts in the IELTS Writing section for both Task 1 and Task 2. By completing this task,
candidates can demonstrate their proficiency in IELTS Writing, indicating they are well-
prepared to use effective writing techniques and avoid common pitfalls in the exam.
Answer keys:
Task 1
1) Do; 6) Do;
2) Don’t; 7) Do;
3) Do; 8) Don’t;
4) Do; 9) Do.
5) Don’t;
Task 2
1) Do; 6) Do;
2) Don’t; 7) Don’t;
3) Do; 8) Don’t;
4) Do; 9) Don’t.
5) Don’t;
Task 2. Students write a report based on the given multiple visuals.
Sample answer:
The pie charts illustrate the spending on restaurant meals by the typical household across four
years. The line graph represents the trend in the number of fast food and sit-down restaurant
meals across four years.
The preference for restaurant dining significantly increased from 1970 to 2000, and the same
for home-cooked meals declined. The inclination towards both fast-food and sit-down
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restaurants rose from 1970 to 2000, but the popularity of fast-food restaurants rose more
sharply.
The expenditure on restaurant meals was only 10% in 1970, and this percentage grew gradually
to 15% in 1980. By 1990, the food budget spent on restaurant meals grew significantly to 35%;
by 2000, 50% of the food budget was spent on restaurants.
The number of meals per year was 20 for both fast-food and sit-down restaurants 1970.
Although the liking for sit-down restaurants grew more than fast-food restaurants initially, the
preferences reversed after 1990. Fast food grew sharply, whereas that of sit-down restaurants
grew at a relatively slower rate.
Task 3. Students write an essay.
Sample answer:
The debate over whether international cooperation is an effective means of solving urgent
problems has been long-standing. While some argue that global forces are the only solution to a
wide range of challenges, I would contend that it depends on the issue at hand.
On the one hand, it is increasingly difficult to ignore the need for international cooperation
when it comes to crises that cross borders. For example, climate change is a global phenomenon
and requires coordinated efforts to reduce emissions, protect vulnerable ecosystems and
mitigate the effects of rising temperatures. An Intergovernmental Panel on Climate Change
report notes that cooperation between countries is essential for meaningful progress. In this
instance, it would be difficult to deny the role of international cooperation as a necessary step in
tackling the problem.
On the other hand, some urgent problems can be more effectively handled on an individual or
local level. For example, the problem of homelessness is found in many cities worldwide.
While there are undoubtedly global issues that can contribute to this problem, such as poverty
and inequality, a solution must be tailored to the specific context of each city. For instance,
local governments may need to collaborate with charities, volunteers and private businesses to
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provide housing and employment opportunities for people experiencing homelessness. In this
case, international cooperation may not be necessary to address the issue effectively.
In conclusion, I believe the need for international cooperation to solve urgent problems depends
on the specifics of the issue. In some cases, such as climate change, global forces are the only
effective way to make progress. However, local efforts can be more effective in other issues like
homelessness.
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Lesson 29
In this lesson, students practise full listening and reading sections.
Listening section, answer keys

Task 1 1) animal park; 2) cold and cloudy; 3) 10.15 am; 4) birds of prey; 5) reptile
display; 6) 6.30 pm.
Task 2 7) Chinese; 8) Japanese; 9) Koreans; 10) Thai.
Task 3 11) B; 12) A; 13) B; 14) C; 15) A.
Task 4 16) D; 17) F; 18) B; 19) C; 20) A.
Task 5 21) G; 22) E; 23) C; 24) A.
Task 6 25) header; 26) 16; 27) 12; 28) single; 29) work; 30) teacher.
Task 7 31) regulations; 32) short grass; 33) development; 34) passive reaction.
Task 8 35) get lost; 36) Industrial Revolution; 37) 50,000; 38) (central) lake; 38)
refuge; 40) Melbourne.
Task 9. Students have 10 minutes to transfer their answers to the answer sheet.
Note: Students write their answers on the answer sheet.
Reading section, answer keys

Task 10 1) candlewax; 2) synthetic; 3) chemistry.
Task 11 4) Novalak; 5) fillers; 6) hexa; 7) raw; 8) pressure.
Task 12 9) B; 10) C.
Task 13 11) true; 12) false; 13) false.
Task 14 14) false; 15) not given; 16) true; 17) false; 18) true; 19) not given; 20) true.
Task 15 21) problem-solving; 22) temporal lobes; 23) evaluating information.
Task 16 24) C; 25) A; 26) F; 27) D.
Task 17 28) Latin; 29) doctors; 30) technical vocabulary; 31) grammatical resources;
32) Royal Society; 33) German; 34) industrial revolution.
Task 18 35) not given; 36) false; 37) true.
Task 19 38) popular; 39) Principia; 40) local audience.
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Listening (transcript)
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SECTION 1:
You will hear two teachers, Andrew and Katie, discussing the coming excursion of their
language class.
Andrew: Well, we have this school excursion planned, but when exactly is it? Is it this
Tuesday or Wednesday?
Katie: Well, it can’t be Tuesday, with the English tests taking place.
Andrew: Ah, right. Not Tuesday, but Wednesday.
Katie: That’s right - all day Wednesday - taking a bus outside the city.
Andrew: And where are we going?
Katie: Ah, last month we went to Arthur Island, so this time we’re going to the... Animal
Park.
Andrew: Arthur Island was okay, but it was too cold. Let’s hope the weather for this week’s
excursion is better. I don’t suppose animals care about bad weather, but I certainly do. Have
you heard the forecast?
Katie: Yes, and it’s not too bad. Basically, they’re saying Monday will be sunny.
Andrew: Good...
Katie: But then the weather will change.
Andrew: Not so good.
Katie: Yes, Tuesday we’ll have some showers, but by Wednesday, the day of our excursion, it
will be... well, their words are “cold and cloudy”.
Andrew: Cold and cloudy. Well, as long as it isn’t “wet and rainy”, I’m happy enough. We
won’t need umbrellas, just warm clothing. And what time will we get there?
Katie: Let’s see. The bus picks us up at 8.30 am, and then it’s an hour and a half on the road,
so we arrive at 10 am... sorry, with the 15-minute break, that will actually be 10.15 am.
Andrew: That’s early enough. Then all our students can see the animals, have their fun, and
do whatever they want to do.
Katie: Well, one fun event planned that day is “Birds of Prey”.
Andrew: What’s that?
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Katie: That’s when they bring out several birds of prey: eagles, falcons, kites, those sorts of
birds, and throw pieces of meat into the air, and the birds swoop down and eat them. It’s quite
impressive.
Andrew: Sounds great. “Birds of Prey”. Are there any other activities?
Katie: There’s a catered lunch at the park restaurant. We’ve already paid for that, and in the
afternoon there’s... well, I had a choice between the “Reptile Display” and the “Koala
Handling”. In the reptile display, the students can handle live pythons and various other
snakes.
Andrew: Surely they’d rather hold koalas?
Katie: I’m sure, but the koalas can’t be handled unless the weather’s sunny, and given the
forecast, I thought it better to choose the reptile display.
Andrew: Ummm, that’s a shame. These Asian students would love the “Koala Handling”.
Katie: Yes, I know, but we can’t control the weather.
Andrew: And, then we get back. What time will that be?
Katie: We leave the park at 4.30, but then we face traffic, so we won't get back until well after
6 pm. It will most likely be 6.30. But that’s better than the last trip: we didn’t get home until
8.30 that time.
Andrew: Yes, that was a bit too late, wasn’t it?
Katie: Andrew, I understand you’ve been doing some research regarding the breakdown, by
nationality, of our student body. That must have produced some interesting results.
Andrew: You’re right. I got some statistics from head office.
Katie: I would imagine that most of our students are either Japanese or Chinese.
Andrew: You imagine right. But it’s the Chinese who constitute the majority, but only just. I
had thought Koreans might be second, but it’s actually the Japanese, quite close behind. It’s
somewhat surprising, but obviously, all those Study Tours that our university markets in
Japan are bringing in students.
Katie: What’s the breakdown exactly?
Andrew: Japanese are a quarter of the whole, which is considerable. Last year they were only
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16%, so that market has grown nicely. Ah, the only other proportions of some weight are the
Indonesians and Koreans - about the same. Indonesians at 15%, and... ah... the Koreans are a
little higher -not like last year when they were less than 10%.
Katie: I thought we’d have more Indonesians than Koreans.
Andrew: Well, as I said, they’re about the same - just like the Saudi and Thai student
numbers, almost the same also - both just under 10.
Katie: Which one is bigger?
Andrew: Ah, Thai students number just a fraction more. As for the other nationalities,
collectively, they’re only 3%, so it wasn’t worth giving each of them a separate category. I
just grouped them under “other” - that’s Vietnamese, South American, a couple of russians,
and so on.
SECTION 2:
You will hear a representative from EasyTravel Travel Agency explaining to some customers
the benefits of her company.
Hello everyone. Now, you’re here because you’re interested in travel, right? And you’re in
the right place, for at EasyTravel, we have the best deals for the best locations. We specialise
in eco-travel, or holidays designed to get you amongst nature, ignoring the hustle and bustle
of big cities. So, whether you want to hike in Nepal, as many people do, or follow some
jungle paths in the rainforests of Queensland, we can give you the best deal.
If you look at our office here, you’ll see our overseas consultants. That’s for trips overseas,
obviously, to Europe, to North America, but primarily for the Asian market, which is
generally more popular in this part of the world. Most people like that touch of the orient,
right? But they also like the domestic market since this country offers its fair share of
beautiful natural vistas. What about the deserts, anyone? What about some striking red-rock
gorges? Then, talk to our domestic consultants, who can arrange anything you want. But they
deal with the accounts in the morning, so you’ll need to talk to them in the afternoon. And
remember, our office doesn’t open at night, sorry to say.
Now, around the outskirts and outer regions of this city, there are many beautiful places that
you might not be aware of. And the advantages of these regional locations are many. Mostly,
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by being closer, some of them can be done in a day tour. Yes, it’s fast and convenient, with
none of those long-haul bus trips which often leave you cramped and uncomfortable and
stuffing heavy suitcases into luggage racks.
But, I should tell you about our buses, those that are needed for the somewhat more distant
holiday destinations. They definitely do not suffer from those problems I just mentioned. We
use the services of the famous Sleek Line Company, whose buses are known as the very best.
Yes, they are big, yes, they are comfortable, but what makes them especially different is the
personal attendant, who accompanies the driver, ready and willing to serve you and ensure
that your trip is the very best. So, whether it’s overseas or local, we can certainly give you
what you want. Now, do you have any questions?
Right, let me orient you to our main EasyTravel office here. On this table right beside us are
travel magazines for you to browse through, and on the wall next to that are many more for all
parts of the world. Our four travel consultants sit over there, on the other side of that long
counter. That’s right, four of them, side by side, all serving various regions.
Now, let me tell you their specific functions. Firstly, the consultant on the left, next to the
plant, is the “Local Tours” consultant, serving tours in the immediate vicinity of this city.
Next to her is what we call “Regional Tours”, targeting the state-wide options. Next to her is
the “Interstate Tours”, and that can involve either buses or planes, in the former case, utilising
the SleekLine Bus service, as you know. And finally, next to her, in the corner, is “General
Enquiries”, which is self-explanatory. If you have questions of a general nature rather than
one relating to specific destinations, you can go there.
Now, as I said, we can do international tours, and for that, you need our big office, just
through that door - the one between those two plants. However, if your international tour is in
the Asian region, which is generally our most popular option, then we deal with that in a
separate room, the one opposite International Tours, but not the corner one. Just go through
that door on the left - the one next to that cupboard. The door next to that is, in fact, our
General Office, so please don’t go through there. That’s reserved for staff members only.
SECTION 3:
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You will hear two students, Sam and Liz, discussing their university orientation program.
Sam: Hi, Liz. How do you feel about starting university here?
Liz: A little bit nervous, but I’m confident I can handle it. This orientation program seems
like it will help us a lot.
Sam: Sure. I’m looking at the timetable here myself. It seems that there are choices available.
Liz: I can see. So, what are you going to do Monday afternoon? In the morning, we all have
the opening lecture, but it looks like we have a choice later that day, as you said.
Sam: Well, the “Careers Lecture” might be helpful, but I am interested in the “Uni Tour”. It’s
probably too early to be thinking of careers now, anyway, and I want to know what’s what at
this new university, so I’m doing the tour.
Liz: Alright. I’ll come along with you. Might learn something interesting. After all, we
haven’t seen much of this place yet, and we will be spending four years here.
Sam: Tuesday is another full day, too. In the afternoon there’s a lecture about study skills, but
that morning offers another choice.
Liz: “Library Tour” or “Student Union Induction”. What do you think?
Sam: I think the student union is very important, but we can go there any time, right, so we
should take advantage of the library tour while it’s being offered. Maybe the week after, you
and I can go to the student union.
Liz: Library it is, then. Now, Wednesday has a free session in the morning, but after lunch,
there’s a choice between visiting the computer lab or attending a lecture on our legal rights.
Sam: Well, law and rights are important, but computers are the basis of everything these days,
so I’m going to the computer lab.
Liz: Don’t you think knowing our legal rights is equally, if not more, important? We live in a
very litigious and complex society now.
Sam: Sure, but it’s something we can pick up later, so let’s leave that one out.
Liz: Okay.
Sam: Let me see the timetable. Thursday is a free day, and the week winds up with some
celebrations on Friday afternoon. It looks like a fun choice, too. There’s either a BBQ on the
171
main lawn or the dance.
Liz: I never pass up the chance to eat something. What about you?
Sam: If I can get a free meal, I’ll take it any day, and I’m not good at dancing anyway.
Liz: Well, that’s that decided. Right?
Sam: Right!
Sam: Guess what, Liz? There’s another interesting thing in this orientation booklet, and it
looks important about a “style guide”.
Liz: What’s that?
Sam: Take a look yourself. It seems to be a set of rules regarding how to present written work
- essays and that sort of thing - to the lecturers. They want a uniform style of presentation.
Liz: I can see. So, everything we hand in must have a header and a footer.
Sam: A what?
Liz: A header and a footer. The footer is at the bottom of the page, and the header is at the
very top. That’s why they call it a “header”, you know, that little bit of writing giving details
about the work. And they also want the word count. Why do they need that?
Sam: I guess because the lecturers will specify the number of words they want for their
assignment, and they want to be sure students follow this.
Liz: And even the heading on the page has to be a specific dimension. 16 points, and bold
print, and underlined.
Sam: And subheadings are 14 points, and the font has to be Arial for everything.
Liz: Yes, the main text is Arial, too, as you said, and the size is 12 points, with the header and
footer being slightly smaller, at 10 points each. Well, it seems logical. The size of everything
is in proportion to its importance, but why do they need the spacing of the main text to be one
and a half? The header and footer are different. They’re only single-spaced.
Sam: Probably to allow the teacher to insert comments or corrections or just to make it all
more readable, I suppose.
Liz: And we need wide margins on the left, right, top, and bottom, probably for the same
reason. Lots of space to allow the addition of comments. That’s a bit scary, actually. It seems
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to assume we will be making mistakes.
Sam: And look what they want in the header and footer. The header has the name of the work.
Liz: Not the name of the teacher?
Sam: No, the work, but surely the teacher’s name must go somewhere. Ah, here it is. It goes
in the footer.
Liz: Okay, I’d say this is all logical. If a page is lost, say, falls to the floor, then with all this
information, it can always be traced back to the teacher involved.
Sam: Right - as you say, all very logical.
SECTION 4:
You will hear a lecturer discussing public parks.
Most of us are familiar with a local park. We spend time there, play there, and have some of
our best memories in these places. But what is a park? Basically, it can be defined as a
natural, or at least semi-natural, piece of land planted with a variety of trees, bushes, and
flowers, protected and reserved for the enjoyment of all citizens. There are usually regulations
about the sorts of behaviour that can take place within. And sometimes there are facilities
such as children’s playgrounds or fields for ball games and other sorts of activities. For this
reason, if there is grass, it is kept short, and this also discourages the breeding of insect pests.
A well-maintained park actually needs a lot of people to look after it, and more so if the park
showcases special plants, flowers, or trees, in which ease it is called a “botanic garden”. In
complete contrast, if the park is big and remote enough, it is sometimes designated as a
wilderness park, to be left completely alone and untouched, protected from all development in
order to allow wild species, both plant and animal, to live undisturbed.
But it is the urban park - the sort of park that most people are familiar with, that I want to talk
about now. These preserve natural landscapes for the pleasure of the urban population, most
commonly just for passive recreation - in other words, allowing people just to observe the
trees and lie in the grass, and such passive recreation is certainly needed.
Continuing on the subject of parks, it might surprise you to know that once there were none.
A thousand years ago, there was no need since there were already extensive open spaces,
forests, and wilderness surrounding most cities and towns - for example, in Europe. These
173
dark, dank forests were large and even dangerous, full of wild animals and with the
potentially fatal result of getting lost. Hence, fairy tales evolved about witches living in these
areas, and the wolves and bears, which could threaten young children.
However, with the rapidly increasing human population, the original wilderness and natural
open spaces were intruded upon. Forests were cut down as populations spread, and with them,
urban pollution and further deforestation. But it was only with the advent of the Industrial
Revolution that people realised natural areas needed to be preserved to give the populace
access to the sort of nature that was fast disappearing due to the uncontrolled development
and demand for resources.
The first park, expressly designed for that purpose, is usually considered to be Princess Park
in Liverpool. This was in 1841, on land donated to the public by a rich iron merchant. With
such a generous donation (worth about £50,000), the council decided to invest £5,000 of its
own money in making it look good. Consequently, they hired a landscape designer, Joseph
Paxton, who designed twisting turning pathways among shade-giving trees, all based around a
central lake. In many ways, it became the prototype for all later large parks, including the
famous Central Park in New York.
But, if we were to pick the park that most people are familiar with, it would be the much
smaller neighbourhood park. These can be tiny, but by being in the midst of extensive
development and dense populations, they are increasingly seen as a refuge where one can get
a glimpse of true nature. Many psychologists now maintain that this glimpse is necessary, for
ultimately, as a species, we have an innate affinity for nature, and the concrete urban zoo
clashes with our inner being. This has seen the rejuvenation of many urban parks that were
once left to decay, for example, in New York or London, and indeed, some cities, such as
Melbourne, are known all over the world for their abundance of carefully maintained parks,
including a world-famous botanic garden.
174
Lesson 30
175
Task 1. The task’s objectives are to evaluate the test-takers’ understanding of the dos and
don’ts in the IELTS Speaking section. By completing this task, candidates can demonstrate
their proficiency in IELTS Speaking, indicating they are well-prepared to use effective speaking
strategies and avoid common pitfalls in the exam.
Answer keys:
1) Do; 7) Do;
2) Don’t; 8) Don’t;
3) Don’t; 9) Do;
4) Do; 10) Don’t;
5) Don’t; 11) Do.
6) Do;
a time limit for each round of the activity. Monitor the pairs, offer support and guidance as
needed, and take note of any common mistakes or areas for improvement that can be addressed
later as a class.
Task 3. Ask students to assess their partners using the IELTS Academic Speaking Band
Descriptors (Appendix Lesson 5). By evaluating each other’s answers, students can offer
constructive feedback and suggestions for improvement, leading to a deeper understanding of
their speaking and areas for development.
a time limit for each round of the activity, such as 3-4 minutes per person. Make sure each of
the students participates both as a candidate and an interviewer.
Descriptors (Appendix Lesson 5). By evaluating each other's answers, students can offer
176
a time limit for each round of the activity, such as 4-5 minutes per person.
Descriptors (Appendix Lesson 5). By evaluating each other's answers, students can offer
Task 8. Students count their overall band score and brainstorm ways to improve their results
(grammar and vocabulary range, etc.)
177

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IELTS EXAM PREPARATION COURSE

(recording: Lesson 1 Track 1)

2) True; 6) Not given;

1) Test Report Form; 7) Goals;

4) Half-band; 10) Valid;

5) Very good user; 11) Retake.

(recording: Lesson 1 Track 2)

2) 2 hours and 45 minutes; 6) 11-14 minutes;

2) Academic version; 5) Average;

3) General Training; 6) Required.

(recording: Lesson 1 Track 1)

Section 1 a conversation between two people set in an

4) Predicting track 4 – representation of the concept of couchsurfing

track 1 proficiency, competency, performance review,

• Numbers. Students study the information.

• Dates and time of day. Students study the information.

Dates may be written as:

1) 14/14th July or 14/7 or 7/14

2) Nov./November 21/21st or 21/11 or 11/21

3) ‘80s or eighties or 80’s

4) 19th century or C19

5) 14/14th March 1879 or 14/3/1879 or 3/14/1879

• Measurements. Students study the information.

Lesson 2 Measurements fraction percentage decimal fractions currency

1) ¼ or one-quarter 5) twenty kilograms, 20 kilograms, 20 kg

2) 14½% or 14.5% 6) 1.5 degrees

Task 13. Table completion task type: practice.

Lesson 2 Job Market Trends

1) proficient; 4) Business Administration;

2) design software; 5) Renewable Energy Engineer;

Task 14. Table completion task type: practice.

Task 2: problem solution, contrasting opinions, double question, advantages and

2) The comparison involves two different participants: Canada and Australia.

1) There was a dramatic drop in wired headphones sales.

Topic words Export of rubber ducks, USA, UK, EU

Task 12. Students practise describing the line graph.

A) Cheryl Woods; D) Jane;

B) Tom Walton; E) Tracy;

аудіо IELTS Listening while reading

1) 600; 6) structuring the plot;

2) backpacking through Europe; 7) authentic story;

4) upcoming book; 9) was onto something special;

5) interviewed locals; 10) length and complexity.

аудіо Lesson 4 Task 3

Task 5. Students practise completing the map labelling task type.

Task 6. Students practise completing the plan labelling task type.

аудіо Lesson 4 Plan labelling

1) bottom rack; 3) salt reservoir;

2) cutlery basket; 4) detergent dispenser.

✓ Focus on the headings and subheadings.

✓ Pay attention to the first and last sentences of paragraphs.

✓ Look for keywords or phrases.

Task 4. In this task, students practise their skimming skills.

Task 5. In this task, students practise their scanning skills.

1) wheat, rice, maize;

2) governments, international organisations, scientists, farmers, and communities;

Task 6. In this task, students improve comprehension and summarisation abilities by

• Climate Change and Crop Yields

• Influence of Climate Change on Growing Season and Crop Suitability

• Effects of Climate Anomalies on Crop Productivity

• Vulnerability of Staple Crops to Environmental Stressors

• Collaborative Efforts for Climate Change and Food Security

• Stakeholders in Climate Change Mitigation for Food Security

Keywords: Technology, classroom discussions

IELTS Preparation Course Teacher's Guide

IELTS Preparation Course Teacher's Guide