Mindset for IELTS Level 1 Skills Modules - Copy

MINDSET IELTS 1
UNIT 9
LANGUAGE
A. Grammar & Vocabulary

Exercise 1: Complete the sentences with a preposition or adverb. Choose – in
the two sentences that do not need a preposition.
about by to with – –
1 I usually communicate _________ email with my lecture at university.
2 If you are having a difficult time, it is best _________talk to someone.
3 You must be able to hold a conversation _________ someone to pass exam.
4 You can’t take the course, unless you speak _________English really well.
5 Have you got any free time? I want to have a chat about something.
6 Do you want to discuss _________a topic for the project?
Exercise 2: Match the sentence halves.
1 I’m going to study ● ● online videos.
2 I’m going to talk ● ● to songs in English.
3 I’m going to use ● ● a vocabulary notebook.
4 I’m going to listen ● ● newspaper and magazines.
5 I’m going to keep ● ● a dictionary.
6 I’m going to watch ● ● emails to my friends.
7 I’m going to read ● ● with a teacher in a classroom.
8 I’m going to write ● ● to people whose first language is English.

Exercise 3: Complete the sentences with the positive, negative or question forms
of going to for future plans. Use the verbs in brackets. The first question has been
done for you.
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1 I am going to buy (+/buy) a paper dictionary as I can’t use an online dictionary

exam.
2 ____________________ ( – / worry) about my English test tomorrow. It is only a
practice exam.
3 ____________________ (?/ you/ learn) some French before your holiday in Paris?
4 ____________________ (+/ try) my hardest to improve my vocabulary over the
next few weeks.
5 ____________________ (?/ you/ meet) them outside the library? I think they are
waiting for you.
6 ____________________ (– /she/ live) in campus accommodation when she goes to
university. Her brother lives in the same city so she can stay with him.
Exercise 4: Write questions for the answers with going to for future plans. The
first question has been done for you.
1 what / going to / do / after lunch / ?
 What are you going to do after lunch?
I’m going to cycle home and do my English homework.
2 who / going to / do / the language project with / ?

Probably Peter, but if he already has someone to work with, I’m going to ask
Aaron.
3 where / going to / buy / a dictionary from / ?

There is a big bookshop near my house. I’m going to go there.
4 how / going to / improve / your language skills / ?

Practice, practice and more practice.
5 when / going to / tell / the teacher about your homework / ?

I think I should do it at the start of the lesson.
6 why / not going to / go to university next year / ?
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
Because I am going to work for my father’s company instead.
Exercise 5: Complete the conversation with the words in the box.
advantage advice effort fun progress skills time work
Susan: Mark says he won’t able to pass his English exam, so he’s not going to make
an ___________.
George: Well,that’s not surprise. He never does any ___________.
Susan: I tried to give him some ___________, but he didn’t take it. He only wants to
have fun. He doesn’t care
about studying.
George: I tried, too. I told him that it takes a long ___________ to learn a langauge,
and it’s hard work.
Susan: He watches films in English and does look up what the actors are saying on
the Internet.
George: That’s a good start. He should aslo preactices his speaking ___________ as
well as listening.
Susan: Exactly. It’s more difficult to make any ___________ if you don’t try to
speak.
George: He also has a big ___________ because his dad is an English teahcer! Maybe
we can enocurage him to try more.
Exercise 6: Complete the sentences with the words in the box.

1 Mark isn’t going to study because he believes he is going to fail ________________.
2 He didn’t want to take Susan’s ________________.
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3 Mark isn’t interested in his studies and he prefers to ________________with friends.
4 George told Mark that it takes a lot of effort to learn a language and it happens over
a ________________.
5 Gorge thinks that without practicing your speaking skills, it is more difficult to
________________.
6 The biggest advantage that Roberto has is that his father teaches
________________.
Exercise 7: Complete the table. Make collocations with the words in the box.
dinner a mistake a difference a picture
a test somebody laugh a guess a walk a noise an exam
Make Take
_________________ _________________
_________________ _________________
_________________ _________________
_________________ _________________
_________________ _________________
Exercise 8: Read the sentences. Choose the correct answers.

1 It is a beautiful day. I am going to make/ am going to take/ am taking a walk
2 Lucinda is upset. She thinks she made/ makes/ took lots of mistakes in the exam.
3 Robert is so funny. He really is making/ makes/ takes me laugh.
4 I always am taking/ make/ take lots of photos when I go sightseeing on holiday.
5 What really is making/ made/ makes a difference to your language skills is if you
don’t worry about doing/ making/ taking mistakes.
Exercise 9: Complete the presentation. Use the words and phrases in the box.
Firstly However In addition In conclusion also
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I’m going to talk about a project I did a college. _____________, it was a language
project, and I worked with my friend, Peter. We had to find out how many people in
college speak more than one language and _____________ what their level of English
is. I like doing this sort of project, so was happy to work hard. _____________, Peter
is also a very good student, so we helped each other a lot, and it was quite easy in the
end. _____________, we didn’t get any good advice from Miss Smith in the college
office. She didn’t want to do anything for us at first. Then she gave us the information
from last year, not this year, and then she couldn’t find the correct information!
_____________, she didn’t help us at all.
Exercise 10: Complete the sentences with the words and phrases in the box.
about are going to have are talking about can practice
communicates by had talked about to have with
1 I don’t know which university to apply for. My father and _____________a chat
about it
tomorrow.
2 Come in , Alison. We _____________what to have for dinner. Maybe you can help
us.
3 We _____________this last week – I don’t want to have a party for my birthday.
4 I don’t know anyone who _____________letter anymore. I only ever send emails.
5 Our English teacher always tells us to have more conversations with each other after
class, so we can
practice our speaking and listening skills more.
6 I _____________ a chat with my mum about which language course to take.
B. Language Builder
Exercise 1. Match the phrases with the pictures. Use the phrases in the box.
camp in the dessert climb a mountain go surfing go to China ride a
horse sail a boat swim in the sea visit New York
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1 _______________ 2 _______________ 3 _______________
4 _______________ 5 _______________ 6 _______________
7 _______________ 8 _______________
Exercise 2: Choose the correct words to complete the sentences.

1 I’ve been/ gone/ visited New York several times.
2 He’s driven/ sailed/ visited a boat to Canada.
3 We’ve climbed/ run/ walked a high mountain.
4 They’ve been/ stayed/ visited to China.
5 She’s bought/ caught/ paid a lot of souvenirs.
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6 I haven’t driven/ ridden/ walked a horse.
7 He’s never camped/sailed/ swum in the desert.
8 I’ve often brought/ caught/ flown from Manchester Airport.
9 She’s been/ flown/ sailed surfing in Hawaii.
Exercise 3: Complete the negative sentences in the present perfect.

Positive Negative
1 I’ve camped in the dessert. I _________ camped in the dessert.

2 He’s climbed Mount Everest. He _________ climbed Mount Everest.
3 They’ve flown to Paris. They _________ flown to Paris.
4 She’s been to Abu Dhabi. She _________been to Abu Dhabi.
5 We’ve eaten insects in Thailand. We _________eaten insects in Thailand.
6 I’ve ridden a wild horse. I _________ ridden a wild horse.
Exercise 4: Complete the sentences with the correct answers. Use the words in the box.
ate been did eaten
have haven’t ridden ride went
Infinitive Present perfect Past simple
visit David, ______you visited many big Sarah, ______you visit Glasgow
cities in Europe? last year?
go She’s ______ to Mexico many He ______ to London in June.

times.
ride Has he ever ______ his bike in the Did she ______ her bike to college
mountains? this morning?
see We ______ see Buckingham Palace He ______see any tennis last week,
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yet. because it rained.
eat They’ve ______ meat. On Monday evening, we ______ in

a French restaurant.
Exercise 5: Match the answers with the questions.

Yes, I ate some when I was in Thailand.
Yes, I drove on that side of the road when I was in England.
Yes, I flew from there last month.
Yes, I saw it on my trip to the US.
Yes, I went there last year.
Yes, I wrote her one yesterday.
Have you ever been to the USA? ___________________.
Have you ever seen the White House? ___________________.
Have you ever flown from Berlin? ___________________.
Have you written an email to your sister about your trip? ___________________.
Have you ever driven on the left? ___________________.
Have you ever eaten any insects? ___________________.
Exercise 6: Read an email about a visit to New York. Choose True or False.
Hi, Max!
We arrived safely last week. Our hotel is in the center of the city, near most of the tourist sites.
On our first day, we went on a trip round the city on a tourist bus. It was fantastic! We’ve already
been to Central Park and taken a boat trip on the river. We’ve also visited the Statue of Liberty.
This morning, we went to the zoo in Central Park. It’s quite small and doesn’t have many big
animals. There are no lions, tigers or elephants, but it’s really beautiful and has really good views
of Manhattan.
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Have you ever been to New York? Have you read anything about the history of the city? Have you
heard about other interesting places to visit in New York?
I’ll write again before we leave.
Sara
True False
1 Sara has just arrived in New York. ○ ○
2 Her hotel is not very close to the main tourist sites. ○ ○
3 Sara hasn’t visited the Statue of Liberty yet. ○ ○
4 She has been to the zoo in Central Park. ○ ○
5 The zoo doesn’t have any lions and tigers. ○ ○
6 There isn’t a good view of Manhattan from the zoo. ○ ○
7 Sara wants to know if Max has been to New York. ○ ○
8 Sara asks Max if he’s heard about any good palaces to eat. ○ ○
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Exercise 7. Read the email. Choose the correct endings for the sentences.
Hi, Sara!
I’ve just gone online and read your email. Thanks! It was good to hear from you. Your first holiday
in New York sounds fantastic. As you know, I’ve been to America several times, but I’ve never
visited New York City. I’ve usually spent time further north in some towns on a big river near
Canada. I’ve also sailed in a small boat across one of the Great Lakes into Canada. That was really
exciting.
I’ve seen TV programs about Central Park, but I didn’t know there was a zoo in the park. I’ve also
seen lots of photos of the Statue of Liberty and I’ve read a lot about its history as well. I think it was
a present to the American people from France. Am I right?
Have you eaten many American beef burgers yet and have you drunk any real cola? I think they are
both so much better than what we can buy here. Or am I dreaming?
Bye for now,
Max
1 Max read Sara’s email 3 He’s often visited 5 He’s seen TV programs about
○a long time ago. ○new york city. ○the Statue of Liberty.

○in the last few minutes. ○some towns in Canada. ○Central Park.
○yesterday. ○some towns near Canada. ○the zoo.
2 He has visited the US 4 He’s sailed in a small boat 6 He’s studied the history of
○never. ○on a lake. ○France

○once. ○on the sea. ○the Statue of Liberty.
○three or four times. ○on the river. ○American food and drink.
Exercise 8: Put the words in the correct order to complete the sentences.
1 Delayed flight was but we arrived week the safely
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last .
2 Trip around a tourist bus on yesterday we went the city a

.
3 Many places so already been we’ve interesting to .
4 Boat went this along the trip river on a

morning we .
5 Ever have you to China been ?
6 You about country history the read or geography

have of the ?
7 But never visited been Bristol several times, to England

I’ve I’ve .
8 She fish and chips ever hasn’t eaten .
9 Fruit juice any ever real have drunk they ?
Exercise 9. Read the email about a holiday. Choose the correct answers.
Hi!
We’ve arrive/ arrived/ arriving safely in Paris, but our flight been/ has/ was delayed for three
hours and we didn’t reach/ reached/ reaching our hotel until late in the evening. The hotel is in
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the center of the city, near the Eiffel Tower. Yesterday, we go/ have been/ went on a bus tour
round the city and we have visited/ visited/ visiting most of the main tourist sites. This morning,
we gone/ have been/ went to one of the big museums and after that I had/ have had/ having fish
in a cream sauce in a nice restaurant. It has been/ was/ were fantastic! Oh, I forgot. All the shops
we saw/ see/ seen have been/ was/ were full of interesting souvenirs, but I haven’t bought/
buy/ buying anything yet.
Have you ever been/ go/ went to Paris or somewhere else interesting? Please tell me about it! I’m
sure you’ve saw/ see/ seen lots of pictures of the Eiffel Tower. Have you ever ate/ eat/ eaten fish
in a cream sauce? If not, you must try it.
See you soon.
Moto
C. Reading & Writing

Exercise 1: Match the sentence halves.
1 I practice speaking Spanish every day
● ●
2 I think that I made a lot of mistakes in my French essay.
● ●
3 Writing to a penfriend an online English course?
● ●
4 I am meeting abroad to learn French.
● ●
5 Have you ever taken a new language app on her phone.
● ●
6 Yesterday my sister is useful for practicing language.
downloaded ● ●
7 I often use a webcam to talk to my Italian
● ● friends.
8 I want to travel my language exchange partner
● ● today.
Exercise 2. Read the leaflet about a language school for children. Choose True, False or Not
Given.
Would you like your son or daughter to speak another language? At Languages for Kids we offer
classes on Saturday mornings in French and Spanish, and in Chinese and Japanese on Saturday
afternoons. The classes are taught by qualified teachers who are first language speakers. The
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lessons are fun and enjoyable for children. There are no grammar exercises, but there are a lot of
chances for children to speak the language. They play games, sing songs and even try food from the
country of the language they are learning.
We have classes for children between the ages of 4 and 11. The morning classes start at 10:00 a.m.
and finish at 1:00 p.m., and the afternoon classes start at 1:00 p.m. and finish at 5:00 p.m. Every
week the children will do some homework to help them to practise the language they are learning.
It is not difficult and it will not take more than half an hour. At the end of the year, we will write a
report for each child to let you know how much they have improved in their language. If you would
like to find out more information, please go to our website.
True False Not Given

1 The language classes take place at the weekend. ○ ○ ○
2 there are Spanish classes in the afternoons. ○ ○ ○
3 The children study a lot of grammar in the language classes. ○ ○ ○
4 The children often play games outside. ○ ○ ○
5 Some classes finish at 1: 00 p.m. ○ ○ ○
6 The children have to do homework every week. ○ ○ ○
7 The classes are too difficult for some children. ○ ○ ○
8 Parents can find out more about the classes online. ○ ○ ○
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Exercise 3. Read an advertisement for a language exchange partner. Write one

word from the text in each gap.
Wanted: Italian language exchange partner!
Hello, my name is John Armstrong. I am a second-year student studying Law and Italian here in London. Next
year, I am going to study at university in Rome for one year. I am looking for an Italian student who would
like to meet me for a language exchange to help me improve my Italian. I have been to Italy many times with
my family on holiday, so I know quite a lot of Italian, but I would like to practise speaking with an Italian
person. Also, I think that I am going to make a lot of mistakes in Italian when I study abroad, so I would like
somebody to help me to study Italian grammar. I am also not good at writing in Italian, so I would like
somebody to look at my essays.
At the moment I take Italian classes on Thursday evenings. I am going to download an app for learning Italian,
but I think that I need some more help. I am free on Monday or Wednesday afternoons. We could either meet
at my house, or in the café next to the library. If you would like to meet me, please send me an email.
Thank you,
John
1 John is now studying in ______.
2 John is going to spend a year at university in ______.
3 He wants to meet someone to practice ______ in Italian with.
4 He thinks that he is going make a lot of mistakes with Italian ______.
5 he wants somebody to help him to write better ______.
6 He is taking classes and is going to use an_________to help him study Italian.
7 He can meet his language exchange partner in the____________on Monday or

Wednesday.
8 He wants to meet his language exchange partner at a ______ or at his house.
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Exercise 4. Read a review of a new app for learning a language. Complete the
summary with the correct answers.
Language Master is the lastest mobile phone app to help you learn a new language. When you
download the app, you can learn new words in the language, do quizzes, play games and translate
words. Language Master is available in 20 different languages, and 30 countries. I am studying French
at school, and have an important exam at the end of this term, so I decided to try Language Master for
one month to see if I would help me to improve French.
I found the app very useful for learning about grammar rules. The quizzes helped me to use grammar
correctly, and if I made a mistake, it told me why it was wrong and what I needed to do correct it. I
also leant a lot of new words in French. The games were very good for practicing new vocabulary, and
they stopped me from getting bored.
The app was very easy to use and I enjoyed using new phone to practice French. I used it a lot on the
bus on my way home, and in the library at school. It was much better than studying with a book,
because I didn’t need to take a lot of books to school every day. The only bad thing about the app is
that it is quite expensive. It costs, £ 7.00, which might be difficult for some people to spend. I think
that it í a very useful way to learn languages, and I have told my friends to download it.
Laura, 16, London.
The Language Master app
1 A mobile phone app to help people learn a game/ language/ quiz.
2 Available in 2/ 20/ 30 different languages.
3 Can be used to get bored/ practice vocabulary/ stop mistakes do quizzes and play
games.
4 Advantages: Good for learning practice/ quizzes/ rules for grammar. Don’t have
to carry a lot of
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apps/ books/ bus tickets.
5 Disadvantages: It’s difficult/ expensive/ slow to download – costs £7.00.
Exercise 5. Read the article about learning languages. Choose the correct
answers.
Today, there are so many ways to learn a new language. People can take language courses at school or
college, in the evenings, in another country, online, or even using apps on their phone. However, many adults
still find it difficult and so there are advantages to learning a new language as a young child.
Young children learn new languages faster than teenagers and adults. This is because they haven’t spoken
their first language for a very long time, so their brains are still ‘ready’ to learn languages. If children hear
people speaking another language, they will quickly learn how to speak it. Of course, the best way for children
to learn a new language is to move to a country where people speak the language. If this is not possible,
parents could send their children to a school that teaches some lessons in another language. Younger children
may also enjoy watching cartoons or reading storybooks with pictures. This will help them to learn new
words.
Teenagers can learn new languages easily if they are interested in the language and the country where it is
from. However, not all teenagers enjoy learning languages at school, so it is important that they learn
languages in interesting ways. For example, they might enjoy watching films and television programmes, or
reading books and magazines. A new way to learn languages is through mobile phone apps, which teenagers
often enjoy, especially if they have a lot of games. Also, having a penfriend helps teenagers to improve their
writing, and going on a language exchange with their school helps them to improve their speaking.
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In conclusion, children, teenagers and adults learn languages differently, so they need different ways to
practise. It’s a good thing for people to learn to speak another language when they are young. It can help them
to get better grades at school and it can be useful when they visit another country. However, the most
important advantage is that it is easier to learn a language as a child than it is as an adult.
1 The essay talks about the apps/ courses/ ways that people learn languages.
2 Adults/ Children/ Teenagers learn new languages more quickly than other people.
3 For children to learn a language, the best thing is go online/ to school/ to the country.
4 Cartoons and books will help children to learn new pictures/ stories/ words.
5 Some teenagers need easy/ interesting/ new ways to learn languages.
6 One way for teenagers to help their writing in a new language is to download apps/
have a penfriend/ read magazines.
7 Younger and older people don’t learn languages in different/ fun/ the same ways.
8 It is an advantage/ easier/ more difficult to learn a new language as an adult than as

a child.
Exercise 6. Put the words in the correct order to complete the sentences.
1 Many learning to advantages new language there a are .
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2 Penfriend Maria I Spanish a called had .
3 Started primary school learning I in French .
4 I’m going to to download an study French app .
5 Partner exchange language meet I’m a going to .
6 English is in my sister going to study t the USA .
7 Practice speaking day it’s every to important .
8 Words going to learn every three day new I’m .
Exercise 7. Put the sentences in the correct order to make a paragraph.
Firstly, young children can pick up new languages very easily.
For example, people who learn a second language well, often find it easier to learn a third language.
Secondly, if children learn a second when they are very young for three reasons.
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It is a good idea for children to learn a language when they are very young for three reasons.
Finally, children who can speak two or more languages often have good communication skills and make
friends easily.
For example, if they hear people speaking another language, they are quick to repeat the words that they
hear.
Exercise 8. Complete the text with the correct linking word or phrase from the
box.
Firstly For example Furthermore However Secondly To sum up
There are many advantages of leaning a new language. ____________, it is useful to

speak another language if you enjoy travelling to other countries. If you can speak the
language of that country, it will be easier for you to do simple tasks. ____________,
you can ask for directions, order food and go shopping.
____________, you may not always understand what people are saying to you.
____________, speaking another language could help you get a job in the future.
There are many international companies which want to hire staff who can speak
different languages. ____________, if you speak another language, you may have the
chance to travel to other countries for your work, or even to move to a different
country. ____________, learning another language can help you to have fun when you
are travelling and too get a good job in the future.
Exercise 9. Write an essay about the advantages of learning English. Include your
own experience and your future plans for learning English.
Notes
Remember to include:
1 an introduction.
2 a paragraph about the advantages of learning English.
3 a paragraph about your past experience of learning English.
4 a conclusion including how you are going to learn English in the future.
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D. Listening and Speaking

Exercise 1. Listen and match the speakers with the activities. (Tracks 9.1 – 9.8)
1 Track 9.1 ● ● writing emails to friends in English.
2 Track 9.2 ● ● talking to people whose first language is English
3 Track 9.3 ● ● going to English classes
4 Track 9.4 ● ● watching TV in English
5 Track 9.5 ● ● reading books, newspapers and magazines
6 Track 9.6 ● ● listening to the radio in English
7 Track 9.7 ● ● keeping a vocabulary notebook
8 Track 9.8 ● ● using a dictionary
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Exercise 2. Listen to people talking about the advantages and disadvantages of

taking language classes. Write the opinions in the correct columns. (Tracks 9.9
– 9.16)
Advantages Disadvantages
do pair and group work too expensive
The class is too large. The teacher can’t give everybody the help they
make new friends
need.
really good fun not making progress
interesting teachers too tired to learn
Exercise 3. Listen and choose the correct answers. (Tracks 9.17 – 9.22)
1 Mark is learning/ is going to learn Arabic.
2 Jane is studying/ is going to study Turkish.
3 Peter is having/ is going to have judo classes.
4 Maria is teaching/ is going to teach maths.
5 Jack is learning/ is going to learn to cook.
6 Susan is playing/ is going to play the violin.
Exercise 4. Listen to the conversation and match the two parts of the sentences.
(Track 9.23)
1 David’s going to take a Spanish exam ● ● tomorrow.
2 David’s going to visit his uncle ● ● later today.
3 Sara’s going to study for her German exam ● ● this afternoon after class.
4 Sara’s going to study for her German exam ● ● next summer.
5 Sara’s going to study Italian ● ● at the weekend.
6 David’s going to work in his parents’ shop ● ● on Friday.
Exercise 5. Listen to two students, Tony and Christine, talking about learning
languages. Complete the sentences with one word from the conversation.
(Track 9.24)
1 Tom says he is going to learn another ___________.
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2 He’s going to learn ___________.
3 He’s going to ___________ in Germany.
4 He’s going to need the language to go ___________ or to eat out in a ___________.
5 He’s going to start ___________ on Monday.
6 He’s going to watch a lot of German ___________.
7 He thinks language lessons are good because you learn something

___________every day.
8 Learning ___________ can be free so that’s a big advantage for him.
9 Tony thinks you can read interesting things about the lives of ___________ people
in magazines.
Exercise 6. Complete the sentences with the verbs in the box.
corrects does listen make read start studies take
1 Next week I’m going to ___________ an English test.
2 He always ___________ heard.
3 You should ___________ to your teacher’s advice.
4 She ___________ a Spanish course on Thursday evenings.
5 You have to work hard to ___________ progress.
6 You should ___________ more books in English.
7 I’m going to ___________ German lesson next week.
8 My teacher ___________ all my mistakes.
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Exercise 7. Put the words in the correct order to make sentences. Practice saying
the sentences.
1 Language soon. start learning another I’m going to
2 In France. French because work I need to learn I’m

going to
3 Learn have to French in Paris. to do my new job I’m

going to
4 French outside work. need to speak going to I’m also
5 I’m going to start lessons next week. French
6 With watch English subtitles. French films going to I’m a lot of
7 Going to online. do some exercises grammar I’m also
8 Lessons I think a language school at are good.
9 Because new people. are language lessons you meet fun
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MINDSET IELTS 1
10 Can be free so big advantage. learning online that’s a
Exercise 8. Talk about your plans for learning English or another language in the
future. Spend a few minutes thinking about what to say.
You should talk about:
• the language you are going to learn
• why you want to learn it
• when and how you plan to learn it
• the advantages and disadvantages of the different ways of learning a language.
LISTENING SCRIPT
Exercise 3.
Mark: I started my Arabic classes in September and I’m really enjoying them. It’s a
very interesting language and not as difficult as some people think.
Jane: I love languages. I speak Spanish and Italian, and at the moment I’m studying
French; and in the summer, I’m going to study Turkish in Istanbul.
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MINDSET IELTS 1
Peter: Judo is great fun and it’s good exercise. I had my first class last year. Next
year, I think I’m going to have karate classes!
Maria: I’m at university at the moment, and at the weekends, I’m teaching maths to
children, private classes, in their homes. I’m not going to be a maths teacher in the
future though.
Jack: I live with my family and my parents do all the cooking. I want to learn to cook,
but at the moment I’m too busy. But I’m going to learn because next year I’m going to
live alone.
Susan: I started playing the violin when I was thirteen, but I stopped because I had too
much school work. Next month after my exams, I’m going to start playing again.
Exercise 4.
Sara: Hello David.
David: Hi Sara.
Sara: What are you doing?
David: I’m studying for my Spanish exam.
Sara: When is it?
David: Tomorrow.
Sara: Then you don’t have very much time!
David: No! There’s another exam on Friday, but it’s too late to change now. And on
Friday I’m going to visit my uncle.
Sara: I’m sure it’ll be OK.
David: I’m not sure. Hey, Sara, you’re good at Spanish. Could you help me this
afternoon, after class?
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MINDSET IELTS 1
Sara: I’m sorry David, but I’m going to meet my friend Julia.
David: And later?
Sara: No, I’m sorry. I’m going to study for my German exam.
David: You love languages Sara!
Sara: Yes, I do! Next summer I’m going to study Italian in Rome.
David: Spanish is enough for me!
Sara: Well, after your exam tomorrow, and your visit to your uncle, you can rest and
enjoy the weekend.
David: No I can’t. On Saturday and Sunday I’m going to work in my parents’ shop!
Exercise 5.
Tony: Hi Christine.
Christine: Hi Tony. How are you? How are you getting on with your English lessons?
Tony: I’m fine and I’m making good progress with my English and I’m going to start
learning another language soon.
Christine: That sounds interesting. Tell me about it.
Tony: Yes, I’m going to learn German.
Christine: I think that’s quite a hard language to learn. The grammar is very difficult.
Why are you going to learn it?
Tony: Well, I need to learn German because I am going to work in Germany. I’ve got
a job in Berlin. I start in six months.
Christine: That’s great! But if you’re going to start in six months! How can you learn
such a difficult language?
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MINDSET IELTS 1
Tony: Well, I’m not going to have to learn to do my job in German. I’m going to
work for an international company and everybody speaks English. But I’m going to
need to speak German outside work, when I go shopping or go to a restaurant or meet
German friends and so on.
Christine: OK, I see. So when are you starting to learn it?
Tony: I’m going to start lessons on Monday. I’m going to have five lessons a week.
I’m also going to watch a lot of German films with English subtitles. There are lots on
the Internet.
Christine: Yes, that’s a good idea. And maybe you could read some of the German
magazines in the library? They have lots of photos and I don’t think they are too
difficult.
Tony: That’s a good idea. I’m also going to do some grammar and vocabulary
exercises online. There are lots of free sites.
Christine: I can see you’ve got lots of great ideas for learning German, but what do
you think are the advantages and disadvantages of each.
Tony: Well, that’s a difficult question, but I’ll try and answer it! I think language
lessons are good because you learn something new every day and the teacher can
correct your mistakes and help you when you have a problem. Language lessons can
also be fun and you can meet new people. But they are of course quite expensive.
Learning online can be free so that’s a big advantage, but not all the material is good
quality and it is often either too hard or too easy. Watching films is great because you
learn the language while sitting in front of the TV! Magazines are also good because
you can read interesting things about the lives of famous people.
Christine: Well Tony. I can see you have clear ideas about everything and lots of
energy, so I’m sure you will soon be speaking German really well.
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MINDSET IELTS 1
UNIT 1
RELATIONSHIPS
A. VOCABULARY: FAMILY – DESCRIBING PEOPLE
Exercise 1: Choose the correct answers to complete the sentences. There is often more than one
possible answer.
1. Your uncle is your … □ husband or wife’s brother.

□ aunt’s husband. □ sister’s husband.
□ mother or father’s brother. 5. Your aunt is your …
□ sister’s husband. □ cousin’s wife.
2. Your cousin is your … □ mother or father’s sister.
□ brother’s father. □ uncle’s wife.
□ father’s nephew or niece. 6. Your daughter-in-law is your …
□ uncle or aunt’s child. □ brother’s wife.
3. Your niece is your … □ daughter’s husband.
□ brother or sister’s daughter. □ son’s wife.
□ mother or father’s cousin. 7. Your nephew is your …
□ son or daughter’s cousin. □ brother or sister’s daughter.
4. Your brother-in-law is your … □ brother or sister’s son.
□ brother’s wife. □ niece’s brother
Exercise 2: Complete the text. Use the words in the box.
anniversary celebrate congratulated engaged have invited

married occasions together wish
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MINDSET IELTS 1
I come from a very large family, but we all live in different places, so we don’t get
(1)______________ very often. We usually meet for special (2)_______________ like
weddings. Last year, we all met for my grandparents’ 50th wedding (3)_________________ .
It was my birthday a few weeks ago, but I didn’t (4)_______________ a big party. I prefer to
(5)______________ my birthday with my family and a few close friends. My cousin, who lives in
Australia, phoned to (6)________________ me a happy birthday. She got
(7)____________________ last month and is going to get (8)__________________ next year. I
(9)________________ her on the great news. She’s(10) __________________ me to her wedding
next year. I'm so excited because I've never been to Australia before.
Exercise 3: Choose two correct words to complete the sentences.
1. Age: She’s … 5. Looks: She’s …

□ middle-aged. □ good-looking.
□ slim. □ plain.
□ young. □ wavy.
2. Type of person: He’s a/an … 6. Hair: He’s got … hair.
□ baby. □ bald
□ child. □ dark
□ scar. □ fair
3. Size/Height: He’s … 7. Features: He’s got a/an …
□ long. □ adult.
□ short. □ beard.
□ tall. □ moustache.
4. Weight: He’s … 8. Features: She wears …
□ plain. □ big earrings.
□ slim. □ glasses.
□ thin. □ long hair
Exercise 4: Complete the sentences. Use the words in the box.
boss classmate colleague enemy neighbor partner

relative stranger
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MINDSET IELTS 1
1. A/An ____________ is a member of your family, such as a cousin, a parent or one of your
children.
2. A/An ____________ is a person who hates another person and tries to hurt them or stop
them from doing something.
3. Your ______________ is someone who lives very close to you, sometimes in the next
house or flat.
4. If you don’t know somebody, they are a/an ________________ .
5. Your ______________ is the person who tells you what to do at work.
6. A/An ____________ is someone who is in the same class as you at school or university.
7. A/An ____________ is one of a group of people who work together.
8. Your ______________ is a person you work closely with, for example in pair work.
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MINDSET IELTS 1
Exercise 5: Complete the sentences. Use the phrases in the box.
always does a lot of work doesn’t like meeting new people
doesn’t want to work or do anything that needs effort
is happy to give other people money, help or their time
is happy to help other people is happy to meet new people
thinks only of themselves, and doesn’t care about other people
will do what they say they will do
1. A hard-working person
2. A lazy person
3. A shy person
4. A friendly person
5. A reliable person
6. A selfish person
7. A helpful person
8. A generous person
B. GRAMMAR
Exercise 1: Read the information. Then change the underlined words to the negative form. Use
contractions (e.g. don’t, aren’t) where possible.
To make a sentence negative, we use auxiliary verb+ not+ main verb.
Positive sentence:
I see my cousin very often because she lives in the same town.
Negative sentence:
I don’t see my cousin very often because she doesn’t live in the same town.
1. I can remember people’s names because I’ve got a good memory.

__________________________________________________________________________
2. My uncle looks old because he’s got grey hair.
__________________________________________________________________________
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MINDSET IELTS 1
3. My grandmother gives us lots of presents because she’s a rich person.

__________________________________________________________________________
4. We have a lot of family get-togethers*, so I know my cousins very well.
__________________________________________________________________________
5. You can buy toys for your nieces and nephews because they’re little children.
__________________________________________________________________________
Exercise 2: Complete the questions in the conversations.
1. A : How ________________ do you see your cousins?

B: Not very often. I only see them about once a year.
2. A : ___________________ wear a lot of make-up?
B: My boss? Yes, she wears a lot of make-up.
3. A : ___________________ your nephews and nieces?
B: My nephew is eight years old and my nieces are five and two years old.
4. A : ___________________ your colleagues lazy or hard-working?
B: They’re quite lazy.
5. A: How ___________________ got?
B: I’ve got six cousins.
6. A: What _________________ your brother’s hair?
B: It’s dark brown.
7. A: ___________________ your cousin’s wedding?
B: No, I can’t. I was only three years old at the time, so I can’t remember it at all.
8. A: ___________________ usually celebrate your birthday?
B: I usually have a party with my relatives and close friends.
Exercise 3: Choose the sentence that is closest in meaning to the first sentence. Use the words
and phrases in bold to help you.
1. Whenever it’s my aunt’s birthday, she organizes a family get-together.
o My aunt always organizes a family get-together for her birthday.
o My aunt occasionally organizes a family get-together for her birthday.
o My aunt rarely organizes a family get-together for her birthday.
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MINDSET IELTS 1
2. When it’s my aunt’s birthday, she usually organizes a family get-together.
o My aunt almost never organizes a family get-together for her birthday.
o My aunt always organizes a family get-together for her birthday.
o My aunt organizes a family get-together most years for her birthday.
3. My aunt often organzes family get-togethers.
o My aunt always organizes family get-togethers.
o My aunt occasionally organizes family get-togethers.
o My aunt organizes a lot of family get-togethers.
4. My aunt organizes family get-togethers from time to time.
o My aunt almost never organizes family get-togethers.
5. My aunt organizes a family get-together three times a year.
o My aunt organizes a family get-together every four months.
o My aunt organizes a family get-together every month.
o My aunt organizes a family get-together every three months.
6. My aunt organizes a family get-together every other month.
o My aunt organizes a family get-together every four months.
o My aunt organizes a family get-together six times a year.
o My aunt organizes a family get-together twice a year.
7. My aunt doesn’t often organize family get-togethers.
o My aunt organizes a lot of family get-togethers.
o My aunt organizes family get-togethers from time to time.
o My aunt rarely organizes family get-togethers.
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MINDSET IELTS 1
8. My aunt hardly ever organizes family get-togethers.
o My aunt almost never organizes family get-togethers.
Exercise 4: Read the information below. Then complete the sentences in the present simple
passive.
To make a present simple passive sentence, you take the object of the verb in
the active sentence (e.g. the tea) + am/is/are + past participle (e.g. grown).
Example:
Workers grow the tea for three years.

This sentence is active.
The tea is grown for three years.

This sentence is passive.
1. Workers pick the tea by hand.
The tea ______________ by hand.
2. Workers keep the good oranges.

The good oranges ___________________.
3. Workers ship the coffee in fridges.

The coffee ________________ in fridges.
4. Workers pack the apples into lorries.

The apples __________________ into lorries.
5. The lorries deliver the rice to the supermarket.

The rice ________________ to the supermarket.
6. Customers buy the chocolate in the supermarket.

The chocolate _______________ n the supermarket.
C. READING
How our sweet tooth is hurting us
Over the last three centuries, the amount of sugar in the Western diet has continued to rise.
Back at the start of the 18th century, a typical English family consumed less than 2 kg of
sugar per year. By the end of that century, that amount had risen 400%. Compare that to the
40 kg that people now consume annually in the USA. In Germany, the second-most sugar-
loving nation in the world, people eat roughly 103 grams on average per day. In the
Netherlands, the country with the third-biggest sweet tooth, people eat 102.5 grams. Of
Unit 1 35
MINDSET IELTS 1
course, there are some countries in the world where sweet food is less popular: in India,
people eat only about 5 grams per day on average; in Indonesia, it’s 14.5 grams; and in
China, it’s just under 16 grams. If you’re not sure what 40 kg looks like, it means that the
average person in the USA now eats approximately 22 teaspoons of sugar a day. The
recommended limit, suggested by researchers from the World Health Organization, is no
more than 8 if you want to stay healthy, but just one can of soda contains around 10.
It is common knowledge that many drinks, in bottles or canned, contain a lot of sugar.
Although advertisements say that they are ‘energy-giving’, professional athletes and
sportsmen and women usually stay away from them. It is teenagers that are their greatest
consumers. And – although advertisers promise that these drinks will make people feel
energetic and active – because of the type of chemicals they have, once a person has drunk all
the soda, they simply feel hungry instead. However, sugar is also in products that many
shoppers find surprising, for example, cereal, which actually has a lot. Because they believe it
is a healthy kind of food, parents buy it for their children’s breakfast.
A large part of the problem, according to nutritionists, is that people find it hard to understand
the labels on the back of food products. Nutritionists think this should be a lot easier for
them. But at the moment, manufacturers don’t have to write ‘sugar’ on them, but can use
words like ‘corn syrup’ or ‘dextran’, which can result in confusion for consumers. But why
should we be worried about our sugar consumption? Firstly, it is harmful to young children
because it causes tooth decay; the pain from this can mean that children don’t get the amount
of sleep they need. As a result, they can’t concentrate when they are in class. In this case,
schools and governments have a duty to educate them about good and bad food choices. For
adults, the problems increase. Eating too much sugar makes people quickly gain weight, it
affects the heart and liver, and can lead to diabetes.
Exercise 1: Quickly read the passage. Which of the ideas in sentences 1–5 are mentioned in the
text on page 1? Choose Yes or No.
1. The increase in the amount of sugar we eat.

o Yes
o No
2. The places in the supermarket where you can find sugary products.
o Yes
o No
3. The way that advertising sugary products has changed.
o Yes
o No
4. The health problems that sugar causes in children.
o Yes
o No
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MINDSET IELTS 1
5. The health problems that sugar causes in adults.

o Yes
o No
Exercise 2: Match the people with the definitions
advertiser consumer manufacturer nutritionist researcher
1. a person or company that makes a product:

2. a person who buys or uses a product:
3. a person who studies a subject carefully:
4. a person who gives advice about healthy eating:
5. a person who makes commercials to sell a product:
Exercise 3: Who do you think might say the following things? Match the people with the
statements.
advertiser consumer manufacturer nutritionist researcher
1. ‘My report studies the effects of sugar on the health of people aged 15–24 in the
USA.’
2. ‘Feeling tired? New Choco-nut breakfast cereal will give you all the energy you
need!’
3. ‘There are ten sugar cubes in every can of soda so you shouldn’t drink soda
every day.’
4. ‘Our factory sells 50% more sugar today than 50 years ago.’
5. ‘I know sugar is bad for me, but I usually eat two bars of chocolate every day.’
Exercise 3: Synonyms and paraphrasing. Read the information. Then match the words in bold
with the phrases that have a similar meaning. Use the phrases in the box.
recommend that you stay away from not clear consume

harmful to was unexpected
1. Sugar can be very bad for children.
2. My doctor said I was eating the wrong foods, which

surprised me.
3. We should buy and eat healthier food that doesn’t
Unit 1 37
MINDSET IELTS 1
have a lot of sugar.

4. I try to avoid chocolate when I’m hungry because it’s
not very healthy.
5. I think you should go on a diet.
6. A lot of information about good sugar and bad sugar is
hard to understand.
Exercise 4: Read the information. Then match the paraphrases and synonyms in the box with
the phrases. The first one has been done for you.
this can mean that greatest consumers recommended limit which actually has a lot
think this should be a lot easier for them soda
1. the least sugar sweet food is less popular

2. maximum recommended number
3. group of people drink more
4. sugary drink(s)
5. unexpected amount of sugar
6. want to be clearer for consumers
7. as a result of
Exercise 5: Read the passage “How our sweet tooth is hurting us” again and answer the
questions.
1. Which country consumes the least sugar per person? __________________
2. What is the maximum recommended number of teaspoons of sugar that a person should
consume a day? ________________
3. Which group of people drink more sugary drinks than anyone else? ________________
4. How do people really feel after finishing sugary drinks? ________________
5. Which food product has an unexpected amount of sugar? ________________
6. What do nutritionists want to be clearer for consumers? ___________________
7. What may decrease as a result of tooth decay in children? __________________
D. SPEAKING: DESCRIBING PEOPLE
Exercise 1: Look at the pictures. Then complete the descriptions of the people in the pictures.
Use the sentences in the box.
Unit 1 38
MINDSET IELTS 1
He doesn’t worry much about the future.

He looks after his younger brother each afternoon.
He only watches TV and he never does his homework.
Last year he won the science prize at school.
She likes to do exciting sports like water-skiing and rock-climbing.
1. Abdullah is quite clever.
2. Liang is very kind.
3. Masako is really brave.
Unit 1 39
MINDSET IELTS 1
4. Simon is so lazy.
5. Mikhael is always relaxed.
Exercise 2:
In IELTS Speaking Part 2 you have one minute to make some notes.
Read the task card. Then match the points on the task card with the student’s notes. Use the
notes in the box.
Describe a person who you really like.

You should say:
who the person is
when and where you first met that person
what type of personality he / she has
and explain why you really like that person.
after he saw me on TV he’s like a member of my family lovely
message on Facebook, then met up my boyfriend, Danny
1. Who the person is:

2. When I met him:
3. Where I met him:
4. What type of personality he has:
5. Why I like him:
Unit 1 40
MINDSET IELTS 1
Exercise 3: In IELTS Speaking Part 2 you should use your notes to help you make full
sentences when you speak.
Read the task card and the notes the student made. Watch video 1. Then complete the
student’s answers using three words in each gap.
 Who the person is: my boyfriend, Danny

 When I met him: after he saw me on TV
 Where I met him: on Facebook, then met up
 What type of personality he has: lovely
 Why I like him: he’s like a member of my family
1. ... The person who I’ll describe is my boyfriend. ____________ Danny.

2. ... a television station… asked me if I wanted to do an interview, and ____________ me on the
television.
3. He wrote _____________ on Facebook, ... and then we met.
4. He ________________ lovely person.
5. ... we’ve been together for three years, and he’s ______________ family.
Exercise 4: Match another student’s notes with the points on the task card. Then watch video 2
and check your answers.
supportive my friend, Ahmed. he is like my brother.
we were aged 5 and 6. at school
Exercise 5: Read the student’s notes. Put the words in the correct order to complete the
sentences.
my friend is really I that the like person
1. __________ __________ __________ __________ __________ __________

__________ __________ __________
met school were we years old we at when five and six
2. __________ __________ __________ __________ __________ __________

__________ __________ __________
up we together grew
3. __________ __________ __________ __________
a speak I I problem, to have when him
4. __________ __________ __________ __________ __________ __________

__________ __________ __________
Unit 1 41
MINDSET IELTS 1
part family a is my of he like

1. Who the person is:
2. When I met him:
3. Where I met him:
4. What type of personality he has:
5. Why I like him:
5. __________ __________ __________ __________ __________ __________

__________ __________
Exercise 6: You are going to do IELTS Speaking Part 2. You will need some paper and a
pencil.
Describe a person who you really like.
You should say:

who the person is
when and where you first met that person
what type of personality he / she has
and explain why you really like that person.
E. LISTENING
Exercise 1: Match the numbers (1-5) with the definitions (A-E)
1. 68% A. a ratio (e.g. 5:2)
2. 5.5 B. a temperature
3. 8: 1 C. a percentage
4. ¾ D. a decimal number
5. 34 (degrees) E. a fraction
Exercise 2: Listen and write down the missing numbers (Track 1.1)
1. 13% - 84% - 60% _________ __________ ___________

2. 8.25 – 2.1 – 18.7 _________ __________ ___________
3. 9:6 – 10:1 – 20:3 _________ __________ ___________
4. 2/3 – 4/5 – 1/2 _________ __________ ___________
5. 24 (degrees) – 41 (degrees) – 10 (degrees) ________ _________ _________
Exercise 3: Listen to how we say these long numbers (Track 1.2)
Unit 1 42
MINDSET IELTS 1
a. 570 b. 908 c. 4,731 d. 1,430 e. 77,009

f. 18,091 g. 907,790 h. 665,925 i. 2,840,000 j. 68,036,876
Exercise 4: Listen carefully and underline the numbers you hear on the recording. (Track 1.3)
1. a. 512 2. a. 115 3. a. 745

b. 520 b. 116 b. 743
c. 521
c. 160 c. 735
4. a. 8,950 5. a. 4,682 6. a. 5,700

b. 8,590 b. 4,692 b. 5,070
c. 9,850 c. 4,629 c. 5,770
7. a. 20,101 8. a. 64,234 9. a. 19,409

b. 21, 201 b. 64,324 b. 90,490
c. 21, 110 c. 60,434 c. 90,409
10. a. 305,350 11. a. 894,278 12. a. 570,367

b. 350,305 b. 809,428 b. 517,367
c. 300,530 c. 849,478 c. 570,357
13. a. 1,100,573 14. a. 5,690,000 15. a. 7,542,104

b. 1,010,573 b. 5,619,000 b. 7,524,140
c. 1,001,573 c. 5,609,000 c. 7,949,104
16. a. 3,420,022 17. a. 45,689,607 18. a. 12,000,500

b. 3,412,002 b. 4,568,967 b. 12,050,503
c. 3,422,202 c. 40,568,607 c. 11,050,503
Exercise 5: In this section, you will have to circle the letter of the answer that you hear and
then fill in a table.
5A. Look at questions 1-7. (Track 1.4)
1. How many students have an account with the bank? (The proportion of students in in the
darker shade)
a b c
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MINDSET IELTS 1
2. The maximum amount the student can borrow without paying interest is
a. £250
b. £215
c. £520
3. There is a minimum yearly interest payment of
a. 5%
b. 0.9%
c. 0.5%
4. If the student borrows more than £1,000 the interest rises to
a. 5%
b. 1.6%
c. 0.6%
Saver accounts
Annual Percentage Duration
Short Term Saver

2.75% (5) _________
Medium Term Saver

(6) _________ 2 years
Long Term Saver

(7) _________ 5 years
5B. Now look at the following section and fill in the missing information as you listen. Write
NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer. (Track 1.5)
Background Information
Unit 1 44
MINDSET IELTS 1
National Insurance Number : (8) ____________
Driver’s License: NA
Passport Number: (9) ____________
Deposit:
(10) ____________
Other Account Number:

(11) ____________
Phone Number:
(12) ____________
Exercise 6: Complete the definitions. Use the words in the box.

behavior coast dangerous marine rare sociable wild
1. Animals that live in forests, the jungle and mountains, and do not live at home as pets are
_____________ animals. (adj.)
2. We say that an animal is ________________ when there are only a few still alive in the
world. (adj.)
3. A _______________ animal lives only in the sea, for example, a dolphin or a shark. (adj.)
4. A _______________ person or animal likes being with others, rather than being alone. (adj.)
5. Lions, tigers or sharks can harm you, so these animals are ______________ , not safe. (adj.)
6. The __________________ is the area of land next to the sea. (noun)
7. When scientists study the _________________ of animals, they find out what they eat, when
they sleep and how they communicate. (noun)
Exercise 7: Listen to two students talking about an ecology project on Maui dolphins.
(Track 1.6)
1. Anne has asked Tom to help her with her dolphin project because
o he is in the same class as Anne.
o he is an expert on dolphins.
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MINDSET IELTS 1
o he once did a similar project to Anne.
2. How long is an adult male Maui dolphin?

o 1.5 meters
o 1 meter
o 1.7 meters
3. Where are Maui dolphins found in New Zealand?

o around most of the coast of the North Island
o around the west coast of the North Island
o around the whole coast of the South Island
4. The population of Maui dolphins is now likely to be

o around 100
o well over 500
o less than 50
5. What do Anne and Tom agree is typical behavior for Maui dolphins?
o They prefer to live with many other Maui dolphins.
o They often choose to follow boats to catch fish more easily.
o They are friendly towards people who swim near them.
6. How far along the coastline do Maui dolphins swim?

o 40 kilometers
o 50 kilometers
o 30 kilometers
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MINDSET IELTS 1
UNIT 2
PLACES AND BUILDINGS
A. VOCABULARY: DESCRIBING A TOWN / CITY
crowded fashionable historic leafy modern noisy quiet remote
1. A ____________ part of town is full of people.

2. A ____________ village is a long way from any towns or cities.
3. A ____________ part of town is pleasant and has a lot of trees.
4. A ____________ part of town is popular.
5. A ____________ part of town doesn’t have many people or cars.
6. A ____________ street is very loud, so it might be difficult to sleep if you live there.
7. A ____________ part of town is very new.
8. A ____________ area of town is old and has important buildings in it.

a village the city center the coast the countryside the outskirts of
the seaside the south of the suburbs
1. I come from a tourist town by ______________ . Every summer the beach is full of visitors.
2. My house is in ___________________ , so it’s part of the city but away from the city center.
Many of the people who work in the city live here.
3. We live on __________________ the city – it takes just five minutes to walk from our
house to the countryside.
4. I’d love to live in ______________________ , away from all the noise and traffic of the city.
5. Our house is in _____________________ in the mountains. There are only about 30 houses
and two shops.
6. he city where I was born is on _______________________ . There are always a lot of ships
from around the world in the port.
7. I live in _____________________ , which is great. It means that I can walk to restaurants,
cinemas and museums. But it does get very noisy here sometimes.
8. My town is in _____________________ my country, not far from the mountains.
Exercise 3: Choose the correct verbs to complete the text.

When I was a teenager, I didn’t like living with my parents, so I left/moved/lived home when I was
20 years old.
At first, I rented/ bought/ borrowed a room in a flat – it wasn’t my flat, so I had to pay money every
month to live there. I didn’t live there alone – I paid/lent/ shared the flat with three other people. It
Unit 1 47
MINDSET IELTS 1
was horrible. The other people never cleaned the flat, and we had a lot of arguments. So I moved
alone/out/in after a couple of weeks and caught/ stayed/gave with some friends for about a week.
Then I moved in/on/across with my brother and his family. They help/owned/owed a big house in the
suburbs. I lived with them for about six months, but then they left/moved/chose house and went to
live in a different city. So I had to find a new place to live. In the end, I moved about/back/ between
in with my parents. It’s much nicer now than when I first lived here. But now I’m saving money to
buy/become/earn a flat – hopefully I’ll have enough money in a few years.
Exercise 4: Put the words in the correct categories.

leisure center library tower block shopping center retail park cinema
museum historic castle theatre department store residential area
housing estate
places to live places to buy things
places to relax and have fun places to learn about your city’s past
Exercise 5: Choose the correct option to complete the sentences.

1. A cottage is a modern house in a city/a small house, usually in the countryside.
2. A neighborhood is a part of a town or city where people live/work.
3. A stream is a very small river/wide river.
4. A pond is an extremely small forest/lake.
5. A path is a narrow road for cars to drive along/people to walk along.
6. A town is bigger than a city/bigger than a village, but not as big as a city.
7. A hill is higher/lower than a mountain and easier to climb.
8. A wood is a group of trees/large lake.
B. GRAMMAR: PAST SIMPLE

Exercise 1: Read the information. Then complete the sentences with the past simple of the
verbs in brackets.
Be careful with the spelling of the past simple form of regular verbs.
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MINDSET IELTS 1
 Verb ends in ‘e’ (e.g. hope →hoped)

 Verb ends in vowel + ‘y’ (e.g. play →played)
 Verb ends in consonant + ‘y’ (e.g. try →tried)
 One-syllable verb ends in one vowel + one consonant (e.g. rob → robbed)
 Longer verb ends in one vowel + one consonant, stressed final syllable (e.g.
regret →regretted)
 Longer verb ends in one vowel + one consonant, unstressed final syllable
(e.g. happen → happened)
6. It was a beautiful evening, so we ______________ (walk) along the beach.

7. I was born in Spain, but my parents _______________ (move) to Switzerland when I was a
baby.
8. Last week, we _________________ (visit) the History Museum. It was really interesting.
9. We ________________ (plan) to spend our holiday in the countryside, but we spent almost
all the time on the beach.
10. There isn’t a university in my town, so I ______________ (study) in a big city.
11. I _______________ (enjoy) my trip to London, but there were a lot of tourists everywhere.
12. When we lived in the city center, we went to the theatre every week, but we ______________
(stop) going after we moved to the suburbs.
13. I ______________ (try) to contact you, but we were in a very remote house and our phones
didn’t work.
14. We ______________ (stay) in a lovely guest house by the seaside – it was smaller than a
hotel, but it had everything we needed.
15. We moved to the countryside when I was a teenager. My parents loved it, but I
_______________ (prefer) living in the city.
Exercise 2: Correct the sentences. Change the irregular verbs from the present simple to the
past simple. The number of changes you need to make is in brackets.
1. My parents buy their house 20 years ago. (1)
2. It is quite expensive, but the bank lends them half the money so they can afford to buy it. (3)
3. It is a small house, but it feels OK when my brother and I are children. (3)
4. But as we grow older, the house becomes too small. (2)
5. After about ten years, my parents build a new room at the back of the house. (1)
6. But then my brother leaves home and the house is too big again! (2)
7. House prices then rise very quickly. (1)
8. So when my parents sell their house last year, they make a lot of money. (2)
Exercise 3: Complete the sentences with the past simple negative form of the verbs in brackets.
Use contractions (e.g. wasn’t) where possible. The first one has been done for you.
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MINDSET IELTS 1
1. We couldn’t (can) find their house for hours. It was in the middle of nowhere.
2. I _____________ (like) living in the city center – it was too crowded.
3. Our old flat ______________ (have) a balcony, but our new flat’s got one.
4. There _____________ (be) many other children in the part of town where I grew up.
5. I _____________ (see) my grandparents often when I was young because they lived a long
way away.
6. We _______________ (need) a car when we lived in the city, but now we’re in the suburbs,
we have two!
7. It ________________ (be) a very fashionable neighborhood, but I liked living there.
Exercise 4: Put the words in the correct order to complete the questions.
were a child? did you you where young live when

1. _________ __________ _________ _________ _________ _________ _________
_________ _________ _________
what your was like? house

2. _________ __________ _________ _________ _________
living enjoy you did there?

3. _________ __________ _________ _________ _________
you didn’t it? what about like

4. _________ __________ _________ _________ _________ _________
could from your you walk house? to school

5. _________ __________ _________ _________ _________ _________ _________
_________
to up? place grow it was a good

6. _________ __________ _________ _________ _________ _________ _________
_________
home? you how you old left were when

7. _________ __________ _________ _________ _________ _________ _________
_________
you why did leave home?

8. _________ __________ _________ _________ _________
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MINDSET IELTS 1
Exercise 5: Match the answers with the questions.

I left home because I went to study at university. I lived in a small mountain village.
I was 18. No, I couldn’t. It was too far away.
There weren’t many other children, so sometimes I felt quite lonely.
Yes, I did. It was a lovely place to live. Yes, it was. It was very safe.
1. Where did you live when you were a child?

_______________________________________________________
2. Did you enjoy living there?
_______________________________________________________
3. What didn’t you like about it?
_______________________________________________________
4. Could you walk to school from your house?
_______________________________________________________
5. Was it a good place to grow up?
_______________________________________________________
6. How old were you when you left home?
_______________________________________________________
7. Why did you leave home?
_______________________________________________________
C. READING:
In this unit, you will answer IELTS Reading sentence completion questions and read a text about
mammoths.
Exercise 1: In this text, there is a range of vocabulary about the natural world and the
conservation of animals. Match the words with the definitions.
a population a skeleton an ecosystem to become extinct to decrease

to hunt to preserve
1. This happens when a type of bird, animal or plant doesn’t exist anymore:
2. to become smaller in size or number:
3. to follow and kill an animal for food or for sport:
4. to put something (e.g. food) in ice, salt, sugar or chemicals, so it can stay
in good condition:
5. all the people or animals that live in one place or area:
6. all the living things in an area and the way they affect each other and the
environment:
7. the frame of bones supporting a human or animal body:
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MINDSET IELTS 1
Exercise 2: Complete the sentences about the natural world. Use the words in the box.
decrease ecosystem extinct hunt population preserve skeleton
1. Pollution harms all the plants, fish and animals in the ________________ .
2. The tutor showed the ________________ to the medical students and asked which small
bones were missing.
3. We expect the number of people living in the countryside will ________________ as
families move to the cities.
4. There are so few polar bears left that it is possible they will soon become
_________________ .
5. The ________________ of my city has risen to 8 million people.
6. Lions often ________________ other animals at night.
7. Nowadays, most people use fridges to _______________ their food.
Exercise 3: Match the words and phrases with the correct synonyms and paraphrases.
get smaller make a possibility both some lower (than) the contents of
1. build or create
2. inside of or within
3. a pair of
4. not as high as
5. a little or an amount of
6. decrease or fall
7. might or may
Exercise 4: Complete the sentences below. Write ONE WORD ONLY from the passage for each
answer.
Bringing the mammoth back to life
Mammoths once lived in large numbers across Asia, Africa, North America and Europe.
However, over time, their numbers fell until the mammoth became extinct. Scientists think
this happened for two reasons. Firstly, the mammoths’ natural habitat decreased in size
because of climate change. Secondly, many mammoths were killed by people who hunted
them. The last population of mammoths lived on Wrangel Island, off north-east Siberia in the
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Chukchi Sea. These were woolly mammoths that could survive in very cold conditions, but
they also died out around 4,000 years ago.
Prehistoric cave paintings show us that people ate the woolly mammoths they killed, but also
used their bones and tusks. They used these to make simple animal and human figures, an
early kind of art, and also to create some basic tools. We also know a lot about the woolly
mammoth because the freezing conditions in Alaska and Siberia have preserved them.
Researchers have studied their skeletons, their teeth and even the grass and plants that were
still inside their stomachs. We know that their fur was an orange-brown colour, they had a
thick layer of fat, and they had long, curved tusks. Their ears were short compared to an
African or Asian elephant’s we might see today, so they would not lose so much heat or get
frostbite.
In recent years, some researchers have suggested that we could bring woolly mammoths back
to life. Interestingly, not all scientists believe that bringing the mammoth back to life would
be a good thing. They think it would be unfair to create a ‘new’ mammoth and then keep it in
a small space. They think the right thing to do would be to give it a certain amount of
freedom, perhaps in a wildlife park. But where would this be? And the mammoth would also
be alone, and like elephants, mammoths were probably social in the way they behaved. This
does seem to be a strong reason against bringing the mammoth back to life. Perhaps the
‘new’ mammoth might also develop an ‘old’ disease – and this might have an effect on the
ecosystem that scientists cannot predict. Although the idea of bringing the mammoth back
seems like an exciting one at first, there are many issues that we need to consider
1. The number of mammoths started to fall when their __________________ got smaller.
2. Humans used mammoths for food, and to make art and ____________________ .
3. Scientists have examined the contents of mammoths’ __________________ .
4. Mammoths had smaller _____________________ than modern elephants.
5. Some scientists think that a ‘new’ mammoth should have some ____________________ .
6. Both elephants and mammoths are ___________________ animals.
7. There is a possibility that a ‘new’ mammoth could get a ____________________ .
Exercise 5: EXAM PRACTICE

Complete questions 1-8.
The honey badger
It looks harmless and vulnerable. But the honey badger is afraid of nothing…and will
Unit 1 53
MINDSET IELTS 1
attack and eat almost anything.

The honey badger (Melivora capensis) is an African and south-Asian mammal that has a
reputation for being one of the world’s most fearless animals, despite its small size. And in spite of
its gentle-sounding name, it is also one of its most aggressive. Honey badgers have been known to
attack lions, buffalo, and snakes three times their size. Even humans are not safe from a honey
badger if it thinks the human will attack or harm it. They are also extremely tough creatures and
can recover quickly from injuries that would kill most other animals.
At first glance, honey badgers look like the common European badger. They are usually
between 75cm and 1 meter long, although males are about twice the size of females. They are
instantly recognizable by grey and white stripes that extend from the top of the head to the tail.
Closer inspection, which is probably not a wise thing to do, reveals pointed teeth, and sharp front
claws which can be four centimeters in length.
Honey badgers are meat-eating animals with an extremely varied diet. They mainly eat a
range of small creatures like beetles, lizards and birds, but will also catch larger reptiles like
snakes and small crocodiles. Some mammals, such as foxes, antelope and wild cats also form part
of their diet.
The badgers locate their prey mainly using their excellent sense of smell, and catch most of
their prey through digging. During a 24-hour period, they may dig as many as fifty holes, and
travel more than 40 kilometers. They are also good climbers, and can easily climb very tall trees to
steal eggs from birds’ nests, or catch other tree-dwelling creatures.
As their name suggests, honey badgers have always been associated with honey, although
they do not actually eat it. It is the highly nutritious bee eggs (called “brood”) that they prefer, and
they will do anything to find it. They usually cause a lot of damage to the hive in the process, and
for this reason, humans are one of their main predators. Bee-keepers will often set special traps for
honey badgers, to protect their hives.
One of the most fascinating aspects of the honey badger is its working relationship with a
bird called the greater honeyguide (Indicator indicator). This bird deliberately guides the badger to
beehives, then waits while the badger breaks into the hive and extracts the brood. The two
creatures, bird and mammal, then share the brood between them.
1. Although they are not big animals, honey badgers are fearless, _______________and tough.
2. Honey badgers will attack ________________if they need to protect themselves.
3. The pattern and colors on the honey badger’s back make it _______________.
4. The food they eat is meat-based and _________________.
5. _______________form the biggest part of a honey badger’s diet.
6. Honey badgers find the creatures they eat by their____________________.
7. ________________are often used to catch honey badgers which attack beehives.
8. For one particular type of food, the honey badger has a ____________with another creature.
D. SPEAKING
Unit 1 54
MINDSET IELTS 1
Exercise 1: Read the task card. Then complete the student’s notes. Use the words in the box.
Describe a place where you had a holiday that you enjoyed.
You should say:

where the place was
when you went there and how long you stayed
what you did while you were there
and explain why you enjoyed having a holiday at that place.
bought had ran stayed was went were
Notes
 where the place was
We ___________ a holiday in Pingyao, China = historical small town
 when you went there and how long you stayed
It _____________ this year (June) / we ______________ for 2 or 3 days
 what you did while you were there
We ____________ shopping and ______________ some local things
 explain why you enjoyed having a holiday at that place
The people who _______________ the hotel _______________ very friendly
Exercise 2: Read the task card. Then watch the video of a student doing IELTS Speaking Part
2. The student makes some mistakes and uses the wrong tense in her answers. Correct the ten
mistakes using the past simple form of the verbs.
You should say:

where the place was
and explain why you enjoyed having a holiday at that place.
1. I really want to go there. (Unit 2

Video 1)
2. We stay there for two or three days.
3. We travelling there and go around there and … buy some local things.
(3 mistakes)
4. We have two days in a hotel.
5. It’s quite a small hotel.
Unit 1 55
MINDSET IELTS 1
6. I really enjoy this holiday.

7. After that, we go around another city nearby ...
8. And then we go back to Beijing.
Exercise 3: Match the two halves to complete the sentences.
Sometimes people in Warsaw or Arabic, which meant that we

spoke to me in Polish,
● ● had to speak English.
My father gave me a camera because the people were so

for my birthday,
● ● friendly.
I loved the food in Germany, so I saw the pyramids.

● ●
I didn’t feel lonely in India because they could not speak
● ● English.
We didn’t speak Chinese but I hated the weather.

● ●
When I was I New York I lost and another thing was the
my wallet
● ● wildlife.
I visited Egypt so I had to cancel my credit

● ● card.
One thing I liked about so I took a lot of photos on the

Alaska was the scenery,
● ● holiday.
Exercise 4: Watch the video and read the information.

Then match the descriptions with the sentences. The sentences include words and phrases that
you can use in the IELTS Speaking test to sound more natural.
You can use words or phrases like basically, for a start, I mean, (Unit 2
now and actually to sound more natural.
Video 2)
Did you notice how the student in the video uses actually to talk about a
surprising fact?
Example:
Unit 1 56
MINDSET IELTS 1
... and it was actually the first holiday that we were together.
adds or clarifies information gives an example introduces a new topic

shows surprise about a fact simplifies or summarizes information
1. It's a good place to visit. I mean, for a holiday. ____________________________
2. We spent the whole holiday on the beach. Every day, basically.
____________________________
3. There is a lot to see in this city. For a start, there are so many museums.
____________________________
4. Now, let me tell you about the hotel …____________________________
5. I thought it would be hot but actually it was cold. ____________________________
Exercise 5: Choose the correct answers to complete the sentences.

1. I expected the weather in Jamaica to be lovely but actually/basically/for a start/I mean/now it
was really bad.
2. The weather was really bad. Actually/Basically/For a start/I mean/Now , it rained every day!
3. Swedish winters are much worse than British winters. Actually/Basically/For a start/I
mean/Now , it always snows in Sweden, plus it’s a lot colder …
4. We loved the food in Italy. Actually/Basically/For a start/I mean/Now , I have to tell you
about the ice cream …
5. It’s an expensive city. Actually/Basically/For a start/I mean/Now , it isn’t as expensive as
some other cities, but it’s not cheap.
pencil.
You should say:

where the place was
and explain why you enjoyed having a holiday at that place
E. LISTENING
Exercise 1: Listening for sound differences. The sentences below contain sounds which students
often find hard to pick out. Put a tick next to the sentence that you hear. You will have to listen
very carefully as the difference is very slight. (Track 2.1)
1. a. My name is Steve Newly.
b. My name is Steve Mewly.
a. I live at 10, Thanes Close.
b. I live at 10, Staines Close.
2. a. That’s Mrs. Melanie Ridgely.
b. That’s Mrs. Melanie Bridgely.
Unit 1 57
MINDSET IELTS 1
a. And the address is Charwood Crescent.

b. And the address is Sharwood Crescent.
3. a. You’ll need to speak to Jane Price.
b. You’ll need to speak to Joan Price.
a. You can find us at the end of Beachcroft Road.
b. You can find us at the end of Beachcross Road.
4. a. It’s Catherine – Catherine Millwell.
b. It’s Catherine – Catherine Meilwell.
a. My address is Ditchfield Way.
b. My address is Tichfield Way.
5. a. The name is Darren Knight.
b. The name is Daryl Knight.
a. This is it – 102, Pine Court Place.
b. This is it – 102, Vine Court Place.
Exercise 2: Listen to these dialogues and write the spellings in the blanks. Write NO MORE
THAN TWO WORDS AND/OR A NUMBER for each answer.
A (Track 2.2)
Name: Martin (1) ______________________________
Address: 263 (2) _______________________________Avenue,
Newington, Edinburgh
Postcode: (3) ________________
B (Track 2.3)
Address: Preston Technical College
(4) ________________________ Road, Preston
Postcode: (5) ___________ Unit 1 58

Head of the Admissions Department:
(6) ____________________________Winters
MINDSET IELTS 1
C (Track 2.4)
Address:
(7)_______
_________
__ Lodge
(8)
_________
_________
_____
Drive,
Stepton,
Brisbance
Postcode:
(9)_______
________
Exercise 3: Listen to eight speakers spelling out names and numbers. Listen carefully and
decide which names and numbers have been written down correctly. Choose the correct
answers. (Track 2.5)
CORRECT INCORRECT
1 HEBBURN
○ ●
2 EASTWOOD
● ○
3 BRAMPTON
● ○
Unit 1 59
MINDSET IELTS 1
4 WORROW
○ ●
5 MIDDLEDOM
○ ●
6 KIMBERLEY
● ○
7 0141 768 112
○ ●
8 £ 948.75
● ○
Exercise 4: The conversation in this unit is about food and drink. This is a common topic in
IELTS, so it is a good idea to think about some vocabulary you might hear. Match the words in
the box with the definitions.
diet eat in eat out habit prepare ready-made meal takeaway unhealthy
8. the food and drink usually eaten or drunk by a person or group: _________________
9. to have a meal at home rather than in a restaurant: ________________
10. food that has already been prepared and can be eaten after it has been heated in an oven or
microwave: ________________
11. a meal cooked and bought at a shop or restaurant but eaten somewhere else, often at home:
________________
12. a type of food or drink that isn’t good for you: ________________
13. to have a meal in a restaurant rather than at home: ________________
14. to get something ready, for example to cut vegetables, before you cook: ________________
15. something that you do often and regularly: ________________
Exercise 5: Read the information. Then listen to part of a conversation about how the diet and
eating habits of people in the UK have changed over time. Choose the correct decades for the
food eating habits. (Track 2.6)
1960s 1970s 1990s Now
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MINDSET IELTS 1
1. Watching cooking on TV
and rarely cooking at home ○ ○ ○ ○
2. Staying at home and eating
the same food every week ○ ○ ○ ○
3. Buying more frozen foods
such as fish and vegetable ○ ○ ○ ○
4. Eating out in restaurants
○ ○ ○ ○
5. Sitting at home and eating
takeaway food ○ ○ ○ ○
Exercise 6: Read the information. Then choose the one word in each list that does not have the
same meaning as the others.
Example
takeaway
fast-food
ready-made meal
unhealthy
1 ○ fall ○ go down ○ decrease ○ rise
2 ○ increase ○ drop ○ grow ○ go up
3 ○ sugar ○ water v ○ fizzy drink ○ fruit juice
at the present
4 ○ nowadays ○ time ○ these days ○ previously
5 ○ development ○ introduction ○ change ○ trend
Exercise 7: Choose the correct words to complete the sentences.

1. The number of customers decreased/ dropped/ increased from 45 people a day in 2011 to
105 in 2016.
2. Fizzy drinks are unhealthy because of the very large amount/data/ figure of sugar in every
bottle.
3. Nowadays/ Previously/ These days you could only buy British food at this café, but now the
food is more international.
4. There was a big change/ introduction/trend in the way people shopped for food in the 1980s.
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MINDSET IELTS 1
5. Although the number of burgers we sold last year dropped/ went up/ will decrease , sales of
sandwiches rose.
6. Eating sushi became popular in Britain in the 1990s and this figure/trend/rise continues
today.
Exercise 8: Listen to the recording. Choose the correct answers to complete the sentences.
(Track 2.7)
1. The problem is that many people ... have an unhealthy diet.
o Nowadays
o these days
2. The trend for buying Indian takeaways has risen by … since 2016.
o 16%
o 6%
3. Doctors are worried about the increase in heart disease among … and over.
o men aged 35
o men aged 45
4. Good-quality food can be found in many of the city’s ...
o fine hotel restaurants.
o five hotel restaurants.
5. Sales of our … pies have fallen over the last three months.
o ready-made fish
o already-made fish
Exercise 9: Questions 1–7 (Track 2.8)

Answer the questions.
Write NO MORE THAN TWO WORDS for each answer
1. What is the surname of the writer that Sarah likes? ________________

2. What is the password for the university library website? ________________
3. Which drink does Joe say people should stop drinking? ________________
4. Where are many families getting their meals from? ________________
5. What problem does Sarah say is increasing because of unhealthy eating? ________________
6. Which kind of fast food is most popular with other university students? ________________
7. In which street is the sushi café? ________________.
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MINDSET IELTS 1
UNIT 3
EDUCATION AND EMPLOYMENT
A. VOCABULARY: JOBS, WORK, STUDY, COURSES, FEELINGS AND EXPERIENCES
Exercise 1: Match the people with the descriptions of the jobs.
a chef a doctor a lawyer a manager a programmer a soldier a teacher a vet
This person …
1. looks after people who are ill or hurt: ______________
2. designs or builds machines, equipment or roads, etc.: ______________
3. cooks food in a restaurant: ______________
4. protects his or her country: ______________
5. keeps information about money that a company or person receives, pays or owes: _________
6. gives people and businesses advice about the law: ______________
7. works in a school or college: ______________
8. produces computer programs: ______________
9. looks after sick animals: ______________
10. is responsible for a team of people or a project: ______________
annoyed boring disappointed disgusting excited exhausted
interested surprised terrifying worrying
9. I never did anything interesting in my old job. It was really ______________ .

10. I was very _________________ to hear about Maria’s new job. It sounds fascinating.
11. My sister’s really _______________about her new project at work. She can’t wait to start!
12. It’s quite ____________ that so many young people are looking for jobs after they leave
university.
13. I was ____________when they didn't invite me for a job interview, but I'm sure I'll find a
new job soon.
14. James works as an engineer building very tall buildings. His work looks absolutely _______!
15. I was really ______________ when he cancelled the meeting and he didn’t even tell me.
16. They treat their workers really badly. I think it’s __________.
17. I was _________________ when they offered me the job. I didn't think that I'd done very
well in the interview.
Unit 1 63
MINDSET IELTS 1
18. I had to work late today and now I’m absolutely ___________.
Exercise 3: Choose the correct prepositions to complete the text.
After I left school, I decided to go at/on/to university. I studied at/by/on university for three years. I
did a degree for/in/of marketing. It was very interesting. I learnt all about/on/over sales and
marketing. When I graduated for/from/on university, I needed to get a job. I wanted to work as/by/for
a large international company. I applied for/on/with lots of jobs, but it was difficult because I didn’t
have any experience. In the end, I got a job as/at/for a marketing assistant. It was a bit boring, but I
was very good at/from/to my job. After a few years, I was offered a job as a marketing manager and
was given an increase as/in/of salary.
Exercise 4: Match the explanations with the statements

I think it’s good – You’ve done a great job. I want to thank you for it.
I was worried, but now I’m not. I’m confident. I think it’ll be great.
I’m frightened of him/ her. It makes me unhappy.
I’m angry about them because they make my life difficult. I’m extremely angry with her.
I’m happy about them. I’m worried about it.
1. I’m grateful for your help. ___________________________________

2. I’m nervous about my exam. ___________________________________
3. I’m pleased with my results. ___________________________________
4. I’m furious with my sister. ___________________________________
5. I’m relieved that everything’s OK. ___________________________________
6. I’m impressed by your work. ___________________________________
7. I’m annoyed about the changes. ___________________________________
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8. I’m upset about what you said. ___________________________________

9. I’m positive about the future. ___________________________________
10. I’m scared of my boss. ___________________________________
Exercise 5: Complete the text. Use the words in the box.

college evening classes nursery school postgraduate course primary school
private lessons secondary school training courses university work placement
In my country, many very young children go to (1) _________________ , but they don’t have to
go. The first school you must go to is (2)__________________ . This is for children aged five to
eleven years old. Older children go to (3)__________________ , where they have lots of homework
and exams. Here, they study subjects like Geography, History and IT. Some children have
(4)_________________ , for example they might have extra English classes, which their parents
pay for. Some people stop their education after secondary school, but many continue their education
by going to (5)__________________ . In my country, they usually study just a few subjects at
college.
You can study for a degree at (6)__________________ . You need to do this if you want to become
a teacher, a lawyer or an engineer, for example. Many university courses include a
(7)__________________ , where students spend a few months in a place of work and learn some
practical skills. After graduating from university, some students stay at a university to do a
(8)____________________ . Education doesn’t stop when you leave school or university. Many
people go to (9)_________________ which they attend after a full day at work. You can also learn a
lot at work by going on (10)_______________ . For example, you might learn how to use new
computer software or how to communicate with customers.
B. GRAMMAR:
Exercise 1: Match the present results (present simple) with the past events (present perfect)
1. I’ve finished I have a degree.
university.
● ●
2. Andy’s found a new He now works for a bank.
job.
● ●
3. I’ve lost my school Do you think I should accept it?
bag.
● ●
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4. They’ve offered me a I can relax tonight.

better job.
● ●
5. I’ve done all my Now she needs to find a job.
homework.
● ●
6. My grandparents have I can’t find it everywhere.
retired.
● ●
7. Daniel’s broken his He can’t go to school this week.
arm.
● ●
8. Helena’s left school. They don’t go to work any more.
● ●
Exercise 2: Complete the sentences. Use the past participle of the irregular verbs in brackets.
1. He wasn’t very good when he started, but he’s _____________ (become) a very good
teacher in the last few years.
2. Have you _______________ (chose) a career yet? Do you know what you want to do when
you leave school?
3. I studied History for five years at school, but now I’ve ________________ (forget) almost
everything.
4. It’s been a very useful course and you’re a great teacher – you’ve __________________
(teach) me a lot.
5. I’ve __________________ (send) emails to lots of companies asking for a job, but nobody’s
offered me one yet.
6. Have you ________________ (be) on any training courses this year?
7. I need to write a 10,000-word essay by the end of my course, but I’ve only
_________________ (write) 2,500 words so far.
8. I studied Business at university, but I’ve _______________ (learn) more in my first month at
work than in three years at university.
9. Sorry I haven’t finished the presentation yet. I haven’t ________________ (have) time.
10. OK, so now that I’ve _______________ (show) you what to do, it’s your turn.
Exercise 3: Read the information. Then choose the correct answers to complete the
conversation.
The words already, yet and just have slightly different meanings.
 already = before now, or before a particular time in the past
Example:
I’ve already done it.
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= I did it in the past so I don’t need/plan to do it again.
 yet = before now or before that time

Example:
I haven’t done it yet.
= I didn’t do it in the past so I still need/plan to do it in the future.
 just = a very short time ago

Example:
I’ve just done it.
= I did it very recently (e.g. in the last few minutes).
A: Hey, I’ve already/just/yet remembered. We need to hand in our essays tomorrow. Have you
started writing yours just/yet ?
B: Actually, I’ve just/yet started. I started planning it half an hour ago. But I haven’t written
anything already/just/yet . I’m still thinking about what to write. What about you?
A: I started working on it at the weekend. I’ve already/just/yet written about half of it, but there’s
still a lot of work to do.
B: Oh, that’s not so bad. And have you planned everything just/yet ?
A: No, I haven’t planned the end already/just/yet . I mean, the first half’s good, but I don’t know
what to write for the ending. What about you?
B: I’ve just/yet told you! I started half an hour ago!
A: Oh, yes, sorry. And what about David? Has he started just/yet ?
B: Started? He’s already/just/yet finished! He wrote the whole essay last weekend!
Exercise 4: Complete the sentences. Use the words in brackets with the present perfect. Use
contractions where possible (e.g. haven’t). The first one has been done for you.
1. My sister’s just started university – it’s her first week this week. (my sister / just / start)
2. I’m really pleased. _____________________ all my exams. (I / pass)
3. We finished our project over a month ago, but our teacher _____________________ . (not /
check / it / yet)
4. _________________________ to go to evening classes to learn how to write
computer programs. (I / already / decide)
5. Don’t worry. __________________________ anybody your exam results. (I / not / tell)
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6. I think the job interview went well, but ____________________________ , so I don’t know if
I’ve got the job or not. (they / not / contact / me / yet)
7. Why are we doing this training course again? ___________________________________ it
three times! (we / already / do)
8. I’m really worried. I think _____________________________________my end-of-course test.
(I / fail)
Exercise 5: Correct the questions. Use the present prefect. Use contractions where possible (e.g.
hasn’t).
8. You take all your exams yet? I’ve already finished mine.
9. Where Lisa go? She was here a second ago.
10. Anybody see my bag? I can’t find it.
11. Why you not finish your report? I asked you to hand it in today.
12. You hear the news? They’ve offered me a promotion!
13. What you do to your hair? It looks terrible!
C. READING:
Exercise 1: You will read a text called ‘Cities of the future’. In the text, there are some opinions
given about problems our societies may face.
Match the topics with the correct pictures.
population pollution building materials new technology traffic jam
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Exercise 2: Read the text “Cities of the future” and choose the correct answers.
CITIES OF THE FUTURE
Paragraph A
Researchers recently gave 1,000 people a questionnaire about ‘Cities of The Future’. To answer the
questions, the people had to imagine and describe what they thought our cities might look like in the
year 2050. Interestingly, a large number of people were anxious that they would become ‘dark,
dangerous places’, which had endless traffic jams and very few green spaces. This group also
predicted an increase in the level of pollution and thought people would always need to wear
facemasks in order to breathe. They also believed that it would be less safe to walk on the street as
there would be ‘more stealing’ and other criminal behavior. A smaller number thought cities might
become a lot cleaner and might be built from more interesting materials. They were also looking
forward to new technology such as flying cars and moving pavements. In general, they believed that
the cities of the future would offer a much more convenient way of living. A few people were
uncertain; for example, they thought the size of apartments might reduce as the population of the city
grew, but they also thought that public transport would become better.
Paragraph B
What do the results from this questionnaire tell us? In a way, we shouldn’t be amazed by the
descriptions of the largest group. So many Hollywood films show cities of the future as frightening
places. Online newspapers are also responsible for spreading this same belief. Headlines such as
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‘Global population rises – cities become crowded’ are becoming more frequent. Journalists rarely
discuss how future cities might be a good place to live.
Paragraph C
The facts are these: 50% of people now live in cities, even though cities only occupy 2% of the
world’s land. By 2050, it is predicted that the number of people living there will rise to 70%. Some
people are worried that villages in the countryside will become empty as everyone leaves for the city,
and so traditional ways of life will be lost. This may be true, but we have to accept changes like this
as part of human development. Rather than being negative, we should be hopeful that we can
improve people’s lives as they move to cities. The way to do this is through intelligent planning.
Paragraph D
Architects have a big role to play in our future cities. In the past, the architects who were responsible
for planning our cities often designed buildings that they were interested in; but now it is time for
them to listen carefully to what people living in cities are asking for. In many countries around the
world, people are choosing to have smaller families or to wait longer before they start a family. For
this reason, not everyone needs a large house. Smaller and cheaper houses are what they need. But
‘small’ doesn’t have to be the same as ‘ugly’ or ‘boring’. Western architects could perhaps look at
some of the architecture in Japanese cities, where very stylish houses are built on small pieces of
unused land.
Paragraph E
And what might cities of the future be made from? Engineering companies have produced some
interesting new products, for example, wood-like material made from recycled newspapers or old
drink cartons. One engineering team are even working on a project that uses mushrooms to create a
hard building material. These new materials may seem strange, but we should remember that plastic
was only invented in 1907 – at the time people thought that this was an unusual product, but now it is
something we cannot manage without. Building a city of the future requires imagination and an open
mind.
1. Paragraph A: What do the results of the questionnaire show?

A. Most people feel worried rather than pleased about the way that cities will develop.
B. People imagined that no one would use their own vehicles anymore.
C. People think that crime will be the worst problem that future cities will have.
D. Some people believe that there will not be enough houses in the city for everyone.
2. What is the writer doing in Paragraph B?

A. Explaining why many people will probably prefer to live in cities in the future.
B. Giving a reason why many people feel negative about cities of the future.
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C. Suggesting that newspapers show a more realistic view of future cities than films.
3. What point does the writer make in Paragraph C?

A. It is important to encourage some people to stay in their villages.
B. It is possible to maintain traditional village customs after moving to cities.
C. It is necessary to think in a creative way about city design.
4. Paragraph D: In the writer’s opinion, architects who are responsible for planning cities
A. often make houses that are unattractive.
B. must make buildings based on people’s needs.
C. should get experience by working in foreign cities.
5. Paragraph E: The writer refers to the invention of plastic to make the point that
A. we can expect building materials to be very different in the future.
B. we must accept that good-quality materials take a long time to create.
C. we should use a variety of building materials to make our cities interesting.
Exercise 3: In an IELTS Reading text about the future, you are likely to see words and phrases
that are used to make predictions.
Match the meanings with the underlined words and phrases. Use the words in the box.
certain impossible possible probable uncertain
1. We could see more robots in people's homes by 2050.
2. There is a very good chance that there will be no more oil by 2050.
3. Driverless cars will be very popular – but not with taxi drivers!
4. There is no possibility of people living on Mars by 2050.
5. It is not clear whether in the future people would consider going back to
the countryside from cities.
Exercise 4: EXAM PRACTICE. Read the passage carefully and choose the correct option.
The ballpoint pen
Most of us have at least one, but how did this popular item evolve?
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One morning in 1945, a crowd of 5,000 people jammed the entrance of Gimbels Department Store
in New York. The day before, Gimbels had placed a full-page advertisement in the New York
Times for a wonderful new invention, the ballpoint pen. The advertisement described the pen as
“fantastic” and “miraculous”. Although they were expensive, $12.50 each, all 10,000 pens in stock
were sold on the first day.
In fact, this “new” pen was not new at all. In 1888, John Loud, a leather manufacturer, had
invented a pen with a reservoir of ink and a rolling ball. However, his pen was never produced,
and efforts by other people to produce a commercially successful one failed too. The main
problem was with the ink. If it was too thin, the ink leaked out of the pen. If it was too thick, it
didn’t come out of the pen at all.
Almost fifty years later, in 1935, a newspaper editor in Hungary thought he spent too much time
filling his pens with ink. He decided to invent a better kind of pen. With the help of his brother,
who was a chemist, he produced a ballpoint pen that didn’t leak when the pen wasn’t being used.
The editor was called Ladislad Biro, and it was his name that people would associate more than
any other with the ballpoint pen.
By chance, Biro met Augustine Justo, the Argentinian president. Justo was so impressed with
Biro’s invention that he invited him to set up a factory in Argentina. In 1943, the first Biro pens
were produced.
Unfortunately, they were not popular, since the pen needed to be held in a vertical position for the
ink to come out. Biro redesigned the pen with a better ball, and in 1944 the new product was on
sale throughout Argentina.
It was a North American, Milton Reynolds, who introduced the ballpoint pen to the USA. Copying
Biro’s design, he produced the version that sold so well at Gimbels. Another American, Patrick
Frawley, improved the design and in 1950 began producing a pen he called the Papermate. It was
an immediate success, and within a few years, Papermate were selling in their millions around the
world.
1. People went to Gimbels to buy a ballpoint pen because

A. they couldn’t get them anywhere else.
B. they had been told how good the pens were.
C. they had never seen a ballpoint pen before.
D. they thought the price was good.
2. Why were early ballpoint pens not produced commercially?
A. Nobody wanted to buy one
B. It cost too much to produce them.
C. They used too much ink.
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D. They didn’t work properly.

3. Why was Ladislas Biro’s pen better than earlier models?
A. It didn’t need to be filled with ink as often.
B. It was designed by a chemist.
C. The ink stayed in the pen until it was needed.
D. It was easier to use.
4. Biro’s first commercially-produced pen

A. was produced in a factory owned by the Argentinian president.
B. only worked if used in a certain way.
C. was a major success.
D. went on sale in 1944.
5. Patrick Frawley’s pen
A. was a better version of an earlier model.
B. took time to become successful.
C. was the USA’s first commercially successful ballpoint pen.
D. was only successful in the USA.
D. SPEAKING
Exercise 1: Match each job with the correct picture.
mechanic architect pilot chef
scientist manager
professor journalist
1. ________________________________ 2. ________________________________
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3.________________________________ 4.________________________________
5.________________________________ 6.________________________________
7.________________________________ 8.________________________________
Exercise 2: Read the task card and watch the video of the student doing IELTS Speaking Part
2. She makes some mistakes with verb forms. Find and correct the mistakes.
Describe a job you would like to have.
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You should say:

what the job is
what you know about that job
what study or training you would need to do so you can get that job
and explain why you would like to have that job.
1. I would like introduce a job which I would like to do in the future.

2. My dream job is be a teacher.
(Unit 3
3. I really like get on with children.
Video 1)
4. A lot of my classmates be teachers now.
5. I wanted to do this job since I started university.
Exercise 3: Complete the sentences with the correct form of the verbs in brackets.
1. When I finish university I ______________ to be a scientist. (want)

2. The exam yesterday _______________ really difficult. (be)
3. I am ________________ to walk to work today. (go)
4. I _______________ been a mechanic since 2014. (have)
5. I’m ______________ on an interesting project at the moment. (work)
6. The information that my manager ______________ me last week was useful. (give)
7. The workers ______________ to be careful with the new machine. It’s quite difficult to use.
(need)
8. This work that we’re ______________ is so interesting! (do)
Exercise 4: Complete the sentences using a, an or the
1. I paid _______ money I was given as a present into my bank account.

2. It would be a good idea to find ________ architect to plan the new head office building.
3. _______ pilot landed the plane early because the weather was so bad.
4. _______ celebrity’s life is never easy.
5. My aunt works as ________ hairdresser.
6. _______ best thing about being a scientist is that you can follow your interests.
7. My favorite professor does not teach at ______ weekend.
8. Do you know _______ mechanic who could fix my car?
9. I never planned to be _______ chef. It just happened.
10. My friend is a journalist and has just published _______ article.
2 and look at the sentences she uses. Match the phrases in the box with the underlined words
which have a similar meaning.
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You should say: (Unit 3

what the job is
what you know about that job Video 1)
I have always thought ... It is said that ... I’d like to talk about ...
It is necessary to to become
1. I would like to introduce a job which I would like to do in the future.

_____________________________________
2. My dream job is to be a teacher. _____________________________________
3. To be a teacher, you need to train. _____________________________________
4. Some people say this is not a well-paid job. _____________________________________
5. I think this job would suit me. _____________________________________
2 and look at the sentences he uses. Add a phrase from the box to each sentence. This will help
improve the grammatical range.

You should say: (Unit 3
what the job is
Video 2)
Following that, I have always thought that It is said that
Most importantly, What’s more,
1. ____________________________ the job I would like to have is professor.

2. ____________________________ professors can usually study something that they
want, ... and also study alone.
3. I would also like to teach ... because my parents are teachers. ...
____________________________ I used to teach my friends.
4. ____________________________ to be a professor I need a doctorate.
5. ____________________________ I’d go to another country, like England, to get a post-
doctoral job.
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Exercise 7: Put the words in the correct order to complete the sentences.
dream job. like to talk about my
1. I would ___________ ___________ ___________ ___________ ___________

job would that this thought suit me.
2. I have always ___________ ___________ ___________ ___________ ___________

___________
well-paid 's 's more, job. it a
3. What ___________ ___________ ___________ ___________ ___________

___________
a teacher. you can become before necessary study 's to
4. It ___________ ___________ ___________ ___________ ___________ ___________

___________
importantly, have work abroad. to 'll i the opportunity
5. Most ___________ ___________ ___________ ___________ ___________

___________ ___________
that, can countries. i live and work many in
6. Following ___________ ___________ ___________ ___________ ___________

___________ ___________
best in the world. job the people that it's say
7. Some ___________ ___________ ___________ ___________ ___________

___________ ___________
dream to become is job teacher. a
8. My ___________ ___________ ___________ ___________ ___________

___________ ___________
pencil.

You should say:
what the job is
Unit 1 77
MINDSET IELTS 1
E. LISTENING
Exercise 1: The exam task in this unit is about money. This is a common topic in IELTS, so it is
a good idea to think about some vocabulary you might hear.
Match the words in the box with the definitions.
cash trade coin financial valuable exchange payment worth
1. to give something to someone and receive something else from that person: __________
2. a small, round piece of metal that is used as money: _________
3. relating to money or how money is managed: ___________
4. having a particular value, especially in money: __________
5. an amount of money you give to someone, often for a product or service: __________
6. the activity of buying and selling products or services between people or countries:
____________
7. to be worth a lot of money: _____________
8. money in the form of notes and coins, rather than a credit card: _____________

cash coin exchange financial payments trade valuable worth
1. Historians believe that the first ___________ was invented over 2,800 years ago and was
made of bronze.
2. The Mona Lisa painting is believed to be _______________ over $780 million.
3. Fewer people carry ________________ nowadays as more payments are being made
electronically.
4. Before money, many people used to ________________ food, like fruits and vegetables, for
tools.
5. A lot of antiques, like paintings and furniture, are extremely ________________ nowadays.
6. Many students receive ______________ support from their families while studying at
university.
7. The number of people making ________________ online is increasing every year.
8. In the past, as groups of people began to explore new areas, ________________ between
different cultures became more common.
Exercise 3: In this example of an IELTS Listening sentence completion task, you will listen to
two students talking about the topic of finance in preparation for a lecture.
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Write ONE WORD to complete each sentence. (Track 3.1)
1. Greg and Penny agree to do some background reading on the history of ___________ .
2. Greg says that before money, _____________ was very common.
3. Greg says that in the past, bronze was probably used to make ____________ .
4. The book Greg and Penny should read is called ‘The ____________ World’.
Exercise 4: Match the words and phrases in the box with the correct synonyms.
began to use circle were made for mostly
had the idea produce very small images
introduced ___________
mainly ___________
make ___________
pictures ___________
round ___________
thought ___________
tiny ___________
were designed for ___________
Exercise 5: Read the sentences. Choose the correct synonym for the words and phrases in bold.
1. The UK introduced the two-pound coin in 1998.
o began to use
o created
o made
2. Before money, it was common for people to use food, such as rice, in exchange for tools.
o Easy
o Difficult
o normal
3. The line graph shows the number of people who worked in finance in the years between 1990
and 2015.
o Displays
o Explains
o includes
4. According to recent figures, the company was valued at £25 million in 2015.
o sold for
o offered
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o worth
5. Many countries in Europe started to produce paper money in the 17th century.
o began to make
o changed to
o decided to use
6. The five-yen coin, used in Japan, is round with a very small hole in the middle.
o square
o tiny
o very big
Exercise 6: Read the information. Then read the extracts from a lecture on the history of
money and choose the five phrases that signal the introduction of a new topic.
Cues help you find the part of the recording you need to answer the questions and complete
sentences, but you also need to follow the ideas the speakers talk about.
You can do this by listening for signaling phrases. These are phrases that a speaker can use
to:
 introduce a new point or topic (e.g. We’ll start by …, But that wasn’t the only…)
 make a point about the current topic (e.g. It should be noted that …)
 give a definition or an explanation (e.g. In other words, …).
 Well, we’ll start by thinking about the situation in prehistoric times.

 It was in western Turkey, however, that the system of producing coins became more
organized.
 The only problem with these little tools is that they looked just like the real ones.
 Now, about 3,000 years ago, there was an interesting development, and this happened in
China.
 This is a metal which is quite easy to use and to make large tools from.
 It’s something that’s so easy to buy in the supermarket nowadays.
 But that wasn’t the only big development in China.
 What else was used instead of money in the distant past?
Exercise 7: Listen to a lecture on the history of money. Complete the sentences. Write ONE
WORD ONLY in each gap. (Track 3.2)
1. People often exchanged vegetables for ______________ in prehistoric times
2. In Ancient European cultures, tools that were used for ______________ were most
important.
3. Around 3,000 years ago, the Chinese began to make tiny _______________ of tools from
bronze.
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4. China introduced coins that were round with a _______________ hole in the middle 2,800
years ago.
5. Coins were made mostly from ______________ in western Turkey.
6. King Alyattes had the idea of putting pictures of birds and _______________ on coins.
Exercise 8: EXAM PRACTICE.

Listen and complete Questions 1-6. Write ONE WORD for each answer. (Track 3.3)
1. Joe’s low_______________ doesn’t allow him to buy many electronic goods.
2. He’s often influenced by his____________________ when he buys electronic items.
3. Advertisements featuring somebody_______________ sometimes help him decide which
product to buy.
4. Joe prefers to get new products from _____________________.
5. He doesn’t like waiting for a long time after _________________ something.
6. He finds it hard to resist buying electronic products if they are new and _________________.
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UNIT 4
FOOD AND DRINK
A. VOCABULARY:
Exercise 1: Put the words in the correct categories to complete the table.
milkshake yoghurt cabbage basil butter cheese lamb
salt and pepper juice rice beef lemonade chill bread
chicken onion carrot salad
dairy products herbs and spices

(=foods made from (=food that gives strong meat
milk) flavors to other food)
side dishes
(food that you eat along soft drinks vegetables
with the main course)
Exercise 2: Complete the definitions. Use the sentence endings in the box.
you cook it at a temperature below boiling. you cook it for too long and it goes black.
you cook it in an oven. you cook it in hot oil or fat. you cook it under a very hot place.
you cook them in an oven, using a little oil or fat.
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you cook them in water that is boiling (= very hot). you cut it into long, thin pieces.
you cut them into pieces with knife. you put it on plates so that people can eat it.
1. When you chop vegetables, __________________________________

2. When you boil potatoes, __________________________________
3. When you fry meat, __________________________________
4. When you simmer soup, __________________________________
5. When you burn toast, __________________________________
6. When you slice cheese, __________________________________

7. When you bake a cake, __________________________________
8. When you roast potatoes, __________________________________
9. When you serve a meal, __________________________________
10. When you serve a meal, __________________________________
Exercise 3: Complete the descriptions. Use the words in the box.

crockery cutlery frying pan kettle napkin saucepan scales
serving dish tin opener utensils
1. A _____________ is a wide pan that you use to fry food in.

2. The general name for knives, forks and spoons is ______________ .
3. A ______________ is a small piece of cloth or paper used while you’re eating to protect your
clothes or clean your mouth or fingers.
4. The general name for cups, plates, bowls, etc. is _________________ .
5. A _____________ is something that you use to open tins of food.
6. A _____________ is a deep pan that you use for cooking vegetables or pasta in water.
7. You can use _______________ to weigh ingredients.
8. A _____________ is a bowl where you keep food before you put it onto plates.
9. The general name for wooden spoons, kitchen knives and other things that help you cook is
kitchen _________________ .
10. You can use a _________________ to boil water.
Exercise 4: Complete the sentences. Use the adjectives in the box.

bland delicious disgusting hot mild raw salty
savory spicy sweet
1. I love ______________ food. It’s hot and has lots of strong flavors.
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2. I prefer _______________ food. It still tastes good, but it’s not hot and the flavors aren’t very
strong.
3. _______________ pies, like apple pie, are popular in many countries.
4. _______________ pies, like meat pie, are also popular in some countries.
5. I don’t like ________________ chilli. It’s too strong for me.
6. This meal is _______________ . It tastes really nice.
7. I don’t like mashed potato. It’s so _______________ and doesn’t really taste of anything.
8. These carrots are very _______________ . There’s too much salt on them.
9. This meat is still _______________ ! Please cook it a bit longer.
10. The meal was ________________ . It tasted horrible!
Exercise 5: Choose the best words to complete the conversation.
A: Come in! Dinner’s nearly cooking/made/ready .

B: Oh, great. It feels/smells/tastes lovely. What is it?
A: It’s Jollof rice. It’s a traditional dish/meal/plate from West Africa.
B: Oh, right. So what’s it made of/on/to ?
A: Well, the main course/ingredient/recipe is rice.
B: OK. What else is from/in/with it?
A: Well, it also contains/ holds/involves fried onions and tomatoes. Plus lots of spices like chilli and
pepper to give it a strong appetite/color/flavor . Would you like to fry/test/try it?
B: Yes, please. Oh, that is nice. It looks/tastes/seems delicious.
B. GRAMMAR:
Exercise 1: Read the information. Then read the sentences and choose the correct answers.
Countable nouns:
Things that you can count, e.g. one book, two books; one person, two people.
Uncountable nouns:
Things that we don’t normally count, e.g. water, fun.
1. I went to the shop and bought two ice creams, one for me and one for you.
In this sentence, ‘ice cream’ is
o countable
o uncountable
2. For dessert, we’ve got ice cream.
In this sentence, ‘ice cream’ is
o countable
o uncountable
3. In my family, we often have pizza for dinner. It’s our favorite meal.
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In this sentence, ‘pizza’ is

o countable
o uncountable
4. I ordered a takeaway pizza, but when it arrived, it was really small.
In this sentence, ‘pizza’ is
o countable
o uncountable
5. Would you like a chocolate?
In this sentence, ‘chocolate’ is
o countable
o uncountable
6. I never eat chocolate. It’s too sweet for me.
In this sentence, ‘chocolate’ is
o countable
o uncountable
7. Could we have three coffees, please?

In this sentence, ‘coffee’ is
o countable
o uncountable
8. Do you like coffee?
In this sentence, ‘coffee’ is
o countable
o uncountable
Exercise 2: Read the information. Then choose the correct words to complete the sentences.
We use much with singular uncountable nouns and many with plural nouns
1. How many/much meals do you eat every day?

2. We haven’t got many/much bread. Can you buy some?
3. There wasn’t many/much food at the party, so i’m still hungry!
4. You eat too many/much sweets. They’re bad for your teeth.
5. Do you eat many/much fruit?
6. How many/much rice do you want? A lot or just a little?
7. You didn’t cook many/much peas. Are you sure there are enough for all of us?
8. I don’t want too many/much spaghetti. I’m not really hungry.
9. There’s too many/much butter on that toast! It’s not healthy.
10. I don’t eat many/much eggs. I don’t really like them.
Exercise 3: Choose the correct words to complete the text.
For breakfast, I usually have a/any/some toast and jam. I don’t put a/any/some butter on my toast. I
usually just drink a/any/some cup of tea with my breakfast. I don’t put a/any/some sugar in my tea
– I don’t like sweet drinks. At the weekend, I often have a/any/some egg for breakfast. Then, at
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about 11 o’clock, I usually have a/any/some coffee break. I eat a/any/some biscuits – just two or
three. Then for lunch, I usually have a/any/some sandwich. I also eat a/any/some fruit, like an apple
or an orange. I never eat a/any/some crisps – they’re really unhealthy.
Exercise 4: Complete the description of how to make scrambled eggs. Use a, the, some or any.
1. You will need __________ butter, two or three eggs and ___________ large frying pan.
2. First of all, break ___________ eggs into ___________ bowl.
3. Make sure there aren’t ____________ pieces of eggshell in _____________ bowl.
4. Mix ____________ eggs with ____________ fork .
5. Now melt ____________ butter in ____________ frying pan.
6. When ____________ butter has melted, pour ______________ eggs into the frying pan.
7. Use ____________ wooden spoon to stir the eggs in ___________ pan .
8. When it’s nearly ready, add ____________ salt and pepper to ______________ eggs.
9. Keep mixing _____________ eggs with ___________ wooden spoon.
10. When it’s ready, serve ___________ scrambled eggs with ______________ toast.
Exercise 5: Choose the correct answers to complete the sentences.

1. I eat a few/ a little/ a lot of cheese – too much, really, but I love it.
2. I made a few/ a little/ a lot of sandwiches, but our visitors still ate every single one!
3. When I was younger, I ate a lot of chocolate, but I eat fewer/less/ more chocolate now – I'm
trying to be healthier.
4. We prepared enough food for ten people, but there were a lot fewer/less/ more people than
that at the party. It was really crowded!
5. The extra-large pizza is perfect for four or more people. For fewer/less/ more people, we
recommend a normal pizza.
6. It’s better to cook your own food than to buy fast food. Cooking usually takes fewer/less/
more time, but it’s much healthier.
7. A: So who did you invite for dinner?
B: Just a few/ a little/ a lot of people – only three.
8. A: Do you want some milk or sugar in your coffee?
B: Just a few/ a little/ a lot of milk, please. Not too much.
9. A: How much time do you spend cooking every day?
B: A few/ A little/ A lot! At least three hours every day.
C. READING:
Exercise 1: In this unit, you will answer IELTS Reading matching information questions and
read a text called ‘How technology has changed the way we communicate’.
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What do you know about the development of the telephone? Match the decades with the
correct photos.
1920s 2000s 1970s 2010s 1980s
Exercise 2: What words and phrases do you already know for describing communication?
Match the words and phrases with the definitions.
formal interaction online forum relationship social media
social network to get in touch to keep in touch to respond update
1. to begin communicating with someone, for example, by email or telephone: ______________

2. to continue communicating with someone, for example, by email or
telephone:__________________
3. new information on a particular topic: _______________
4. the different groups of people that you know: _________________
5. websites and computer programs that allow people to communicate on the
internet:_________________
6. a time when two or more people communicate with or react to each other: __________
7. to say or do something in reply to something that has been said or done earlier: _________
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8. describes language, clothes and behavior which is used in important and serious events, for
example a job interview: _________________
9. a place on the internet where people can leave messages or discuss particular topics:
________________
10. the way in which two or more people feel and behave towards each other: _____________
Exercise 3: Read the information. Then match the phrases describing types of information
with the words in bold in the statements.
In an IELTS Reading matching information task, you will read a text and some statements
about it.
It is important to understand what types of information the statements need you to find. The
types of information might be:
 an example of / some examples of …

 a comparison between …
 a description of …
 a reference to …
 a prediction about …
a comparison between a description of a prediction about a reference to

an example of
1. Young students use Instagram far more than they use SnapChat. ___________
2. Digital devices will probably replace books in all UK schools by 2030. ___________
3. The new phone has a great camera and a clever feature which makes apps easy to use.
_____________
4. The first email message was sent in 1971. ______________________
5. There are many reasons why I stopped using social media, such as the huge amount of time it
took up. ______________________
Exercise 4: Read this paragraph from the text. What information does it contain? Choose the
correct answer.
How technology has changed the way we communicate
Paragraph A
It’s often impossible for teenagers to imagine that in the past we all had to make our social
arrangements either face-to-face or using a telephone landline. Just 20 years ago, trying to organize a
visit to the cinema meant that you had to call your friends at least a day in advance and hope they’d
be home when you rang. If someone didn’t turn up, you could try to call them from a public
telephone box. If their parents were home, you could leave a message, but your plans for the evening
would probably be ruined.
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The information in Paragraph A is:

o a comparison between the advantages of old and new technology.
o a description of the difficulties people used to have before they had mobile phones.
o a reference to the way technology can make relationships better or worse.
Exercise 5: Read the information. Then match the types of information with the sentences.
When reading an IELTS Reading text, it is important to think about what type of information
it covers. Other types of information could be:
 a reason for ...

 details of ...
 a description of ...
 a suggestion ..
a description of a reason for a suggestion details of
1. Perhaps we should focus more on face-to-face communication than digital communication?

_____________________
2. Fewer people are sending letters by post because stamps are very expensive nowadays.
________________________
3. Mervyn's YouTube channel had a huge number of followers. His videos were about his daily
life in New York and where people could go to find the best R’n’B music in Manhattan.
________________________
4. 75% of teens in the 12–17 age group own mobile phones. Every month, girls send out
approximately 3,952 messages, and boys send about 2,815. _______________________
Exercise 6: Read the next paragraph. Then match the information statements (A–D) with the
numbered parts of the paragraph (1–3). There is one information statement that you do not
need.
Paragraph B
Nowadays, getting in touch is a lot easier. Almost every aspect of human communication has
changed: we have email, text, Skype, Facebook and Instagram, and we are certainly busy using them
to build and maintain our relationships. According to recent reports, the top social networks now
each have more than a billion monthly active users. And keeping in touch isn’t just something we do
in class or at work any more: we continue to communicate with friends, strangers, family and
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colleagues (1) while we’re on the train, in the living room and at the dinner table, for instance.
One recent British study indicated that (2) 79% of teens even put their phone under their pillow
so they can keep up-to-date with whatever is happening on social media day and night, and not
miss out on updates. As for adults, a recent survey showed that (3) they now spend 20 to 28 hours
a week on social media and have on average 275 personal connections. However, in contrast,
only 11% of these same people actually meet their social connections in an actual physical
environment on a regular basis.
A. a comparison between the time spent online with friends and time spent in real places
B. some examples of typical locations in which digital technology may be found
C. the reason why some young people feel the need to keep a digital device with them at all times
D. the suggestion that adults could learn about digital communication from their children
1.
2.
3.
Exercise 7: Read the next paragraph. Then complete the matching information statements for
the numbered parts of the paragraph. Use the words in the box.
Paragraph C
Email is now one of the most common means of communication. At the moment, over 100 billion
emails are sent and received per day for business purposes. (1) This trend is expected to continue,
and business email will account for over 132 billion emails sent and received per day two years
from now. The number of letters which are sent through the post, however, has decreased
dramatically. (2) A consequence of this is that many town and village post offices have closed.
These were once places where a great deal of social interaction used to take place between local
people. Now it is no longer possible for neighbors or workers in the area to meet up with each
other like this, and older people in particular are often unhappy about this development. But
certainly the advantages of email cannot be ignored: in the past, the post would only be delivered
once or twice a day. If a letter was sent to an overseas destination, it could take months. Without
doubt, email has made it easier to do business.
a description a prediction community form of communication
1. ______________________ of how a particular _____________________

2. ______________________ of how the loss of a public service has affected the
______________________
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Exercise 8: Quickly skim read the next paragraphs. Then do the exercise.
Paragraph D
However, there are several downsides to this form of technology. Firstly, no one would disagree that
email puts pressure on people to respond immediately as soon as they find a new message in their
inbox. A recent French report says that anxiety and general tiredness has risen dramatically amongst
office workers, largely because they carry their digital devices with them, feeling obliged to
constantly check for new mail from clients. A further problem is how to write an email, especially
when communicating with people we don’t know well. In the past, everyone knew that it was
‘correct’ to begin a letter ‘Dear Sir/Madam’ and end with ‘Yours faithfully’. Nowadays, these
phrases often feel too formal. No one wants to give the wrong impression when writing an email, but
without ‘rules’, this can easily happen.
Paragraph E
Another significant impact technology has had on methods of communication is in the field of
education. Traditionally, if someone wanted to take a higher education course, they would have to
travel to attend lessons on a university campus. Nowadays, it is possible to take a range of courses
through distance learning, and the number of these is likely to rise in the next few years. What is the
appeal of studying this way? Many online courses encourage students to take part in online forums
and post comments about their learning experiences, reading assignments and projects. They must
also comment on their classmates’ posts. In one way, this approach certainly appears to encourage
communication.
Paragraph F
However, some surveys have found the opposite to be true. Because online students are physically
separated, and indeed may never have met, they do not have the opportunity to build a good
relationship. Students who come to campus regularly have the chance to get to know and support
each other, and feel part of a community, so when they are asked to comment on the other person’s
work, they can do this in ways they know the other person will appreciate. For example, some
students prefer their peers to be direct in their criticism, whereas others might prefer a more sensitive
approach. But when students are asked to comment on the work or opinions of people they have
never met, they are often reluctant to do so. Interestingly, one of the main reasons why people give
up studying on their online courses is that they miss the face-to-face interaction with others.
Certainly technology has made our lives more ‘convenient’ but perhaps also more complicated.
There are many questions still to be answered about how we can and should use our modern digital
tools to enable effective communication, an evolutionary skill that has been centuries in
development.
Match the paragraphs with the general topics.

1. the advantages of studying online
o D
o E
o F
2. problems that occur at work and in formal situations because of digital communication
o D
o E
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o F
3. the disadvantages of studying online

o D
o E
o F
Exercise 9: Read paragraphs D-F again, this time more carefully. Which paragraph contains
the following information? You may use any letter more than once.
1. a reason why some learners do not complete an academic program
o D
o E
o F
2. a reason for an increase in levels of stress in employees
o D
o E
o F
3. a prediction about the way that an academic service might develop in the future
o D
o E
o F
4. an example of a traditional practice in writing that people used to use more often
o D
o E
o F
5. a comparison between the ways that different people like to be given feedback on their
work
o D
o E
o F
EXAM PRACTICE:
Passage 1:
GRAPHIC NOVELS
People who think graphic novels are just comics with a different name should think again
A. Graphic novels, as the name suggests, are books written and illustrated in the style of a comic
book. The term graphic novel was first used in 1978 by author and artist Will Eisner to distinguish
a comic novel he had written and illustrated from newspaper comic strips. He described graphic
novels as consisting of 'sequential art' — a series of illustrations which, when viewed in order, tell
a story.
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B. Although today's graphic novels are a recent phenomenon, this basic way of telling stories has
been used in various forms for centuries. Early cave drawings, hieroglyphics and medieval
tapestries are examples of this. The term graphic novel is now generally used to describe any book
in a comic format that resembles a novel in length and narrative development.
C. Many adults feel that graphic novels are not the type of reading material that will help young
people become good readers. They believe that graphic novels are somehow a bad influence that
prevent 'real' reading. In other words, they think that they are not 'real' books.
D. However, many quality graphic novels are now being seen as a method of storytelling on the
same level as novels, films or audio books. From originally appealing to a small following of
enthusiasts, they are now being accepted by librarians and teachers as proper literature for children
and young adults. The main advantages are that they promote literacy, and attract and motivate
young people to read.
E. How do we know this? In the last few years, teachers and school libraries have reported
outstanding success getting children to read with graphic novels. Many have mentioned the
motivational factor of the graphic novel. This has been especially true with children who are
usually reluctant to read, especially boys. The colorful pictures attract them, and then encourage
them to find out what the story is about. Providing young people of all abilities with a wide range
of reading materials, including graphic novels, can help them become lifelong readers.
F. Furthermore, one of the main benefits of a graphic novel is that it can help students who are
learning a foreign language, and who are having problems improving their reading skills. This is
because the pictures provide clues to the meaning of the words. Language learners are therefore
more motivated by graphic novels, and will acquire new vocabulary more quickly.
G. Many teachers have reported great success when they have used graphic novels with their
students, especially in the areas of English, social studies and art. They have discovered that, just
like traditional forms of literature, they can be useful tools for helping students examine aspects of
history, science, literature and art.
H. The idea that graphic novels are too simple to be regarded as serious reading is no longer valid.
The excellent graphic novels available today demand many of the same skills that are needed to
understand traditional works of fiction. Often they actually contain more sophisticated vocabulary
than traditional books. Reading them can help students develop the skills that are necessary to read
more challenging works.
Questions 1 -7:
The Reading passage has eight paragraphs, A-H.
Which paragraph contains the following information?
Write the correct letter, A-H.
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NB You may use any letter more than once.
1. people with negative attitudes towards graphic novels __________

2. a variety of school subjects where graphic novels can play an important role __________
3. why a graphic novel's visual element speeds up learning __________
4. a modern definition of graphic novels __________
5. graphic novels are as good as any other method of telling a story __________
6. graphic novels sometimes use advanced words __________
7. the historical use of pictures as a method of storytelling __________
Passage 2:
The rain makers

Science and technology work with nature to bring rain when and where it is needed.
A. Wheat farmer Gang Liu is a worried man. The annual rains have not arrived, and there is a
danger that unless there is substantial rainfall soon, his annual wheat crop will fail. As he looks
anxiously at the clouds which promise rain but are failing to deliver it, there is a sudden loud roar,
and from fields for miles around, hundreds of small rockets are fired into the clouds. Within
twenty minutes, the farms around the eastern Chinese city of Luohe are experiencing their first
rain for many weeks. Gang Liu's valuable wheat has been saved, thanks to a technique known as
'cloud seeding', in which the chemical silver iodide (Agl) is introduced into clouds. This causes
the tiny drops of moisture in the clouds to turn to ice. These tiny ice particles join until they
become heavy enough to fall from the sky, turning into rain as they melt.
B. But did cloud seeding really cause the rain in Luohe to fall, or was it just a coincidence?
Experts often question whether cloud seeding actually works. It is hard to tell how effective cloud
seeding actually is, they say, as it might have rained anyway, without human intervention. But
this has not stopped many governments and organisations from trying. There are currently 150
weather-modifying projects taking place in more than 40 countries. Not all of them are aimed at
creating rain. The Eastlund Scientific Enterprises Corporation in the USA, for example, is
experimenting with firing microwaves into clouds to prevent the tornadoes which cause enormous
damage to the country every year. In Russia, experiments have been carried out to make sure the
sun shines during important national events.
C. However, it is rainmaking that dominates the research programmes. In many of these,

researchers are using trials in which some clouds are 'seeded' while others are not, and both
groups are monitored. Arlen Huggins of the Desert Research Institute is leading a research project
in Australia. Weather-monitoring technology is so good nowadays, he says, that we can measure
clouds much more effectively, even from the inside. As a result, we now know much more about
the effect humans can have on the weather. What Huggins' team has discovered so far is
promising. They believe that cloud seeding does work, although there are still two years of the
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six-year project left to go.
D. In China, where the majority of cloud-seeding operations take place, weather-modification

authorities use army rockets to fire silver-iodide particles into the clouds. 39,000 staff working
for the China Meteorological Administration (CMA) are equipped with 7,113 army cannons
which, in 2006, were used to fire a million silver-iodide rockets into the atmosphere. This costs
over $100 million a year, although the CMA claims the results are worth the expense. Between
1999 and 2006, they say, cloud seeding produced 250 billion metric tonnes of rain and prevented
thousands of farmers from losing their crops.
E. "We want to understand what makes clouds rain," says Philip Brown of the UK
Meteorological office, explaining why so much time, effort and money are being invested. "But
there is a more powerful economic reason. A lot of countries around the world are at risk from
drought, and governments will try anything to make sure that doesn't happen, even if the
scientific evidence is weak. The potential economic value is greater than the scientific value.
Making it rain might allow you to keep agriculture going where, without human intervention, it
might fail."
F. Some people are concerned, however, that altering the weather can have negative
consequences. Leonard Barrie, director of the research department at the World Meteorological
Organisation in Geneva, explains why. "All areas of weather modification are still very
controversial. Some people think that diverting water for irrigation benefits some people, but is a
disadvantage to others. Someone in one area will get more water, but as a result, someone
somewhere else could get less." His fears may be justified. Recently, the town of Zhoukou in
China's Henan province accused neighbouring town Pingdingshang of 'stealing' rain from clouds
that were due to pass over its own farms, prompting what may be the world's very first
documented incident of 'rain rage'.
Questions 1-6
Complete the sentences below.
Choose NO MORE THAN ONE WORD AND/OR A NUMBER from the passage for each
answer.
1. Experts are unsure if cloud seeding is __________ or not.

2. At the moment, there are over __________ where projects are being carried out to modify the
weather.
3. Thanks to modern __________, it is now possible to get better results when clouds are monitored.
4. The Desert Research Institute project will finish in a couple of __________
5. The CMA gets the equipment they need from the __________
6. A large number of __________benefited from cloud seeding carried out by the CMA.
D. SPEAKING
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Exercise 1:
25% of your score in the IELTS Speaking test is for lexical resource. Lexical resource means
using a good range of vocabulary.
You can improve your lexical resource by building your vocabulary on IELTS topics. Use the
words in the box to complete the student’s notes. Then watch the video and check your
answers.
Describe what you like to have for breakfast in the morning.
You should say:
what you like to eat and drink for breakfast
how you prepare these things (Unit 4_Video 1)
whether you think this is a healthy breakfast
and explain why you like to eat and drink these things.
breakfast eat eggs energy juice lives recipe sausage vitamin

orange or apple _____________
scrambled ____________
beans and ____________
how you prepare these things
I will cook English ___________ with my parents.
I will find a ____________ to learn how to cook it.
Orange juice gives us _____________ C .
It gives me a lot of ______________ .
explain why you like to eat and drink these things
This kind of breakfast is important in our ______________ .
I like to ______________ this breakfast because I enjoy it.
Exercise 2: In IELTS Speaking Part 2 you will speak about your personal experience of a topic.
Then, in Part 3, the examiner will ask you about your general opinions on the same topic.
Look at a student’s answers and decide if each one describes a personal experience (for Part 2)
or a general opinion (for Part 3).
1. We should eat healthier food because we need healthy bodies to work and study.
This is personal experience for Part 2./ This is a general opinion for Part 3.
2. In my country, we eat noodles and rice for breakfast.
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3. I think that buying fast food is often easier than cooking for yourself.
4. I think governments should give people more advice about healthy food.
5. I think I have a recipe to show me how to cook it.
6. No, I don’t think so, because it is now more expensive to import food from foreign countries.
7. I think we’re healthier than in the past because nowadays we concentrate on the ingredients
in meals.
8. I don’t like milk. I just drink it because it’s healthy.
9. Yes, I think so, because nowadays we are unhealthy because of fast food.
10. In the morning, I like to have eggs, juice and toast.
Exercise 3: Read the information. Then put the letters in the correct order to complete the food
collocations.
One way to build your vocabulary is to learn different collocations. Collocations are pairs or
groups of words that are commonly used together.
Example:
homemade + food = homemade food
(food that is made at home and not bought from a shop.)
1
fresh f r u i t
2
mineral w a t e r
3
English b r e a k f a s t
4 fast f o o d
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5
fruit j u i c e
6
green t e a
7
scrambled e g g s
8
strawberry y o g h u r t
9
roast c h i c k e n
10
Italian p i z z a
Exercise 5: Read the IELTS Speaking Part 3 questions and answers. Highlight the words that
the student uses to paraphrase the examiner’s words in bold.
1. Examiner: Do you think it’s easy to buy many types of food in your country?
Student: Yes, there is definitely a wide variety of things to eat where I am from.
2. Examiner: Some people say it’s better to eat mostly local food rather than food imported from
other countries. Do you agree?
Student: Yes, I think it is important to buy food that was grown near where you live.
3. Examiner: Do you think that your country’s traditional food might disappear in the future?
Student: No, it simply isn’t possible that people would stop eating what we have always eaten where
I am from.
4. Examiner: Do you think that the food people eat in your country now is better than the food that
they ate in the past?
Student: No, I don’t. I think what people used to eat was healthier.
5. Examiner: What are the reasons why unhealthy food is so popular in many countries these days?
Student: I think there are several reasons why people like eating things that are bad for them.
Exercise 6: In IELTS Speaking Part 3 you can use and, but, so, and because to help explain
your opinions.
Read the information, then complete the sentences. Use the words in the box.
Use and to join two ideas that are similar. (e.g. I like coffee and tea.)
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Use but to join one idea that is different from another idea. (e.g. I like apple juice but not
orange juice.)
Use so to join one idea that is the result of another idea. (e.g. I want to be healthier, so I’m
eating more fruit.)
Use because to join one idea with the reason for another idea. (e.g. I am going to a restaurant
on Saturday because it’s my friend’s birthday.)
and because because but so
1. Sugar causes a lot of health problems, ___________ people should eat fewer things that
contain sugar.
2. In my country, it’s easy to have a healthy diet _____________ we grow a lot of fruit and
vegetables.
3. Fast food is unhealthy ____________ it’s tasty and cheap.
4. One reason I like fruit is that it tastes nice ___________ another reason is because it’s
healthy.
5. People drink a lot of water in the summer _____________ it’s very hot.
Exercise 7: Watch the video of a student doing IELTS Speaking Part 3. Listen and complete
the examiner’s questions.
1. Examiner: OK, we’ve been talking about food and drink and I’d like to (Unit 4_Video 2)
discuss with you one or two more general questions related to this. So let’s
consider, first of all, local and ______________ food. Do you think it’s easy to
buy many types of food in your country?
2. Examiner: Some people say it’s better though to eat mostly _____________
food rather than food imported from other countries. Do you agree?
3. Examiner: Do you think it’s _____________ ? Why?
4. Examiner: Do you think though that your country’s _____________ food
might disappear in the future?
5. Examiner: OK, let’s think about food ____________ and healthy food. Do
you think that the food people eat in your country now is better than the food
that they ate in the past?
6. Examiner: What are the reasons why ______________ food is so popular
in many countries these days?
7. Examiner: Do you think that governments should make laws which
encourage people to eat healthy ________________ and avoid unhealthy
food?
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8. Examiner: Do you think people would obey the rules, the government rules,
about ______________ food?
Exercise 8: There is one mistake in each of the student’s answers. Find the mistakes and
correct them.
1. Examiner: Do you think it’s easy to buy many types of food in your country?
Student: Yes, I think is easy to buy international food in Hong Kong.
2. Examiner: Do you like international food?
Student: I prefer eat local food from my country
3. Examiner: Do you think though that your country’s traditional food might disappear in the
future?
Student: As far I as can see, it’s possible, but unlikely.
4. Examiner: Why is unhealthy food so popular in many countries these days?
Student: Unhealthy food is usually faster food, which is often cheap and easy to buy.
5. Examiner: Do you think that the food people eat in your country now is better than the food that
they ate in the past?
Student: Personally, I thinking that it’s better nowadays
Exercise 9:
You are going to do IELTS Speaking Part 2. You will need some paper and a pencil.
Describe what you like to have for breakfast in the morning.

You should say:
how you prepare these things
and explain why you like to eat and drink these things.
E. LISTENING
Exercise 1: In this unit, you will practise the skills you need to answer an IELTS Listening
matching task and a map labelling task. The topic of this unit is visiting museums.
Listen to two students talking about a trip to the Museum of Transport. Choose the correct
answer. (Track 4.1)
What activity do the students need to complete at this location at the Museum of Transport?
Location
The Information Centre
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Activity
o collect their timetable

o get a map of the museum
o meet their tour guide
Exercise 2: Labelling maps is an important skill in the IELTS Listening test. It’s a good idea to
familiarise yourself with key vocabulary that you might hear when labelling maps.
Read and listen to the extract of John and Denise’s conversation. Choose the correct words and
phrases you hear to complete the extract. (Track 4.2)
Denise: Great. That’ll be interesting, I expect. Now, what activity did our tutor say we had to
complete when we arrived at the Information Centre/ Welcome Hall/ Gift Shop at the museum?
John: Well, we’ve already got our timetables/map/ brochure for the whole visit, so we don’t need to
pick those up.
Denise: Oh, I remember – we’re supposed to introduce ourselves to someone from the museum – the
person who’s going to show us around the museum later on and talk to us about some of the
displays/ paintings/ exhibits.
John: You’re right. That’s it. OK, well, we’d better do that first.
Exercise 3: Read the information. Then listen to the next part of the conversation between
John and Denise and answer the question. (Track 4.3)
What activity (A–E) do the students need to complete at this location at the Museum of Transport?
1. The Space Travel building
o A do an interview
o B watch a short film
o C do a quiz
o D listen to a recording
o E learn to use some equipment
Exercise 4: Listen to the rest of the conversation. Which activity (A–E) do the students need to
complete at the Trains and Travel room, Central Hall and ‘Going Second Class’ room at the
Museum of Transport? (Track 4.4)
Write the correct letter (A, B, D or E) next to the locations (2–4)
A do an interview
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B watch a short film

C do a quiz
D listen to a recording
E learn to use some equipment
2 Trains and Travel room A
3 Central Hall B
4 ‘Going to Class’s room D
Exercise 5: Read the information below. Then look at the map of the Museum of Transport
and listen to three different speakers giving directions to the Space Travel building . (Track 4.5)
What is the starting point for each speaker? Are they talking about a present or a future visit?
Write the starting point and either Present or Future for each speaker.
In IELTS Listening Section 2, you

will hear just one speaker giving
information on a topic connected to
everyday life.
For example, you may hear some
instructions on how to use a
machine safely, or some
information about different parts of
a building and what activities you
can do in those places.
When you have a map, the first

thing to do is orientate yourself.
This means you have to listen
carefully to understand which part
of the map the speaker is talking
about at the beginning of the
recording. The speaker may be
giving information to people who
are ready in the location on the map,
or they may be talking to people
who are going to visit location in
the future.
Speaker 1
1. Starting point? ______________
2. Time of visit? ______________
Speaker 2
3. Starting point? ______________
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4. Time of visit? ______________

Speaker 3
5. Starting point? ______________
6. Time of visit? ______________
Exercise 6: For the IELTS map labelling task, it is a good idea to learn words and phrases for
giving directions and instructions. (Track 4.6)
Read and listen to the tour guide giving directions to three locations. Complete the directions
with the correct word or phrase you hear.
OK, I’m going to tell you where some of the important rooms in the museum are. We’ll start
with the ‘Car Collection’ room. So we’re here in the Welcome Hall, (1)_______________ the
Central Hall. You need to go through the door over there on the right. That’ll take you to the
room that (2)________________ to the café, but don’t go that way – take the other door
instead. Go across the corridor and then you’ll enter a long, (3)_________________ room.
Walk all the way through this room, through the corridor and into the next one. That’s where
you’ll find our collection of cars.
Alright, you’ll also be visiting the exhibition called ‘Going Second Class’. Let me explain how
to find it. From here, the Welcome Hall, go (4)_____________ into the Central Hall, and then
head for the door on the left on the (5)_______________ side of the hall. Go through the door
that leads outside – and then you’ll see a row of three buildings. When you’re facing the
buildings, the middle building will be directly (6) ________________ you, and you want the
one on the left of it.
Alright, what about the ‘Fashion and Travel’ room? There are a couple of ways to get there,
but I suggest you leave here, the Welcome Hall, and go into the Central Hall.
(7)_________________ left, but don’t go all the way to the end. You want the door on your
right, as you’re facing the western exit. That’ll (8) _________________ the ‘Fashion and
Travel’ room.
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Exercise 7: Listen to the tour guide. Choose the correct letters (A–L) from the map for each of
the three rooms (Track 4.7)
A B C D E F G H I J K L
Crossing New
Horizons building ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Map room
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
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Explorers room
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○
Exercise 8: Listen and answer questions 1-4 (Track 4.8)

What helped each person to become successful?
Choose FOUR answers from the box and write the correct letter, A-F, next to Questions 1-4.
1. the film maker
2. the ballet dancer
3. the scientist
4. the chef
Reasons for success

A. a personal style D. an invention
B. a lot of money E. a wise decision
C. a relative’s influence F. a change of job
Exercise 9: Listen and write the correct letter (A-G),

next to these questions (1-3) (Track 4.9)
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1. gift shop
2. restaurant
3. picnic area
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UNIT 5
CONSUMERISM
A. VOCABULARY
Exercise 1. Look at the words in the table. Which words can you add to them to make new
words? Use the words in the box.
bag foot manager online department convenience keeper
trolley assistant mens basket sports
shop…. shopping…
-wear …store
Exercise 2. Complete the descriptions. Use the words in the box.
DIY store bakery bookshop butcher's chemist's greengrocer's

newsagent's travel agency
11. You can buy meat in a _____________

12. You can buy bread and cakes in a _____________
13. You buy books in a _____________
14. You buy newspapers and magazines in a _____________
15. You book a holiday in a _____________
16. You buy fruit and vegetables in a _____________
17. You buy things to help you build and fix things around the house in a _____________
18. You get medicines in a ____________
Exercise 3. Choose the correct words to complete the story.
The department store in my town was having a discount /sale/sell last week – everything was 25%
cheaper than usual. So I went to find some bargains/discount/sell. I love buying things that are
cheaper than they should be.
In the footwear and bags department, I found a lovely bag, with a 40% discount/off/sale. It had a
two-year fitting room/guarantee/receipt, so I could get my money back if it broke. Then I went to
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the womenswear department and found some nice trousers on discounts/refund/special offer.
They were 50% of the normal price. I wanted to go to the fitting room/queue/till to try them on, but
there was a long bargain/queue/sale – there were about ten other people waiting – and I didn’t want
to wait. So I went to the cash machine/fitting room/till and paid for everything.
When I got home, I tried the trousers on. They were the right size, but they didn’t fit/pass/suit me at
all – they looked terrible on me. So I decided to take them back and ask for a receipt/refund/return.
But I couldn’t find my footwear/receipt/shopping bag, so the shop assistant said he couldn’t give me
my money back. Next time, I’ll be more careful when I shop at the sales.
Exercise 4. Complete the phrases. Use the words in the box.

book eat go meet spend take try watch
11. _____________ up with friends.

12. _____________ bowling.
13. _____________ out some money from a cash machine.
14. _____________ a film.
15. _____________ fast food.
16. _____________ on some clothes to see if they fit you.
17. _____________ a holiday.
18. _____________ money.
B. GRAMMAR
Exercise 1. Read the conversations.
Then choose the correct reason for Speaker B using will + infinitive or going to + infinitive
each time. The first one has been done for you.
1. A: Hmm, it’s a lovely jumper, but I can’t buy it today. I haven’t got enough money.
B: That’s OK. I’ll lend you the money. How much do you need?
o We often use will to make a decision while we’re speaking, or to ask another person for a
decision.
o We often use will to make a prediction (= a guess about the future) based on our own
opinions.
o We often use will to make a promise to another person.
o We often use will to offer help to another person, or to ask for help.
2. A: These trainers are quite expensive. Are you sure you need them?
B: Yes, Mum. Don’t worry – I’ll wear them every day. Trust me!
decision.
opinions.
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3. A: I’m sorry, but we don’t accept credit cards at this till.

B: Really? OK, I’ll pay by cash.
decision.
opinions.
4. A: This phone looks great, and it’s really cheap.

B: Yes, a bit too cheap. I’m worried that it’ll stop working after a few weeks.
decision.
opinions.
5. A: Have you booked your holiday yet?

B: Yes, we’ve just been to the travel agency and bought our tickets. We’re going to go to
Thailand.
o We often use going to to make a prediction based on what we know or can see.
o We often use going to to talk about plans and decisions that we made earlier.
6. A: Can we go home soon? I’m bored.

B: I want to try on this blouse, but there’s a long queue for the fitting rooms. It’s going to be at
least half an hour before we can go home.
o We often use going to to make a prediction based on what we know or can see.
o We often use going to to talk about plans and decisions that we made earlier.
Exercise 2. Read the conversations and correct Speaker B’s answers by using the correct form
of will + infinitive. Use contractions where possible (e.g. he’ll). The first one has been done for
you.
1. A: Look what I’ve found. A lovely shirt for you. Do you want to see if it fits you?
B: OK, I try I'll try it on.
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2. A: The lift’s broken.

B: OK, I take the stairs.
3. A: Wow, I can’t believe I’ve bought so much today!

B: How do you get home with all those bags?
4. A: Can I tell you a secret? My ‘expensive’ dress was actually really cheap. I only paid £10 for it.
B: Wow! Don’t worry. I don’t tell anyone.
5. A: I ordered some books online yesterday, but they haven’t arrived yet.
B: Don’t worry. They probably arrive next week.
6. A: You should take those shoes back if they don’t fit and ask for a refund.
B: I know, but I’m a bit nervous. Do you come with me?
7. A: Can you wait here? I just need to go to a few shops.
B: OK. Are you long?
8. A: I don’t want to go to the shopping centre tomorrow. It’s always really crowded.
B: Don’t worry. It isn’t be crowded tomorrow morning.
Exercise 3. Put the words in the correct order to complete the sentences and questions.
1 Be quite it’ll expensive I think .
 I think it’ll be quite expensive.
2 film you the think you’ll Do enjoy? .
 Do you think you’ll enjoy the film?
3 think stay we’ll long I don’t .
 I don’t think we’ll stay long.
4 do think How it’ll cost much you ?
 How much do you think it’ll cost you?
5 I trolley a need I’ll think .
 I think I’ll need a trolley.
6 I pay think to don’t need you’ll .
 I don’t think you’ll need to pay.
7 we’ll you go do think again When ?
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 When do you think we’ll go shopping again?
8 you many people be think there’ll Do?
 Do you think there’ll be many people?
Exercise 4. Complete the conversation with the correct forms of the words in brackets.
Use going to + infinitive in all your answers. Use contractions where possible (e.g. isn’t)
A: Hurry up! You need to decide. The ____________________ in a minute. (shop / close) Which
laptop _________________________ ? (you / buy)
B: _______________________________ one here. (I / not / buy)
A: Why not? Your old laptop’s broken and you’ve got a business trip next week.
______________________________ one when you’re away. (you / need)
B: I know, but _______________________________ a new laptop online instead. (I / get)
A: Well, don’t forget your flight’s on Monday morning, so that doesn’t leave you a lot of time.
B: Don’t worry. ________________________________ it tonight. (I / order) It won’t take more
than three days to arrive.
A: _________________________________ pretty stupid at your business meeting next week if you
don’t get your new laptop by then. (you / feel)
B: Don’t worry. It’ll be fine.
Exercise 5. Read the information. Then choose the best answers to complete the sentences.
 We often use will to make a decision while we’re speaking, or to ask another
person for a decision.
 We often use will to make a prediction (= a guess about the future) based on our
own opinions.
 We often use will to offer help to another person, or to ask for help.
 We often use going to talk about plans and decisions. Often the plan/ decision
has already been made.
 We often use going to to make a prediction based on what we know or can see.
1. This laptop comes with a five-year guarantee. That means that if it stops working in the next
five years, you’re going to/you’ll get your money back.
2. I’ve just bought some new running shoes because I’m going to/I’ll start running every day
from tomorrow.
3. Oh no! We’ve spent too long in the shops. We’re going to/We’ll miss the last bus home. Look
– it’s leaving now.
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4. We aren’t going to/won’t buy anything. We didn’t bring any money. We only came here to
do some window-shopping.
5. A: What are you going to have for lunch?
B: I’m going to/I’ll have a burger. I haven’t had one for ages.
6. A: We’ve just bought our wedding rings.
B: Really? When are you going to/will you get married?
7. A: I can’t carry all these bags. Are you going to /Will you help me, please?
B: Yes, of course.
Exercise 6. Do the advantages of online shopping outweigh the disadvantages? Choose the best
words to complete the student’s answer.
In my view, the main advantage/disadvantage/positive aspects of online shopping is that it is

convenient – you can buy things in your own home, at any time of day or night. Another
benefit/drawback/negative aspects is that online stores are often cheaper than traditional shops. All
things considered/Moreover/Overall , they usually have a wider range of sizes and colours.
However, there are also some important advantages/benefits/drawbacks to online shopping. For one
thing /Overall/Personally , you have to wait a few days, or even weeks, for your shopping to arrive.
However /In my view/What’s more , you can’t try on clothes before buying them.
Because/However/In addition, you sometimes need to pay extra for postage. Many online shops do
try to deal with/suffer/outweigh the disadvantages by offering free delivery for any clothes that you
want to return, for example.
For instance/Overall/So, I believe the benefits of online shopping deal with/outweigh/suffer the
disadvantages.
B. READING
Exercise 1. In this unit, you will do IELTS Reading matching heading tasks and read a text on
the topic of family history (also called ancestry).
What vocabulary do you already know on the topic of ancestry? Match the words with their
definitions.
a descendant a generation a record a relative a will an ancestor
birth certificate family background great - + noun run in the family
1. a member of your extended family, for example, your aunt or uncle:

__________________________
2. a person who is related to you but lived and died before you were born:
_______________________
3. a person who is related to you and who will live after you in the future (e.g. your
grandchildren’s children): _________________________________
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4. a group of people who are all about the same age: _________________________________
5. the history of your family, for example, where they came from, what jobs they had:
_____________________________
6. used with a word for a family member from an older generation (e.g. your mother’s
grandmother): ___________________________________
7. a piece of important information you write on paper or store on a computer:
_________________________________
8. a legal document that explains what a person has decided should be done with their money
and property after they die: ___________________________________
9. a phrase that describes a feature, quality, ability or disease that people from the same family
share: ________________________________
10. a legal document that contains information about a new baby such as its name, the names of
its parents and the time and place it was born: _____________________________________
Exercise 2. Read the information, then read the sentences from Paragraphs A–H. Match the
main ideas with the sentences from Paragraphs A–H.
The IELTS Reading matching headings task tests your understanding of the gist of a
paragraph – this means how well you understand the main idea or topic of the paragraph.
It is often possible to quickly get a general understanding of the main ideas and topic of a
text by reading only:
 The final sentence of the introduction (I.e. the first paragraph in the text)
 The first sentence of all the paragraphs in the main body (i.e. all the paragraphs
between the introduction and the conclusion)
 The final sentence of the conclusion (i.e. the last paragraph in the text).
Final sentence of Paragraph A: ‘… It was also necessary for landowners to know their family
background – so they could prove that a large castle or manor house really belonged to them, and
not to another person further along a branch of the family tree who wanted it for themselves.’
First sentence of Paragraph B: ‘An interest in knowing who your ancestors were and what they
did is, of course, something which is common in all cultures.’
First sentence of Paragraph C: ‘While some people are still interested in family trees as a way of
making sure they can receive money or valuable items from a great-uncle or great-great
grandparent, others have different motivations.’
First sentence of Paragraph D: ‘Part of what makes family-tree research so fascinating is the sense
of uncovering a mystery as you find more clues – just like a detective would.’
First sentence of Paragraph E: ‘Before the age of the internet, if you wanted to find out about your
family history, you would have needed to travel to different locations.’
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First sentence of Paragraph F: ‘Researching your family tree has now become an ever more
popular activity, partly for the reason that it has become much easier, faster and more convenient.’
First sentence of Paragraph G: ‘Despite the advances of modern technology, it can still be a
challenge to find your distant ancestors.’
Final sentence of Paragraph H: ‘… Rather than writing out the family tree in a book in the
traditional way, they record stories, images and voices using audio and video recordings for their
descendants to see one day.’
A description of how people feel about ancestry

A method of learning about ancestry
A method of storing information about ancestry
A reason why people enjoy researching their family history
A reason why people needed to know their ancestry in the past
Different reasons why people might be interested in ancestry
Problems in learning about ancestry
Reasons why more people are learning about ancestry now
Paragraph A
Paragraph B
Paragraph C
Paragraph D
Paragraph E
Paragraph F
Paragraph G
Paragraph H
Exercise 3. Read the information. Then skim read the paragraph and choose the correct
heading.
Remember! To skim read a text, focus only on the main information. To do this, focus on the
nouns, verbs and adjectives (in bold in the paragraph below).
Ancestry in the UK
Paragraph A
Up until relatively recently, English school children were often obliged to learn the names of the
kings and queens that ruled the country from the 8th century to the 18th, and understand how
they were related. This was no easy task. Sometimes a king would pass his kingdom to his son,
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but very often would be a much more distant relative that took over. To become king, you would
have to show you had royal blood in the family tree, and to do this, you would need to know
exactly who all your ancestors were. It was also necessary for landowners to know their family
background – so they could prove that a large castle or manor house really belonged to them, and
not to another person further along a branch of the family tree who wanted it for themselves.
The correct heading for Paragraph A is:

o How knowing your family tree could bring power and property
o The kind of buildings that wealthy relatives used to live in
o Which academic subjects most students would prefer not to study
Exercise 4. Read the information. Then skim read the next paragraphs and answer the
question.
In an IELTS Reading matching heading task, there will always be at least one more heading
than the number of paragraphs. So, for example, if there are five paragraphs, you might have
to choose from seven or eight headings.
Skim reading the text to get the gist of each paragraph can help you get a general idea of
which headings might match one of the paragraphs.
Ancestry in the UK
Paragraph B
An interest in knowing who your ancestors were and what they did is, of course, something which is
common in all cultures. Not all cultures, however, have a phrase which translates as family tree for
when they want to describe earlier generations of the same family. We use this particular phrase
because it was traditional in the past in some countries to put the oldest generations at the top of a
drawing and the youngest generation at the top and narrower at the bottom – just like a tree.
Paragraph C
While some people are still interested in family trees as a way of making sure they can receive
money or valuable items from a great – uncle or great – great grandparent, others have different
motivations. Some people choose to research their family tree because they are simply curious about
their origins. Or perhaps they have heard an unusual story about an ancestor and wish to discover the
truth. They may even have a more serious and useful purpose, for example wanting to find out about
a medical condition which runs in the family.
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Choose the correct headings for the paragraphs. Look at the text again if you need to.
1. The correct heading for Paragraph B is:

o Practical and personal reasons for finding out about ancestors
o The appeal of making unexpected discoveries
o The problems people face in carrying out family-tree research
o Why we use ‘family tree’ to refer to our family background
o Traditional ways of researching family trees
2. The correct heading for Paragraph C is:

o The appeal of making unexpected discoveries
o Practical and personal reasons for finding out about ancestors
o The problems people face in carrying out family-tree research
o Traditional ways of researching family trees
o Why we use ‘family tree’ to refer to our family background
Exercise 5. Read the information. Then read the paragraphs again, this time with their
headings. The key words in the headings have been underlined. Then do the exercise.
In IELTS Reading matching heading tasks, it is a good idea to underline key words in the
headings and match them synonyms and paraphrases in the text. You an do this to check your
answers
Paragraph B
Why we say ‘family tree’ to refer to our family background
An interest in knowing who your ancestors were and what they did is, of course, something which is
common in all cultures. Not all cultures, however, have a phrase which translates as family tree for
when they want to describe earlier generations of the same family. We use this particular phrase
because it was traditional in the past in some countries to put the oldest generations at the top of a
drawing and the youngest generation at the top and narrower at the bottom – just like a tree.
Paragraph C
Practical and personal reasons for finding out about ancestors
While some people are still interested in family trees as a way of making sure they can receive
money or valuable items from a great – uncle or great – great grandparent, others have different
motivations. Some people choose to research their family tree because they are simply curious about
their origins. Or perhaps they have heard an unusual story about an ancestor and wish to discover the
truth. They may even have a more serious and useful purpose, for example wanting to find out about
a medical condition which runs in the family.
a more serious and useful purpose motivations origins
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perhaps they have heard an unusual story about an ancestor and wish to discover the truth
to research we use this particular phrase
who your ancestors were and what they did
1. we say ‘family tree’

__________________________________________
2. our family background
__________________________________________
3. practical (reasons)
__________________________________________
4. personal (reasons)
__________________________________________
5. reasons
__________________________________________
6. finding out about
__________________________________________
7. ancestors
__________________________________________
Exercise 6. Choose the correct headings for the paragraphs.
i The problems people face in carrying out family-tree research

ii How technology has helped people research their ancestors
iii How businesses benefit from the growing interest in family trees
iv Practical and personal reasons for finding out about ancestors
v How ancestors are remembered and celebrated in different countries
vi Traditional ways of researching family trees
vii Creating family trees for future generations
vii How knowing your family tree could lead to power and property
i
ix Why we say ‘family tree’ to refer to our family background
x What people enjoy about making unexpected discoveries
Paragraph D
Part of what makes family-tree research so fascinating is the sense of uncovering a mystery as you
find more clues – just like a detective would. This kind of process was shown in the hugely popular
program ‘Who Do You Think You Are?’, which featured well-known TV personalities exploring
their family origins. The show’s researchers often found surprising information. One person,
interviewer Jeremy Paxman, was disinterested at first. He believed it was more important to be
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‘forward-looking’ – and think about the future rather than the past. Then he learnt that his great-
grandmother had managed to raise nine children by herself after her husband died, even though she
was extremely poor. He soon wanted to know more. Certainly this kind of program has encouraged
people to look for their own ancestors.
Paragraph E
Before the age of the internet, if you wanted to find out about your family history, you would have
needed to travel to different locations. People used to visit churches to look at their records, for
example of the names of people who were born and died in the area. Another way to investigate
family history would be to look through old newspapers that were stored in the basements of
libraries, or to search through birth and marriage certificates at the local town-council building. Not
all of these visits, of course, would be successful. You needed to be very patient and have a lot of
spare time to find out about your past.
Paragraph F
Researching your family tree has now become an ever more popular activity, partly for the reason
that it has become much easier, faster and more convenient. Councils have uploaded many public
records to their websites, including details of marriages, names of taxpayers and property owners,
and the wills of people who have died. Many museums and libraries have also become involved and
offer guidance about the best tools and apps to use when searching for ancestors. One online
company which helps people trace their ancestors was recently bought for over £2.4 billion –
showing just how popular this method of research has become.
Paragraph G
Despite the advances of modern technology, it can still be a challenge to find your distant ancestors.
Before the 11th century, a person would only sometimes share their parents’ surname. This was
because a surname usually showed the town or region where you came from, e.g. John of Kent, or
your occupation, e.g. John (the) Baker. So, if a child was born in a different place to a parent or had a
different job, they might have had different surnames. This system also meant that thousands of
people had exactly the same surnames even when they were not related. For wealthy people, it would
also have been possible to have two different surnames if they owned land or property in two
different locations. Of course, many old records have also been lost or destroyed, too.
Paragraph H
Many people who are keen on producing a family tree are interested in looking forwards rather than
back. They recognize their role as an ancestor of people who haven’t even been born yet, and who
may live in many different parts of the world. They want to create records for them – showing the
different branches of the family today. Rather than writing out the family tree in a book in the
traditional way, they record stories, images and voices using audio and video recordings for their
descendants to see one day.
Exercise 7. Read the passage and answer questions 1-13
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The burden of thirst

Millions of women carry water long distances. If they had a tap by their door, whole societies would
be transformed.
A
Aylito Binayo’s feet know the mountain. Even at four in the morning, she can run down the rocks to
the river by starlight alone and climb the steep mountain back up to her village with a container of
water on her back. She has made this journey three times a day since she was a small child.
So has every other woman in her village of Foro, in the Konso district of south-western Ethiopia in
Africa. Binayo left school when she was eight years old, in part because she had to help her mother
fetch water from the Toiro River. The water is unsafe to drink; every year that the drought continues,
the river carries less water, and its flow is reduced. But it is the only water Foro has ever had.
B
In developed parts of the world, people turn on a tap and out pours abundant, clean water. Yet nearly
900 million people in the world have no access to clean water. Furthermore, 2.5 billion people have
no safe way to get rid of human waste. Polluted water and lack of proper hygiene cause disease and
kill 3.3 million people around the world annually, most of them children. In southern Ethiopia and in
northern Kenya, a lack of rain over the past few years has made even dirty water hard to find. But
soon, for the first time, things are going to change.
C
Bringing clean water close to villagers’ homes is the key to the problem. Communities where clean
water becomes accessible and plentiful are transformed. All the hours previously spent hauling water
can be used to cultivate more crops, raise more animals or even start a business. Families spend less
time sick or caring for family members who are unwell. Most important, not having to collect water
means girls can go to school and get jobs. The need to fetch water for the family, or to take care of
younger siblings while their mother goes, usually prevents them ever having this experience.
D
But the challenges of bringing water to remote villages like those in Konso are overwhelming.
Locating water underground and then reaching it by means of deep wells requires geological
expertise and expensive, heavy machines. Abandoned wells and water projects litter the villages of
Konso. In similar villages around the developing world, the biggest problem with water schemes is
that about half of them break down soon after the groups that built them move on. Sometimes
technology is used that can’t be repaired locally, or spare parts are available only in the capital.
E
Today, a UK-based international non-profit organisation called WaterAid is tackling the job of
bringing water to the most remote villages of Konso. Their approach combines technologies proven
to last - such as building a sand dam to capture and filter rainwater that would otherwise drain away.
But the real innovation is that WaterAid believes technology is only part of the solution. Just as
important is involving the local community in designing, building and maintaining new water
projects. Before beginning any project, WaterAid asks the community to create a WASH (water,
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sanitation, hygiene) committee of seven people. The committee works with WaterAid to plan
projects and involve the village in construction. Then it maintains and runs the project.
F
The people of Konso, who grow their crops on terraces they have dug into the sides of mountains,
are famous for hard work. In the village of Orbesho, residents even constructed a road themselves so
that drilling machinery could come in. Last summer, their pump, installed by the river, was being
motorised to push its water to a newly built reservoir on top of a nearby mountain. From there,
gravity will carry it down in pipes to villages on the other side of the mountain. Residents of those
villages have each given some money to help fund the project. They have made concrete and
collected stones for the structures. Now they are digging trenches to lay pipes. If all goes well, Aylito
Binayo will have a tap with safe water just a three-minute walk from her front door.
adapted from National Geographic magazine

Questions 1-6
The reading passage has six paragraphs, A-F.
Choose the correct heading for each paragraph from the list of headings below.
List of Headings
i Why some plans have failed
ii A rural and urban problem
iii A possible success
iv Explaining a new management style
v Some relevant statistics
vi A regular trip for some people
vii Treating people for disease
viii How water can change people’s lives
1. Paragraph A__________
2. Paragraph B__________
3. Paragraph C__________
4. Paragraph D__________
5. Paragraph E__________
6. Paragraph F__________
Questions 7-11
Complete the sentences below.
Choose NO MORE THAN ONE WORD AND/OR A NUMBER from the passage for each
answer.
7. The water levels in the Toiro River are falling because of ……………….
8. Globally, the number of people who die each year as a result of using dirty water is ……………
9. When families have clean water, they can spend more time growing ……………….
10. Specialist knowledge and equipment are needed to dig ……………….
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11. WaterAid uses a dam made of………………. to capture rainwater.

Questions 12-13
Choose TWO letters, A-E.
Which TWO of these activities were performed by the villagers of Orbesho?
A building a transport route

B digging a reservoir
C gathering building materials
D making pipes
E fitting taps
D. LISTENING
Exercise 1. In this unit, you will learn about Section 1 of the IELTS Listening test and practise
the skills you need to answer five-option multiple-choice questions. The topic of this unit is
libraries. Read the information. Then read the sentences from different conversations and
decide who is speaking. Choose the correct answers.
In IELTS Listening test, section 1 the conversation is always with two speaker, and five – option
multiple choice questions may test your ability to understand specific details (e.g. the health benefits of
doing yoga or times when you can visit a local gym) or the main ideas or opinions you hear (e.g. I think
yoga is a better form of exercise than lifting weights).
When you listen to the conversation, it is useful to understand the roles of each speaker (e.g. teacher and
student or shop assistant and customer).
A an architect
B a library assistant
C a member of the library
D a computer specialist
E a local journalist
1. I’m writing an article about the library for the local newspaper. __________
2. I’ve got my library card with me. I’m interested in science fiction, mainly. __________
3. What I like best is ordering new books and recommending them to people. __________
4. I designed the new library. __________
5. I’m working on a new piece of software for the library. __________
Exercise 2. Read the information. Then listen to the recording and answer the question. Choose
two letters, A–E. (Track 5.1)
In an IELTS five- options multiple choice question:

 There will be five options (A – E) to choose from
 You will always be asked to choose TWO of these five options
 The options will not be in the same order that they appear in the conversation ( i.e. if the
first option in a list of buildings is A library , the speaker may not mention a library until
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Which TWO people are taking part in the conversation about the new library?
 A an architect
 B a member of the library
 C a library assistant
 D a computer specialist
 E a local journalist
Exercise 3. Listen to the recording and answer the question. Choose the correct letters, A–E
(Track 5.2)
Which TWO services does the library currently offer?
 A a language-learning class for adults

 B an after-school club for teenagers
 C an evening art class
 D a morning book-discussion group
 E a story-reading session for young children
Exercise 4. Listen to the recording. Choose TWO correct answers (Track 5.3)
Which TWO things can library users do on the library website?
 A pay fines for books which are returned late

 B apply to renew a library membership card if one gets lost
 C do searches for books which have become bestsellers
 D comment on books and authors they’ve read
 E update details of their home address if they want to
Exercise 5. Listen to the conversation and choose TWO letters A-E for each question (1-4).
(Track 5.4)
1. Which TWO reasons does Irina give for visiting the exhibition?
A to meet a friend
B to improve her knowledge
C to buy something
D to check prices
E to entertain her child
2. Which TWO devices has Irina bought recently?
A a calculator
B a computer
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C a camera
D a phone
E a digital recorder
3. What TWO things does Irina like about the building?
A the electric lights

B the space
C the activity
D the ceiling
E the entrance
4. Which TWO problems did Irina have coming to the exhibition?
A driving in heavy traffic

B finding the car park
C parking the car
D waiting to enter the exhibition
E standing outside in the rain
Exercise 6. Listen to the conversation and answer questions 1-6. Choose TWO letters, A-E.
(Track 5.5)
Questions 1-2
Which TWO criteria will the students use to choose a successful person?
A. age
B. gender
C. individual talent
D. fame
E. global importance
Questions 3-4
Which TWO things do the students agree to do before they meet again?
A. write a biography
B. conduct more research
C. find photographs
D. write a talk
E. plan a seminar
Questions 5-6
Which TWO things do the students agree are linked to success?
A. wealth
B. experience
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C. talent
D. effort
E. location
E. SPEAKING
Exercise 1. Watch the video of the student doing the IELTS Speaking test, then choose the
correct answers to the questions below. ( Video 5_1)
1. The IELTS Speaking test takes 5-10/ 11-14 minutes, and has three parts.
2. In Part 1, you answer questions about yourself and your opinions/ suggestions .
3. In Part 2, you speak for 1 to 2 minutes about part 1/ a topic
4. In Part 3, you have a longer discussion/ presentation about the topic from Part 2.
5. The three parts are always/ not always in the same order.
Exercise 2. Watch the videos of a student doing the IELTS Speaking test. Which part is she
doing in each video? Choose the correct answers. ( Videos 5_2  Videos 5_4)
1. The student is doing IELTS Speaking Part 1./ The student is doing IELTS Speaking Part 2./
The student is doing IELTS Speaking Part 3.
Exercise 3. In the IELTS Speaking test, you should ask the examiner to repeat the question if
you don’t understand it.
Watch the video of the student doing the IELTS Speaking test and notice the phrase she uses.
Then choose the correct answers to complete the phrases. ( Video 5_5)
1. Sorry, I don't/didn't understand.

2. Could you give me/repeat the question, please?
3. I’m sorry, would you mind repeating/saying that again?
4. I’m afraid I don’t know/understand the question.
5. Excuse me, could you repeat that/this ?
Exercise 4. Watch the videos. Then complete the sentences with the words the student uses.
These words help with fluency and coherence. ( Videos 5_6  Videos 5_7)
Examiner: Some people say that buying things only makes people happy for a short time. What do
you think?
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Student: I don’t think so well/because if I buy something ... I can always use it but/and I will feel
satisfy and I can share to others to let them see this new thing, let them try it.
Student: I used to buy clothes from the shopping mall near my home ... It has an online shop .... In
our country, we can buy things easily, but/well my mother always told me that I can’t buy clothes
during the summer, because/well I have a lot of summer clothes already!
Exercise 5. Complete the conversation. Use the words in the box.
Anyway now right so well
Examiner: ____________ , I’d like to change topics and talk to you about shopping. Do you like
going shopping?
Student: ____________ , most of the time I like shopping, apart from if the mall is very busy.
Examiner: _____________ , I see, so you mean you don’t like crowds?
Student: No, I don’t like crowds at all.____________ , it’s not normally a problem because I often
shop online.
Examiner: _____________ , would you say that you shop more online than in malls?
Student: Yes, definitely.
Exercise 6. Using linking words and phrases can help to improve fluency and coherence.
Put the examples in the box in the correct columns.
Another reason is … On the other hand The main reason is … In general
In most cases But Secondly First of all However Generally
In addition In the first place
Explaining your main idea Adding a similar idea
Adding an opposite idea Explaining something generally
Exercise 7. Complete the conversation. Use the words and phrases in the box.
another reason however in addition in most cases the main reason
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Examiner: Why do you think that shopping on the internet has become so popular?
Student: Well, in my opinion, __________________ is that it’s so convenient. You don’t have to
leave your house to do it. _________________is that it’s often cheaper. ___________________ ,
there is a lot of choice online, so you can choose from a wider variety. ___________________ , I
still prefer to shop in a mall. I like to spend the afternoon with my friends looking at clothes.
__________________ , it’s better to shop for clothes in a mall because you can try them on before
you buy them
Exercise 8. You are going to do IELTS Speaking Part 2. You will need some paper and a
pencil.
Describe a time you went shopping to buy something, but you were not able to buy it.
You should say:

what you wanted to buy
when and where you tried to buy it
why you were not able to buy it
and explain how you felt when you weren’t able to buy it.
F. WRITING
Exercise 1. Match the prepositions with the correct pictures. Use the prepositions in the box.
between east of near next to north of on opposite

south of west of
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Exercise 2. Look at the map. Then choose the correct options to complete the sentences.
1. The London Eye is near the park./ west of the Sea Life London Aquarium./ opposite Big Ben.
2. Big Ben is on the South Bank./ opposite Westminster Underground Station./ next to
Westminster Bridge.
3. The park is near 10 Downing Street and nearby offices./ north of Westminster Underground
Station./ east of the Sea Life London Aquarium.
4. The Sea Life London Aquarium is next to Jubilee Bridge./ near Westminster Underground
Station./ on the South Bank.
5. 10 Downing Street and nearby offices are west of Big Ben./ south of the London Eye./ on the
North Bank.
Exercise 3. Look at the map. A company wants to open a sandwich shop in this area. It is
choosing between two possible positions: Location 1 and Location 2. Complete the descriptions
of the two locations. Use the words in the box.
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Between east near of on opposite to
1. Location 1:
is next____________10 downing street and nearby offices.
is east ____________big ben.
is ____________ the London eye.
is____________ Westminster underground station.
is____________ the north bank.
2. Location 2:
is____________ the sea life London aquarium and the London eye.
is____________ of the sea life London aquarium.
isn’t____________10 downing street and nearby offices.
is west ____________the park.
is ____________the south bank.
Exercise 4. Look at the map again. Read the first part of a report comparing the advantages of
Location 1 with Location 2 for the sandwich shop. There are five mistakes. Find and correct
them.
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Location 1 is to the North Bank, between Westminster Underground Station and Big Ben. This
location is west of Big Ben, the same distance from Westminster Bridge and Jubilee Bridge. It is
opposite the Sea Life London Aquarium, which is on the North Bank.
Exercise 5. Look at the map again and read the report comparing the advantages of Location 1
and Location 2 for the sandwich shop. Then match the descriptions in the box with the correct
parts of the report.
Advantages of Location 1 Advantages of Location 2 Where Location 2 is

Introduction sentence that describes the map Where Location 1 is
1. ____________________________ The map shows two possible locations for a new
sandwich shop in central London.
2. ____________________________ This location is on the North Bank, between Westminster
Underground Station and 10 Downing Street with nearby offices. This location is east of Big
Ben, the same distance from Westminster Bridge and Jubilee Bridge, and opposite the
London Eye, which is on the South Bank.
3. ____________________________ This place would be good for the 2,000 workers who
work at 10 Downing Street and nearby offices to buy sandwiches at lunchtime.
4. _____________________________ This location is on the South Bank of the River Thames
between the Sea Life London Aquarium and the London Eye. This place is near Westminster
Bridge and west of a park.
5. ______________________________ The benefits of opening the sandwich shop here are that
the locations on the South Bank have over 13,000 visitors each day. These visitors could buy
a sandwich and walk along the river to the park to eat their lunch.
Exercise 6. Look at the map again and match the two halves to complete the sentences
it is close to the park.
it is near the 2,000 people who work in 10 Downing Street and nearby offices.
using the underground station might buy a sandwich.
stop to buy a sandwich in Location 2.
visitors to the Sea Life London Aquarium and the London Eye.
1. An advantage of Location 1 is that
____________________________________________
2. One benefit of Location 1 is that people
____________________________________________
3. Location 2 would be good for
_____________________________________________
4. One advantage of Location 2 is that
_____________________________________________
5. The visitors to the Sea Life London Aquarium could
____________________________________________
Exercise 7. WRITING TASK 1
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You should spend about 20 minutes on this task.

The map shows the center of Paris. A company wants to open a new restaurant in the area. The map
shows two possible locations for the restaurant.
Summarize the information by selecting and reporting the main features and make comparisons
where relevant.
Write at least 150 words.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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UNIT 6
LEISURE TIME
A. VOCABULARY & GRAMMAR
Exercise 1. Find the answers to the questions. Use the words in the box.
basketball cricket football (soccer) golf hockey squash
table tennis tennis volleyball
1. In which sport do players try to score goals by kicking a ball a net? _______________
2. In which sport do players use sticks to try to score goals, either on grass or on ice?
_______________
3. In which sport do two or four players hit a small ball over a net on a table with small bats?
_______________
4. In which sport do players try to hit a ball into nine or 18 holes using a long thin stick (called a
club)?
_______________
5. In which sport do players hit a ball over a high net with their hands and arms? _______________
6. In which sport do players hit a small against a wall using rackets? _______________
7. In which sport do players try to score points by throwing ball through a high hoop?
_______________
8. In which sport players try to hit a ball as far as possible using a bat and then run between two sets
of wooden posts? _______________
9. In which sport do two or four players hit a ball over a net with rackets? _______________
Exercise 2. Complete the descriptions. Use the words in the box.

course court ground gym pitch pool ring rink
stadium track
1. An area of grass where you play football, hockey or cricket is call a _______________.
2. Major sports events (and musical performances) take place in a _______________.
3. In some sports, like golf and horse racing, the area of land or water you move along, from the start
to the finish, is called a _______________.
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4. In athletics, runners run around a _______________.
5. Events like ice skating and ice hockey take place in an ice _______________.
6. A sports _______________ is smaller than a stadium, but it includes a pitch and an area for
people to sit.
7. If you want to have a swimming race, or play water polo ( a game where swimmers try to get a
ball into a goal), you’ll need a swimming _______________.
8. In schools, the large room for sports is called the _______________. It is same word for places
where people go to get fit.
9. You play indoors like basketball and squash, or outdoor sports like tennis, on a _______________
10. A boxing _______________ is a square, not a circle.
Exercise 3. Choose the correct verbs to complete the sentences.

1. It was difficult to beat/ draw/ win our opponents (the people you play against), but in the end we
won the match 13–11.
2. In karate, you have to hit your opponent with your hands or beat /kick/ miss them with your feet.
3. We didn’t break/ shoot/ win the tournament, but we came third, so we still won a bronze medal.
4. We created a lot of good chances, but we couldn’t kick/ score/ shoot a goal, so the final score was
0–0.
5. Don’t just keep the ball to yourself. Don’t forget to beat/ pass/ save it to other players in your
team.
6. I took a shot, but I was too far away and I hit/missed/scored the basketball hoop by a few
centimeters.
7. He ran 100 meters in 16.2 seconds, which broke/ hit/ won the school record. The previous best
time was 16.7 seconds.
8. Unfortunately, we lost/ missed/ past the match. Our opponents were better than us and they scored
more goals.
9. In football, if the ball goes off the pitch, one of the players hits/ scores/ throws it back onto the
pitch.
10. Some tennis players can hit/ push/ save the ball at over 250 kilometers per hour.
Exercise 4. Read the information. Then complete the sentences with the correct prepositions of
place.
We use prepositions of place to show where something is (e.g. on/ in/ near).
Example:
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In tennis, the umpire (the person who is in charge) sits in a high seat above the court, so that he or
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1. We had great seats between/beyond/next to the pitch, so we could see all the action really
clearly.
2. In volleyball, there is a high net along/between/opposite the two halves of the court.
3. When you serve in squash, you can’t hit the ball below/between/beyond the line on the wall.
4. The other player was standing right behind/ in front of/outside me, so I couldn’t get past him.
5. In football, the goalkeeper is only allowed to use his or her hands below/inside/over the
penalty area (the area within the white lines in front of the goal).
6. The golfer was careful not to hit the ball too far. Just around/ beneath/beyond the hole there
was a small lake.
7. In tennis, the players stand below/opposite/outside each other, on either side of the net.
8. We couldn’t see much of the match – we were sitting behind/in front of/ on top of some
people who kept standing up.
Exercise 5. Complete the sentences. Use the prepositions in the box.
across along at away from into out of over past
through towards
1. In golf, players try to hit the ball ____________ a series of nine or 18 holes.
2. In horse racing, horses race _____________ a course to the finishing line.
3. In archery, people shoot arrows ____________ a target.
4. In basketball, you only get points if the ball goes ______________ the hoop.
5. The footballer got the ball _____________ five players from the other team, but then she
fell over without scoring a goal.
6. The runner made a good start and got ____________ the others quickly, so he won the race.
7. The cricketer hit the ball so hard that it flew ___________ the cricket ground.
8. I saw all the other rugby players running ______________ me and I got scared, so I kicked
the ball away.
9. Today’s your first tennis lesson, so just try to hit the ball _____________ the net.
10. The football pitch is in the middle of the running track, so you have to walk ______________
some of the track to get to the pitch.
Exercise 6. Read the information. Then choose the correct words to complete the sentences.
We use comparatives (e.g. better, slower, more important) and superlatives (e.g. the best,
the slowest, the most important) to compare things.
- With short adjectives, we usually add -er/-est.
- With long adjectives, we usually add most/ more.
1. Boxing is one of the oldest/ most old/ more old/ older sports in the world.
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2. I like running, but it’s a bit boring. Team games like football are the most exciting/ most
exciting/ more exciting .
3. Crazy golf is a fun, short version of golf. It’s a lot the most easy/ easiest/ easier/ more easy
than real golf.
4. Formula 1 racing is one of most dangerous/ more dangerous/ the most dangerous sports in the
world.
5. In the USA, sports like baseball and American football are a lot more popular/ the most
popular/ most popular than soccer.
6. Table tennis is a lot more fast/fastest / most fast/faster than normal tennis – it’s hard to see
the ball most of the time!
7. Most sports have become safest/safer / most safe/more safe in the last 100 years, but there are
still a lot of accidents and injuries.
8. Most expensive/ The most expensive/ More expensive footballer in the world cost £89
million.
9. The most cheap / cheapest/ cheaper/ more cheap sport is probably running – you don’t need
to buy anything and you can do it wherever you like!
10. You should do some more exercise! It’s a lot healthiest / most healthy/ healthier/ healthier
than sitting and watching TV all day.
Exercise 7. Read the information. Then change the adjectives in the sentences to the correct
comparative form where necessary.
Spelling -er forms

We can make -er comparatives from most short adjectives (e.g. clean) and some short adverbs
(e.g. soon).
 Word ends in -e, add -r
(e.g. nice -> nicer)
 Word ends in consonant +-y.
Change -y to -ier
(e.g. angry -> angrier).
 Word ends in one vowel + one consonant, double the consonant
(e.g. hot -> hotter).
Irregular forms:
Good/well -> better
Bad/ badly -> worse
Far -> further/farther
1. I’m quite good at most sports, but my sister’s good than me at everything.
2. I can run quite far, but she always runs far than me.
3. I can lift heavy weights, but she can lift much heavy things than I can.
4. I can jump quite high, but she always jumps high than me.
5. I’m quite tall, but my sister’s a lot tall.
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6. I’m quite fit, but she’s much fit than me.

7. When we throw the ball in basketball, hers is always close to the hoop than mine.
8. She says I’m lazy, but she’s even lazy than me. She never practises sports, but she’s still really
good at them.
9. There’s only one sport she’s bad at, and that’s tennis. She’s terrible, but I’m even bad than her.
Exercise 8. Use the correct form of the words in brackets to complete the sentences.
1. I can run 10 km quite easily, but a marathon is much _____________ (hard) .

2. Most basketball players are much ____________ than other people (tall).
3. What’s _____________ sport, in your opinion? Which do you think is the hardest? (difficult)
4. Skiing is a lot ____________ in mountainous countries like Switzerland than it is in flatter
countries like England. (popular)
5. Who’s ____________ runner in the world? (fast)
6. Motor racing is a lot _____________ than it was, but it’s still really dangerous. (safe)
7. I don’t think he’s better or ______________ than you. You’re both as good as each other.
(bad)
8. The least ____________ thing you can do is watch sports on TV all day! (healthy)
9. That was the _______________ goal ever! It was fantastic! (good)
10. I’m quite good at volleyball, but I’m not quite as good as my brother. He’s a bit
_____________ than me. (good)
Exercise 9. Put the phrases in the correct categories to complete the table.
Secondly, … Overall, … For example, …

There has been a lot of discussion recently about … Some people believe that …
In addition, … For this reason, … On the other hand,… In conclusion, …
For instance, ... In contract, … In my opinion, … In my view, …
First of all,… As a result,.. Also,…
Introducing a topic Saying what you think
Listing points in order Giving an example
Introducing a contract (e.g. the

Introducing a result
opposite view)
Adding a point to support an Summarizing all your points at the
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argument end and reaching a conclusion
Exercise 10. Complete the text. Use the words in the box.
All discussion example hand opinion overall people
reason result secondly
There has been a lot of ___________ recently about the role of money in sport. Some
________________ believe that sport has become a business and, therefore, that we are forgetting
the original meaning of sport as a game.
In my _____________ , however, money is good for the world of sport for two reasons. First of
_____________ , money allows the best sportsmen and sportswomen to spend all their time
practicing their sports. They don’t have to do other jobs just to earn money. As a
_______________ , they can become a lot better at their chosen sports.
_______________ , when there is more money, sports might become a lot safer. For
_______________ , sports teams could then afford more full-time doctors to take care of their
players. On the other ______________ , there is a risk that money gives the richest people, teams
and countries an unfair advantage. For this ________________ , most people from poorer teams or
countries rarely have the chance of reaching the top of their sports.
________________ , however, I believe that more money generally makes sport better.
B. READING
Exercise 1. In this unit, you will look at Yes / No / Not Given questions and summary
completion. You will read a text about travel photography. Read the information. Then read
the sentences about photography and decide if they are the writer’s views or claims.
For IELTS Reading Yes / No / Not Given questions, you need to recognize and understand the
views and claims that a writer expresses in a text:
 a view is the writer's opinion about something.
Example:
The best way for students to spend their free time is in travelling and taking photos.
 a claim is something that the writer believes is a fact – information they understand
to be true.
Example:
The first modern photograph was taken in France in 1826 or 1827.
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1. I was delighted with the way my photographs turned out.

o View
o Claim
2. One of the world’s first travel shoots took place in 1849.
o View
o Claim
3. Photographers now need to be more flexible about the kind of projects they work on.
o View
o Claim
4. Some groups of native Americans strongly dislike photographs.
o View
o Claim
5. The festival is held in November.
o View
o Claim
6. This festival should be included in any photographer’s diary.
o View
o Claim
Exercise 2. Read the information. Then read the first paragraph of an article on travel
photography and the statement which follows. Decide if the statement agrees with a view or
claim of the writer. Choose the correct answer.
In an IELTS Reading Yes / No / Not Given task, you read a text in which the writer expresses
some views or makes some claims. Then you decide if a set of statements agree with the
writer’s views or claims in the text.
 If the statement expresses the same idea as the writer, the answer is Yes.
 If the statement expresses the opposite idea to the writer’s, the answer is No.
 If the statement expresses an idea that the writer does not express any views or
claims about, the answer is Not Given.
‘Eyes on the World’: Travel photography in the 21st century
One of the world’s first travel shoots took place in 1849 when two young Frenchmen, Gustave
Flaubert and Maxime Du Camp, decided they would set out on a great adventure and travel to Egypt.
Du Camp took hundreds of photographs of the Pyramids and the Sphinx, and when he returned home
and published his travel album, the images amazed the European public and turned Du Camp into a
celebrity overnight.
Maxime Du Camp became famous because of the photos in his travel album.
o Yes
o No
o Not Given
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Exercise 3. In the IELTS Reading task, choosing No or Not Given can sometimes be more
difficult than choosing Yes. Read the paragraph again. Then choose the correct answers.
3. The European public was disappointed with the photos in Maxime Du Camp’s travel album.
o No
o Not Given
4. The European public saw photos of Egypt for the first time when they looked at Du Camp’s
travel album.
o No
o Not Given
5. Maxime Du Camp was surprised by the amount of attention he received after publishing his
book.
o No
o Not Given
6. It took a long time for Maxime Du Camp to become famous after he published his travel
album.
o No
o Not Given
Exercise 4. Read the information. Then read the statements 1–7. Match the synonyms and
paraphrases in the box with the bold words and phrases in the statements.
In an IELTS Reading Yes / No / Not Given task, it is important to look for paraphrases of the
statements in the text. This will make it easier to decide the correct answer.
dangerous event great is now acceptable

outsiders
realize what the challenges were work hard for
1. Most photographers understand how hard it was to take photographs in the 19th century.
_________________________________
2. Some of the chemicals that Du Camp used for his photography were unsafe .
___________________________________
3. There is a lot of luck involved in taking really good photographs.
__________________________________
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4. It’s usually photographs that require a lot of effort that professional photographers are most
pleased with. _______________________________________
5. All Souls Day in the Philippines is an older festival than the Day of the Dead in Mexico.
________________________________________
6. Mexican locals are happy for foreigners to attend Day of the Dead celebrations.
____________________________________
7. It has become common for some native American groups to photograph important
ceremonies. __________________________________
Exercise 5. Read the information. Then read the next four paragraphs of the ‘Eyes on the
World’ article. Answer the questions.
While Du Camp’s photographs may appear simple in comparison to modern photographs with their
special effects, it seems to me that nowadays the majority of photographers fail to realise what the
challenges were in taking photographs in the 19th century. To begin with, foreign travel was
expensive and difficult to organise. Fortunately, Du Camp had money of his own and he was also
able to get additional funding for the journey from the French government. Another issue was the
size and weight of 19th-century cameras – they were very large and heavy. Finally, not only was
there a great deal of equipment and chemicals to transport, but travelling itself could be highly
dangerous. Of course, travel photographers do still take risks as part of their job, but the level of
danger is hardly the same as when Du Camp was travelling across continents.
Nevertheless, as any professional photographer knows, to be good at the job still requires hard work
and dedication. The popular idea that great photographs are often the result of a photographer being
in exactly the right place at exactly the right time, just by chance, does not reflect reality. Last year,
for example, on a visit to Reykjavik, Iceland, I met several photographers I knew. We were all there
for the annual Winter Lights festival, involving works by many artists and musicians. One shot we
all wanted was the perfect image of the aurora borealis – the strange green lights that sometimes
appear briefly in the sky as the sun is going down. It took hours for everyone to decide how best to
catch this moment and to work out where to place themselves to get the best result. In the end, I was
delighted with the way my photographs turned out. In general, professional photographers share the
feeling that the most rewarding photographs are the ones you’ve worked hard for.
Events like this attract photographers because the atmosphere can help create some wonderful photo
opportunities. The Day of the Dead in Mexico is a perfect example. Although other countries have a
similar event, for example, All Souls Day in the Philippines, the Mexican event is a photographer’s
dream. It’s a time of celebration, when people remember relatives who have already passed away.
Good photographs will capture that sense of joy in the bright and colourful decorations on the
gravestones and in the faces of the families who are using humour and art to remember their dead.
What’s more, the local people are usually happy to share this experience with outsiders so visitors
can participate if they wish. The festival is held in November, and should be included in any
photographer’s diary.
Travelling as a photographer has encouraged me to question some ideas I previously believed to be

true. An example of this is the popular belief that some groups of native Americans strongly dislike
photographs and will turn away from cameras. This, however, is not the case. From talking to native
Americans I’ve met on my journeys, it seems that it is now acceptable to regard photographs as
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valuable connections to ancestors and even include them in important ceremonies, some of which I
have been lucky to observe and record.
Read the statements and choose the correct answers. Note that the words and phrases for
expressing views and claims have been underlined here for reference.
1. Most photographers understand how hard it was to take photographs in the 19th century.
o Yes
o No
o Not Given
2. Some of the chemicals that Du Camp used for his photography were unsafe.
o Yes
o No
o Not Given
3. There is a lot of luck involved in taking really good photographs.
o Yes
o No
o Not Given
4. It’s usually photographs that require a lot of effort that professional photographers are most
pleased with.
o Yes
o No
o Not Given
5. All Souls Day in the Philippines is an older festival than the Day of the Dead in Mexico.
o Yes
o No
o Not Given
6. Mexican locals are happy for foreigners to attend Day of the Dead celebrations.
o Yes
o No
o Not Given
7. It has become common for some native American groups to photograph important
ceremonies.
o Yes
o No
o Not Given
Exercise 6. Read the final paragraph of the ‘Eyes on the World’ article carefully. Then choose
the four ideas which are found in the text.
One question that people often ask is whether it’s possible to make a reasonable living in the travel
photography industry today. Gone are the easy days when photographers simply shot photos for
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magazines and newspapers, sent them to an editor and got paid at the end of every month: these
forms of media now usually buy photos for their stories directly from companies that store millions
of them. As a result, photographers now need to be more flexible about the kind of projects they
work on. One way to do this is by working for big businesses. In the past, photographers often
decided where they would like to go, and could perhaps experiment more with the kinds of
photographs they took. However, working for a big business often means that you are sent where the
company wants you to go; perhaps to a beach or a mountain if they want to promote these as tourist
destinations. The desert is another popular place: many car companies like to shoot this kind of
background to advertise their new vehicles. Of course, nowadays this kind of well-paid work
opportunity is very popular, so a huge number of photographers will all apply for the same job; a
situation which you didn’t see so much in the past. Nevertheless, in my experience, whether
photographers are amateurs or professionals, there is a generally positive feeling between them: they
are supportive of each other and willing to share advice about work opportunities and the risks that
travelling to foreign destinations sometimes involves.
□ Some photographers like to take photographs of serious subjects while others like to take
amusing ones.
□ The typical career of a photographer is not the same today as it was in the past.
□ Newspapers no longer buy so many photographs from individual photographers.
□ Big businesses sometimes use photographers to take pictures of their products or services.
□ The internet has made it much easier to see the work of many photographers.
□ There are a huge number of training courses if people want to study photography.
□ Photographers talk to each other about their experiences and provide useful information.
Exercise 7. Match the paraphrases and synonyms in the box with the ideas in the sentences.
Good relationships great competition international exhibitions
marketing purposes new ideas public interest regular income
work experience
1. The photographs are displayed in a gallery. _____________________________
2. Each month, the photographers get money for their work.
_______________________________
3. People really enjoy looking at their photographs. _____________________________
4. The photographers make suggestions and plans about what to do next.
____________________________
5. The photographers do the job to improve their skills but they don’t get paid anything.
______________________________
6. The photographers get on well with each other. _________________________
7. Some people use photographs to persuade other people to buy things.
_________________________________
8. A lot of photographers are all trying to get the same job. _____________________________
Exercise 8.
Making a chance
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How easy is it for us to change our lives – and why?
In 1990, a young American named Christopher McCandless gave up his career plans, left behind
everyone he knew, including his family, and went off on an adventure. He was 22 at the time. In an
act of kindness, he donated all his savings to the famous charity, Oxfam International, and hitchhiked
his way through America to Alaska. His decisions were so unusual for his age that Jon
Krakauer wrote a book about them called Into the Wild, and Sean Penn directed a film that had the
same title.
Of course, this is an unusual story. Most college graduates would not do quiet the same thing.
However, studies do show that in teenage years., people are more likely to try out new experiences.
Instead of following the family career path, for example, and working his way up the same
organization like his grandfather did, a 15-year-old may dream about becoming a traveler – only to
find in his early 20s that this fascination with new places is declining and change is less attractive.
This age-related trend can be observed in all cultures.
The reason why people all over the world become less keen to change as they get older may be
because people’s lives generally follow similar patterns and involve similar demands. Most people,
wherever they are, aim to find a job and a partner. As they get older, they may have young children
to look after and possibly elderly family members. These responsibilities cannot be achieved without
some degree of consistency, which means that new experiences
and ideas may not have a place in the person’s life. New
experiences may bring excitement but also insecurity, and so
most people prefer to stay with the familiar.
However, not every individual is the same. One toddler may want
to play a different game every day and get fed up if nothing
changes at the nursery. Another may seek out and play with the
same children and toys on every visit. Young children who avoid
new experiences will grow up to be more conventional than
others. Psychologists argue that those who have more open personalities as children are more open
than others might be when they are older. They also suggest that young men have a greater interest in
novelty than women, although, as they age, this desire for new experiences fades more quickly than
it does in women.
The truth is that, as we get older, we prefer the things we know. We tend to order the same meals in
restaurants, sit on the same side of the train when we commute to work, go on holiday to the same
places and construct our day in the same way. If you are older than 20, remember that your openness
to new experiences is slowly declining. So you are better off making a new start today than
postponing it until later.
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Questions 1-6: Do the following statements agree with the claims of the writer in the reading
passage? Write
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
1. Teenagers are more ready to have new experiences than young adults.
2. Grandparents usually encourage their grandchildren to get a well-paid job.
3. Life demands are different depending on which country you live in.
4. Some toddlers find repetitive activities boring.
5. Children who dislike new experiences become more adventurous than others as adults.
6. If you want to change something in your life, you should avoid delay.
C. WRITING
Exercise 1. In IELTS Writing Task 1 you might be asked to write a report about a chart or
graph. Match the descriptions with the charts and graphs.
This is a pie chart. This is a line graph. This is a bar chart.
1 2
25
8
20 7
6
15 5
Cinema
Restaurants 4
10 Music concerts 3
2
5
1
0 0
18-25 26-39 40-55 55-80 1950 1960 1970 1980
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Over $15,000
Over $20,000
Over $25,000
Over $30,000
Exercise 2. The bar chart compares the amount of money (in millions of dollars) that people in
four different age groups from Seoul, South Korea, spent on going to the cinema, restaurants
and music concerts in 2014. Fill the gaps in the chart below with the correct words.
25
20
15
Cinema
Restaurants
10 Music concerts
0
18-25 26-39 40-55 55-80
Exercise 3. The bar chart compares the amount of money (in millions of dollars) that people in
four different age groups from Seoul, South Korea, spent on going to the cinema, restaurants
and music concerts in 2014.
Choose the correct answers to complete the statements.
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25
20
15
Cinema
Restaurants
10 Music concerts
0
18-25 26-39 40-55 55-80
1. The 26–39 age group spent less than the 40–55 age group on going to the cinema./
restaurants./ music concerts.
2. The 18–25 age group spent less than the 26–39 age group/about $14 million/the same as the
56–80 age group on going to music concerts.
3. The 56–80 age group spent the least of their money on going to the cinema./ restaurants./
music concerts.
4. The 26–39 age group spent about the same on going to the cinema and restaurants./ the
cinema and music concerts./ restaurants and music concerts.
5. The 40–55 age group spent about $10 million/ over $20 million/ under $5 million on going to
the cinema
Exercise 4. Read the information. Then read the sentences about the chart and match them
with the correct main features. Use the words in the box.
When you write a report on a graph or chart for IELTS Writing Task 1, you should try to
describe the main features. This means writing about the most important pieces of
information on the graph or chart. The main features could be the highest/lowest numbers,
the biggest differences, and any similarities.
a similarity a main difference important numbers
1. The 26–39 age group spent the most money on going to the cinema while the 56–80s spent
the least money. __________________________
2. The 40–55 and 56–80 age groups spent almost the same amount of money on music concerts,
at about $7 million. _____________________________
3. Overall, the most amount of money was spent on going to restaurants (about $67 million),
compared with going to the cinema (about $40 million) and music concerts (also about $40
million). _____________________________
Exercise 5. Look at the bar chart again. Choose the correct words to complete the student’s
report. Use the words in the box.
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18-25 40-55 amount category compared highest

money spent total
The bar chart shows how much South Koreans of different age groups spent on seeing movies, eating
out and going to concerts in 2014.
Overall, the _______________ amount of money was spent on going to restaurants (about $67
million), _______________ with going to the cinema (about $40 million) and music concerts (also
about $40 million).
The _______________ age group spent the most on going to restaurants at about $22 million,
while the _______________ age group spent the least with only $13 million. With a total
_______________ of approximately $12 million, the 26−39 category had the highest spending on
going to the cinema while the 56−80s spent the least _______________ , at around $8 million.
Exercise 6. The pie charts compare what male and female teenagers from Peru prefer to do in
their free time. Look at the two charts. Choose the correct option to complete each statement.
Free time – Boys Free time – Girls
Watching TV Watching TV
Using the internet Using the internet
Meeting friends Meeting friends
Playing sport Playing sport
Reading Reading
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Free time – Boys

Watching TV → 15%
Using the internet → 30%
Meeting friends → 20%
Playing sport → 25 %
Reading → 10%
Free time - Girls
Watching TV → 15%
Using the internet → 30%
Meeting friends → 20%
1. The most popular activities are using the internet for boys and meeting friends/playing
sport/reading/using the internet/watching TV for girls.
2. The least popular activities are meeting friends/playing sport/reading/using the
internet/watching TV for boys and playing sport for girls.
3. Girls and boys in Peru liked meeting friends/playing sport/reading/using the
internet/watching TV about the same with 20% for girls and 5% less for boys.
4. The biggest difference was playing sport: 20% fewer/ 35% fewer girls preferred playing sport
than boys.
5. Girls liked meeting friends/playing sport/reading/using the internet/watching TV 15% more
than boys.
Exercise 7. Some words or phrases can help you compare or add information in IELTS
Writing Task 1. Look at the charts again. Then read the student’s report and look at the words
in bold. Complete the statements.
It is clear that the most popular activity for boys was using the internet while for girls it was meeting
friends. By contrast, the least favorite activity for boys was reading with only 10%. Similarly, the
least favorite activity for girls was playing sport, also with a low percentage of 5%.
Using the internet was the favorite hobby for just under a third of boys whereas meeting friends was
the favorite for more than a third of girls. Reading was not very popular with either boys or girls.
10% of the boys preferred to read and only 5% more of the girls.
Girls and boys in Peru liked watching TV about the same. 20% of girls preferred watching TV and,
in the same way, 15% of boys. The biggest difference was playing sport. 20% fewer girls than boys
preferred it.
1. Words and phrases used for comparing information:
… while … …whereas … By contrast … … but … However …
2. Words or phrases used for adding information:
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Similarly … … also… in the same way… …and…

Exercise 8. Complete the sentences with the words in the box.
By contrast, Heart of Darkness is very short. Similarly, my grandfather also skis every
year.
By contrast, my sister always eats in restaurant. whereas the worst thing is that it’s expensive.
In the same way, about 65% of singers can while my least favorite are romantic
read it. comedies.
whereas all the adults cried.

while 65% voted against.
1. 45% of yoga teachers voted in support ___________________________________

2. My brother loves cooking. ___________________________________
3. The best thing about horse riding is that it’s fun ___________________________________
4. My mother loves skiing. ___________________________________
5. Two thirds of guitar players can read music. ___________________________________
6. My favorite movies are action films ___________________________________
7. All the children laughed ___________________________________
8. War and Peace is a very long book. ___________________________________
Exercise 9. Put the words in the correct order to complete the sentences.
1. 25% voted against music teachers 65% of while voted in suport .
2. loves swimming. My mother my father hates it By contrast, .
3. whereas is that it’s cold is that it’s exciting about skiing The best thing
the worst thing .
4. Similarly, a good cook my grandmother My sister loves cooking. is also .
5. owners don’t like cats. about 30% In the same way, of cat owners
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One third of dog don’t like dogs .

Exercise 10. WRITING TASK 1
You should spend about 20 minutes on this task.
The chart shows the average number of hours each day that Chinese, American, Turkish and
Brazilian tourists spent doing leisure activities while on holiday in Greece in August 2015.
Summarise the chart by selecting and reporting the main features and make comparisons where
relevant.
Holiday leisure activities
8
4 At the beach
Reading books
3 Vitsiting plcaes
0
Chinese tourists American Turkish tourists Brazilian
tourists tourists
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
D. LISTENING.
Exercise 1. In this unit, you will learn about IELTS Listening Sections 3 and 4 and practise the
skills you need to answer three-option multiple choice questions and a map labelling task. The
topic of this unit is university life. Complete the table with the words and phrases in the box.
A lecturer a campus a tutor an accommodation officer
An administration block a seminar an interview a lecture
Hall of residence
People Places Events
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Exercise 2. Read the information.

Then look at the plan of a university
In the IELTS Listening test, you may have to label a plan or map, which may include one or more
of the following:
 places that are already labeled, e.g. café, reception, main entrance, etc.
 features that are not labeled but can be seen in the drawing, e.g. a statue, a forest, a hill,
etc.
 buildings or other places that are a particular size (e.g. small, large) or shape (e.g.
 round, square)
 compass directions, i.e. some plans and maps may include north, south, east and west.
Before you listen, it is a good idea to look carefully at the plan or map to identify the objects you
can already see.
bridge fence lake

river small park
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
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Exercise 3. Listen to a guide describe where different places are on a university campus plan.
Write the correct letters next to the locations. (Track 6.1)
1. the Browning Lecture Hall___

2. the Dining Hall ___
Exercise 4. For an IELTS Listening

labelling task, it’s a good idea to learn
adjectives that describe shapes. Label
the shapes with the correct adjectives
in the box.
L-shaped circular rectangular semi- circular square
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1 2 3
4 5
Exercise 5. Listen to the recording. Write the correct letters next to the locations. (Track 6.2)
1. Halls of Residence ________

2. Seminar Rooms ________
3. Art Society ________
Exercise 6. Read the information. Then listen

to a conversation between two students on a
university campus. Choose the correct
answers. (Track 6.3)
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Remember that:
- Cues (key words) in the question tell you when you should listen carefully for the answer
- The words in each option will probably be expressed in different words in the recording
(i.e. they will be paraphrased).
In an IELTS three- option multiple choice task, the questions follow the same order as the
recording. For example, in the questions you will hear the women explain why she has come
to the university before you hear her talk about painting in the 19th century.
However, the options A, B, C may not follow the same order as recording. For example, you
may hear words or phrases connected to an interview (option C) before words or phrases
connected to books (option A) or a new job (option B).
1. Why is the woman at the university?

o A to borrow some books
o B to start a new job
o C to have an interview
2. According to the woman, 19th-century paintings
o A developed in an interesting way.
o B were as popular as photographs.
o C became an affordable hobby for the average person
Exercise 7. Listen and answer questions 1–2 (Track 6.4)

University Life
1. How long is the man’s course?
o A one year
o B three years
o C four years
2. How did the man feel about his first week at university?
o A He was confused by all the information he was given.
o B He was impressed by the friendliness of other people.
o C He was worried about the amount of work he had to do.
Exercise 8. Follow the instructions and answer questions 1 – 10: (Track 6.5)
Questions 1 – 3: Multiple choice
Choose the correct letter, A, B or C.
1. Dr Deacon’s talk is on
A. The newest London street markets.
B. Current changes in London street markets.
C. The history of London street markets.
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2. Dr Deacon aims to show

A. The benefits of street markets.
B. The dangers of street markets.
C. The differences between street markets.
3. Dr Deacon conducted a survey of
A. One hundred people.
B. Under one hundred people.
C. More than a hundred people.
Question 4 – 6: Completing notes
Complete the notes below. Write NO MORE THAN THREE WORDS for each answer.
Survey results
Advantages
Beneficial for the __________
Helped the local community by creating work and encouraging __________
Fresh produce
A reduction in waste and packing
Cultural benefits
Main disadvantage
Fewer people as a result of __________
Question 7 – 10: Map labelling

Label the map below. Write NO MORE THAN THREE WORDS for each answer.
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E. SPEAKING
Exercise 1. Match the activities with the correct photos.
Camping computer games cooking gardening hiking jogging
Listening to music playing the harmonica swimming taking photos
__________ __________ __________ __________
__________ __________ __________ __________
__________ __________
Exercise 2. In the IELTS Speaking test you can use and, so, or, but and because to explain your
answer. Read the examiners’ questions and choose the correct words to complete the students’
answers.
and because but or so
1. Examiner: Generally students and young people, what do they like to do?
Student: Activities like playing music and sport, _____________ learning a language
______________ nowadays language is very important.
2. Examiner: What do you like most about your hometown?

Student: The thing I like most about my hometown is the beach. There are lots of beaches
_____________ , in summer, a lot of people go to the beach.
3. Examiner: Do you spend much time in places where there are a lot of trees and plants?
Student: Yes of course, ______________ I need to relax after studying. I usually go somewhere
afterwards to relax. _____________ I spend time in the garden with my friends.
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4. Examiner: What do you like doing in your free time?

Student: Well, I usually play the harmonica in the park, _______________ now, in winter, it’s too
cold.
5. Examiner: Is your hometown a popular place for tourists?

Student: Yes, _______________ my hometown is in the south of South Korea. It’s the hottest city
in South Korea _______________ lots of people come to enjoy the nice weather.
Exercise 3. Match the two halves to complete the sentences.
My father likes reading. Or I run in the park.

● ●
I didn’t take any photos on holiday Because she says I make a mess
● ● in the kitchen.
I like to exercise each day. I either go But I can play the piano.
swimming ● ●
My mother doesn’t like it when I cook Because Iforgot my camera.
● ●
We have a really big garden And cooking.
● ●
Do you prefer watching TV And both my parents love
● ● gardening.
I can’t play the guitar Or playing computer games?
● ●
My sister’s favorite bobies are So I always buy him a book for
listening to music ● ● his birthday.
Exercise 4. Read the information. Then choose the correct words or phrases to complete the
sentences.
In the IELTS Speaking test you can give examples by using for example, for instance, like and
such as. You can compare two things by using but, while, whereas and on the one hand …, on
the other hand.
1. On the one hand, most people think having a lot of free time is a good thing. On the other
hand/For example some people would rather have less free time.
2. I enjoy sports that you play in teams, whereas /like football, rugby, hockey and basketball.
3. Most girls at my college like listening to music, while/for instance most boys prefer playing
computer games.
4. My family regularly eat together at the weekend. Such as/For example , last weekend, my
grandparents, uncles, aunts and cousins all came to my house for lunch.
5. We live on a farm where we keep a lot of different kinds of animals, such as/whereas horses,
sheep, goats, chickens and ducks.
6. My brother likes swimming but/for instance I prefer playing football.
7. In my country, people who are the same age as my parents have enough money to go on
holiday, for example/whereas a lot of young people don’t have money to travel.
8. My father has expensive hobbies. For instance/While , he likes horse riding and sailing.
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Exercise 5. In the IELTS Speaking test you can explain your answers by giving an example or
by comparing two things. Read the conversations and choose what the student is doing in each
one.
1. Examiner: Who usually has more free time – young people or older people?
Student: Older people have more free time because they are already retired and have lots of free
time. For example, my grandparents have lots of time every day.
o This student gives an example.

o This student compares two things.
2. Examiner: Who usually has more free time – young people or older people?
Student: I’m not sure. I suppose that maybe young people don’t have much free time because they
spend a lot of time studying and doing activities. On the other hand, old people have a lot of free
time because they’re not very active.
o This student gives an example.

o This student compares two things
Exercise 6. Another way that you can explain your answer in the IELTS Speaking test is by
talking about the past or the future. Do the phrases below give an example from the past or
give an opinion about the future? Choose the correct answers.
1. One time, a few years ago, I was …

o The past
o The future
2. I think that next year it might …
o The past
o The future
3. In the past, people from my hometown used to …
o The past
o The future
4. In my country, people didn’t …
o The past
o The future
5. In my opinion, it will definitely become a problem if …
o The past
o The future
6. When my mother was a child, it was normal to …
o The past
o The future
7. I doubt that will happen because …
o The past
o The future
8. If you ask me, it will probably get better …
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o The past
o The future
Exercise 7. Watch the video of the student answering a question in IELTS Speaking Part 3.
Then choose the correct answers to complete the sentences. ( Unit 6_Video 1)
1 . The examiner asks the student about the past/ the future .
2. The student explains his answer by giving an opinion about the future/ giving an example from the
past
Exercise 8. Read the information. Then complete the phrases using the words in the box.
In the IELTS Speaking test, phrases like That’s a good question … can give you more time to
think of an answer.
Example:
Examiner: Have the types of shop you like going to changed over the years?
Student: That’s a good question, …
good moment question see sure think what
1. That’s a very interesting ___________

2. Hmm … that’s a ___________question.
3. I’m afraid I’m not ___________, but …
4. Let’s ___________, that’s a hard one.
5. ___________an interesting question!
6. Let me think about that for a ___________.
7. You know, I would have to ___________about that.
Exercise 9. Put the words in the correct order to complete the phrases.
1. a question very interesting That’s .
2. question That’s good a .
3. I’m afraid I’m not sure not .
4. one Let’s that’s hard see, a .
5. interesting an question What .
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6. Let think for a moment me about that .
7. You know, have would to think about that I .
Exercise 10. You are going to do IELTS Speaking Part 2. You will need some paper and a
pencil.
1. Tell me about your hometown.

2. Is your hometown a popular place for tourists to visit?
3. Has your hometown changed much in recent years?
4. Do you have a lot of free time?
5. What do you like doing when you have free time?
6. Do you think you’ll have more free time in the future than you do now?
7. How important is it for you to have free time?
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UNIT 1 LISTENING SCRIPT

Exercise 2:
1. 13% - 84% - 60% - 51% - 17% - 48%

2. 8.25 – 2.1 – 18.7 – 40.6 – 15.33 – 20.8
3. 9:6 – 10:1 – 20:3 – 5:2 – 18:4 – 100:1
4. 2/3 – 4/5 – ½ - ¼ - 9/10 – 7/8
5. 24 (degrees) 41 (degrees) 10 (degrees) 14 (degrees) – 7 (degrees) 30 (degrees)
Exercise 4:
1. 521 2. 160 3. 743

4. 8,950 5. 4,692 6. 5,770
7. 20,101 8. 64,324 9. 90,409
10. 300,530 11. 894,278 12. 570,367
13. 1,010,573 14. 5,609,000 15. 7,524,140
16. 3,420,022 17. 40,568,607 18. 12,000,500
Exercise 5:
5A.
You will hear a man talking to bank clerk about opening a new account
First you will have some time to look at question 1 – 7.
[pause the recording for 30 seconds]
Now listen carefully and answer questions 1 – 7.
A: Hello Mr. Preswick. Please take a seat. So you’re interested in opening a student account with us.
B: Yes, that’s right. You were recommended as the best option in the Student Union Gazette.
A: Thank you. That’s good to know. We’re pleased to say that (I) just down to looking at some of
details on the form you sent us. Now, you said here that you wanted to open a student account, but
you might also want to keep in mind other more long-term ones. Perhaps it’s not terribly relevant
right now but you may have noticed that we offer highly competitive interest rates on longer-term
investments.
B: I’m afraid I haven’t had much time to read it what with moving house and keeping up with my
coursework.
A: Well, there’s a minimum charge of (3) 0.5% interest per annum on the amount you borrow up to
sum of a thousand pounds, which is favorable in comparison to rates in other banks, and then it
increases to (4) 1.6% if you exceed this limit. Naturally, you would have to talk with us before you
reached that point.
B: Basically, they are all sayings account which means you won’t be able to withdraw your money
without a penalty, but the longer you keep your money in the more interest we offer. The main three
accounts are the Short-Term Saver which lasts for (5) a year and Term Saver at yearly rate of (6)
3.7% and lastly, if you can leave your money in for five years, you get back our highest rate of (7)
4,15%. That’s our long-term option.
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B: I’ll remember that for future reference when I’ve got enough money to save.
5B.
Before listening to the rest of the conversation, you now have some time to look at questions 8-
12.
[Pause the recording for 30 seconds]
Now answer questions 8-12.
A: Right now. I noticed that we have a few gaps in our information.
B: Yeah, that’s because I couldn’t fine the right documents at the time. I’d just moved house you see.
But I’ve listed all the relevant numbers here.
A: Good. Let’s start with your National Insurance Number.
B: Do you want me to read it out for you? My writing isn’t very clear.
A: Yes, go ahead.
B: It’s (8) PL 348600 H.
A: I’ve got that. And do you have an ID, like a driver’s license or a passport?
B: Yes, my passport.
A: Could you read out the number please?
B: Sure. It’s (9) 943002939.
A: Good, we’ve finished that section. So let’s move on to the next one, shall we? It says here that
you’re making a deposit of (10) £855 to begin with. Is that right?
B: Yeah. I’m transferring it from my other account for young savers. Oh, by the way, I want to keep
that one open because my dad pays money into it. All my sponsorship money will be paid into my
student account.
A: Any idea how much?
B: Not yet, but I should know by Friday.
A: That’s fine. But I’ll need the number of your other account.
B: Uh… here it is (11) 56306672.
A: Right. That seems to be almost everything. The only thing that’s missing now is your phone
number.
B: Okay. It’s (12) 258476.
A: Is that a local number?
B: Yeah, that’s right.
A: Thank you very much, Mr Preswick. We’ll be sending you your new debit card through the post
in the next five working days. Now, have you got any more questions…
Exercise 7:
Announcer: You will hear an ecology student called Anne talking to someone called Tom, who is
helping her with her project on dolphins.
Anne: Hi, Tom. Thanks so much for agreeing to help me with my dolphin project. I hope you don’t
mind that I asked you.
Tom: No problem, Anne. I remember when I was in my first year at university – it was always good
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to get as much help as possible.

Anne: Yes, I can’t believe how quickly my first year is going. There’s so much work to finish off.
Does it get any easier in the second year?
Tom: Not in my experience, no!
Anne: Anyway, I wanted to do a project on the Maui dolphin because it’s so rare. And my tutor told
me that you’d done the same thing last year – I mean, you’d studied the Maui dolphin off the coast of
New Zealand, and written about it and given a presentation on it too, like I have to now. That’s why I
thought you’d be the best person to talk to.
Tom: Well, I wouldn’t say that I know everything about the Maui dolphin – but I can probably tell
you a few things about it.
Anne: Well, that’s great. Thanks so much. Um, the first thing I wanted to check – because I keep
seeing different information about it – is the length of the Maui dolphin. I think young dolphins –
they’re about a meter when they’re a year old, aren’t they?
Tom: Yes, about that. But an adult dolphin is bigger – the males grow up to 1.5 meters in length,
eventually. Still pretty small for a dolphin.
Anne: And the females are larger than the males, I think? They can reach 1.7 meters, I read.
Tom: That’s correct.
Anne: OK, I’ll just write that down.
Tom: Are you going to say something in your project about where you can find Maui dolphins?
Have you ever seen one?
Anne: You mean along the west coast of the North Island? I’m afraid I haven’t had a chance to go
there yet. I grew up in the South Island and I only came to the North Island to go to university. And
as you know, even though we have other types of dolphin all along the coast of the South Island, we
don’t ever see Maui dolphins there.
Tom: Well, I think you’d be quite lucky to see one. Even if you did take a trip out there on a boat.
Anne: Yes, that’s the problem, isn’t it? That their population is so small.
Tom: About ten years ago, there were approximately 100 Maui dolphins still alive.
Anne: But now scientists believe that number has really dropped. They counted just under 50 this
year. It’s terrible.
Tom: Yes, the situation is worse than they expected. We can’t be sure that the Maui dolphin won’t
disappear completely until numbers increase to 500 – and that doesn’t seem likely at the moment.
Anne: Unfortunately not. Now, I should say something about their typical behavior, I suppose.
Tom: Well, they’re certainly very sociable animals. In the past, when their population size was
much, much bigger, there were about 30 dolphins in a group – and they’d play and swim together.
That’s unlike other kinds of dolphin that only travel in pairs or with a few others.
Anne: Yes, that’s true. And something that’s perhaps different about them, too, is that, in general,
they tend to avoid boats. They’re frightened of them.
Tom: And so they should be. One of the biggest problems for Maui dolphins is that when people use
a particular type of fishing net – when they throw the net off the side of the boat and just leave it in
the ocean – then the Maui dolphins sometimes swim into the net and they can’t get out again.
Anne: I don’t think most people who go fishing would want to hurt a dolphin.
Tom: No, but sometimes their behavior is dangerous. They should remember that we have to share
the water with dolphins and whales and other animals.
Anne: Yes, we do. Oh, I’ve got one more thing I need to check with you. How far along the
coastline do Maui dolphins swim?
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Tom: Good question. Well, they’re actually quite fast for a small dolphin. They only go up to about
50 kilos in weight. Their top speed is about 40 kilometers per hour. But scientists think they only
swim a distance of about 30 kilometers – up and down the same part of the coast – just staying in a
fairly small area.
Anne: I see. Well, you’d think that it would be easy for the government to do more to protect them
but …
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Exercise 1. (Track 2.1)
Question 1:
My name is Steve Mewly. I live at 10, Staines Close.
[pause]
Question 2:
That’s Mrs. Melanie Bridgely. And the address is Charwood Crescent.
[pause]
Question 3:
You’ll need to speak to Joan Price.
You can find us at the end of Beachcroft Road. [pause]
Question 4:
It’s Catherine – Catherine Millwell. My address is Ditchfield Way. [pause]
Question 5:
The name is Daryl Knight. This is it – 102, Vine Court Place. [pause]
Exercise 2.
Part A (Track 2.2)
A: Sorry. Could I have your name again?
B: Yes, certainly, that’s Martin Mac Addams.
A: So, that’s Martin … and could you spell your second name for me, please?
B: It’s (1) M-A-C (capital A) A-D-D-A-M-S. Shall I give you my address?
A: Yes, please.
B: It’s 263, Braithwaite Avenue.
A: How do you spell that?
B: (2) B-R-A-I-T-H-W-A-I-T-E.
A: And the rest of your address?
B: Newington, Edinburgh, (3) EH 10 6PZ
Part B (Track 2.3)

A: Hello. This is Clare Johnson speaking. Is this the information desk?
B: That’s right. What can I do for you?
A: Well, I’ve got the number of your college but I don’t seem to have the address and I need to send
you some documents to enroll in one of your courses.
B: Have you got a pen ready?
A: Yes. I have.
B: Now, you’ll need to make it out to the Admissions Department and our address is Preston
Technical College, Cloughborough Road, Preston and …
A: Sorry, could you slow down a bit, please? I didn’t catch the word after College.
B: It’s Cloughborough. Do you want me to spell that for you?
A: Yes, please.
B: It’s (4) C-L-O-U-G-H-B-O-R-O-U-G-H
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A: Thanks.
B: And the postcode is (5) C23 XAE.
A: Oh, could I also have the name of the Head of the Admissions Department?
B: Yes, of course. It’s Priscilla Winters.
A: How do you spell her first name?
B: It’s (6) P-R-I-S-C-I-L-L-A.
A: Thank you very much. You’ve been very helpful.
Part C (Track 2.4)

A: Well, it’s been great speaking to you again.
B: Likewise. Well, you’re always welcome to stay when you come over to Brisbane. We’ve got
plenty of space and there’s lost to do.
A: You know, I might take you up on that offer. I was thinking of coming over next spring. The only
thing is – I haven’t got your new address.
B: You’d better make a note of it then. Got a pen? (Yeah) The new place has got a fancy name. It’s
Whyalla Lodge. I know you won’t be able to spell that! It’s (7) W-H-Y-A-L-L-A. That’s an
Aboriginal word, you know.
A: All right. Carry on.
B: Cairns Drive, Stepton, Brisbane.
A: Cairns? Is that spelt with a K?
B: No, it isn’t. You spell it (8) C-A-I-R-N-S. You got that?
A: And what’s the postcode?
B: It’s (9) BRS 329.
A: Right. Thanks, Rob. Speak to you soon. Bye.
B: Bye - bye then.
Exercise 3 (Track 2.5)

1. OK, so my surname is Hepburn. I’ll spell it for you: H-E-P-B-U-R-N.
2. I’ll spell my name for you. It’s E-A-S-T-W- double O-D.
3. So it’s Brampton Avenue, B-R-A-M-P-T-O-N.
4. You need to go to Worrall Road, that’s W-O-double R-A-double L.
5. The name of that writer’s Middleton, M-I double D-L-E-T-O-N.
6. Please deliver the box to Kimberley Street. I’ll spell that for you, it’s K-I-M-B-E-R-L-E-Y.
7. My number? Sure! It’s 0141768812.
8. With tax, that comes to £948.75

Woman: … right, right. And, of course, there are so many cookery programs nowadays, aren’t
there? I mean there’s ‘The Great Cake Competition’ on Channel 7 and then, I think, there’s ‘The
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Best Chef’ on the Food and Drink Channel, and that’s really popular as well, isn’t it?
Man: Yes, that’s right. And it’s surprising, really, because there’s been a big fall in the number of
people cooking at home. You know, since the introduction of takeaways and ready-made meals and
so on, these days people hardly ever do any cooking at home. They just watch it on TV.
Woman: Hmm, yes. It’s an interesting development in the way we think about food in this country.
Why do you think our eating habits changed?
Man: Well, I’m not sure, but I think it goes back to the 1960s. At that time, people usually stayed at
home with their kids and they had the same types of meal every week. For example, on Sunday, they
always had roast beef or chicken, and on Fridays, they had fish and chips.
Woman: Because previously it was traditional to eat fish on Friday?
Man: That’s right. But then in the 1970s the price of fridges went down quite a lot. So that’s when
things like frozen fish and peas became very popular.
Woman: And did that mean there was a decrease in people buying and cooking fresh food?
Man: Yes, it did. And that created another new trend in the British diet – food from different
countries. You know, Chinese, Indian, Italian and so on. I don’t have any data for this, but I know
that the popularity of food from other countries led to a big increase in the number of small
restaurants.
Woman: Do you mean there was a rise in Indian and Chinese restaurants, for example?
Man: Yes, that’s right. And the number of pizza places went up at about the same time, too. This
meant that by the 1990s, lots of people were choosing to go out for dinner. There were more
restaurants and so prices dropped.
Woman: And what about takeaways?
Man: Oh, well, yes, takeaways became very popular, too. In fact, do you know what the figure is for
takeaways?
Woman: The figure? Do you mean how much money the takeaway business is worth?
Man: Yes – it’s £30 billion a year at the present time.
Woman: 30 billion! Wow! That’s an amazing amount of money! Well, that business has grown
since the 1960s, hasn’t it?
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Man: It has indeed. And so now we sit at home with our favorite takeaway meal while we watch
professional chefs cooking on TV!
Woman: Hmm. That might explain why heart disease is now a bigger problem than it used to be!
1. The problem is that many people nowadays have an unhealthy diet.

2. The trend for buying Indian takeaways has risen by 6% since 2016.
3. Doctors are worried about the increase in heart disease among men aged 45 and over.
4. Good-quality food can be found in many of the city’s fine hotel restaurant
5. Sales of our ready-made fish pies have fallen over the last three months.
Announcer: You will hear two Health Studies students called Sarah and Joe talking about their
presentation on changing eating habits.
Sarah: Hi, Joe. How are you?
Joe: Not bad, thanks, Sarah. So, we have to decide what we’re going to focus on in our presentation
on changing eating habits.
Sarah: Right. Well, I looked at the list of writers that the tutor recommended – you know, people
who have written whole books on the subject of changing eating habits – and I found two of them in
the university library.
Joe: OK, which writers were they?
Sarah: Well, I had a look at the introduction to Modern Diet – that was by a researcher called Ann
Robertson.
Joe: And what did you think?
Sarah: Well, I didn’t get very far, I’m afraid. I just didn’t find her style very interesting. But the
book by Joanne Mackenzie – that was very informative, and I enjoyed that.
Joe: How do you spell her surname?
Sarah: Oh, it’s M – A – C – K – E – N – Z – I – E.
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Joe: Great. I’ll go to the library and I’ll see if I can find another copy of the book.
Sarah: OK, but what you could do instead – and it might be quicker – is look at the university
library website. It’ll tell you if there are other copies – and when they’re going to become available. I
mean, you don’t want to be waiting ages and ages for a copy if another student has only just
borrowed it.
Joe: Good idea – I’ll do that. But I can’t remember what the password is for the website.
Sarah: The password? Oh, I think I saved it on my cellphone. Let’s have a look. OK, here it is. Do
you want to write it down?
Joe: Sure. What is it?
Sarah: OK, it’s a mix of letters and numbers. It’s O – T – A – L – I – B – 2 – 0 – 1 – 6.
Joe: Great. Got it. So, I did some research myself at the weekend. I thought we should look at what
people are drinking nowadays, not just what they’re eating.
Sarah: Good idea. I suppose that a lot of fizzy drinks are really bad for you – but certainly last year
there was a huge increase in the sales of that kind of product.
Joe: True, but most people know that they’re unhealthy. But what a lot of people don’t realize is that
fruit juice is also really bad for you. It’s full of sugar. People often drink it with their breakfast, but in
my opinion, it’s not something that people should buy any more. Water is really the best thing for
you. That’s what people should be drinking more of – whether they’re at home or out.
Sarah: I agree. Actually, you just reminded me ... it’s interesting: between 2005 and 2015, there was
a big increase in the number of people eating out – going to restaurants, I mean. But now, for many
families, there’s a new trend. More and more people are eating in. But it’s not food that they prepare
at home themselves. Nowadays, it’s ready-made meals they buy from supermarkets.
Joe: Rather than from takeaways, you mean?
Sarah: Yes, right.
Joe: That kind of thing is too expensive for me!
Sarah: Me too. And I don’t think they’re very tasty, anyway.
Joe: OK, what are we going to say about the problems that eating unhealthy food causes?
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Sarah: Well, the one that’s getting worse and worse in this country is heart disease. There’s a huge
number of people that are affected by it nowadays.
Joe: And the figure’s going up all the time.
Sarah: The thing is, a lot of unhealthy food is cheaper than healthy food, so it’s no wonder that
people buy it.
Joe: Including students like us.
Sarah: Yes, that’s right.
Joe: I actually did a bit of research about that, too. I mean, on campus, you know, we have six
different places that serve fast food.
Sarah: Yes, my favorite is the Chinese place. It’s very convenient for me.
Joe: Me too, but I discovered that the one that is busiest – that most of the students go to – is the one
selling pizza. It surprised me, because I thought it was probably going to be the sushi café.
Sarah: Sushi would probably be the healthier choice. Certainly it has less fat. Where is the sushi
café anyway? I mean, which street is that on? I still get lost around campus.
Joe: Which street? Um, let me think. It’s on Wellesley.
Sarah: How’s that spelt?
Joe: W – E – double L – E – S – L – E – Y. You know, it goes past the John Wellesley Library – up
near the park.
Sarah: Right, I know the one you mean.
Joe: OK, I suppose we’d better start thinking about what we’re going to include in this presentation
…
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Exercise 3. Track 3.1
Greg: Hi, Penny. How’s it going?
Penny: Not bad, thanks, Greg. But I’m glad we’re meeting up. There’s lots for us to do before next
week, I think.
Greg: You’re right. What do you want to discuss first?
Penny: Shall we start with next Friday’s lecture?
Greg: Sounds good to me, Penny.
Penny: OK. We need to do a bit of preparation for it. I mean, the tutor told us that we should do
some background reading on money, didn’t she?
Greg: Yes, but not money in general – only on its history. So starting from prehistoric times and
ancient cultures – all the way up to the 21st century.
Penny: That’s right. So we should start by looking at what people used before money was invented.
Greg: OK, so before money I think it was all about trade. So, like, in prehistoric times, people
probably exchanged all kinds of things – things that might have no value at all today, like colorful
stones.
Penny: But they were very valuable then, so people really wanted them. And I’m sure they gave
each other useful things as well. Um, you know, like tools? Or food? For instance, maybe one person
had a tool for hunting, and that was worth a lot to him, and he could exchange it with another person
who had some meat or eggs or fruit.
Greg: Yes, you’re probably right. And then when they did start to use money, maybe people used
bronze to make their coins. Because it was a metal that was quite easy to use.
Penny: Maybe, yes. Now, what was the name of the book that the tutor told us to read? I remember
the first part of the title: The Financial …?
Greg: The Financial World.
Penny: Oh yes, that’s right. Shall I see if I can find a copy in the university library for us?
Greg: OK, that’d be great, then we can …
Announcer: You will hear a lecturer talking about the history of money.
Lecturer: Hello and welcome to today’s lecture. As you might know already, in this session we’re
going to be looking at the history of money – how it started out and how it’s changed over the
centuries.
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Well, we’ll start by thinking about the situation in prehistoric times. At this time, people, of course,
didn’t have money. If they could see that someone else had something they wanted, maybe some
animal fur or some vegetables perhaps, they would offer that person something of their own – and
one very common thing that people offered was salt. It’s something that’s so easy to buy in the
supermarket nowadays, but in prehistoric times, it was very valuable indeed, so worth quite a bit if
you wanted to exchange it for something.
What else was used instead of money in the distant past? Later, when groups of people began to
explore and come into contact with other groups, trade between different cultures became more
common. For example, we know that ancient cultures in Europe started to exchange tools with each
other – tools that they’d made – that would have been interesting to the other group. Typically, these
would be tools that were designed for hunting, but more rarely they would trade weapons of war and
other tools needed for fighting. These were the most important items for trade.
Now, about 3,000 years ago, there was an interesting development, and this happened in China. At
that time, one of the metals that was common there, in China, was bronze – and this is a metal which
is quite easy to use and to make large tools from. But, of course, it’s not always convenient to carry
large tools with you – just in case you want to buy some food, for example. So, some people started
to produce very small models of some typical tools, in bronze. Then, if a person was interested in
doing trade with someone else, he would use those instead of real ones. And this was a big step
forward in the history of money because – like coins and cash and credit cards today – they had no
real value themselves. The only problem with these little tools is that they looked just like the real
ones, so they were sometimes sharp … a bit dangerous to have in your pocket.
But that wasn’t the only big development in China. It was just a couple of centuries later, around
2,800 years ago, when the Chinese started to create something different, something that would be
smaller and easier to make and carry, something that was a lot safer and something they could give
to each other as a kind of payment. In other words, coins. These early Chinese coins were small, flat
circles of bronze, but with a square shape cut out of the center.
It was in western Turkey, however, that the system of producing coins became more organized. It
was here – around 2,600 years ago, in a region called Lydia – that the city began to create coins that
were stronger and would last longer and were always the same size. They were made partly of gold,
but mainly of silver. And one important person that I have to mention is the King of Lydia – his
name was King Alyattes. He thought that different coins should have different images to show that
they had a different value. Again, this is a tradition that has continued until today. We know from our
research that some of the coins had images of birds, and that others – although we don’t know
whether they were worth less or more – had an image of a snake on them. I don’t think any modern
coin has the same thing. Maybe you know differently.
Anyway, after that, the Chinese were the first to use paper money and …
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Researcher: Hello. Joe, good to see you again.

Joe: Hi, you too.
R: So how did you get on with the devices we asked you to test for us?
J: Oh, fine. Well, mostly.
R: Ok, well, well’s come back to those in a minute. First of all, I was wondering if I could ask you a
few questions about your attitude to new electrical products. This will help us with future marketing.
Is that OK?
J: Sure.
R: Ok. First of all, how much do you spend on electronic items a month?
J: Hmm, let me see. I don’t earn a lot, so I don’t have much left after I’ve paid for things like rent,
bills, food and so on. Anything else is a luxury. So, I’d guess about 5%, maybe 10% of my monthly
salary.
R: All right, and what influences you in your choice of product? Say you wanted a new mobile
phone; how would you decide which one to buy?
J: Well, first I look at reviews on the Internet, you know, what other customers think about them.
Then I’ll ask my friends what they think. In fact, their opinions are probably more important than
anything.
R: How much dose advertising help you choose a product?
J: I think that depends on how the product is advertised and who is advertising it.
R: For example?
J: Well, if it’s someone I respect, you know, like a famous sportsman or actor, that can certainly
make a difference. I know it shouldn’t really, but it does.
R: And where do you buy most of these products? The High Street? The Internet?
J: Most people seem to avoid shops, these days, don’t they, for things like that? They think they can
get things cheaper on the Internet.
R: Right.
J: But I find that if you say to a shop assistant that you can get a new, er, camera for example, for
£100 on the Internet, they’ll often match the price. So, that’s where I go.
R: Any other advantages?
J: Well, you get personal service and you don’t have to wait for the product to be delivered.
Ordering online means you have to wait, sometimes for ages, to get the things you’ve just bought. I
hate that. I guess I’m just very impatient.
R: OK, one final question. Do you ever see a product and think ‘I’ve absolutely got to get one of
those’?
J: Oh, all the time. Especially if I’m walking past a shop and I see a new electronic item in the
window, especially if it’s unusual, you know, something I’ve never seen before. It takes a lot of
willpower…
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Announcer: You will hear two students, John and Denise, talking about a future trip to a Museum of
Transport.
John: Hi, Denise. Are you looking forward to our field trip to the Museum of Transport tomorrow?
Denise: Yes, absolutely. I haven’t been there for ages.
John: Well, I think they’ve added some new buildings in the last few years, and they’ve increased
the number of exhibitions. Like, there’s a new section on space travel.
Denise: Great. That’ll be interesting, I expect. Now, what activity did our tutor say we had to
complete when we arrived at the Information Centre at the museum?
John: Well, we’ve already got our timetables for the whole visit, so we don’t need to pick those up.
Denise: Oh, I remember – we’re supposed to introduce ourselves to someone from the museum – the
person who’s going to show us around the museum later on and talk to us about some of the exhibits.
John: You’re right. That’s it. OK, well, we’d better do that first. Oh, and I saw on the website that
they’ve got a great room full of maps, too. I’d like to see that if we have time.
Denise: OK, so what other …?
John: … to see that if we have time.
Denise: OK, so what other activities do we have to complete?
John: Well, we have to visit the Space Travel building, right?
Denise: Yes, I’m looking forward to seeing some of the engine designs. I saw a great documentary
on TV recently about how engine design has really progressed over the last 30 years and it really got
me interested.
John: Hm, OK, that sounds cool. Anyway, I think that what we have to do is pick up a worksheet
from the tour guide and answer a lot of questions about the different engines and the space missions
they were used for.
Denise: Yes, so there’ll be quite a bit of information we need to look for in that building. We’ll have
to allow ourselves enough time to read it all.
John: OK, maybe we should do that first, then.

Denise: … need to look at in that building. We’ll have to allow ourselves enough time to read it all.
John: OK, maybe we should do that first, then.
Denise: And then there’s the Trains and Travel room.
John: Yes, what do we need to do there?
Denise: Well, I think that on a Tuesday – that’s the day we’re going – some people who used to
work as engineers for the railway line come and spend a few hours at the museum talking to people.
So I think the idea is that we prepare a list of questions for them and talk to them and find out about
their lives and the job they used to do.
John: That’s great. Do you think we'll be allowed to film them? The engineers, I mean? I could
record them on my phone and we could listen to it later – maybe even play it back to the class!
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Denise: That's a good idea, but I don't know if we can do that. I'll email the museum later and try to
find out.
John: Would you? That’d be great, Denise, thanks. I’m sure we’ll hear some pretty interesting
stories about ‘the old days’ from them.
Denise: Yes, and how things have changed. Now, what about the Central Hall. What’s the activity
there?
John: Let me see. I made some notes when the tutor was talking to us about it. OK, here it is.
There’s a large screen somewhere in the hall that the museum’s got to show a short documentary
about the way the city started off in the 19th century – how it was built by the first people who came
to live here.
Denise: OK, great. Let’s make sure we watch that when there’s not too many people around – I want
to make sure I can hear it properly.
John: Alright. And there’s another location that the tutor said was part of the tour. The ‘Going
Second Class’ room.
Denise: What can we see in that room?
John: Well, I had a look on the website. It’s part of an exhibition about travelling by ship – when
people went on really long voyages and they were at sea for weeks, sometimes even months.
Denise: So I suppose that ‘Going Second Class’ is about the people who bought the cheaper tickets?
John: That’s right. If you were rich, you could have a nice room all to yourself on the ship. But for
many passengers, they all slept in the same space full of lots of beds.
Denise: And lots of noise!
John: So, in the ‘Going Second Class’ room, I think they’ve made it look exactly like the area where
those people had to sleep – and there’s a lot of headphones in there, and you can use them to listen to
people talking about their memories of travelling like this.
Denise: I guess we should take some notes, then. We might be able to use them for our assignment
next week.
John: Good idea. OK, is there anything else …?

Announcer: Speaker one
Speaker 1 (Tour guide): OK, to get from here, the Welcome Hall, to the Space Travel building,
take the door on the right. When you get into the next room, you’ll see it has two doors – you want
the one on your left. Go through there, and through the corridor into the long, narrow room opposite,
and then take the first door on your right. And you’ll see that you’re outside the Space Travel
building.
Announcer: Speaker two
Speaker 2: … so I hope you're all feeling better now after the tea and cake – I know I am! OK, then
let’s see. For those of you who want to see the Space Travel building first, it’s very easy. When you
go out of here, you’ll see the Welcome Hall on your left. Don’t go that way, just turn right – towards
the gardens – and then left and there it is – the Space Travel building will be right in front of you.
Announcer: Speaker three
Speaker 3: … OK, so the bus will get us to the Museum of Transport for about ten o’clock in the
morning and we’re going to be arriving at the back car park. So that means we’re going to go to the
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Museum Shop first. If you want to see the new exhibition in the Space Travel building, you’ll have
to go out of the shop and into the Central Hall first, and then go through the door that is immediately
on your left. You’ll see two small rooms on your right and the Trains and Travel room in front of
you. Turn right outside the Trains and Travel room and go through the narrow corridor in front of
you – that’s the one that goes between the two long rooms – and then you’re outside. Then turn right
and walk past the L-shaped building until you get to the Space Travel building.
Tour guide:
The building called ‘Crossing New Horizons’ contains many types of boat from different countries.
What you need to do is walk straight ahead from the Welcome Hall into the Central Hall. From there,
you want to head out of the exit that you can see in the right corner of the north wall. That’ll take you
into a long, narrow corridor with two small rooms on the left-hand side. Opposite those is a door that
leads into a long room. Walk straight across to the door on the far side and that leads out to the ‘New
Horizons’ building. It’s an L-shaped building. You can’t miss it.
Now, we have a new exhibition of some very old maps. It’s really worth a look. So to get to the Map
room, the easiest route would be to leave the Welcome Hall and go through the Central Hall. You’ll
see the Museum Shop on your left, and a couple of small rooms on your right. It’s the little room
that’s nearest to ‘Trains and Travel’ that you want for the maps.
The room called ‘Explorers’ is definitely somewhere you should spend some time in. From here, the
Welcome Hall, go through into the Central Hall and then walk towards the door furthest to the left on
the north wall. Go through that door and walk all the way to the door on the other side – you pass the
Museum Shop on your right as you go through. Just walk across the corridor and you'll see the sign
for ‘Explorers’ room right over the door. Not only does it contain some fascinating information about
the men and women who first explored this country, but it also has a great view of the park. OK,
does anyone …
Man So we have to do a presentation on a successful person at our next seminar.
Woman Yes, do you have any ideas?
M Well, I’ve been on the Internet and picked out a couple.
W Ok – I’ve got some suggestions, too.
M Right, well, you start.
W Ok … um, his name’s Mahmoud Kaboor and he’s a film maker in Dubai in the United Arab Emirates.
M Sounds good.
W Yes. He’s the managing director of a very big film company.
M So what made him successful?
W Apparently his uncle was a film student and because of that, he started making short films when he
was only 16.
M That’s quite young … and were they good?
W Yup. He won a scholarship to go to Canada and study film, and that’s how his career developed.
M Great. Um … here’s one of my suggestions. She was a ballet dancer – born in St Petersburg in
Russia in 1881.
W Anna Pavlova. Ok – why have you picked her?
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M Well, firstly, because her parents weren’t wealthy – they were very poor, in fact – and yet she still
went to the School of Imperial Ballet at ten years of age.
W What’s so young! Was she very talented?
M Yes, she was, but she didn’t follow the rules of ballet. She was very individual and did things that
were different from other ballerinas at the time.
W Ah – and that’s what made her stand out …
M Yes.
W Ok. I’ve got another woman – Marie Curie.
M She’s very famous. Wasn’t she Polish?
W Yeah, born in 1867, but did you know that she was the first woman professor at the University of
Paris and the first woman to win a Nobel prize?
M Yes – amazing!
W There were many brilliant scientists around when she was working.
M So why did she do better?
W Other scientists couldn’t get ahead of her because she sensibly published her ideas straight away.
M What a clever thing to do!
W Yeah – everyone dose it automatically these days, but all those years ago, people often didn’t think
about it.
M Great! Well, here’s one more.
W Ok – who is it?
M This is an African – American guy who worked as a chef in the 1850s. His name was George Crum.
W Did he make a famous dish or something?
M Not exactly – but without him, we wouldn’t have the potato chip. Or crisps, as the British call them.
W Oh!
M Yeah. Apparently, he had a customer who was annoyed because his French fries were too fat and
soft. So he sliced a new potato as thinly as he could and fried it until it was hard and crunchy Added lots
of salt …
W …and a new snack was created.
M Well, I, I think we’ve got some interesting people here …

Now, I’ll just give you a few directions before you leave, especially for those of you who are feeling
a bit hungry. When you leave the main building, you come to an area where the path divides. If you
take the right-hand path, you’ll see the lake on your right, and exactly opposite the lake on your left
is the gift shop. Apart from selling gift, it sells snacks, sandwiches and light drinks. If you walk on
past the lake, on your right you’ll also see the penguins. Go past the penguins and you’ll come to the
restaurant, also on your right. Don’t go too far, or you’ll come to the aquarium. The aquarium is on
your right at the crossroad, and just over the crossroad, also on your right, is the lion enclosure.
If you’re thinking of having a picnic, the best place to go is the picnic area, and for this you need to
turn left at the crossroad and walk along a few meters. At the end of the path, you’ll find the picnic
area on your left.
Now, if you have any questions, I’d be happy to answer them and, once again, I really hope you
enjoy your visit. Thank you.
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Exercise 2.
Announcer: You hear a conversation about a new library.
Jim: Hello, Mary. How are you?
Mary: Good, thanks. I haven’t seen you for a while.
Jim: No, I’ve been busy at work. But I was having a look at the local newspaper and I saw that the
new library had finally been opened. And I really wanted to come and see it and have a look around,
and of course, I’m hoping to take some books home with me. It looks fantastic. Much better than the
old library that was here before.
Mary: Yes, we’re very pleased with the design. It’s a lot more open and we have a good view of the
park outside now.
Jim: And I can see that there’s a lot more technology in the library now.
Mary: Yes. We’ve got a lot more screens here for people to use. But people also bring in their own
laptops and tablets and things so they can do some work or study and use the
wi-fi.
Jim: Great. So I guess your job has changed quite a bit.
Mary: That’s right. When I started, I was just checking books in and out for people. But now I’m
responsible for many different services. I have to say, though, what I like best is ordering new books
and recommending them to people.
Jim: Well, what would you recommend to me? I’ve got my library card with me. I’m interested in
science fiction mainly.
Exercise 3.
Announcer: You hear a conversation about some services that a library offers.
Mary: I wonder if you know about all of the services that are available at the library.
Jim: Um, well, I know about some of them. I saw a notice on the wall over there about an art class.
That’s something my wife would really be interested in.
Mary: Oh, good! But I’m afraid that’s an activity that we’re only going to run in a month or two. We
just need to get one of our rooms ready first.
Jim: Alright, well, I’ll tell my wife about it anyway. Oh, yes, I was just thinking about my daughter.
She’s only five years old and I know that other libraries organize a time when younger children can
come in and listen to one of the librarians tell them stories and fairy tales. Does that happen here?
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Mary: On Tuesday and Friday mornings, yes. It’s a very popular event. The librarian chooses either
an old favorite or a new book to read to the children. But the parents seem to enjoy it as well!
Jim: Well, that would certainly suit my daughter. And are you still offering Spanish lessons? I might
be interested in those.
Mary: Oh, we used to, but I’m afraid the teacher left.
Jim: I see. That’s a pity. What about my son? He’s 14 years old, so do you have anything for him?
Mary: Is he into gaming? If he is, he might be interested in coming along on Wednesday afternoons.
The library is open late on Wednesdays, so we open one of our meeting rooms for the kids from five
o’clock. Lots of kids his age come along with their tablets and they all play ‘Tower Builders’ or
some other game like that.
Jim: Really? Libraries have certainly changed since I was a kid!
Exercise 4.
Announcer: You will hear a library assistant giving a man information about the library website.
Jim: So what’s on the library website? Can you tell me a bit about it? For example, you were talking
before about books that you recommended to people. Is there some kind of list on the website where
I can find out what the top ten books are?
Mary: Well, that’s an interesting idea. At the moment, we display the most popular books on a
special shelf – near the information desk. But one thing that you can do online – after you’ve read a
book – is you can post your own review if you like. You know, tell other library users whether it’s
worth reading. Then they can read about it on the website before they come in.
Jim: I see. And I suppose that helps people make up their minds whether to order a copy for
themselves or not.
Mary: Right.
Jim: And I’m afraid that my son can’t find his library membership card. Can we use the website to
get another one and replace it? Or do we have to be here at the library to do that?
Mary: No, you don’t have to come in. We have an online form that he can fill in with his name, date
of birth – that kind of thing. It’ll save him some time if he does it like that, hopefully. And then,
when your son comes into the library, he can pick the card up from the information desk. But if
you’ve moved house recently, so you’re living somewhere different, you’ll need to bring us a copy
of an electricity bill or a bank statement – something with your street number on it. We need that
information for our records and so that can’t be done online.
Jim: And what if I’ve forgotten to bring a book back before the due date, and there’s a charge for it
because I’ve gone past the deadline? Can I pay online?
Mary: You’ll have to come in if you owe us any money, I’m afraid. But we do send out email
reminders a few days before you have to return a book. So hopefully you can bring the books back in
time.
Exercise 5.
Woman: Excuse me
Irina: Yes?
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W: Before you go through, I wonder if you could help us by answering a few questions for a survey.
It won’t take long.
I: No problem. We’re not in any hurry.
W: Fine, thanks. Now, er, let’s look at the questions.
I: OK
W: Here they are. First one. Why are you visiting the exhibition?
I: Well, I want to keep up with the latest developments in electronics, you know – I was
recommended by a friend to come here and see what new devices and inventions are coming out and
learn a bit. I mean, I don’t generally go shopping for new electronics. I’m not the sort of person who
goes out and buys all the latest gadgets – the prices are too high when they’re new. But it interests
me, and I thought also there would be things which would interest my son and he’d enjoy it as well,
so that’s why we’re here.
W: OK… and here’s a question to find out what sort of consumer you are. Have you bought any
electronics recently?
I: Recently? Sure. I was thinking of buying a new calculator for the office, but I decided it wasn’t
really necessary because I can do all the calculations just as easily on a computer. Anyway, I got a
new laptop recently because, you know, they have so many applications and they don’t take up much
space either. Better to have lots of things on the same device. I think. The other thing I bought was a
present for my husband’s birthday. I thought it would be nice to have a record of our holidays, so I
bought him a camera and I’m hoping to get him more interested in photography. I’m not very keen
on the sort of pictures you can take with a mobile phone, you see. I think it’s better to go for higher
quality.
W: Right…And here’s a question about this building. I know you haven’t had a chance to look
around a lot yet, but at first sight, what do you think of it?
I: Oh, it looks pretty good to me. It’s got lots of natural light, so you don’t have to put up with lots of
electric lighting, which can be quite tiring on the eyes. It feels very large and spacious, which is great
because although it’s full of activity and quite noisy, it doesn’t feel too crowded. Also, when you
look up at the ceiling near the entrance with the design of stars and planets on it, that’s something I
really like. I’m not so keen on those revolving doors, though. I always feel I’m going to get stuck in
one.
W: And did you have any difficulties getting to the exhibition?
I: Well, coming at this time of day the roads weren’t too busy, so that was all right… and there were
plenty of signposts, so the car park was easy to find. The only problem was it was full when I arrived
– I guess I should have come earlier - so I had to find another one quite a long walk away, which was
a pity. Then we had to stand outside for quite a long time queuing to get in – this exhibition is pretty
popular. That was a bit of a problem, because my son gets impatient, but fortunately it wasn’t
raining, otherwise we might have gone home.
Exercise 6.
Woman: OK, so we have to choose one of these four people
Man: It’s going to be difficult.
W: Well, why don’t we agree on some criteria that will help us?
M: Do you mean things like how old they were when they became successful?
W: Yeah - except I’m not sure how old they all were! Um, what about choosing a woman…
M: Is it fair to select someone because of their gender? And look at celebrities – there are lots of
women.
W: But it was different in the past.
M: Oh, I see. Yeah. OK, let’s pick a woman.
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W: Great. Right, well, they’re all pretty talented, aren’t they? Some have even won awards.
M: Yeah, but maybe their fame won’t last for ever.
W: No…so we should pick someone who’s done something great on an international level.
M: Yeah, that changed the world…OK, I think that’s it. We’ve got our two criteria. So what do we
need to do before we meet again?
W: Well, how much information have we got?
M: Quite a lot of detail about their lives, but not enough about what they did.
W: OK – so before we meet again, let’s both find out as much as we can. It’s always better to have
too much information.
M: Yeah, you’re right. What about pictures?
W: Yeah- I don’t’ even know what this person looks like!
M: OK – well, we might get some from the library – but I can look on the Internet as well.
W: Once we’ve done that, we can get together and talk about the next stage.
M: Yeah – I don’t think we can write the presentation for the seminar yet, do you?
W: No – anyway, it’ll be fun working together.
M: Yeah! It’s been quite an education doing this.
W: Yes - it’s made me think about success and what it really means.
M: It isn’t about money, is it?
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MINDSET IELTS 1
Exercise 3.
Announcer: You will hear a guide giving students some information about a university campus.
Guide: OK, so we’re going to have a look at the plan of the City University Campus. Can everyone
see a copy? Great. Right, let’s start by finding the Browning Lecture Hall. For a lot of you science
students, that’s where all your lectures are going to be. So, at the bottom of the plan, you can see the
administration block, and at the very top of the plan, you can see a river, and going across the river is
a small bridge. Just below that bridge – but slightly to the right, not directly underneath, is the
Browning Lecture Hall. Got it? It’s actually a great building for lectures – really modern and bright.
OK, the Dining Hall. A very important place for hard-working, tired and hungry students! So, see
where the administration block is? To the right of that, you’ve got two quite big buildings – and you
can also see that there’s a fence. The Dining Hall is the building that has a fence on two sides – so
the building that’s a bit closer to the top of your plan.
Exercise 5.
Announcer: You will hear a guide giving students some information about a university campus.
Guide: OK, so I’m sure you’ll want to know where the Halls of Residence are. As you probably
know, these rooms are for all first-year students and also some students in their third year at
university. OK, so across the top of the plan, you’ve got three fairly large buildings, all just below
the river. You’ve got that rectangular building in the middle, and then on the left of that there's a
square-looking building. That second building’s the Halls of Residence. Your name and room
number will be on the list outside the building, by the entrance.
OK, how about the Seminar Rooms? You won’t be going to your first seminar until the second week
of term, but it’s useful – obviously – to know where they are. OK, in the right-hand corner – the
corner at the top of the map, I mean – you can see that building that looks like an upside-down 'L',
next to a little group of trees. Part of that is used as the rooms for students studying French, Spanish,
Arabic – Modern Languages, you know. But the other part is where you go for your seminars. You’ll
have a nice view of the lake from there.
Um, I guess that some of you are here for the Arts course. I would really recommend that you join
the Arts Society if you are. It used to be in that semi-circular building, but not any more, sadly. It’s
moved to that square building in the center of the plan – the one that’s been divided into two parts.
The Art Society is in the room nearer the bottom of your plan. OK, does anyone have any questions
about …?
Exercise 6.
Announcer: You hear a conversation between two students on a university campus.

Ann: Excuse me. Can you help me? I’m a bit lost.
John: Sure.
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MINDSET IELTS 1
Ann: That’s great, thanks.

John: So where do you need to be?
Ann: Well, actually, I’m looking for a person – Professor Sarah Carter?
John: Oh, yes, I know her. Are you one of her students?
Ann: Oh, no, I’m not. Or not yet! I’m here to meet her. She’s expecting me. That’s actually the main
reason why I've come here today. I’m supposed to be meeting her at 1.30. I’d like to be a student on
her course next year and she wants to know more about me. You know, ask me questions about the
subjects I’m doing at school, about my interests, about why I want to do the course – that kind of
thing.
John: I see, OK. In that case, you should go to her office. It’s quite near the administration block.
Right next to the library.
Ann: The library? I think I walked past it already. Is it that huge, glass building near the car park?
John: Yes, that’s the one. So if you’re going to meet Professor Sarah Carter, does that mean you
want to study History of Art?
Ann: Yes, that's right! In fact, I was planning to get here a bit earlier so that I could go to Professor
Carter’s lecture this morning. She was going to talk about painting at the end of the 19th century.
That’s my favorite period of time in art history because so many things changed.
John: Oh, yes? In what way?
Ann: Oh, well, photography had become more popular by that time and that made a really big
difference. In fact, by the 1860s, photography was already quicker and cheaper than painting. In fact,
there were quite a few amateur photographers at that time. Anyway, it was because of photography
that a lot of painters decided to change the way they made their pictures – they didn't need to look
like photos anymore. So art became much more exciting and imaginative in those years. But – oh! –
the traffic on the way here was absolutely terrible, so I was late and I missed the lecture!
John: Oh, dear! What a shame!
Ann: I know! So what about …
Exercise 7.
Announcer: You hear a conversation between two students on a university campus.

Ann: But – oh! – the traffic on the way here was absolutely terrible, so I was late and I missed the
lecture!
John: Oh, dear! What a shame!
Ann: I know! So what about you? Have you been a student here for long? Or are you new here?
John: I’m in my third year – but it’s not my final year. Most courses at the university are three years,
but my course is one year longer. It’s because I’m studying Chinese and Japanese. All language
students do four years because we spend one year living abroad. So last year, I spent six months in
Beijing and six months in Tokyo.
Ann: How exciting! I’ll be starting my course here next January. I’m a bit nervous, to be honest.
John: Don’t worry! Most people feel the same way. It’s a new experience for everyone when they
start university.
Ann: How did you feel – about your first week?
John: Let me think. I remember they gave us a lot of different things to read – even before we
moved onto campus and started classes. But actually, it made me feel more confident about starting.
And in your first week, you’re not really expected to write or produce very much at all. It’s really
just a time when you get to find your way around the campus, move into the Halls of Residence, you
know. The work doesn’t come until later on. I think what I found really amazing was just how kind
18
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MINDSET IELTS 1
everyone was. I mean, the other students in my seminar group and the lecturers. I thought they were
very easy to talk to. So I guess that was my main feeling about the first week here.
Exercise 8.
Good afternoon, my name is Dr Deacon and today I am going to give you a Short presentation on my
research so far into developments that are taking place in street markets in London. I am going to
examine different markets around London to show the main advantages of street markets to local
communities, an example of a market undergoing change and the factors driving change in the
markets.
So what are the main advantages of street markets I cities? Well, I did a survey where I asked over a
hundred people in a day at Tabard Market in south London to rank the main advantages that street
markets brought to local areas and if there were any disadvantages.
The main advantages given were that they were good for the local area and that they were not just
about businesses from outside the area making money.
Also they were not just for commercial purposes but they also benefited the local community by
providing jobs and encouraging regeneration. Seventy-three per cent of people thought this was the
main benefit. A large proportion of people thought that providing fresh produce was also a key
advantage, despite the fact that sometimes the food on sale was quite expensive. The proportion of
people who cited this was sixty-nine per cent. This was followed by an advantage which concerns us
all nowadays, a reduction in waste. Sixty-three per cent of people thought that generally street
markets were good because they reduced packaging and so they had a positive impact on the
environment, despite the transport costs. Fifty-six per cent of people thought that street markets
encouraged good health by providing fresh fruit and vegetables, and fifty-five per cent thought that it
was good for cultural benefits such as promoting the local are. But some people thought that the
main drawback was local people would not come to the market because of the tourist numbers.
…
Before going on to other studies into this very interesting area, I would like to look at part of Tabard
Market and show how it has been transformed. This plan on this new slide here shows part of the
transformation that is taking place. You can see that a railway goes through the market - that is this
double line going from the bottom right to the top left. If we go into the market from Tennis Street at
this arrow here at the bottom, we can see that on the left is a row of shops. At the end of this row of
shops there is a house that was knocked down and replaced with a restaurant. If we look opposite the
row of shops, we can see a large block where there are many market stalls and in the middle of this
block a new information center for visitors has been built.
If we move about the railway line to the northern part of the market, we can see a large area which is
the main food market. This area was enlarged. To the west of this there are seats and tables for
people to have a rest. Then down here in the southeast corner of the plan is a fish market next to the
main restaurant area. And then finally just north of the restaurant area is the flower market.
18
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MINDSET IELTS 1
18
Unit 1
7

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MINDSET IELTS 1

A. Grammar & Vocabulary

1 I usually communicate _________ email with my lecture at university.

2 If you are having a difficult time, it is best _________talk to someone.

3 You must be able to hold a conversation _________ someone to pass exam.

6 Do you want to discuss _________a topic for the project?

Exercise 2: Match the sentence halves.

1 I’m going to study ● ● online videos.

2 I’m going to talk ● ● to songs in English.

3 I’m going to use ● ● a vocabulary notebook.

4 I’m going to listen ● ● newspaper and magazines.

5 I’m going to keep ● ● a dictionary.

6 I’m going to watch ● ● emails to my friends.

7 I’m going to read ● ● with a teacher in a classroom.

8 I’m going to write ● ● to people whose first language is English.

1 I am going to buy (+/buy) a paper dictionary as I can’t use an online dictionary

George: Well,that’s not surprise. He never does any ___________.

Exercise 6: Complete the sentences with the words in the box.

2 He didn’t want to take Susan’s ________________.

3 Mark isn’t interested in his studies and he prefers to ________________with friends.

Exercise 8: Read the sentences. Choose the correct answers.

3 We _____________this last week – I don’t want to have a party for my birthday.

practice our speaking and listening skills more.

6 I _____________ a chat with my mum about which language course to take.

1 _______________ 2 _______________ 3 _______________

4 _______________ 5 _______________ 6 _______________

Exercise 2: Choose the correct words to complete the sentences.

2 He’s driven/ sailed/ visited a boat to Canada.

3 We’ve climbed/ run/ walked a high mountain.

4 They’ve been/ stayed/ visited to China.

5 She’s bought/ caught/ paid a lot of souvenirs.

6 I haven’t driven/ ridden/ walked a horse.

7 He’s never camped/sailed/ swum in the desert.

8 I’ve often brought/ caught/ flown from Manchester Airport.

9 She’s been/ flown/ sailed surfing in Hawaii.

Exercise 3: Complete the negative sentences in the present perfect.

1 I’ve camped in the dessert. I _________ camped in the dessert.

Infinitive Present perfect Past simple

go She’s ______ to Mexico many He ______ to London in June.

yet. because it rained.

eat They’ve ______ meat. On Monday evening, we ______ in

Exercise 5: Match the answers with the questions.

Have you ever been to the USA? ___________________.

Have you ever seen the White House? ___________________.

Have you ever flown from Berlin? ___________________.

Have you ever driven on the left? ___________________.

Have you ever eaten any insects? ___________________.

○a long time ago. ○new york city. ○the Statue of Liberty.

○never. ○on a lake. ○France

2 Trip around a tourist bus on yesterday we went the city a

3 Many places so already been we’ve interesting to .

4 Boat went this along the trip river on a

5 Ever have you to China been ?

6 You about country history the read or geography

7 But never visited been Bristol several times, to England

8 She fish and chips ever hasn’t eaten .

9 Fruit juice any ever real have drunk they ?

C. Reading & Writing

True False Not Given

1 _______ 2 _ 3 _________

4 _______ 5 _ 6 _________

go She’s to Mexico many He to London in June.

eat They’ve meat. On Monday evening, we in

4 He’s going to need the language to go _ or to eat out in a _.