GLN

ENGLISH
CENTER
Compiled Materials for the
IELTS INTENSIVE Class

Compiled from various sources by

Sherin G. Campos
GLN ENGLISH CENTER IELTS INTENSIVE

BACKGROUND

The study of IELTS intensive provides students from non-English speaking backgrounds with
the listening, reading, writing and speaking skills necessary to obtain high scores in the IELTS
examination. IELTS Intensive further develops students’ knowledge and critical
understanding of what is accurate and appropriate when using English in an academic
context. Students learn to synthesize this information through academic writing practice,
speaking practice, class presentations, conventions appropriate to academic English use are
taught and modeled.

GOALS

This course is designed to develop students:

1. Ability to read, listen to, and obtain information from a variety of texts

2. Ability to speak and write with clarity, accuracy, and appropriateness in a range of
context.

3. Ability to communicate effectively with others

4. Knowledge of the language structures and features of English and the ability to apply
this knowledge

5. Knowledge of vocabulary used in academic contexts.

STRUCTURE AND ORGANISATION

This course will be for a duration of 75 hours.

IELTS intensive consists of:

- Foundational knowledge of IELTS and the 4 skills

- Language acquisition and practice

- Skills development for test taking

- Test practice

- A final mock examination

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COURSE STRUCTURE
Lesson 1 – Introduction to IELTS & Listening Overview

Lesson 2 – Reading Overview

Lesson 3 – Writing Overview

Lesson 4 – Speaking Overview

Lesson 5 – Listening Test Types

Lesson 6 – Writing Task 1 Line Graph

Lesson 7 – Reading Test Practice & Vocabulary

Lesson 8 – Writing Task 2 Agree/ Disagree Essay

Lesson 9 – Speaking Practice Part 1

Lesson 10 – Listening Test Types Review/ Test Practice

Lesson 11 - Writing Task 1 Pie Chart + Bar

Lesson 12 – Reading Test Types Review/ Test Practice

Lesson 13 – Speaking Test Part 2 & 3 Skills

Lesson 14 - Writing Task 2 Advantages/ Disadvantages Essay

Lesson 15 – Listening Test Practice & Vocabulary

Lesson 16 – Writing Task 1 Paragraphing & Grouping Information

Lesson 17 – Speaking Test Practice (Group)

Lesson 18 – Writing Task 2 Cause-Effect-Solution Essay

Lesson 19 -- Reading Test Practice & Vocabulary

Lesson 20 – Speaking Test Part 3

Lesson 21 – Writing Task 1 Diagram, Process, Map

Lesson 22 – Listening and Reading Review

Lesson 23 – Writing Task 2 Opinion Essay + Speaking Review

Lesson 24 & 25 – MOCK TEST

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LESSON 1
INTRODUCTION TO IELTS
LISTENING OVERVIEW

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IELTS FORMAT

1. Listening – 30 minutes – 4 sections – 40 questions

2. Transfer Answer – 10 minutes

3. Reading – 1 hour – 3 passages – 40 questions

4. Writing – 1 hour – 2 tasks

(Task 1 = 150 words, task 2 = 250 words)

5. Speaking – 11 - 14 minutes – 3 parts

(Part 1: Introduction and Interview; Part 2: Long turn; Part 3: Discussion)

IELTS SCORING

9.0 Expert User - Has full operational command of the language: appropriate, accurate and
fluent with complete understanding.
8.0 Very Good User - Has full operational command of the language with only occasional
unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar
situations. Handles complex detailed argumentation well.
7.0 Good User - Has operational command of the language, though with occasional
inaccuracies, inappropriateness and misunderstandings in some situations. Generally
handles complex language well and understands detailed reasoning.
6.0 Competent User - Has generally effective command of the language despite some
inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly
complex language, particularly in familiar situations.
5.0 Modest user - Has partial command of the language, coping with overall meaning in
most situations, though is likely to make many mistakes. Should be able to handle basic
communication in own field.

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PRE-TEST

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LISTENING TEST OVERVIEW

Sections 1 and 2: Types of listening skills needed for survival in an English-speaking

country

Situations:

 Accommodation
 Transport
 Entertainment
 Health
 Shopping
 Others

Main focus in Sections 1 & 2: UNDERSTANDING KEY POINTS OF FACTUAL INFORMATION

Sections 3 and 4: Types of academic situations likely to be encountered by students

following a training or study course in an English speaking country

Situations

 Lectures
 Tutorials
 Seminars
 Discussions with other students on academic matters

Focus in Sections 3 & 4: IDENTIFYING KEY INFORMATION & DETAILS; FOLLOWING

ACADEMIC ARGUMENT

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TASK TYPES

Forms/Notes/Table/Flowchart/Summary Completion Task  “Fill in the gaps”

 Read instructions very carefully because the number of words or numbers you
should use to fill the gaps will vary
 If the task requires you to identify missing words, you should not change the words
from the recording in any way, and you should keep to the word limit stated in the
instructions
 If the task requires you to fill in forms, notes, tables, or flowcharts, some words may
be omitted when they are not necessary for the meaning
 If the task requires you to complete a summary, you must be grammatically correct

For example:

Complete the summary below using words from the box.

Complete the summary below using words from the box.

Earthquakes Farms Floods

Fruit Jungle Mountains

Rice Towns Villages

The island consists of a coastal plain with 1 ................................ in the North. There
are many 2 ................................ on the coastal plain, where 3 ................................ is grown.
However, this region also suffers from occasional 4 ................................ The capital city was
originally in the North, but it was completely destroyed by 5 ................................. in the
nineteenth century.

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Multiple Choice

 Choose the correct answer: A, B, or C

 Questions may involve sentence completion (stem sentences) or it could be worded

as a complete question (and you have to choose the best option which answers it)

 Sometimes you are given a longer list of possible answers and you have to choose
more than one answer, so you should read the question carefully to check how many
answers are required

Skills that are being tested:

 Detailed understanding of specific points

 Overall understanding of the main points

For example:

Choose the correct letter, A, B or C.

1 Paul and Jill decide to travel by

A taxi

B bus

C train

Choose TWO letters A-E.

1 Which TWO hotel facilities are inspected?

A bathrooms

B bedrooms

C dining room

D kitchen

E reception

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Short-Answer Questions

Write a short answer using information from the listening text

 There is a given word limit, usually no more than three words and/or a number

 Sometimes you are given a question which asks you to list two or three points

 Do not write more than the stated number of words; you will lose the mark even if
your answer includes the correct word/s

 Hyphenated words count as single words

 Check instructions carefully!!!

For example:

Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.

1 In which newspaper did Ahmed see the advertisement? ............................

2 At what time did he arrive at the theatre? .....................................

List THREE things which Carla wants to buy in the department store. Write NO MORE THAN
THREE WORDS for each answer.

1 .....................................

2 .....................................

3 .....................................

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Sentence Completion

 You will read a set of sentences summarizing key information from all or part of the
listening text

 Complete a gap in each sentence using information from the listening text

 Usually, you are to write no more than three words and/or a number

 Words should be taken directly from the listening text and written on the
questionnaire (to be transferred later)

 Do not write more than the number of words asked for

 Hyphenated words count as single words

For example:

Write NO MORE THAN THREE WORDS for each answer.

1 Hume was one of the first philosophers to question the

...................................................................

2 Hume’s philosophical works were particularly influential in

................................................................... in the late 19th century.

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Labeling a Diagram / Plan / Map

 You have to complete labels on a visual

 The answers are usually selected from a list on the questionnaire
 The visual may be a:
 diagram (e.g. a piece of equipment)
 set of pictures
 plan (e.g. of a building)
 map (e.g. of part of a town)

For example:

Choose FOUR answers from the box and write the correct letter A-G next to questions 11-14.

A bank
B block of flats
C dentist
D flower shop
E garage
F Post Office
G school

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Classification

You have to match a numbered list of items from the listening text to a set of criteria

Skills that are being tested:

 Ability to recognize relationships and connections between facts in the listening text

 Ability to listen for detail

For example:

When did the following take place?

A in the early 17th century

B in the late 17th century

C in the early 18th century

Write the correct letter, A, B, or C next to questions 1-4.

1 increases in unemployment ............

2 mass migrations ............

3 educational reforms ............

4 frequent changes of government ............

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Matching

What does the lecturer say about each book?

Choose your answers from the box and write the correct letter A-H next to questions 1-4.

A confusing

B detailed

C expensive

D good exam preparation

E needs updating

F oversimplified

G useful problems

H well illustrated

1 Basics in Economics (Bryson & Spark) ...............

2 An Introduction to Economic Analysis (Kettle) ...............
3 Economics in Action (Fodor) ...............
4 Economics Today (Smith & Wyler) ...............

TIPS

 Always check instructions

 Read ahead 2-3 questions
 Underline keywords
 Think of paraphrases
 Guess answers in context (noun, verb, adjective, number, time, amount, etc.)
 Check spelling and grammar
 Focus and listen for stressed answers
 Ignore connecting words

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CLASS ACTIVITY

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HOMEWORK

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A-ACADEMIC WORDS

Abandon
Abandoned, Abandoning, Abandonment

Abnormal

Absorb
Absorbed, Absorbs,Absorption

Abstract

Academic
Academically, Academies, Academy

Accelerate
Accelerated, Accelerates, Accelerating, Acceleration

Access
Accessed, Accesses, Accessible, Accessing

Accompany
Accompanied, Accompanies, Accompanying, Unaccompanied

Accomplish
Accomplished, Accomplishes, Accomplishing, Accomplishment

Accumulate
Accumulated, Accumulates, Accumulating

Accurate
Accuracy, Accurately, Inaccuracy

Achieve
Achieved, Achievement, Achievements, Achieves, Achieving

Acid
Acidic, Acids

Acquire
Acquired, Acquires, Acquiring, Acquisition

Adapt
Adaptability, Adaptation, Adaptations, Adapted, Adapting, Adaptive, Adapts

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Adequate
Adequately

Adhere
Adhered, Adherence, Adherent, Adheres, Adhering

Adjacent
Adjective

Adjust
Adjusted, Adjusting, Adjustment, Adjustments, Adjusts

Adolescent
Adolescence, Adolescents

Adult
Adulthood, Adults

Advocate
Advocacy, Advocated, Advocates, Advocating

Aggression
Aggressive, Aggressively, Aggressiveness

Agitate
Agitated, Agitates, Agitating, Agitation, Agitator, Agitators

Aid
Aided, Aiding, Unaided

Alcohol

Allege
Allegations, Alleged, Allegedly, Alleges, Alleging

Alliance
Alliances, Allied, Allies

Allocate
Allocated, Allocates, Allocating, Allocation, Allocations

Alter
Alterable, Alteration, Alterations, Altered, Altering, Alters, Unaltered

Alternative
Alternatively, Alternatives

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LESSON 2

READING OVERVIEW

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PRE-TEST

Face-to-face or ?
A

Can online networking sites such as Facebook and MySpace, help new students settle into university
social and academic life and minimize the chance of them withdrawing from their courses?

Researchers at the University of Leicester are now looking for the first-year University of Leicester
students who use Facebook to help their pioneering research into this issue. They should not be
difficult too difficult to recruit. The reason for this is that student use of the online networking site
Facebook is running at a phenomenal level, with almost 10,000 present and past students and staff
participating.

Currently, 95 per cent of 16-18 year olds intending to go to university are using social networking
sites like Facebook and MySpace.

‘Yet we know little about how this phenomenon impacts on the student experience, and in
particular, if and how it helps them integrate into university life’, commended Jane Wellens,
Education Developer in the University of Leicester’s Staff Development Center. She is working with
Dr Clare Madge, of the Department of Geography, Tristan Hooley, of CRAC, the Career Development
Organization, and Julia Meek, an independent evaluation consultant.

‘The expectations and online experience of the latest and next generations of students requires
universities to think carefully about how, and whether, to use these new technologies and meeting
spaces to enhance the social aspects of student integration into university life, she further
commented.

Academic and social integration into university life are key factors influencing individual students’
experiences and the likelihood of their withdrawing from their student courses. Until now most
research in the field has concentrated on academic support rather than integration into the wider
social world of the university.

Students are now so used to using social networking sites that one university in the US has actually
been running sessions to encourage students to build up face-to-face networks. One aspect of the
Leicester project is to explore whether there are differences in the longevity and nature of university
friendships that students establish face-to-face compared with those they make online through
social networking sites.

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The Leicester project builds on internationally acclaimed work the university has already started on
teaching and learning online. ‘We recently used Facebook as a means of encouraging students on an
online module to get to know one another’, Jane Wellens said. ‘This raised many issues such as
where the boundary between the public and private space is, and how comfortable students (and
staff) of different ages feel regarding the use of such technology.’

The Leicester project also draws on internationally recognized expertise by this specific team of
researchers in online research methodologies. As Clare Madge of the Department of Geograpgy at
the University of Leicester stated, ‘This project will be using both an online questionnaire and virtual
interviews, and will innovate in the use of Facebook itself as a site to conduct virtual interviews’.

What Dr Wellens and her colleagues hope to establish from the new research is how Leicester
students are using Facebook as part of their social and learning experience and whether joining the
University Facebook network before they come t Leicester helps students to settle down more easily
into university life.

They will also be looking to see if there is any way that university support services and academic
departments can use the online social networking sites to help students integrate into university life,
and how the sites might be reshaping our everyday lives in terms of the importance of place-based
versus virtual networking.

Research results are expected to influence university policies at the Leicester and beyond. ‘It may
affect the way the University uses its Facebook network,’ said Dr Wellens. ‘One outcome might be
that the University would use these sites to bring new students together before their arrival, or to
bring together current and new students to provide peer support. It will also ascertain students’
view about the ways in which the university and its staff should, or shouldn’t, use Facebook for
academic purposes.’

You should spend 20 minutes on this task, which are based on the Reading Passage.

Questions 1-6

The reading passage has six sections, A-F.

Choose the correct heading for each section from the list.

1. Section A 4. Section D

2. Section B 5. Section E

3. Section C 6. Section F

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List of Headings

i The expected result of the project

ii Further aims of the research project

iii What the research project is based on

iv The use of expertise from countries around the world

v A need to concentrate on academic integration

vi A lack of knowledge about the effect of social networking on student retention

vii An emphasis until now on academic rather than social integration

viii The research for using Facebook to recruit students

ix Increasing the chance of withdrawal

Questions 7-10

Complete the sentences below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

7 Access to Facebook by students is happening at a ______________________________.

8 Few details exist on how much networking sites help students fit into __________________.

9 Most research has in the past focused on _________________________.

10 One aim of the project is to determine if the length and nature of ___________________

made online or face-to-face vary.

Questions 11-13

Do the following statements agree with the information in the reading passage? Write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

11 The only research methodology used at Leicester will be virtual interviews.

12 The Leicester team will focus on research from the UK rather than the USA or Europe.

13 One possible development in the future is that exisiting students will help those who have
just started university for the first time.

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READING TEST OVERVIEW

The aspect of reading that is tested in the IELTS is the ability to identify:

 Main Ideas

 Supporting Ideas

 Writer’s Opinions

 Specific Information

Duration of Test: 60 minutes / 1 hour

Number of Questions: 40 questions

Number of Passages: 3 passages

Length of time you should spend on each passage: 20 minutes

Where to Answer: Answer Sheet

 You may write your answers on the questionnaire, BUT no extra time shall be
given to transfer answers to the Answer sheet

Number of Basic Task Types: 10 types

Where Questions May Appear:

 Before a passage OR

 After a passage

Number of Items Per Passage: may vary

Total Word Count for the Three Passages: 2000-2750 words

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READING SKILLS TESTED

 Identifying the writer’s overall purpose, target audience, sources, etc.

 Identifying and following key arguments in a text

 Identifying opinions and attitudes as opposed to facts

 Locating specific information

 Reading for detailed information

 Extracting relevant information

 Distinguishing the main idea from supporting detail

 Recognizing key points for a summary

 Grouping pieces of information in a text in accordance with salient criteria

 Extracting information from a prose text to put into a diagrammatic representation

 Making inferences

 Using correct spelling and correct grammar in your answers

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STRATEGIES

Skimming

 Reading very quickly

 Just looking at the headings and subheadings and the first lines of each section or
paragraph

 Noticing the key words that are repeated throughout the text

The purpose: To understand the gist (the general idea of the text)

Be familiar with examples of words and phrases which may occur frequently in certain text
types:

 ‘x agreed with/disagreed with/questioned the findings of y’,

 ‘x queried the validity of y’s data’

 ‘x claimed that y’s conclusions were not well-supported’.

 ‘stated’

 ‘claimed’

 ‘denied’

 ‘admitted’

 ‘implied’

Scanning

 Looking for a specific piece of information or specific words

 Ignoring information that is not relevant to the reading purpose

 Is a useful strategy to apply when the questions ask for specific factual information

 Is a useful strategy to use to find the section of a text about which a question is
asked

Reading for Detail

 Reading every word in a text and thinking carefully about the meaning of every
sentence

 It is often necessary in IELTS Academic Reading to read a certain section of a text in

detail in order to answer a question correctly

Usually you must skim or scan the text first to find the right section and then, having
found the relevant section, read for detail

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Tips

 Read the instructions carefully. The instructions will tell you:

o where to find the answers
o what you need to do
o what kind of answer is required
o how many words you need to write
o if an option can be used more than once
o to transfer your answers to your Answer Sheet

 Remember that the questions for certain task types follow the order of information
in the reading passage
 Remember to read all the questions very carefully
 Scan for key words in the extracts or the reading passage that match the items
 Scan for paraphrases of key words
 Remember that the answers have to be grammatically correct and spelled correctly
 Use the information provided in the notes, tables, diagrams or flow-charts, as well as
any examples, to predict the type of information that is required
 Underline key words and phrases when you read
 Pay attention to key words in the questions
 Use synonyms, summary words etc. to help you locate information
 Skim and scan for information
 Read widely, e.g. newspapers, journals, magazines and books, and use materials
from these sources when preparing for the test
 Be familiar with examples of words and phrases which may occur frequently in
certain text types:
o ‘x agreed with/disagreed with/questioned the findings of y’,
o ‘x queried the validity of y’s data’
o ‘x claimed that y’s conclusions were not well-supported’.
o ‘stated’
o ‘claimed’
o ‘denied’
o ‘admitted’
o ‘implied’

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CLASS ACTIVITY
READING PASSAGE 1

A Chronicle of Timekeeping
Our conception of time depends on the way we measure it

A According to archaeological evidence, at least 5, 000 years ago, and long before the advent of
the Roman Empire, the Babylonians began to measure time, introducing calendars to co-ordinate
communal activities, to plan the shipment of goods and, in particular, to regulate planting and
harvesting. They based their calendars on three natural cycles: the solar day, marked by the
successive periods of light and darkness as the earth rotates on its axis; the lunar month, following
the phases of the moon as it orbits the earth; and the solar year, defined by the changing seasons
that accompany our planet's revolution around the sun.

B Before the invention of artificial light, the moon had greater social impact. And, for those living
near the equator in particular, its waxing and waning was more conspicuous than the passing of the
seasons. Hence, the calendars that were developed at the lower latitudes were influenced more by
the lunar cycle than by the solar year. In more northern climes, however, where seasonal agriculture
was practised, the solar year became more crucial. As the Roman Empire expanded northward, it
organised its activity chart for the most part around the solar year.

C Centuries before the Roman Empire, the Egyptians had formulated a municipal calendar
having 12 months of 30 days, with five days added to approximate the solar year. Each period of ten
days was marked by the appearance of special groups of stars called decans. At the rise of the star
Sirius just before sunrise, which occurred around the all-important annual flooding of the Nile, 12
decans could be seen spanning the heavens. The cosmic significance the Egyptians placed in the 12
decans led them to develop a system in which each interval of darkness (and later, each interval of
daylight) was divided into a dozen equal parts. These periods became known as temporal hours
because their duration varied according to the changing length of days and nights with the passing of
the seasons. Summer hours were long, winter ones short; only at the spring and autumn equinoxes
were the hours of daylight and darkness equal. Temporal hours, which were first adopted by the
Greeks and then the Romans, who disseminated them through Europe, remained in use for more

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than 2, 500 years.

D In order to track temporal hours during the day, inventors created sundials, which indicate time
by the length or direction of the sun's shadow. The sundial's counterpart, the water clock, was
designed to measure temporal hours at night. One of the first water clocks was a basin with a small
hole near the bottom through which the water dripped out. The falling water level denoted the passing
hour as it dipped below hour lines inscribed on the inner surface. Although these devices performed
satisfactorily around the Mediterranean, they could not always be depended on in the cloudy and
often freezing weather of northern Europe.

E The advent of the mechanical clock meant that although it could be adjusted to maintain
temporal hours, it was naturally suited to keeping equal ones. With these, however, arose the
question of when to begin counting, and so, in the early 14th century, a number of systems evolved.
The schemes that divided the day into 24 equal parts varied according to the start of the count: Italian
hours began at sunset, Babylonian hours at sunrise, astronomical hours at midday and 'great clock'
hours, used for some large public clocks in Germany, at midnight. Eventually these were superseded
by 'small clock', or French hours, which split the day into two 12-hour periods commencing at
midnight.

F The earliest recorded weight-driven mechanical clock was built in 1283 in Bedfordshire in
England. The revolutionary aspect of this new timekeeper was neither the descending weight that
provided its motive force nor the gear wheels (which had been around for at least 1, 300 years) that
transferred the power; it was the part called the escapement. In the early 1400s came the invention of
the coiled spring or fusee which maintained constant force to the gear wheels of the timekeeper
despite the changing tension of its mainspring. By the 16th century, a pendulum clock had been
devised, but the pendulum swung in a large arc and thus was not very efficient.

G To address this, a variation on the original escapement was invented in 1670, in England. It
was called the anchor escapement, which was a lever-based device shaped like a ship's anchor. The
motion of a pendulum rocks this device so that it catches and then releases each tooth of the escape
wheel, in turn allowing it to turn a precise amount. Unlike the original form used in early pendulum
clocks, the anchor escapement permitted the pendulum to travel in a very small arc. Moreover, this
invention allowed the use of a long pendulum which could beat once a second and thus led to the
development of a new floor-standing case design, which became known as the grandfather clock.

H Today, highly accurate timekeeping instruments set the beat for most electronic devices.
Nearly all computers contain a quartz-crystal clock to regulate their operation. Moreover, not only do
time signals beamed down from Global Positioning System satellites calibrate the functions of
precision navigation equipment, they do so as well for mobile phones, instant stock-trading systems

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and nationwide power-distribution grids. So integral have these time-based technologies become to
day-to-day existence that our dependency on them is recognised only when they fail to work.

Questions 1-4
Reading Passage 1 has eight paragraphs, A-H.
Which paragraph contains the following information?
Write the correct letter, A-H, in boxes 1- 4 on your answer sheet.

1 a description of an early timekeeping invention affected by cold temperatures

2 an explanation of the importance of geography in the development of the calendar in farming
communities
3 a description of the origins of the pendulum clock
4 details of the simultaneous efforts of different societies to calculate time using uniform hours

Questions 5-8
Look at the following events (Questions 5-8) and the list of nationalities below.
Match each event with the correct nationality, A-F.
Write the correct letter, A-F, in boxes 5-8 on your answer sheet.

5 They devised a civil calendar in which the months were equal in length.
6 They divided the day into two equal halves.
7 They developed a new cabinet shape for a type of timekeeper.
8 They created a calendar to organise public events and work schedules.

List of Nationalities

A Babylonians
B Egyptians
C Greeks
D English
E Germans
F French

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Questions 9-13
Label the diagram below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 9-13 in your answer sheet

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READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26 which are based on the
reading passage below.

Question 14- 19
Reading Passage 2 has seven paragraphs, A-G.
Choose the correct heading for paragraph A & C-G from the list below.
Write the correct number i-ix, in boxes 14- 19 on your answer sheet.

List of Headings

i Disobeying FAA Regulations

ii Aviation disaster prompts action
iii Two coincidental developments
iv Setting Altitude Zones
v An oversimplified view
vi Controlling pilots' licence
vii Defining airspace categories
viii Setting rules to weather conditions
ix Taking of Safety
x First step towards ATC

Example Answer
Paragraph B X

14. Paragraph A
15. Paragraph C
16. Paragraph D
17 Paragraph E
18. Paragraph F
19. Paragraph G

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AIR TRAFFIC CONTROL IN THE USA

A An accident that occurred in the skies over the Grand Canyon in 1956 resulted in the
establishment of the Federal Aviation Administration (FAA) to regulate and oversee the
operation of aircraft in the skies over the United States, which were becoming quite
congested. The resulting structure of air traffic control has greatly increased the safety of
flight in the United States, and similar air traffic control procedures are also in place over
much of the rest of the world.

B Rudimentary air traffic control (АТС) existed well before the Grand Canyon disaster. As
early as the 1920s, the earliest air traffic controllers manually guided aircraft in the vicinity of
the airports, using lights and flags, while beacons and flashing lights were placed along
cross-country routes to establish the earliest airways. However, this purely visual system
was useless in bad weather, and, by the 1930s, radio communication was coming into use
for АТС. The first region to have something approximating today's АТС was New York City,
with other major metropolitan areas following soon after.

C In the 1940s, АТС centres could and did take advantage of the newly developed radar
and improved radio communication brought about by the Second World War, but the system
remained rudimentary. It was only after the creation of the FAA that full-scale regulation of
America's airspace took place, and this was fortuitous, for the advent of the jet engine
suddenly resulted in a large number of very fast planes, reducing pilots' margin of error and
practically demanding some set of rules to keep everyone well separated and operating
safely in the air.

D Many people think that АТС consists of a row of controllers sitting in front of their radar
screens at the nation's airports, telling arriving and departing traffic what to do. This is a very
incomplete part of the picture. The FAA realised that the airspace over the United States
would at any time have many different kinds of planes, flying for many different purposes, in
a variety of weather conditions, and the same kind of structure was needed to accommodate
all of them.

E To meet this challenge, the following elements were put into effect. First, АТС extends
over virtually the entire United States. In general, from 365m above the ground and higher,
the entire country is blanketed by controlled airspace. In certain areas, mainly near airports,
controlled airspace extends down to 215m above the ground, and, in the immediate vicinity
of an airport, all the way down to the surface. Controlled airspace is that airspace in which
FAA regulations apply. Elsewhere, in uncontrolled airspace, pilots are bound by fewer

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regulations. In this way, the recreational pilot who simply wishes to go flying for a while
without all the restrictions imposed by the FAA has only to stay in uncontrolled airspace,
below 365m, while the pilot who does want the protection afforded by АТС can easily enter
the controlled airspace.

F The FAA then recognised two types of operating environments. In good meteorological
conditions, flying would be permitted under Visual Flight Rules (VFR), which suggests a
strong reliance on visual cues to maintain an acceptable level of safety. Poor visibility
necessitated a set of Instrumental Flight Rules (IFR), under which the pilot relied on altitude
and navigational information provided by the plane's instrument panel to fly safely. On a
clear day, a pilot in controlled airspace can choose a VFR or IFR flight plan, and the FAA
regulations were devised in a way which accommodates both VFR and IFR operations in the
same airspace. However, a pilot can only choose to fly IFR if they possess an instrument
rating which is above and beyond the basic pilot's license that must also be held.

G Controlled airspace is divided into several different types, designated by letters of the
alphabet. Uncontrolled airspace is designated Class F, while controlled airspace below
5,490m above sea level and not in the vicinity of an airport is Class E. All airspace above
5,490m is designated Class A. The reason for the division of Class E and Class A airspace
stems from the type of planes operating in them. Generally, Class E airspace is where one
finds general aviation aircraft (few of which can climb above 5,490m anyway), and
commercial turboprop aircraft. Above 5,490m is the realm of the heavy jets, since jet engines
operate more efficiently at higher altitudes. The difference between Class E and A airspace
is that in Class A, all operations are IFR, and pilots must be instrument-rated, that is, skilled
and licensed in aircraft instrumentation. This is because АТС control of the entire space is
essential. Three other types of airspace, Classes D, С and B, govern the vicinity of airports.
These correspond roughly to small municipal, medium-sized metropolitan and major
metropolitan airports respectively, and encompass an increasingly rigorous set of
regulations. For example, all a VFR pilot has to do to enter Class С airspace is establish
two-way radio contact with АТС. No explicit permission from АТС to enter is needed,
although the pilot must continue to obey all regulations governing VFR flight. To enter Class
В airspace, such as on approach to a major metropolitan airport, an explicit АТС clearance
is required. The private pilot who cruises without permission into this airspace risks losing
their license.

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Question 20-26
Do the following statements agrees with the given information of the reading passage?
In boxes 20-26 on your answer sheet, write:

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

20. The FAA was created as a result of the introduction of the jet engine.
21. Air traffic control started after the Grand Canyon crash in 19 56.
22. Beacons and flashing lights are still used by the ATC today.
23. Some improvements were made in radio communication during World War II.
24. Class F airspace is airspace which is below 365m and not near airports.
25. All aircraft in class E airspace must use AFR.
26. A pilot entering class C airspace is flying over an average-sized city.

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READING PASSAGE 3

Telepathy
Can human beings communicate by thought alone? For more than a century the issue of
telepathy has divided the scientific community, and even today it still sparks bitter
controversy among top academics.

Since the 1970s, parapsychologists at leading universities and research institutes around the world
have risked the derision of sceptical colleagues by putting the various claims for telepathy to the test
in dozens of rigorous scientific studies. The results and their implications are dividing even the
researchers who uncovered them.

Some researchers say the results constitute compelling evidence that telepathy is genuine. Other
parapsychologists believe the field is on the brink of collapse, having tried to produce definitive
scientific proof and failed. Sceptics and advocates alike do concur on one issue, however that the
most impressive evidence so far has come from the so-called 'ganzfeld' experiments, a German term
that means 'whole field'. Reports of telepathic experiences had by people during meditation led
parapsychologists to suspect that telepathy might involve 'signals' passing between people that
were so faint that they were usually swamped by normal brain activity. In this case, such signals
might be more easily detected by those experiencing meditation-like tranquillity in a relaxing 'whole
field' of light, sound and warmth.

The ganzfeld experiment tries to recreate these conditions with participants sitting in soft reclining
chairs in a sealed room, listening to relaxing sounds while their eyes are covered with special filters
letting in only soft pink light. In early ganzfeld experiments, the telepathy test involved identification
of a picture chosen from a random selection of four taken from a large image bank. The idea was
that a person acting as a 'sender' would attempt to beam the image over to the 'receiver' relaxing in
the sealed room. Once the session was over, this person was asked to identify which of the four
images had been used. Random guessing would give a hit-rate of 25 per cent; if telepathy is real,
however, the hit-rate would be higher. In 1982, the results from the first ganzfeld studies were
analysed by one of its pioneers, the American parapsychologist Charles Honorton. They pointed to
typical hit-rates of better than 30 per cent — a small effect, but one which statistical tests suggested
could not be put down to chance.

The implication was that the ganzfeld method had revealed real evidence for telepathy. But there
was a crucial flaw in this argument — one routinely overlooked in more conventional areas of
science. Just because chance had been ruled out as an explanation did not prove telepathy must

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exist; there were many other ways of getting positive results. These ranged from 'sensory leakage' —
where clues about the pictures accidentally reach the receiver — to outright fraud. In response, the
researchers issued a review of all the ganzfeld studies done up to 1985 to show that 80 per cent had
found statistically significant evidence. However, they also agreed that there were still too many
problems in the experiments which could lead to positive results, and they drew up a list demanding
new standards for future research.

After this, many researchers switched to autoganzfeld tests — an automated variant of the
technique which used computers to perform many of the key tasks such as the random selection of
images. By minimising human involvement, the idea was to minimise the risk of flawed results. In
1987, results from hundreds of autoganzfeld tests were studied by Honorton in a 'meta-analysis', a
statistical technique for finding the overall results from a set of studies. Though less compelling than
before, the outcome was still impressive.

Yet some parapsychologists remain disturbed by the lack of consistency between individual ganzfeld
studies. Defenders of telepathy point out that demanding impressive evidence from every study
ignores one basic statistical fact: it takes large samples to detect small effects. If, as current results
suggest, telepathy produces hit-rates only marginally above the 25 per cent expected by chance, it's
unlikely to be detected by a typical ganzfeld study involving around 40 people: the group is just not
big enough. Only when many studies are combined in a meta-analysis will the faint signal of
telepathy really become apparent. And that is what researchers do seem to be finding.

What they are certainly not finding, however, is any change in attitude of mainstream scientists:
most still totally reject the very idea of telepathy. The problem stems at least in part from the lack of
any plausible mechanism for telepathy.

Various theories have been put forward, many focusing on esoteric ideas from theoretical physics.
They include 'quantum entanglement', in which events affecting one group of atoms instantly affect
another group, no matter how far apart they may be. While physicists have demonstrated
entanglement with specially prepared atoms, no-one knows if it also exists between atoms making
up human minds. Answering such questions would transform parapsychology. This has prompted
some researchers to argue that the future lies not in collecting more evidence for telepathy, but in
probing possible mechanisms. Some work has begun already, with researchers trying to identify
people who are particularly successful in autoganzfeld trials. Early results show that creative and
artistic people do much better than average: in one study at the University of Edinburgh, musicians
achieved a hit-rate of 56 per cent. Perhaps more tests like these will eventually give the researchers
the evidence they are seeking and strengthen the case for the existence of telepathy.

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Questions 27-30
Complete each sentence with the correct ending, A —G, below.
Write the correct letter, A—G, in boxes 27-30 on your answer sheet.

27 Researchers with differing attitudes towards telepathy agree on

28 Reports of experiences during meditation indicated
29 Attitudes to parapsychology would alter drastically with
30 Recent autoganzfeld trials suggest that success rates will improve with

A the discovery of a mechanism for telepathy.

B the need to create a suitable environment for telepathy.
C their claims of a high success rate.
D a solution to the problem posed by random guessing.
E the significance of the ganzfeld experiments.
F a more careful selection of subjects.
G a need to keep altering conditions.

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Questions 31-40
Complete the table below.
Choose NO MORE THAN THREE WORDS from the passage for each answer.
Write your answers in boxes 31-40 on your answer sheet.

Telepathy Experiments

Name/ Date Description Result Flaw

Ganzfeld Involved a person acting Hit-rates were Positive results could be produced
studies as a 31…………….. , who higher than with by factors such
1982 picked out one random guessing. as34……………………. Or35………………
32…………………… from a ..……
random selection of four,
and a 33………………….. ,
who then tried to identify
it.

Autoganzfeld 36…………………… were The results were The 39…………………..between

studies used for key tasks to limit then subjected different test results was put down
1987 the amount to a 38 to the fact that sample groups were
of37……………………. in ………………………. not40…………………… (as with most
carrying out the tests. ganzfeld studies).

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HOMEWORK

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage
1 below.

William Henry Perkin

The man who invented synthetic dyes

William Henry Perkin was born on March At the time of Perkin’s enrolment, the
12, 1838, in London, England. As a boy, Royal College of Chemistry was headed
Perkin’s curiosity prompted early interests by the noted German chemist August
in the arts, sciences, photography, and Wilhelm Hofmann. Perkin’s scientific gifts
engineering. But it was a chance stumbling soon caught Hofmann’s attention and,
upon a run-down. yet functional, within two years. He became Hofmann’s
laboratory in his late grandfathers home youngest assistant, Not long after that,
that solidified the young man`s enthusiasm Perkin made the scientific breakthrough
for chemistry. that would bring him both fame and
fortune.
As a student at the City of London School,
Perkin became immersed in the study of At the time, quinine was the only viable
chemistry. His talent and devotion to the medical treatment for malaria. The drug is
subject were perceived by his teacher, derived from the bark of the cinchona tree,
Thomas Hall, who encouraged him to native to South America and by 1856
attend a series of lectures given by the demand for the drug was surpassing the
eminent scientist Michael Faraday at the available supply. Thus, when Hofmann
Royal Institution. Those speeches tired the made some passing comments about the
young chemist`s enthusiasm further, and desirability of a synthetic substitute for
he later went on to attend the Royal quinine. it was unsurprising that his star
College of Chemistry, which he succeeded pupil was moved to take up the challenge.
in entering in 1853, at the age of 15.
During his vacation in 1856, Perkin spent

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his time in the laboratory on the top floor nearly instant recognition that the new dye
of his family's house. He was attempting to had commercial possibilities.
manufacture quinine from aniline, an
inexpensive and readily available coal tar Perkin originally named his dye Tyrian
waste product. Despite his best efforts, Purple, but it later became commonly
however, he did not end up with quinine. known as mauve (from the French for the
Instead, he produced a mysterious dark plant used to make the colour violet). He
sludge. Luckily, Perkins scientific training asked advice of Scottish dye works owner
and nature prompted him to investigate the Robert Pullar, who assured him that
substance further. Incorporating potassium manufacturing the dye would be well
dichromate and alcohol into the aniline at worth it if the colour remained fast (i.e.
various stages of the experimental process, would not fade) and the cost was relatively
he finally produced a deep purple solution. low. So, over the fierce objections of his
And, proving the truth of the famous mentor Hofmann, he left college to give
scientist Louis Pasteur`s words 'chance birth to the modern chemical industry.
favours only the prepared mind'. Perkin
saw the potential of his unexpected find. With the help of his father and brother,
Perkin set up a factory not far from
Historically, textile dyes were made from London. Utilizing the cheap and plentiful
such natural sources as plants and animal coal tar that was an almost unlimited
excretions. Some of these, such as the byproduct of London's gas street lighting,
glandular mucus of snails, were difficult to the dye works began producing the world’s
obtain and outrageously expensive. Indeed, first synthetically dyed material in 1857.
the purple colour extracted from a snail The company received a commercial boost
was once so costly that in society at the from the Empress Eugenio of France,
time only the rich could afford it. Further, when she decided the new color flattered
natural dyes tended to be muddy in hue her. Very soon, mauve was the necessary
and fade quickly. It was against this shade for all the fashionable ladies in that
backdrop that Perkin‘s discovery was country. Not to be outdone, England`s
made. Queen Victoria also appeared in public
wearing a mauve gown, thus making it all
Perkin quickly grasped that his purple the rage in England as well. The dye was
solution could be used to colour fabric, bold and fast, and the public clamoured for
thus making it the world’s first synthetic more. Perkin went back to the drawing
dye. Realising the importance of this board.
breakthrough, he lost no time in patenting
it- But perhaps the most fascinating of all
Perkin`s reactions to his find was his

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Although Perkins fame was achieved and fortune assured by his first discovery, the chemist
continued his research. Among other dyes he developed and introduced were aniline red
(1859) and aniline black (1863) and in the late 1860s, Perkin's green. It is important to note
that Perkin's synthetic dye discoveries had outcomes far beyond the merely decorative. The
dyes also became vital to medical research in many ways. For instance, they were used to
stain previously invisible microbes and bacteria, allowing researchers to identify such bacilli
as tuberculosis, cholera, and anthrax. Artificial dyes continue to play a crucial role today.
And, in what would have been particularly pleasing to Perkin, their current use is in the
search for a vaccine against malaria.

Question 1-7
Do the following statements agree with the information given in Reading Passage 1?
In boxes 1-7 on your answer sheet, write:

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this.

1. Michael Faraday was the first person to recognize Perkin's ability as a student of
chemistry.
2. Michael Faraday suggested Perkin should enrol in the Royal College of Chemistry.
3. Perkin employed August Wilhelm Hofmann as his assistant.
4. Perkin was still young when he made the discovery that made him rich and famous.
5. The trees from which quinine is derived grow only in South America.
6. Perkin hoped to manufacture a drug from a coal tar waste product.
7. Perkin was inspired by the discoveries of the famous scientist Louis Pasteur.

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Question 8-13
Answer the questions below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 8-13 on your answer sheet.

8. Before Perkin’s discovery, with what group in society was the colour
purple associated?
9. What potential did Perkin immediately understand that his new dye had?
10. What was the name finally used to refer to the first color Perkin invented?
11. What was the name of the person Perkin consulted before setting up his own dye works?
12. In what country did Perkins newly invented colour first become fashionable?
13. According to the passage, which disease is now being targeted by researchers using
synthetic dyes?

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READING PASSAGE 2

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage
2 below.

Questions 14—17
Reading Passage 2 has five paragraphs, A-E.
Choose the correct heading for paragraphs B-E from the headings below.
Write the correct number i-vii, in boxes 14—17 on your answer sheet.

List of Headings
I. Seeking the transmission of radio signals from planets
II. Appropriate responses to signals from other civilizations
III. Vast distances to Earth’s closest neighbours
IV. Assumptions underlying the search for extra-terrestrial intelligence
V. Reasons for the search for extra-terrestrial intelligence
VI. Knowledge of extra-terrestrial life forms
VII. Likelihood of life on other planets

Example Answer
Paragraph A v

14. Paragraph B
15. Paragraph C
16. Paragraph D
17. Paragraph E

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IS THERE ANYBODY OUT THERE?

The Search for Extra-Terrestrial Intelligence

The question of whether we are alone in the Universe has haunted humanity forcenturies,
but we may now stand poised on the brink of the answer to that question, as we search for
radio signals from other intelligent civilizations. This search often known by the acronym
SETI [search for extraterrestrial intelligence], is a difficult one. Although groups around the
world have been searching intermittently for three decades, it is only now that we have
reached the level of technology where we can make a determined attempt to search all
nearby stars for any sign of life.

A
The primary reason for the search is basic curiosity - the same curiosity about the natural
world that drives all pure science. We want to know whether we are alone in the Universe.
We want to know whether life evolves naturally if given the right conditions, or whether there
is something very special about the Earth to have fostered the variety of life forms that we
see around us on the planet. The simple detection of a radio signal will be sufficient to
answer this most basic of all questions. In this sense, SETI is another cog in the machinery
of pure science which is continually pushing out the horizon of our knowledge. However,
there are other reasons for being interested in whether life exists elsewhere. For example,
we have had civilization on Earth for perhaps only a few thousand years, and the threats of
nuclear war and pollution over the last few decades have told us that our survival may be
tenuous. Will we last another two thousand years or will we wipe ourselves out? Since the
lifetime of a planet like ours is several billion years, we can expect that if other civilizations
do survive in our galaxy, their ages will range from zero to several billion years. Thus
any other civilization that we hear from is likely to be far older on average than ourselves.
The mere existence of such a civilization will tell of that long term survival is possible, and
gives us some cause for optimism. It is even possible that the older civilization may pass on

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the benefits of their experience in dealing with threats to survival such as nuclear war and
global pollution, and other threats that we haven't yet discovered.

B
In discussing whether we are alone, most SETI scientists adopt two ground rules. First,
UFOs [Unidentified Flying objects] are generally ignored since most scientists don`t consider
the evidence for them to be strong enough to bear serious consideration (although it is also
important to keep an open mind in casa any really convincing evidence emerges in the
future). Second, we make a very conservative assumption that we are looking for a life form
that is pretty well like us, since if it differs radically from us we may well not recognize it as e
life form, quite apart from whatever we are able to communicate with it. In other words, the
life form we are looking for may well have two green heads and seven fingers, but it will
nevertheless resemble us in that it should communicate with its fellows. Be interested in the
Universe, Live on a planet orbiting a star like our Sun, and perhaps most restrictively have
chemistry, like us, based on carbon and water.

C
Even when we make these assumptions, our understanding of other life forms is still
severely limited. We do not even know, for example, how many stars have planets, and we
certainly do not know how likely it is that life will arise naturally, given the right conditions.
However, when we look at the 100 billion stars in our galaxy [the Milky Way], and 100 billion
galaxies. In the observable Universe, It seems inconceivable that at least one of these
planets does not have a life form on it; in fact, the best educated guess we can make using
the little that we do know about the conditions for carbon-based life, leads us to estimate that
perhaps one in 100,000 stars might have a life-bearing planet orbiting it. That means that our
nearest neighbours are perhaps 1000 light years away which is almost next door in
astronomical terms.

D
An alien civilization could choose many different ways of sending information across the
galaxy, but many of these either require too much energy or are severely attenuated while
traversing the vast distances across the galaxy. lt bums out that for a given amount of
transmitted power: radio waves in the frequency range 1000 to 3000 MHz travel the greatest
distance and so all searches to date have concentrated on looking for radio waves in this
frequency range. So far there have been a number of searches by various groups around
the world, including Australian searches using the radio telescope at Parkes, New South
Wales. Until now there have not been any detections from the few hundred stars which have

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been searched. The scale of the searches has been increased dramatically since 1992,
when the US Congress voted NASA $10 million per year for ten years to conduct a thorough
search for extra-terrestrial life. Much of the money in this project is being spent on
developing the special hardware needed to search many frequencies et once. The project
has two parts. One part is a targeted search using the world's largest radio telescopes, the
American-operated telescope in Arecibo. Puerto Rico, and the French telescope in Nancy in
France. This part of the project is searching the nearest 1000 likely stars with high sensibility
for signals in the frequency range 1000 to 3000 MHz. The other part of the project is an
undirected search which is monitoring all of space with a lower using the smaller antennas
of NASA`s Deep Space Network.

E
There is considerable debate over how we should react if we detect a signal from an alien
civilization. Everybody agrees that we should not reply immediately. Quite apart from the
impracticality of sending e reply over such large distances at short notice, it raises a host of
ethical questions that would have to be addressed by the global community before any reply
could be sent. Would the human race face the culture shock if faced with a superior and
much older civilization? Luckily, there is no urgency about this. The stars being searched are
hundreds of light years away. so it takes hundreds of years for their signal to reach us, and a
further few hundred years for our reply to reach them. lt's not important, then, if there`s a
delay of a few years, or decades, while the human race debates the question of whether to
reply and perhaps carefully drafts a reply.

Question 18-20
Answer the questions below.

Choose NO MORE THAN THREE WORDS from the passage for each answer.
Write your answers in boxes 18-20 on your answer sheet.

18. What is the life expectancy of Earth?

19. What kind of signals from other intelligent civilizations are
SETI scientists searching for?
20. How many stars are the world’s most powerful radio telescopes searching?

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Questions 21-26
Do the following statements agree with the views of the writer in Reading Passage 2?
In boxes 21-26 on your answer sheet, write

YES if the statement agrees with the information

NO if the statement contradicts the information
NOT GIVEN if there is no information on this.

21. Alien civilizations may be able to help the human race to overcome serious problems
23. SETI scientists are trying to find a life form that resembles humans in many ways.
23. The Americans and Australians have cc-operated on joint research projects.
24. So far SETI scientists have picked up radio signals from several stars.
25. The NASA project attracted criticism from some members of Congress.
26. If a signal from outer space is received, it will be important to respond promptly.

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READING PASSAGE 3

You should spend about 20 minutes on Questions 27-40, which are based on the Reading Passage 3
below.

THE HISTORY OF THE TORTOISE

If you go back far enough, everything lived in the sea. At various points in
evolutionary history, enterprising individuals within many different animal groups
moved out onto the land, sometimes even to the most parched deserts, taking their
own private seawater with them in blood and cellular fluids. In addition to the
reptiles, birds, mammals and insects which we see all around us, other groups that
have succeeded out of water include scorpions, snails, crustaceans such as
woodlice and land crabs, millipedes and centipedes, spiders and various worms.
And we mustn’t forget the plants, without whose prior invasion of the land none of
the other migrations could have happened.

Moving from water to land involved a major redesign of every aspect of life,
including breathing and reproduction. Nevertheless, a good number of
thoroughgoing land animals later turned around, abandoned their hard-earned
terrestrial re-tooling, and returned to the Water Seals have only gone part way back.
They show us what the intermediates might have been like, on the way to extreme
cases such as whales and dugongs. Whales (including the small whales we call
dolphins) and dugongs, with their close cousins the manatees, ceased to be land
creatures altogether and reverted to the full marine habits of their remote ancestors.
They don‘t even come ashore to breed. They do, however, still breathe air, having
never developed anything equivalent to the gills of their earlier marine incarnation.
Turtles went back to the sea a very long time ago and, like all vertebrate returnees
to the water, they breathe air. However, they are, in one respect, less fully given
back to the water than whales or dugongs, for turtles still lay their eggs on beaches.

There is evidence that all modem turtles are descended from a terrestrial ancestor

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which lived before most of the dinosaurs. There are two key fossils
called Progaochelys quenstedti and Palaeochersis talampayensis dating from early
dinosaur times, which appear to be close to the ancestry of all modem turtles and
tortoises. You might wonder how we can tell whether fossil animals lived on land or in
water, especially if only fragments are found. Sometimes it`s obvious. Ichthyosarus
were reptilian contemporaries of the dinosaurs, with fins and streamlined bodies. The
fossils look like dolphins and they surely lived like dolphins, in the water. With turtles it
is a little less obvious. One way to tell is by measuring the bones of their forelimbs.

Walter Joyce and Jacques Gauthier, at Yale University, obtained three

measurements in these particular bones of 71 species of living turtles and tortoises.
They used a kind of triangular graph paper to plot the three measurements against
one another. All the land tortoise species formed a tight cluster of points in the upper
part of the triangle; all the water turtles cluster in the lower part of the triangular
graph. There was no overlap, except when they added some species that spend
time both in water and on land. Sure enough, these amphibious species show up on
the triangular graph approximately half way between the ‘wet cluster' of sea turtles
and the ‘dry cluster' of land tortoises. 'The next step was to determine where the fossil
fell. The bones of P quenstedti and P. talampayensis leave us in no doubt. Their
points on the graph are right in the thick of the dry cluster. Both these fossils were dry-
land tortoises. They come from the era before our turtles returned to the water.

You might think, therefore, that modem land tortoises have probably stayed on land
ever since those early terrestrial times, as most mammals did after a few of them
went back to the sea. But apparently not. If you draw out the family tree of all
modern turtles and tortoises, nearly all the branches are aquatic. Today’s land
tortoises constitute a single branch, deeply nested among branches consisting of
aquatic turtles. This suggests that modern land tortoises have not stayed on land
continuously since the time of P. quenstedti and P. talampayensis. Rather, their
ancestors were among those who went back to the water, and they then re-
emerged back onto the land in (relatively) more recent times.

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Tortoises therefore represent a remarkable double return. In common with all

mammals, reptiles and binds, their remote ancestors were marine fish and before
that various more or less worm-like creatures stretching back, still in the sea, to the
primeval bacteria. Later ancestors lived on land and stayed there for a very large
number of generations. Later ancestors still evolved back into the water and
became sea turtles. And finally they returned yet again to the land as tortoises,
some of which now live in the driest of deserts.

Questions 27-30
Answer the questions below
Choose NO MORE THAN TWO WORDS from the passage for each answer
Write your answers in boxes 27-30 on your answer sheet.

27. What had to transfer from sea to land before any animals could migrate?
28. Which TWO processes are mentioned as those in which animals had to make big
changes as they moved onto land?
29. Which physical feature, possessed by their ancestors, do whales lack?
30. Which animals might ichthyosaurs have resembled?

Questions 31-33
Do the following statements agree with the information given in Reading Passage 3?
In boxes 31-33 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this.

31. Turtles were among the first group of animals to migrate back to the sea.
32. It is always difficult to determine where an animal lived when its fossilized remains are
incomplete.
33. The habitat of ichthyosaurs can be determined by the appearance of their fossilized
remains.

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Questions 34-39
Complete the flow-chart below.

Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each
answer
Write your answers in boxes 34-39 on your answer sheet.

Method of determining where the ancestors of

turtles and tortoises come from

71 species of living turtles and tortoises were

STEP 1
examined and a total of 34 ................were taken
from the bones of their forelimbs.

The data was recorded on a 35 ...................

STEP 2
(necessary for comparing the information).
Outcome: Land tortoises were represented by a
dense 36 .................. of points towards the top.
Sea turtles were grouped together in the bottom
part.

The same data was collected from some

STEP 3
living 37 .................. species and added to the
other results. Outcome: The points for these
species turned out to be positioned
about 38 .................. up the triangle between the
land tortoises and the sea turtles.

Bones of R quenstedti and P talampayensis were

STEP 4
examined in a similar way and the results added.
Outcome: The position of the points indicated
that both these ancient creatures were
39......................

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Questions 40
Choose the correct letter A, B, C or D.
Write the correct letter in box 40 on your answer sheet.

According to the writer, the most significant thing about tortoises is that

A they are able to adapt to life in extremely dry environments.

B their original life form was a kind of primeval bacteria.
C they have so much in common with sea turtles.
D they have made the transition from sea to land more than once.

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Ambiguity
Ambiguities, Ambiguous

Analyse
Analysed, Analyser, Analyses, Analysing, Analysis, Analyst, Analysts, Analytic, Analytically,
Analyze, Analyzed, Analyzes, Analyzing

Angular

Annual
Annually

Anonymous
Anonymously, Anonymity

Anthropology
Anthropological, Anthropologist, Anthropologists

Apparatus

Appeal
Appealed, Appealing, Appeals

Appreciate
Appreciable, Appreciated, Appreciates, Appreciating, Appreciation, Unappreciated

Approach
Approachable, Approached, Approaches, Approaching

Appropriate
Appropriately, Appropriateness, Inappropriate

Approximate
Approximately, Approximation, Approximations

Aspire
Aspiration, Aspired, Aspires, Aspiring

Assemble
Assembled, Assembles, Assemblies, Assembling, Assembly

Assess
Assessable, Assessed, Assesses, Assessing, Assessment, Assessments, Unassessed

Assign
Assigned, Assigning, Assignment, Assignments, Assigns

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Assist
Assistance, Assistant, Assistants, Assisted, Assisting, Assists, Unassisted

Assume
Assumed, Assumes, Assuming, Assumption, Assumptions

Assure
Assurance, Assurances, Assured, Assures, Assuring

Astronomy
Astronomical

Atmosphere
Atmospheric

Attach
Attached, Attaches, Attaching, Attachment, Attachments, Unattached

Attain
Attainable, Attained, Attaining, Attainment, Attainments, Attains, Unattainable

Attitude
Attitudes

Authorise
Authorised, Authoritative, Authorities, Authority, Authorize, Authorized, Authorizes,
Authorizing, Unauthorised, Unauthorized

Automatic
Automatically, Automation

Available
Availability, Unavailable

Aware
Awareness, Unaware

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LESSON 3

WRITING OVERVIEW

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WRITING OVERVIEW

Duration: 60 minutes
Timing
Task 1  20 minutes (3 minutes preparation, 15 minutes writing, 2 minutes checking)
Task 2  40 minutes (5-7 minutes preparation, 30 minutes writing, 3-5 minutes checking)
Number of Tasks: 2 (you must answer BOTH tasks)
You must write your answers in pen or pencil on the answer sheet provided
Minimum Number of Words
Task 1  150 words
Task 2  250 words
Regulations
 Write your answers on the Answer Sheet
Penalties
 If you write less than the minimum word limit
 (For irrelevance) If the response is off-topic
 If your writing is plagiarized (i.e. copied from another source)  severe penalty
 If your answer is not written as full, connected text (e.g. if you use bullet points in
any part of the response, or if you write in note form, etc.)
FAQs:
Writing Task 1:
Academic:
• Presenting information from a chart, table, graph or diagram in your own words
• You are asked to describe the visual information
– You are expected to present this information in an organized, coherent way
– You are required to make a brief introductory statement
– Appropriately end by giving a statement which summarizes the main trends
or features
– Speculating about the information or attempting to explain the information
are not required by the task

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How to answer
• Understand information that is presented in diagram/graph/chart/table form
• Choose the most significant information to include in your description
• Be sure to focus on the overall trends within the data (if data is presented) in order
to give an overview of it
• You may also need to compare and contrast information.

CLASS ACTIVITY- TASK 1

You should spend 20 minutes on this task.

The graph below shows the consumption of hamburger and other types of food in grams
among teenagers in Australia between 1970 and 1990.

Summarize the information by selecting and reporting the main features, and make
comparisons where relevant.

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Writing Task 2:
Writing a discursive piece of writing that involves consideration of more abstract issues
- It always requires a discursive response
- You should read each question carefully and respond appropriately to the individual
task being given
- Your answer should always be in the form of a short formal essay for a tutor or
examiner
- You may be asked to:
 present a solution to a problem; present and justify an opinion
 compare and contrast opinions and evidence
 evaluate and challenge an idea, argument or opinion

Planning an IELTS Task 2 essay

Step 1: Read and understand the question. IELTS T2 essays usually have 2 parts. The topic
and the issue. Usually the issue is the last sentence. If you’re not sure try and disagree with
each sentence. Usually the topic sentences present facts that you cannot disagree with.
Step 2: Underline the keywords
Step 3: Think about your opinion. Do you agree or disagree? In IELTS it is best to examine
both sides of an argument as it allows for using more connectives.
Step 4: Brainstorm keywords to get ideas and examples for your Body paragraphs.
Step 5: Plan the essay from end to beginning. How can you write your intro if you don’t
know where you’re going in your essay?

WRITING ASSESSMENT CRITERIA

• Task 1:
– Task Achievement
– Coherence and Cohesion
– Lexical Resource
– Grammatical Range and Accuracy

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• Task 2:
– Task Response
– Coherence and Cohesion
– Lexical Resource
– Grammatical Range and Accuracy
• Scoring: whole band and half band
• Handwriting: Marks are not deducted for handwriting specifically but, obviously, an
illegible script cannot be marked

Writing task 1&2: Task respond (Band = 7.0)

Writing Task 1: Task Achievement

• Covers the requirements of the task
• Presents a clear overview of main trends, differences or stages
• Clearly presents and highlights key features/bullet points that can be more fully
extended
Writing Task 2: Task Response
• Addresses all parts of the task
• Presents a clear position throughout the response
• Presents, extends, and supports main ideas, but there may be a tendency to over-
generalize and/or supporting ideas may lack focus

Writing task 1&2: Coherence & cohesion (Band = 7.0)

Writing Tasks 1 & 2:
• Logically organizes information and ideas; there is clear progression throughout
• Uses a range of cohesive devices appropriately although there may be some under-
/over-use
Writing Task 2 (additional):
• Presents a clear central topic within each paragraph

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Writing task 1&2: Lexical & resource (Band = 7.0)

• Uses a sufficient range of vocabulary to allow some flexibility and precision
• Uses less common lexical items with some awareness of style and collocation
• May produce occasional errors in word choice, spelling and/or word formation

Writing Tasks 1 & 2: Grammatical Range and Accuracy (Band=7.0)

• Uses a variety of complex structures
• Produces frequent error-free sentences
• Has good control of grammar and punctuation but may make a few errors

CLASS ACTIVITY—TASK 2

You should spend 40 minutes on this task.

Give reasons to support your answer.

Rates of imprisonment are skyrocketing in many nations. Many prisons are at full capacity
already. Governments should introduce lesser penalties, such as fines and community
service for petty crimes rather than send people to jail.

To what extent do you agree or disagree?

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HOMEWORK

WRITING TASK 2
You should spend 40 minutes on this task.
Write about the following topic:

Universities should accept equal numbers of male and female students

in every subject.
To what extent do you agree or disagree?

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B&C – ACADEMIC WORDS

Benefit Commission Consequent

Benefactor Commissioned Consequence
Benefactors Commissioner Consequences
Beneficial Commissioners Consequently
Benefited Commissions Conserve
Benefiting Commit Conservation
Benefits Commitment Conservative
Biology Commitments Conservatives
Biological Commits Conserved
Biologist Committed Conserves
Biologists Committing Conserving
Bomb Commodity Constant
Bombard Commodities Constancy
Bombardment Commune Constantly
Bombardments Communal Construct
Bombed Communes Constructed
Bomber Communicate Constructing
Bombers Communicable Construction
Bombing Communicated Constructions
Bombs Communicates Constructive
Bore Communicating Constructs
Bored Communication Reconstruction
Bores Communications Consume
Boring Communicative Consumed
Breed Communicatively Consumer
Bred Community Consumers
Breeding Communities Consumes
Breeds Compel Consuming
Bubble Compelled Consumption
Bubbled Compelling Contaminate
Bubbles Compels Contaminated
Bubbling Compensate Contaminates
Bulk Compensated Contaminating
Bulky Compensates Contamination
Bureaucracy Compensating Contemplate
Bureaucracies Compensation Contemplated
Bureaucrat Compensations Contemplation
Bureaucratic Competence Contrary
Bureaucratization Competency Contribute
Bureaucrats Competent Contributed
Cancel Complement Contributes
Cancellation Complementary Contributing
Cancellations Complemented Contribution
Cancelled Complementing Contributions
Cancelling Complements Contributor

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Cancels Complex Contributors

Capable Complexity Controversy
Capacity Complicate Controversial
Capture Complicates Controversially
Captivity Complicating Controversies
Captured Complication Converse
Captures Complications Conversed
Capturing Comply Conversely
Category Complied Converses
Categories Complies Conversing
Cease Complying Conversion
Cease-Fire Component Conversions
Ceased Componential Convert
Ceases Components Converted
Ceasing Compound Convertible
Cell Compounded Converting
Cells Compounding Converts
Cellular Compounds Cooperate
Challenge Comprehend Cooperated
Challenged Comprehended Cooperates
Challenger Comprehending Cooperating
Challenges Comprehends Cooperation
Challenging Comprehensible Cooperative
Chemical Comprehension Cooperatively
Chemically Comprehensive Coordinate
Chemicals Incomprehensible Coordinated
Chemist Uncomprehending Coordinates
Chemistry Comprise Coordinating
Chemists Comprised Coordinator
Circuit Comprises Corporate
Circuits Comprising Corporation
Circulate Compulsion Corporations
Circulated Compulsory Corps
Circulates Conceive Correspond
Circulating Conceivable Corresponded
Circulation Conceived Correspondence
Circulatory Conceives Correspondent
Circumstance Conceiving Correspondents
Circumstances Inconceivable Corresponding
Civic Concentrate Correspondingly
Civil Concentrated Corresponds
Civilian Concentrates Create
Civilians Concentrating Created
Clarify Concentration Creates
Clarification Concentrations Creating
Clarified Creation
Clarifies Concept Creations

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Clarifying Conception Creative

Clarity Concepts Creatively
Classic Conceptual Creativity
Classical Conceptually Creator
Classics Condense Creators
Client Condensation Credible
Clients Condensed Credibly
Clinic Condenser Credulous
Clinical Condenses Incredible
Clinics Condensing Incredibly
Code Conduct Incredulity
Codes Conducted Crisis
Coincide Conducting Crises
Coincided Conduction Criterion
Coincidence Conductivity Criteria
Coincidental Conductor Criticise
Coincides Conductors Criticise
Coinciding Conducts Criticised
Collapse Confine Criticises
Collapsed Confined Criticising
Collapses Confines Criticism
Collapsing Confining Criticisms
Collide Conflict Criticize
Collided Conflicted Criticized
Collides Conflicting Criticizes
Colliding Conflicts Criticizing
Collision Conform Crucial
Collisions Conformable Culture
Colloquial Conformed Cultural
Column Conforming Culturally
Columnist Conformity Cultures
Columns Conforms Cycle
Comment Non-Conformist Cycled
Commentaries Confront Cycles
Commentary Confrontation Cyclic
Commentator Confronted Cyclical
Commentators Confronting Cyclically
Commented Confronts Cycling
Commenting Consent
Comments Consented
Consenting
Consents

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LESSON 4

SPEAKING OVERVIEW

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IELTS SPEAKING OVERVIEW

• IELTS Speaking is a one-to-one interaction between the candidate and an examiner.

• The Speaking Test’s three parts give the candidate the opportunity to use a range of
different speaking skills.

• Candidates are assessed on their performance throughout the test.

• Duration: 11-14 minutes

TEST PART
PART 1

– Nature of Interaction: Introduction and interview

• After introductions and identity check, the examiner asks you

questions about familiar topics

– Duration: 4-5 minutes

PART 2

– Nature of Interaction: Long turn

• You receive a task card with a topic. You then have 1 minute to
prepare and make notes before speaking about the topic for 1 to 2
minutes.

– Duration: 3-4 minutes (including preparation time)

PART 3

– Nature of Interaction: Discussion

• The examiner discusses with the candidate more abstract aspects of

the topic in Part 2

– Duration: 4-5 minutes

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ASSESSMENT CRITERIA
1. Fluency and Coherence

2. Lexical Resource

3. Grammatical Range and Accuracy

4. Pronunciation

• The criteria have equal weighting in their contribution to the final band, which is
currently given as a half band.

Assessment Criteria 1&2

• Fluency and Coherence

– This refers to your ability to talk with normal levels of continuity, speech rate
and effort, and to link ideas and language together in coherent, connected
speech, and formal structure.

• Lexical Resource

– This refers to the range of vocabulary you can use and how clearly meanings
and attitudes can be expressed

– This includes the variety of words used and the ability to get round a
vocabulary gap by expressing the idea in a different way

Assessment Criteria 1&2

• Grammatical Range and Accuracy

– This refers to the range of structures available to the you and how accurately
and appropriately you can use them

– Assessment takes into account the length and complexity of what you say as
well as the effect of grammatical errors on communication

• Pronunciation

– This refers to your ability to produce comprehensible utterances and to use a

range of pronunciation features to communicate meaning

– Assessment takes into account the amount of strain caused to the listener,
and the noticeability of L1 influence

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POSSIBLE TOPICS FOR PART 1

Where you live Collecting things Cooking

Your studies Dancing Weddings

Your job Learning languages Public transport

Hobbies Rain Travelling

Sports Hotels Names

Television Relaxation Restaurants

Music Outdoor activities Food

Reading Memories Birthdays

Email Childhood Seasons

Learning English Weather Flowers

Writing Happiness Birds

Clothes Shopping Photography

School (primary school) Films Buildings

Friends Weekends Museums

Festivals Going out in the evening Cycling

Meeting new people Animals Healthy eating

The sea Routines Colours

Computers Family

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SPEAKING TEST FAQs:

• No two tests will be the same and could contain questions on a variety of topics

• You can only take your identity document inside the testing room. The examiner will
provide a pencil and paper

• The IELTS Speaking Test is recorded. The recording is needed in case the candidate's
performance needs to be re-marked.

• The topics in Part 2 of the Speaking Test are carefully chosen to reflect common
experiences, so you don’t need special knowledge to talk about them. It is extremely
unlikely that a candidate would be unable to talk about the topic given.

• You can start speaking before the 1 minute preparation time is over; you can begin
speaking when you are ready. It is advisable, though, for you to make full use of the
preparation time.

• In Part 2 of the speaking test, you are given the opportunity to talk for 2 minutes.
You should aim to talk for the full 2 minutes to provide the examiner with a good
sample of language for rating.

• If you don’t understand the question, you should tell the examiner; you should say
you don’t understand.

• In Part 1 or 2, the examiner will be able to repeat the question.

• In Part 2, the candidate should look carefully at the task card because the
prompts may help them guess the meaning of a word they have not
understood.

• In Part 3, the examiner will be able to reformulate the question, or may be

able to offer further clarification, depending on the particular difficulty.

• In Part 2, making notes is optional (You may prefer just to think about what to say
OR you may find making notes helpful to you to organize your ideas and to keep
talking)

• In Part 2, you are not allowed to write on the task card.

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• It is not a good idea for you to memorise speeches. Listen carefully to the examiner
and just respond to the question. Learnt speeches usually miss the point of the
question, and may adversely affect pronunciation.

• Speaking scores are reported in whole bands or half bands (6.0, 6.5, 7.0, etc.)

• The examiner is not permitted to give feedback after the Speaking Test, and you
should not ask the examiner to do so.

TONGUE TWISTERS FOR PRONUNCIATION PRACTICE

Theophilus Thistle, the successful thistle sifter

In sifting a sieve full of unsifted thistles,

Thrust three thousand thistles through the thick of his thumb.

Robert Rowley rolled a round a rolled round

And if Robert Rowley rolled a round a rolled round

Where is the round roll Robert Rowley rolled round?

She sells sea shells by the seashore

The shells she sells are sea shells I’m sure

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D & E – ACADEMIC WORDS

Data

Debate
Debated, Debates, Debating

Decade
Decades

Decline
Declined, Declines, Declining

Deficient
Deficiencies, Deficiency

Definite
Definitely, Definiteness, Indefinite, Indefinitely

Degrade
Degradation, Degraded, Degrades, Degrading

Deliberate
Deliberately, Deliberation

Democracy
Democrat, Democratic, Democratically, Democratization, Democrats

Demonstrate
Demonstrable, Demonstrably, Demonstrated, Demonstrates, Demonstrating,
Demonstration, Demonstrations, Demonstrative, Demonstratively, Demonstrators

Deny
Denial, Denials, Denied, Denies, Denying, Undeniably

Deprive
Deprivation, Deprivations, Deprived, Deprives, Depriving

Detect
Detectable, Detected, Detecting, Detection, Detective, Detectives, Detector, Detectors,
Detects

Dimension
Dimensional, Dimensions

Dispense
Dispensed, Dispenses, Dispensing

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Disperse
Dispersal, Dispensary, Dispersed, Disperses, Dispersing

Dispose
Disposable, Disposal, Disposed, Disposes, Disposing, Disposition

Dispute
Disputant, Disputants, Disputed, Disputes, Disputing, Undisputed

Dissipate
Dissipated, Dissipates, Dissipating, Dissipation

Distinct
Distinction, Distinctions, Distinctive, Distinctly

Distort
Distorted, Distorting, Distortion, Distortions, Distorts

Distribute
Distributed, Distributes, Distributing, Distribution, Distributions, Distributor, Distributors

Diverse
Diversely, Diversification, Diversified, Diversifies, Diversify, Diversifying, Diversity

Domestic
Domestics

Dominate
Dominant, Dominated, Dominates, Dominating, Domination

Duration

Dynamic

Economy
Economic, Economically, Economics, Economies, Economist, Economists

Elevate
Elevated, Elevates, Elevating, Elevation, Elevator, Elevators

Eliminate
Eliminated, Eliminates, Eliminating, Elimination

Emerge
Emerged, Emergence, Emergent, Emerges, Emerging

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LESSON 5

LISTENING TEST TYPES

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NOTES/ FORM COMPLETION

 Before you listen, think what type of information you need for each gap.

 Read ahead as you listen, because you only hear the recording once.

 Check spelling and any standard abbreviations (e.g. cm for centimeters) that you use.

 If you need to write numbers, write them as figures, not words, as you are less likely to make
mistakes.

Sample 5.1

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Sample 5.2

TABLE COMPLETION

 Check how many words you are allowed to use.

 Note how the numbers are arranged, and pay careful attention to the details in the rows and
columns.

 Read around the gaps and make sure the word/s you choose make sense.

 Spell your answers correctly.

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Sample 5.3

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Sample SECTION 5.4

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SENTENCE COMPLETION

 Quickly read the sentence to see the structure, and look at the words before and after the space.

 Predict the kind of answer that is needed to complete the thought of the sentence.

 Make sure the word or phrase you use is the right part of speech (noun, noun phrase, verb,
adjective, etc.)

 Use words you actually hear.

Sample 5.5

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MULTIPLE CHOICE WITH MULTIPLE ANSWERS

 Underline key ideas in the questions and use them to help you follow the conversation.

 Listen carefully to everything the speakers say in relation to the key idea before you choose your
answer.

 Although you may hear the words in the options, the speaker may be expressing the opposite idea.

 Listen for synonyms or paraphrases of the words in the question.

Sample 5.6

Sample 5.7

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Sample SECTION 5.8

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MULTIPLE CHOICE WITH A SINGLE ANSWER

 Underline key ideas in the questions and use them to help you follow the conversation.

 Listen carefully to everything the speakers say in relation to the key idea before you choose your
answer.

 Although you may hear the words in the options, the speaker may be expressing the opposite idea.

 Listen for synonyms or paraphrases of the words in the question.

Sample 5.9

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Sample 5.10

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Sample SECTION 5.11

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MATCHING

 Underline the key ideas in the question and/ or options.

 You will hear the questions in the same order as they are written on the question paper.

 Make notes as you listen.

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Sample 5.12

Sample 5.13

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CLASS ACTIVITY

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HOMEWORK

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SECTION 4 Questions 31-40

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Emotion
Emotional, Emotionally,Emotions, Unemotional, Unemotionally

Emphasize
Emphasis, Emphasised, Emphasized, Emphasizes, Emphasizing

Enable
Enabled, Enables, Enabling

Enhance
Enhanced, Enhances, Enhancing

Ensure
Ensured, Ensures, Ensuring

Environment
Environmental, Environmentally, Environments

Equipment
Equip, Equipped

Equivalent
Equivalence

Establish
Established, Establishes, Establishing, Establishment, Establishments

Estimate
Estimated, Estimates, Estimating, Estimation, Estimations

Ethics
Ethical, Ethically

Evaluate
Evaluated, Evaluates, Evaluating, Evaluation, Evaluations

Evaporate
Evaporated, Evaporates, Evaporating, Evaporation

Eventual
Eventually

Evident
Evidence, Evidently, Self-Evident, Self-Evidently

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Evolve
Evolution, Evolutionary, Evolved, Evolves, Evolving

Exclude
Excluded, Excludes, Excluding, Exclusion, Exclusionist, Exclusions, Exclusive, Exclusively,
Exclusiveness

Execute
Executed, Executes, Executing, Execution, Executioner, Executioners, Executive, Executives

Exhaust
Exhausted, Exhausting, Exhaustion, Exhaustive, Exhaustively, Exhausts, Inexhaustible

Expand
Expanded, Expanding, Expands, Expansion, Expansionism, Expansive

Expel
Expelled, Expelling, Expels, Expulsion

Expert
Expertly, Experts

Explicit
Explicitly

Exploit
Exploitation, Exploited, Exploiting, Exploits

Expose
Exposed, Exposes, Exposing, Exposition, Expositions, Expository

External
Externally

Extract
Extractable, Extracted, Extracting, Extractor, Extractors, Extracts

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LESSON 6

WRITING TASK 1
Describing Trends

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PRACTICE

Look at the list of verbs and match them to the parts of the graph A-I.

to plunge ______ to soar ______ to rise (gradually) ______

to fluctuate ______ to dip ______ to hit/reach a peak ______

to bottom out ______ to remain flat ______

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MOVEMENT VOCABULARY
Movement (Verbs): Up Movement (Verbs): Down
 Rose  Fell
 Went up  Declined
 Increased  Dropped
 Grew  Decreased
 Shot up  Sank
 Surged  Went down
 Rocketed  Plunged
 Plummeted
Prepositions Adverbs and intensifiers
 Between 1995 and 2000  slightly
 From 1995 to 2000  a little
 Sales rose from 200 to 250  a lot
 Sales fell to 150 in March  sharply
 Sales fell by 50%  suddenly
 steeply
 gradually
 gently
 steadily
No Movement: (Verbs with Adjectives, Tops and Bottoms
Verbs)  reached a peak
 remained steady  peaked
 were unchanged  reached their highest level
 did not change  fell to a low
 remained constant  sank to a trough
 remained stable  reached a bottom
 stabilized

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FURTHER PRACTICE

For sentences 1-10 below, replace the underlined text.

1. The price of laptops dropped followed by a period of stability.

2. Numbers reached a high in the year 2009.

3. The amount of money spent fell slightly and then quickly recovered.

4. Visitor numbers to the website plunged in the first quarter of the year.

5. Book purchases increased slowly over the year.

6. The number of students applying to the university stabilized over the decade.

7. Attendance at the conference decreased steadily last year.

8. The growth rate was erratic during the previous year.

9. Member numbers reached their lowest point in March.

10. Car sales rocketed over the period.

Sample sentences for writing task 1

 There was a substantial increase in the value of stocks on March 15th.

 House prices rose dramatically in July.
 The number of tourists visiting New York fell sharply in October.
 The percentage of students walking to school continued to rise gradually over the ten
year period from 2000-2010.
 There was a sharp increase in employee turnover after the strike.
 Interest in environmental issues has risen steadily over the last 10 years.

More useful words and phrases

1. Percent – the word percent comes after a number
Examples:
More than 25% of the students are from Brazil.
More than 25 percent of the students come from Brazil.

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2. Percentage - The word percentage comes after words like the, a, this and that.
Often, it is preceded by an adjective.
Examples:
A small percentage of residents have lived in the building for more than 20 years.
The percentage of students who live on campus has fallen sharply since the fire.
3. For numbers up to ten, write the numbers in words. For numbers over 10, you can
write the numbers in numbers.
Examples:
Five percent of the employees were late this month.
More than 50 percent of the students handed in their assignments late after the long
weekend.
4. If the sentence starts with a number, always write it in words.
Examples:
Wrong: 25 students were from China.
Right: Twenty-five students were from China.

Grammar
Take note of the following prepositions which you will need to describe dates, numbers and
comparisons:

Dates
In December,
In 2005,
From 2001-2010,
By 1998,
Between 1995 and 1999

Numbers
An increase of 20%
Decreased by 15%
Fell from 2 million in July to 1 million in September

Comparison
Compared to
Compared with
Relative to

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CLASS ACTIVITY

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HOMEWORK

You should spend 20 minutes on this task.

The graph below shows the results of a survey on the frequency of visits to two music sites
in Vietnam within fifteen days last year.

Summarize the information by selecting and reporting the main features, and make
comparisons where relevant.

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F - G – ACADEMIC WORDS

Factor
Factors

Fare
Fared, Fares, Faring

Feasible
Feasibility

Feature
Featured, Features, Featuring

Federal
Federalism, Federation, Federations

Fertile
Fertility, Fertilization, Fertilize, Fertilized, Fertilizes, Fertilizing, Infertile

Final
Finality, Finally, Finals

Finance
Financed, Finances, Financial, Financially, Financier, Financiers, Financing

Finite
Infinite

Fluctuate
Fluctuated, Fluctuates, Fluctuating, Fluctuation, Fluctuations

Fluent
Fluency, Fluently

Fluid
Fluids

Focus
Focused, Focuses, Focusing, Focussed, Focusses, Focussing

Foundation
Foundations, Founded, Founder, Founders, Founding, Founds, Unfounded

Fraud
Frauds, Fraudulent, Fraudulently

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Friction
Frictional, Frictionless

Frontier
Frontiers

Frustrate
Frustrated, Frustrates, Frustrating, Frustration, Frustrations

Fuel
Fuelled, Fuelling, Fuels

Fulfil
Fulfilled, Fulfilling, Fulfilment, Fulfils

Function
Functional, Functionally, Functioned, Functioning, Functions

Fund
Funded, Funding, Funds

Fundamental
Fundamentally

Fuse
Fused, Fuses, Fusing, Fusion

Generate
Generated, Generates, Generating, Generation, Generations, Generator, Generators

Genuine
Genuinely

Geography
Geographic, Geographically

Germ
Germs

Grant
Granted, Granting, Grants

Guarantee
Guaranteed, Guaranteeing, Guarantees

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LESSON 7
READING TEST TYPES

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CHOOSING HEADINGS FOR PARAGRAPHS OR SECTIONS OF A TEXT

 You are given a list of headings, usually identified with lower-case Roman numerals
(i, ii, iii etc).

 A heading will refer to the main idea of the paragraph or section and you must
match the heading against paragraphs or sections of the text which are marked
alphabetically. You shall be asked to write the appropriate Roman numerals in the
boxes on your answer sheet.

 Always pay attention to examples.

 Don’t just look for the keywords. Be prepared for synonyms and paraphrases,

 The main idea should be in the first 1-3 sentences of the paragraph but can
sometimes be in the last sentence of the paragraph.

Choose the correct heading for paragraphs B-G from the list of headings below.
Write the correct number i-ix, for number 1-6.

List of Headings

i The reaction of the Inuit community to climate change

ii Understanding of climate change remains limited
iii Alternative sources of essential supplies
iv Respect for Inuit opinion grows
v A healthier choice of food
vi A difficult landscape
vii Negative effects on well-being
viii Alarm caused by unprecedented events in the Arctic
ix The benefits of an easier existence

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Paragraph A viii

1 Paragraph B
2 Paragraph C
3 Paragraph D
4 Paragraph E
5 Paragraph F
6 Paragraph G

SAMPLE PASSAGE

Climate change and the Inuit

The threat posed by climate change in the Arctic and the problems faced by Canada's
Inuit people

A Unusual incidents are being reported across the Arctic. Inuit families going off on
snowmobiles to prepare their summer hunting camps have found themselves cut off from
home by a sea of mud, following early thaws. There are reports of igloos losing their
insulating properties as the snow drips and refreezes, of lakes draining into the sea as
permafrost melts, and sea ice breaking up earlier than usual, carrying seals beyond the
reach of hunters. Climate change may still be a rather abstract idea to most of us, but in the
Arctic it is already having dramatic effects - if summertime ice continues to shrink at its
present rate, the Arctic Ocean could soon become virtually ice-free in summer. The knock-
on effects are likely to include more warming, cloudier skies, increased precipitation and
higher sea levels. Scientists are increasingly keen to find out what's going on because they
consider the Arctic the 'canary in the mine' for global warming - a warning of what's in store
for the rest of the world.

B For the Inuit the problem is urgent. They live in precarious balance with one of the
toughest environments on earth. Climate change, whatever its causes, is a direct threat to
their way of life. Nobody knows the Arctic as well as the locals, which is why they are not
content simply to stand back and let outside experts tell them what's happening. In Canada,
where the Inuit people are jealously guarding their hard-won autonomy in the country's
newest territory, Nunavut, they believe their best hope of survival in this changing
environment lies in combining their ancestral knowledge with the best of modern science.
This is a challenge in itself.

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C The Canadian Arctic is a vast, treeless polar desert that's covered with snow for most of
the year. Venture into this terrain and you get some idea of the hardships facing anyone who
calls this home. Farming is out of the question and nature offers meagre pickings. Humans
first settled in the Arctic a mere 4,500 years ago, surviving by exploiting sea mammals and
fish. The environment tested them to the limits: sometimes the colonists were successful,
sometimes they failed and vanished. But around a thousand years ago, one group emerged
that was uniquely well adapted to cope with the Arctic environment. These Thule people
moved in from Alaska, bringing kayaks, sleds, dogs, pottery and iron tools. They are the
ancestors of today's Inuit people.

D Life for the descendants of the Thule people is still harsh. Nunavut is 1.9 million square
kilometres of rock and ice, and a handful of islands around the North Pole. It's currently
home to 2,500 people, all but a handful of them indigenous Inuit. Over the past 40 years,
most have abandoned their nomadic ways and settled in the territory's 28 isolated
communities, but they still rely heavily on nature to provide food and clothing. Provisions
available in local shops have to be flown into Nunavut on one of the most costly air networks
in the world, or brought by supply ship during the few ice-free weeks of summer. It would
cost a family around £7,000 a year to replace meat they obtained themselves through
hunting with imported meat. Economic opportunities are scarce, and for many people state
benefits are their only income.

E While the Inuit may not actually starve if hunting and trapping are curtailed by climate
change, there has certainly been an impact on people's health. Obesity, heart disease and
diabetes are beginning to appear in a people for whom these have never before been
problems. There has been a crisis of identity as the traditional skills of hunting, trapping and
preparing skins have begun to disappear. In Nunavut's 'igloo and email' society, where
adults who were born in igloos have children who may never have been out on the land,
there's a high incidence of depression.

F With so much at stake, the Inuit are determined to play a key role in teasing out the
mysteries of climate change in the Arctic. Having survived there for centuries, they believe
their wealth of traditional knowledge is vital to the task. And Western scientists are starting to
draw on this wisdom, increasingly referred to as 'Inuit Qaujimajatugangit', or IQ. 'In the early
days scientists ignored us when they came up here to study anything. They just figured
these people don't know very much so we won't ask them,' says John Amagoalik, an Inuit
leader and politician. 'But in recent years IQ has had much more credibility and weight.' In
fact it is now a requirement for anyone hoping to get permission to do research that they

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consult the communities, who are helping to set the research agenda to reflect their most
important concerns. They can turn down applications from scientists they believe will work
against their interests, or research projects that will impinge too much on their daily lives and
traditional activities.

G Some scientists doubt the value of traditional knowledge because the occupation of the
Arctic doesn't go back far enough. Others, however, point out that the first weather stations
in the far north date back just 50 years. There are still huge gaps in our environmental
knowledge, and despite the scientific onslaught, many predictions are no more than best
guesses. IQ could help to bridge the gap and resolve the tremendous uncertainty about how
much of what we're seeing is natural capriciousness and how much is the consequence of
human activity.

NOTES/TABLE/SUMMARY/FLOWCHART COMPLETION

 You are given some type of summary of a section of the passage, Table, Notes, or
flowchart and are required to complete it with information drawn from the passage

 The information will usually be in only one paragraph of the passage

You may be asked either to:

 select words from the passage OR

 to select from a list of answers

 Where words have to be selected from the passage, the instructions will clearly state
how many words are required; the number of words will never be more than three.

 You may also be required to write numbers from the passage.

 Where a list of answers is provided, they most frequently consist of a single word.

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The given information may be in the form of:

 several connected sentences of text (referred to as a summary);

 a table with some of its cells empty (referred to as a table);

 several unconnected notes (referred to as notes) OR

 a series of boxes or steps linked by arrows to show a sequence of events, with some
of the boxes or steps empty (referred to as a flowchart)

From the passage CLIMATE CHANGE AND THE INUIT, complete the summary below.

Choose NO MORE THAN TWO WORDS for each answer.

If you visit the Canadian Arctic, you immediately appreciate the problems faced by people for
whom this is home. It would clearly be impossible for the people to engage in 7 ....................
as a means of supporting themselves. For thousands of years they have had to rely on
catching 8 ........................... and
9 .................... as a means of sustenance. The harsh surroundings saw many who tried to
settle there pushed to their limits, although some were successful. The 10
.................... people were an example of the latter and for them the environment did not
prove unmanageable. For the present inhabitants, life continues to be a struggle. The
territory of Nunavut consists of little more than ice, rock and a few 11 .................... . In recent
years, many of them have been obliged to give up their 12 ............ lifestyle, but they
continue to depend mainly on 13 .................... for their food and clothes. 14
.................... produce is particularly expensive.

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IDENTIFICATION OF WRITER’S VIEWS/CLAIMS OR OF INFORMATION IN A TEXT

1. ‘Do the following statements agree with the views/claims of the writer?’

 You shall be asked to write ‘yes’, ‘no’ or ‘not given’ in the boxes on your answer
sheet

Meaning of the Possible Answers:

 YES  the opinions or claims of the writer explicitly agree with the statement

 NO  the opinions or claims of the writer explicitly disagree with the statement

 NOT GIVEN  the view or claim or statement is neither confirmed nor contradicted

 Any knowledge you may bring from outside the passage should not play a part when
deciding on your answers

2. ‘Do the following statements agree with the information in the text?’

 You shall be asked to write ‘true’, ‘false’ or ‘not given’

Meaning of the Possible Answers:

 TRUE  the passage states the same as the statement in the question

 FALSE  the passage states the opposite of the statement in the question

 NOT GIVEN  the statement is neither confirmed nor contradicted by the

information in the passage

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SAMPLE PASSAGE

Numeration
One of the first great intellectual feats of a young child is learning how to talk, closely
followed by learning how to count. From earliest childhood we are so bound up with our
system of numeration that it is a feat of imagination to consider the problems faced by early
humans who had not yet developed this facility. Careful consideration of our system of
numeration leads to the conviction that, rather than being a facility that comes naturally to a
person, it is one of the great and remarkable achievements of the human race.

It is impossible to learn the sequence of events that led to our developing the concept of
number. Even the earliest of tribes had a system of numeration that, if not advanced, was
sufficient for the tasks that they had to perform. Our ancestors had little use for actual
numbers; instead their considerations would have been more of the kind “Is this enough?”
rather than “How many?” when they were engaged in food gathering, for example. However,
when early humans first began to reflect on the nature of things around them, they
discovered that they needed an idea of number simply to keep their thoughts in order. As
they began to settle, grow plants and herd animals, the need for a sophisticated number
system became paramount. It will never be known how and when this numeration ability
developed, but it is certain that numeration was well developed by the time humans had
formed even semipermanent settlements.

Evidence of early stages of arithmetic and numeration can be readily found. The indigenous
peoples of Tasmania were only able to count one, two, many; those of South Africa counted
one, two, two and one, two twos, two twos and one, and so on. But in real situations the
number and words are offen accompanied by gestures to help resolve any confusion. For
example, when using the one, two, many type of system, the word many would mean, “Look
my hands and see how many fingers I am showing you”. This basic approach is limited in
the range of numbers that it can express, but this range will generally suffice when dealing
with the simpler aspects of human existence.

The lack of ability of some cultures to deal with large numbers is not really surprising.
European languages, when traced back to their earlier version, are very poor in number
words and expressions. The ancient Gothic word for ten, tachund, is used to express the
number 100 as tachund tachund. By the seventh century, the word teon had become

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interchangeable with the tachund or hund of the Anglo-Saxon language, and so 100 was
denoted as hund teontig, or ten times ten. The average person in the seventh century in
Europe was not as familiar with numbers as we are today. In fact, to qualify as a witness in a
court law a man had to be able to count to nine!

Perhaps the most fundamental step in developing a sense of number is not the ability to
count, but rather to see that a number is really an abstract idea instead of a simple
attachment to a group of particular objects. It must have been within the grasp of the earliest
humans to conceive that four birds are distinct from two birds; however, it is not an
elementary step to associate the number 4, as connected with four birds, to the number 4,
as connected with four rocks. Associating a number as one of the qualities of a specific
object is a great hindrance to the development of a true number sense. When the number 4
can be registered in the mind as a specific word, independent of the object being referenced,
the individual is ready to take the first step toward the development of a notational system for
numbers and, from there, to arithmetic.

Traces of the very first stages in the development of numeration can be seen in several
living languages today. The numeration system of the Tsimshian language in British
Columbia contains seven distinct sets of words for numbers according to the class of the
item being counted: for counting flat objects and animals, for round objects and time, for
people, for long objects and trees, for canoes, for measures, and for counting when no
particular object is being numerated. It seems that the last is a later development while the
first six groups show the relics of an older system. This diversity of number names can also
be found in some widely used languages such as Japanese.

Intermixed with the development of a number sense is the development of an ability to

count. Counting is not directly related to the formation of a number concept because it is
possible to count by matching the items being counted against a group of pebbles, grains of
corn, or the counter's fingers. These aids would have been indispensable to very early
people who would have found the process impossible without some form of mechanical aid.
Such aids, while different, are still used even by the most educated in today's society due to
their convenience. AII counting ultimately involves reference to something other than the
things being counted. At first it may have been grains or pebbles but now it is a memorised
sequence of words that happen to be the names of the numbers.

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Questions 1-9
Do the following statements agree with the information given in the Reading Passage?

In boxes 1-9 on your answer sheet, write:

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

1 For the earliest tribes, the concept of sufficiency was more important than the concept of
quantity.
2 Indigenous Tasmanians used only four terms to indicate numbers of objects.
3 Some peoples with simple number systems use body language to prevent
misunderstanding of expressions of number.
4 All cultures have been able to express large numbers clearly.
5 The word 'thousand' has Anglo-Saxon origins.
6 In general, people in seventh-century Europe had poor counting ability.
7 In the Tsimshian language, the number for long objects and canoes is expressed with the
same word.
8 The Tsimshian language contains both older and newer systems of counting.
9 Early peoples found it easier to count by using their fingers rather than a group of pebbles.

LOCATING INFORMATION

 You are asked to locate specific information in the numbered paragraphs of the
passage, and to write the letters corresponding to the correct paragraph in the boxes
on the answer sheet

 There may be more than one piece of information that you need to locate in a given
paragraph. When this is the case, you will be told that you can use a letter more than
once

You will be asked to find:

 specific details

 an example of some kind

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 the reason for an event, change etc

 a description

 a comparison

 a summary

 an explanation

 Answers can occur anywhere in the passage and will usually be paraphrased

SAMPLE PASSAGE

A The Lumière Brothers opened their Cinematographe, at 14 Boulevard des Capucines in Paris, to
100 paying customers over 100 years ago, on December 8, 1985. Before the eyes of the stunned,
thrilled audience, photographs came to life and moved across a flat screen.

B So ordinary and routine has this become to us that it takes a determined leap of imagination to
grasp the impact of those first moving images. But it is worth trying, for to understand the initial
shock of those images is to understand the extraordinary power and magic of cinema, the unique,
hypnotic quality that has made film the most dynamic, effective art form of the 20th century.

C One of the Lumière Borthers’ earliest films was a 30-second piece which showed a section of a
railway platform flooded with sunshine. A train appears and heads straight for the camera. And that
is all that happens. Yet the Russian director Andrei Tarkovsky, one of the greatest of all film artists,
described the film as a ‘work of genius’. ‘As the train approached,’ wrote Tarkovsky, ’panic started in
the theatre: people jumped and ran away. That was the moment when cinema was born. The
frightened audience could not accept that they were watching a mere picture. Pictures were still,
only reality moved; this must, therefore, be reality. In their confusion, they feared that a real train
was about to crush them.’

D Early cinema audiences often experienced the same confusion. In time, the idea of film became
familiar, the magic was accepted- but it never stopped being magic. Film has never lost its unique
power to embrace its audience and transport them to a different world. For Tarkovsky, the key to
that magic dynamic image of the real flow of events. A still picture could only imply the existence of
time, while time in a novel passed at the whim of the reader. But in cinema, the real, objective flow
of time was captured.

E One effect of this realism was to educate the world about itself that cinema makes the world
smaller. Long before people travelled to America or anywhere else, they knew what other places
looked like; they knew how other people worked and lived. Overwhelmingly, the lives recorded-at
least in film fiction- have been American. From the earliest days of the industry, Hollywood has

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dominated the world film market. American imagery-the cars, the cities, the cowboys became the
primary imagery of film. Film carried American life and values around the globe.

F And, thanks to film, future generations will know the 20-th century more intimately than any other
period. We can only imagine what life was like in the 14th century or in classical Rome. But the life of
the modern world has been recorded on film in massive encyclopaedic detail. We shall be known
better than any preceding generations.

G The 'star' was another natural consequence of cinema. The cinema star was effectively born in
1910. Film personalities have such an immediate presence that inevitably, they become super-real.
Because we watch them so closely ond because everybody in the world seems to know who they
are, they appear more real to us than we do ourselves. The star as magnified human self is one of
cinema's most strange and enduring legacies.

H Cinema has also given a new lease of life to the idea of the story. When the Lumiere Brothers and
other pioneers began showing off this new invention, it was by no means obvious how it would be
used. All that mattered at first was the wonder of movement. Indeed, some said that, once this
novelty had worn off, cinema would fade away. It was no more than a passing gimmick, a fairground
attraction.

I Cinema might, for example, have become primarily a documentary form. Or it might have
developed like television -as a strange noisy transfer of music, information and narrative. But what
happened was that it became, overwhelmingly, a medium for telling stories. Originally these were
conceived as short stories- early producers doubted the ability of audiences to concentrate for more
than the length of a reel. Then, in 1912, an Italian 2-hour film was hugely successful, and Hollywood
settled upon the novel-length narrative that remains the dominant cinematic convention of today.

J And it has all happened so quickly. Almost unbelievably, it is a mere J 00 years since that train
arrived ond fhe audience screamed and fled, convinced by the dangerous reality of what they saw,
and, perhaps, suddenly aware that the world could never be the same again -that, maybe, it could
be better, brighter, more astonishing, more real than reality.

Questions 1-5
The Reading Passage has ten paragraphs, A-J.
Which paragraph contains the following information?

Write the correct fetter, A-J. in boxes 1-5 on your answer sheet.

1 the location of the first cinema

2 how cinema came to focus on stories
3 the speed with which cinema has changed
4 how cinema teaches us about other cultures
5 the attraction of actors in films

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MULTIPLE CHOICE

 Choose the best answer from four alternatives (A, B, C or D) and to write the letter of
the chosen answer on the Answer Sheet
 Item may be worded as a sentence completion or as a complete question
 There may be more than four alternative answers
 You may have to pick more than one correct answer
 There may be a global multiple choice question at the end of the set of questions
(e.g. asking you to choose the most suitable title)

Skills Being Assessed:

 Detailed understanding of specific points OR
 An overall understanding of the main points of the text

From the passage, answer the following questions.

Choose the correct letter. A, B, C or D.

1 The writer refers to the film of the train in order lo demonstrate

A the simplicity of early films.
B the impact of early films.
C how short early films were.
D how imaginative early films were.

2 In Tarkovsky's opinion, the attraction of the cinema is that it

A aims to impress its audience.
B tells stories better than books.
C illustrates the passing of time.
D describes familiar events.

3 When cinema first began, people thought that

A it would always tell stories.
B it should be used in fairgrounds.
C its audiences were unappreciative.
D its future was uncertain.

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4 What is the best title for this passage?

A The rise of the cinema star
B Cinema and novels compared
C The domination of Hollywood
D The power of the big screen

CLASSIFICATION

 You are required to classify events, characteristics or other pieces of information in

the passage into given categories; for example, events could be classified into
historical periods, or characteristics into age groups mentioned in the passage

 Categories are identified by letters, and you shall be asked to write the correct letter
in the relevant box on the answer sheet.

 There will normally be a larger number of events, characteristics, etc than there are
groups into which to classify them, so a number of questions may be answered with
the same letter.

Skills Tested:

 Ability to recognize relationships and connections between facts in the passage

 Ability to skim and scan the passage in order to locate the required information and
to read for detail

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LABELING A DIAGRAM

 You are required to label numbered parts of a diagram which relates to a description
contained in the passage, and you are to write the correct labels in the spaces on the
answer sheet

 The label may consist of up to three words, which will be taken directly from the
passage. It might also consist of a combination of words and numbers; if this is the
case, it is clearly indicated in the instructions.

 The answers do not necessarily occur in order in the passage, but usually occur in
one paragraph

Types of Diagram:

 Some type of machine, or

 Parts of a building or

 Any other element that can be represented pictorially

 The diagram may be partly labeled, in which case you are asked to complete the
labeling

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SAMPLE PASSAGE

The Search for the Anti-aging Pill

In government laboratories and elsewhere, scientists are seeking a drug able
to prolong life and youthful vigor.
Studies of caloric restriction are showing the way
___________________________________________________________________
As researchers on aging noted recently, no treatment on the market today has been proved to slow
human aging- the build-up of molecular and cellular damage that increases vulnerability to infirmity
as we grow older. But one intervention, consumption of a low-calorie* yet nutritionally balanced
diet, works incredibly well in a broad range of animals, increasing longevity and prolonging good
health. Those findings suggest that caloric restriction could delay aging and increase longevity in
humans, too.

Unfortunately, for maximum benefit, people would probably have to reduce their caloric intake by
roughly thirty per cent, equivalent to dropping from 2,500 calories a day to 1, 750. Few mortals
could stick to chat harsh a regimen, especially for years on end. But what if someone could create a
pill that mimicked the physiological effects of eating less without actually forcing people to eat less?
Could such a 'caloric-restriction mimetic', as we call it, enable people to stay healthy longer,
postponing age-related disorders (such as diabetes, arteriosclerosis, heart disease and cancer) until
very lace in life? Scientists first posed this question in the mid-1990s, after researchers came upon a
chemical agent that in rodents seemed to reproduce many of caloric restriction's benefits. No
compound that would safely achieve the same feat in people has been found yet, but the search has
been informative and has fanned hope that caloric-restriction (CR) mimetics can indeed be
developed eventually.

The benefits of caloric restriction

The hunt for CR mimetics grew out of a desire to better understand caloric restriction's many effects
on the body. Scientists first recognized the value of the practice more than 60 years ago, when they
found that rats fed a low-calorie diet lived longer on average than free-feeding rats and also had a
reduced incidence of conditions that become increasingly common in old age. What is more, some
of the treated animals survived longer than the oldest-living animals in the control group, which
means that the maximum lifespan (the oldest attainable age), not merely the normal lifespan,
increased. Various interventions, such as infection-fighting drugs, can increase a population's
average survival time, but only approaches chat slow the body's rate of aging will increase the
maximum lifespan.

The rat findings have been replicated many times and extended to creatures ranging from yeast to

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fruit flies, worms, fish, spiders, mice and hamsters. Until fairly recently, the studies were limited
short-lived creatures genetically distant from humans. But caloric-restriction projects underway in
two species more closely related to humans- rhesus and squirrel monkeys- have scientists optimistic
that CR mimetics could help people.

Calorie: a measure of the energy value of food

The monkey projects demonstrate that, compared with control animals that eat normally, caloric-
restricted monkeys have lower body temperatures and levels of the pancreatic hormone insulin, and
they retain more youthful levels of certain hormones that tend to fall with age.

The caloric-restricted animals also look better on indicators of risk for age-related diseases. For
example, they have lower blood pressure and triglyceride levels (signifying a decreased likelihood of
heart disease), and they have more normal blood glucose levels (pointing to a reduced risk for
diabetes, which is marked by unusually high blood glucose levels). Further, it has recently been
shown that rhesus monkeys kept on caloric-restricted diets for an extended time (nearly 15 years)
have less chronic disease. They and the other monkeys must be followed still longer, however, to
know whether low-calorie intake can increase both average and maximum lifespans in monkeys.
Unlike the multitude of elixirs being touted as the latest anti-aging cure, CR mimetics would alter
fundamental processes that underlie aging. We aim to develop compounds that fool cells into
activating maintenance and repair.

How a prototype caloric-restriction mimetic works

The best-studied candidate for a caloric-restriction mimetic, 2DG (2-deoxy-D-glucose), works by
interfering with the way cells process glucose, it has proved toxic at some doses in animals and so
cannot be used in humans. But it has demonstrated that chemicals can replicate the effects of
caloric restriction; the trick is finding the right one.

Cells use the glucose from food to generate ATP (adenosine triphosphate), the molecule that powers
many activities in the body. By limiting food intake, caloric restriction minimizes the amount of
glucose entering cells and decreases ATP generation. When 2DG is administered to animals that eat
normally, glucose reaches cells in abundance but the drug prevents most of it from being processed
and thus reduces ATP synthesis. Researchers have proposed several explanations for why
interruption of glucose processing and ATP production might retard aging. One possibility relates to
the ATP-making machinery's emission of free radicals, which are thought to contribute to aging and t
such age-related diseases as cancer by damaging cells. Reduced operation of the machinery should
limit their production and thereby constrain the damage. Another hypothesis suggests that
decreased processing of glucose could indicate to cells that food is scarce (even if it isn't) and induce

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them to shift into an anti-aging mode that emphasizes preservation of the organism over such
'luxuries' as growth and reproduction.
Questions 1-5
Classify the following descriptions as relating to:
A caloric-restricted monkeys
B control monkeys
C neither caloric-restricted monkeys nor control monkeys

Write the correct letter, A, B or C, in boxes 1-5 on your answer sheet.

1 Monkeys were less likely to become diabetic.

2 Monkeys experienced more chronic disease.
3 Monkeys have been shown to experience a longer than average life span.
4 Monkeys enjoyed a reduced chance of heart disease.
5 Monkeys produced greater quantities of insulin.

Questions 6-8
Complete the flowchart below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 6-8 on your answer sheet.

How a caloric-restriction mimetic works

CR mimetic

Less 6 __________________________ is processed

Production of ATP is decreased

Theory 1: Theory 2:

Cells less damaged by disease cells focus on 8 _______________

because fewer 7_________ are because food is in short supply emitted

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CLASS ACTIVITY

READING PASSAGE 1

Sheet glass manufacture:

the float process
Glass, which has been made since the time of the Mesopotamians and Egyptians, is little more than a
mixture of sand, soda ash and lime. When heated to about 1500 degrees Celsius (°C) this becomes a
molten mass that hardens when slowly cooled. The first successful method for making clear and flat
glass involved spinning. This method was very effective as the glass had not touched any surfaces
between being soft and becoming hard, so it stayed perfectly unblemished, with a 'fire finish'.
However, the process took a long time and was labour-intensive.

Nevertheless, demand for flat glass was very high and glassmakers across the world were looking for
a method of making it continuously. The first continuous ribbon process involved squeezing molten
glass through two hot rollers, similar to an old mangle. This allowed glass of virtually any thickness to
be made non-stop, but the rollers would leave both sides of the glass marked, and these would then
need to be ground and polished. This part of the process rubbed away around 20 per cent of the
glass, and the machines were very expensive.

The float process for making flat glass was invented by Alistair Pilkington. This process allows the
manufacture of clear, tinted and coated glass for buildings, and clear and tinted glass for vehicles.
Pilkington had been experimenting with improving the melting process, and in 1952 he had the idea of
using a bed of molten metal to form the flat glass, eliminating altogether the need for rollers within the
float bath. The metal had to melt at a temperature less than the hardening point of glass (about
600°C), but could not boil at a temperature below the temperature of the molten glass (about 1500°C).
The best metal for the job was tin.

The rest of the concept relied on gravity, which guaranteed that the surface of the molten metal was
perfectly flat and horizontal. Consequently, when pouring molten glass onto the molten tin, the
underside of the glass would also be perfectly flat. If the glass were kept hot enough, it would flow
over the molten tin until the top surface was also flat, horizontal and perfectly parallel to the bottom
surface. Once the glass cooled to 604°C or less it was too hard to mark and could be transported out
of the cooling zone by rollers. The glass settled to a thickness of six millimetres because of surface
tension interactions between the glass and the tin. By fortunate coincidence, 60 per cent of the flat
glass market at that time was for six millimetre glass.

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Pilkington built a pilot plant in 1953 and by 1955 he had convinced his company to build a full-scale
plant. However, it took 14 months of non-stop production, costing the company £100,000 a month,
before the plant produced any usable glass. Furthermore, once they succeeded in making marketable
flat glass, the machine was turned off for a service to prepare it for years of continuous production.
When it started up again it took another four months to get the process right again. They finally
succeeded in 1959 and there are now float plants all over the world, with each able to produce around
1000 tons of glass every day, non-stop for around 15 years.

Float plants today make glass of near optical quality. Several processes — melting, refining,
homogenising — take place simultaneously in the 2000 tonnes of molten glass in the furnace. They
occur in separate zones in a complex glass flow driven by high temperatures. It adds up to a
continuous melting process, lasting as long as 50 hours, that delivers glass smoothly and
continuously to the float bath, and from there to a coating zone and finally a heat treatment zone,
where stresses formed during cooling are relieved.

The principle of float glass is unchanged since the 1950s. However, the product has changed
dramatically, from a single thickness of 6.8 mm to a range from sub-millimetre to 25 mm, from a
ribbon frequently marred by inclusions and bubbles to almost optical perfection. To ensure the highest
quality, inspection takes place at every stage. Occasionally, a bubble is not removed during refining, a
sand grain refuses to melt, a tremor in the tin puts ripples into the glass ribbon. Automated on-line
inspection does two things. Firstly, it reveals process faults upstream that can be corrected.
Inspection-technology allows more than 100 million measurements a second to be made across the
ribbon, locating flaws the unaided eye would be unable to see. Secondly, it enables computers
downstream to steer cutters around flaws.

Float glass is sold by the square metre, and at the final stage computers translate customer
requirements into patterns of cuts designed to minimise waste.

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Questions 1-8
Complete the table and diagram below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 1-8 on your answer sheet.

Early methods of producing flat glass

METHODS ADVANTAGES DISADVANTAGES

1 _________________  Glass remained  Slow

2 ________________  3 ________________

 Could produce glass  Glass was 5 _________

sheets of varying
Ribbon
 20% of glass rubbed away
4 ______________
 Machines were expensive
 Non-stop process

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Questions 9-13

Do the following statements agree with the information given in Reading Passage 1?
In boxes 9-13 on your answer sheet, write:

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

9 The metal used in the float process had to have specific properties.
10 Pilkington invested some of his own money in his float plant.
11 Pilkington's first full-scale plant was an instant commercial success.
12 The process invented by Pilkington has now been improved.
13 Computers are better than humans at detecting faults in glass.

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READING PASSAGE 2

You should spend about 20 minutes on Questions 14-26, which are based on Reading
Passage 2.

Questions 14-17
Reading Passage 2 has six paragraphs, A—F.
Choose the correct heading for paragraphs B and D—F from the list of headings below.

Write the correct number, i—ix, in boxes 14-17 on your answer sheet.

List of Headings

i Predicting climatic changes

ii The relevance of the Little Ice Age today
iii How cities contribute to climate change
iv Human impact on the climate
v How past climatic conditions can be determined
vi A growing need for weather records
vii A study covering a thousand years
viii People have always responded to climate change
ix Enough food at last

Example Answer
Paragraph A viii

14. Paragraph B

Example Answer
Paragraph C v

15 Paragraph D
16 Paragraph E
17 Paragraph F

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THE LITTLE ICE AGE

A This book will provide a detailed examination of the Little Ice Age and other climatic
shifts, but, before I embark on that, let me provide a historical context. We tend to think of
climate - as opposed to weather - as something unchanging, yet humanity has been at the
mercy of climate change for its entire existence, with at least eight glacial episodes in the
past 730,000 years. Our ancestors adapted to the universal but irregular global warming
since the end of the last great Ice Age, around 10,000 years ago, with dazzling opportunism.
They developed strategies for surviving harsh drought cycles, decades of heavy rainfall or
unaccustomed cold; adopted agriculture and stock-raising, which revolutionised human life;
and founded the world's first pre-industrial civilisations in Egypt, Mesopotamia and the
Americas. But the price of sudden climate change, in famine, disease and suffering, was
often high.

B The Little Ice Age lasted from roughly 1300 until the middle of the nineteenth century.
Only two centuries ago, Europe experienced a cycle of bitterly cold winters; mountain
glaciers in the Swiss Alps were the lowest in recorded memory, and pack ice surrounded
Iceland for much of the year. The climatic events of the Little Ice Age did more than help
shape the modern world. They are the deeply important context for the current
unprecedented global warming. The Little Ice Age was far from a deep freeze, however;
rather an irregular seesaw of rapid climatic shifts, few lasting more than a quarter-century,
driven by complex and still little understood interactions between the atmosphere and the
ocean. The seesaw brought cycles of intensely cold winters and easterly winds, then
switched abruptly to years of heavy spring and early summer rains, mild winters, and
frequent Atlantic storms, or to periods of droughts, light northeasterly winds, and summer
heat waves.

C Reconstructing the climate changes of the past is extremely difficult, because systematic
weather observations began only a few centuries ago, in Europe and North America.
Records from India and tropical Africa are even more recent. For the time before records
began, we have only 'proxy records' reconstructed largely from tree rings and ice cores,
supplemented by a few incomplete written accounts. We now have hundreds of tree-ring
records from throughout the northern hemisphere, and many from south of the equator, too,
amplified with a growing body of temperature data from ice cores drilled in Antarctica,
Greenland, the Peruvian Andes, and other locations. We are close to a knowledge of annual
summer and winter temperature variations over much of the northern hemisphere going
back 600 years.

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D This book is a narrative history of climatic shifts during the past ten centuries, and some
of the ways in which people in Europe adapted to them. Part One describes the Medieval
Warm Period, roughly 900 to 1200. During these three centuries, Norse voyagers from
Northern Europe explored northern seas, settled Greenland, and visited North America. It
was not a time of uniform warmth, for then, as always since the Great Ice Age, there were
constant shifts in rainfall and temperature. Mean European temperatures were about the
same as today, perhaps slightly cooler.

E It is known that the Little Ice Age cooling began in Greenland and the Arctic in about 1200.
As the Arctic ice pack spread southward, Norse voyages to the west were rerouted into the
open Atlantic, then ended altogether. Storminess increased in the North Atlantic and North
Sea. Colder, much wetter weather descended on Europe between 1315 and 1319, when
thousands perished in a continent-wide famine. By 1400, the weather had become decidedly
more unpredictable and stormier, with sudden shifts and lower temperatures that
culminated in the cold decades of the late sixteenth century. Fish were a vital commodity in
growing towns and cities, where food supplies were a constant concern. Dried cod and
herring were already the staples of the European fish trade, but changes in water
temperatures forced fishing fleets to work further offshore. The Basques, Dutch, and English
developed the first offshore fishing boats adapted to a colder and stormier Atlantic. A
gradual agricultural revolution in northern Europe stemmed from concerns over food
supplies at a time of rising populations. The revolution involved intensive commercial
farming and the growing of animal fodder on land not previously used for crops. The
increased productivity from farmland made some countries self-sufficient in grain and
livestock and offered effective protection against famine.

F Global temperatures began to rise slowly after 1850, with the beginning of the Modern
Warm Period. There was a vast migration from Europe by land-hungry farmers and others,
to which the famine caused by the Irish potato blight contributed, to North America,
Australia, New Zealand, and southern Africa. Millions of hectares of forest and woodland
fell before the newcomers' axes between 1850 and 1890, as intensive European farming
methods expanded across the world. The unprecedented land clearance released vast
quantities of carbon dioxide into the atmosphere, triggering for the first time humanly
caused global warming. Temperatures climbed more rapidly in the twentieth century as the
use of fossil fuels proliferated and greenhouse gas levels continued to soar. The rise has been
even steeper since the early 1980s. The Little Ice Age has given way to a new climatic
regime, marked by prolonged and steady warming. At the same time, extreme weather
events like Category 5 hurricanes are becoming more frequent.

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Questions 18-22
Complete the summary using the list of words, A—1, below.
Write the correct letter, A—I, in boxes 18-22 on your answer sheet.

Weather during the Little Ice Age

Documentation of past weather condition is limited: our main sources of knowledge of

conditions in the distant past are18................... and 19..................... . We can deduce that the
Little Ice Age was a time of 20............... rather than of consistent freezing. Within it there
were some periods of very cold winters, others of 21............. and heavy rain, and yet others
that saw 22............. with no rain at all.

A climatic shifts B ice cores C tree rings

D glaciers E interactions F weather observations
G heat waves H storms I written accounts

Questions 23-26

Classify the following events as occurring during the

A Medieval Warm Period

B Little Ice Age
C Modern Warm Period

Write the correct letter, A, B or C, in boxes 23-26 on your answer sheet.

23 Many Europeans started farming abroad.

24 The cutting down of trees began to affect the climate.
25 Europeans discovered other lands.
26 Changes took place in fishing patterns.

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READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading
Passage 3 below.

Questions 27-32
Reading Passage 3 has six paragraphs, A—F.
Choose the correct heading for each paragraph from the list of headings below.

Write the correct number, i—viii, in boxes 27-32 on your answer sheet.

List of Headings

i The difficulties of talking about smells

ii The role of smell in personal relationships
iii Future studies into smell
iv The relationship between the brain and the nose
v The interpretation of smells as a factor in defining groups
vi Why our sense of smell is not appreciated
vii Smell is our superior sense
viii The relationship between smell and feelings

27 Paragraph A
28 Paragraph B
29 Paragraph C
30 Paragraph D
31 Paragraph E
32 Paragraph F

The meaning and power of smell

The sense of smell, or olfaction, is powerful. Odours affect us on a physical,
psychological and social level. For the most part, however, we breathe in the aromas
which surround us without being consciously aware of their importance to us. It is
only when the faculty of smell is impaired for some reason that we begin to realise the
essential role the sense of smell plays in our sense of well-being.

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A A survey conducted by Anthony Synott at Montreal's Concordia University asked

participants to comment on how important smell was to them in their lives. It became
apparent that smell can evoke strong emotional responses. A scent associated with a good
experience can bring a rush of joy, while a foul odour or one associated with a bad memory
may make us grimace with disgust. Respondents to the survey noted that many of their
olfactory likes and dislikes were based on emotional associations. Such associations can be
powerful enough so that odours that we would generally label unpleasant become
agreeable, and those that we would generally consider fragrant become disagreeable for
particular individuals. The perception of smell, therefore, consists not only of the sensation of
the odours themselves, but of the experiences and emotions associated with them.

B Odours are also essential cues in social bonding. One respondent to the survey
believed that there is no true emotional bonding without touching and smelling a loved one.
In fact, infants recognise the odours of their mothers soon after birth and adults can often
identify their children or spouses by scent. In one well-known test, women and men were
able to distinguish by smell alone clothing worn by their marriage partners from similar
clothing worn by other people. Most of the subjects would probably never have given much
thought to odour as a cue for identifying family members before being involved in the test,
but as the experiment revealed, even when not consciously considered, smells register.

C In spite of its importance to our emotional and sensory lives, smell is probably the
most undervalued sense in many cultures. The reason often given for the low regard in
which smell is held is that, in comparison with its importance among animals, the human
sense of smell is feeble and undeveloped. While it is true that the olfactory powers of
humans are nothing like as fine as those possessed by certain animals, they are still
remarkably acute. Our noses are able to recognise thousands of smells, and to perceive
odours which are present only in extremely small quantities.

D Smell, however, is a highly elusive phenomenon. Odours, unlike colours, for

instance, cannot be named in many languages because the specific vocabulary simply
doesn't exist. 'It smells like ... ,' we have to say when describing an odour, struggling to
express our olfactory experience. Nor can odours be recorded: there is no effective way to
either capture or store them over time. In the realm of olfaction, we must make do with
descriptions and recollections. This has implications for olfactory research.

E Most of the research on smell undertaken to date has been of a physical scientific
nature. Significant advances have been made in the understanding of the biological and
chemical nature of olfaction, but many fundamental questions have yet to be answered.

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Researchers have still to decide whether smell is one sense or two - one responding to
odours proper and the other registering odourless chemicals in the air. Other unanswered
questions are whether the nose is the only part of the body affected by odours, and how
smells can be measured objectively given the nonphysical components. Questions like these
mean that interest in the psychology of smell is inevitably set to play an increasingly
important role for researchers.

F However, smell is not simply a biological and psychological phenomenon. Smell is

cultural, hence, it is a social and historical phenomenon. Odours are invested with cultural
values: smells that are considered to be offensive in some cultures may be perfectly
acceptable in others. Therefore, our sense of smell is a means of, and model for, interacting
with the world. Different smells can provide us with intimate and emotionally charged
experiences and the value that we attach to these experiences is interiorised by the
members of society in a deeply personal way. Importantly, our commonly held feelings about
smells can help distinguish us from other cultures. The study of the cultural history of smell
is, therefore, in a very real sense, an investigation into the essence of human culture.

Questions 33-36
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 33-36 on your answer sheet.

33 According to the introduction, we become aware of the importance of smell when

A we discover a new smell.
B we experience a powerful smell.
C our ability to smell is damaged.
D we are surrounded by odours.

34 The experiment described in paragraph B

A shows how we make use of smell without realising it.
B demonstrates that family members have a similar smell.
C proves that a sense of smell is learnt.
D compares the sense of smell in males and females.

35 What is the writer doing in paragraph C?

A supporting other research
B making a proposal
C rejecting a common belief
D describing limitations

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36 What does the writer suggest about the study of smell in the atmosphere in
paragraph E?
A The measurement of smell is becoming more accurate.
B Researchers believe smell is a purely physical reaction.
C Most smells are inoffensive.
D Smell is yet to be defined.

Questions 37-40
Complete the sentences below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 37-40 on your answer sheet.

37 Tests have shown that odours can help people recognise the __________ belonging
to their husbands and wives.
38 Certain linguistic groups may have difficulty describing smell because they lack the
appropriate ________________.
39 The sense of smell may involve response to _________________ which do not
smell, in addition to obvious odours.
40 Odours regarded as unpleasant in certain _________________are not regarded as
unpleasant in others.

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HOMEWORK

You should spend 20 minutes on Questions 1-13, which are based on Reading
Passage 1 below.

READING PASSAGE 1

A
Hearing impairment or other auditory function deficit in young children can have a major
impact on their development of speech and communication, resulting in a detrimental effect
on their ability to learn at school. This is likely to have major consequences for the individual
and the population as a whole. The New Zealand Ministry of Health has found from research
carried out over two decades that 6-10% of children in that country are affected by hearing
loss.

B A preliminary study in New Zealand has shown that classroom noise presents a major
concern for teachers and pupils. Modem treading practices, the organization of desks in the
classroom. poor classroom acoustics, and mechanical means of ventilation such as air-
conditioning units all contribute to the number of children unable to comprehend the teachers
voice. Education researchers Nelson and Soli have also suggested that recent trends in
learning often involve collaborative interaction of multiple minds and tools as much as
individual possession of information. This all amounts to heightened activity and noise levels,
which have the potential to be particularly serious for children experiencing auditory function
deficit. Noise in classrooms can only exacerbate their difficulty in comprehending and
processing verbal communication with other children and instructions from the teacher.

C Children with auditory function deficit are potentially failing to learn to their maximum
potential because of noise levels generated in classrooms. The effects of noise on the ability
of children to team effectively in typical classroom environments are now the subject of
increasing concern. The International Institute of Noise Control Engineering (I-INCE), on the
advice of the World Health Organization, has established an international working party,
which includes New Zealand, to evaluate noise and reverberation control for school rooms.

D While the detrimental effects of noise in classroom situations are not limited to children
experiencing disability, those with a disability that affects their processing of speech and
verbal communication could be extremely vulnerable. The auditory function deficits in
question include hearing impairment, autistic spectrum disorders (ASD) and attention deficit
disorders MDD/ADHD).

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E Autism is considered a neurological and genetic life-long disorder that causes

discrepancies in the way information is processed. This disorder is characterized by
interlinking problems with social imaginations, social communication and social interaction.
According to Jenzen, this affects the ability to understand and relate in typical ways to
people, understand events and objects in the environment, and understand or respond to
sensory stimuli. Autism does not allow learning or thinking in the same ways as in children
who are developing normally.

Autistic spectrum disorders often result in major difficulties in comprehending verbal

information and speech processing. Those experiencing these disorders often find sounds
such as crowd noise and the noise generated by machinery painful and distressing. This is
difficult to scientifically quantify as such extra-sensory stimuli vary greatly from one autistic
individual to another. But a child who finds any type of noise in their classroom or learning
space intrusive is likely to be adversely affected in their ability to process information.

F The attention deficit disorders are indicative of neurological and genetic disorders and are
characterized by difficulties with sustaining attention, effort and persistence, organization
skills and disinhibition. Children experiencing these disorders find it difficult to screen out
unimportant information, and focus on everything in the environment rather than attending to
a single activity. Background noise in the classroom becomes a major distraction, which can
affect their ability to concentrate.

G Children experiencing an auditory function deficit can often End speech and
communication very difficult to isolate and process when set against high levels of
background noise. These levels come from outside activities that penetrate the classroom
structure, from teaching activities, and other noise generated inside, which can be
exacerbated by room reverberation. Strategies are needed to obtain the optimum classroom
construction and perhaps a change in classroom culture and methods of teaching. ln
particular, the effects of noisy classrooms and activities on those experiencing disabilities in
the form of auditory function deficit need thorough investigation. It is probable that many
undiagnosed children exist in the education system with 'invisible' disabilities. Their needs
are less likely to be met than those of children with known disabilities

H The New Zealand Government has developed a New Zealand Disability Strategy and has
embarked on a wide-ranging consultation process. The strategy recognizes that people
experiencing disability face significant barriers in achieving a full quality of life in areas such
as attitude, education, employment and access to services. Objective 3 of the New Zealand
Disability Strategy is to ’Provide the Best Education for Disabled People' by improving

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education so that all children, youth learners and adult learners will have equal opportunities
to learn and develop within their already existing local school. For a successful education,
the learning environment is vitally significant, so any effort to improve this is likely to be of
great benefit to all children, but especially to those with auditory function disabilities.

I A number of countries are already in the process of formulating their own standards for the
control and reduction of classroom noise. New Zealand will probably follow their example.
The literature to date on noise in school rooms appears to focus on the effects on
schoolchildren in general, their teachers and the hearing impaired. Only limited attention
appears to have been given to those students experiencing the other disabilities involving
auditory function deficit. lt is imperative that the needs of these children are taken into
account in the setting of appropriate international standards to be promulgated in future.

Questions 1-6
Reading Passage 1 has nine sections, A-I.
Which section contains the following information?
Write the correct letter A-l, in boxes 1-6 on your answer sheet.

1. an account of a national policy initiative

2. a description of a global team effort
3. a hypothesis as to one reason behind the growth in classroom noise
4. a demand for suitable worldwide regulations
5. a list of medical conditions which place some children more at risk from noise than others
6. the estimated proportion of children in New Zealand with auditory problems.

Questions 7-10
Answer the questions below.
Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each
answer.
Write your answers in boxes 7-10 on your answer sheet.

7. For what period of time has hearing loss in schoolchildren been studied in New Zealand?
8. In addition to machinery noise, what other type of noise can upset children with autism?
9. What term is used to describe the hearing problems of schoolchildren which have not
been diagnosed?
10. What part of the New Zealand Disability Strategy aims to give schoolchildren equal
opportunity?

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Questions 11-12
Choose TWO letters, A-E
Write the correct letters in boxes 11 and 12 on your answer sheet. The list below includes
factors contributing to classroom noise.
Which TWO are mentioned by the writer of the passage?

A current teaching methods

B echoing corridors
C cooling systems
D large class sizes
E loud-voiced teachers
F playground games

Questions 13
Choose the correct letter A, B. C or D.
Write the correct letter in box 13 on your answer sheet.
What is the writer‘s overall purpose in writing this article?

A to compare different methods oi dealing with auditory problems

B to provide solutions for overly noisy learning environments
C to increase awareness of the situation oi children with auditory problems
D to promote New Zealand as a model for other countries to follow

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READING PASSAGE 2

Venus in Transit
June 2004 saw the first passage., known as a 'transit` of the planet Venus across the face of
the Sun in 122 years. Transits have helped shape our view of the whole Universe, as
Heather Cooper and Nigel Henbest explain

A This distance is known as the 'astronomical unit`

On 8 June 2004, more than half the population of the or AU.
world were treated to a rare astronomical event. For
over six hours, the planet Venus steadily inched its C
way over the surface of the Sun. This “transit` of Halley was aware that the AU was one of the most
Venus was the first since 6 December l882. On that fundamental of all astronomical measurements.
occasion, the American astronomer Professor Simon Johannes Kepler, in the early 17*h century, had
Newcomb led a party to South Africa to observe the shown that the distances of the planets from the
event. They were based at a girls' school, where - if Sun governed their orbital speeds, which were
is alleged – the combined forces of three easily measurable. But no-one had found a way to
schoolmistresses outperformed the professionals calculate accurate distances to the planets from
with the accuracy of their observations. the Earth. The goal was to measure the AU; then,
knowing the orbital speeds of all the other planets
B round the Sun, the scale of the Solar System would
For centuries, transits of Venus have drawn fall into place. However, Halley realized that
explorers and astronomers alike to the four corners Mercury was so far away that its parallax angle
of the globe. And you can put it all down to the would be very difficult to determine. As Venus was
extraordinary polymath Edmond Halley. In closer to the Earth, its parallax angle would be
November 1677, Halley observed a transit of the larger and Halley worked out that by using Venus it
innermost planet Mercury, from the desolate island would be possible to measure the Sun`s distance
of St Helena in the South Pacific. .He realized that to 1 part in 500. But there was as problem: transits
from different latitudes, the passage of the planet of Venus, unlike those of Mercury; are rare.
across the Suns disc would appear to differ. By occurring in pairs roughly eight years apart every
timing the transit from two widely-separated hundred or so years. Nevertheless, he accurately
locations, teams of astronomers could calculate the predicted that Venus would cross the face of the
parallax angle - the apparent difference in position of Sun in both 1761 and 1769 - though he didn`t
an astronomical body due to a difference in the survive to see either.
observers position. Calculating this angle would
allow astronomers to measure what was then the
ultimate goal; the distance of the Earth from the Sun.

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D F
Inspired by Halley's suggestion of a way to pin down But astronomers labored hard to analyze the
the scale of the Solar System, teams of British and results of these expeditions to observe Venus
French astronomers set out on expeditions to places transits. Jonathan Franz Encke, Director of the
as diverse as India and Siberia. But things weren’t Belin Observatory, finally determined a value for
helped by Britain and France being at war. The the AU based on all these parallax measurements:
person who deserves most sympathy is the French 153340,000 km. Reasonably accurate for the time,
astronomer Guillaume Le Gentil. that is quite close to today’s value of 149,597,870
He was thwarted by the fact that the British were km, determined by radar, which has now
besieging his observation site at Pondicherry in superseded transits and all other methods in
India. Fleeing on a French warship crossing the accuracy. The AU is a cosmic measuring rod, and
Indian Ocean, Le Gentil saw a wonderful transit - but the basis of how we scale the Universe today The
the ship`s pitching and rolling ruled out any attempt parallax principle can be extended to measure the
at making accurate observations. Undaunted, he distances to the stars. If we look at a star in
remained south of the equator, keeping himself busy January - when Earth is at one point in its orbit - it
by studying the islands of Mauritius and Madagascar will seem to be in a different position from where it
before setting off to observe the next transit in the appears six months later. Knowing the width of
Philippines. Ironically after travelling nearly 50,000 Earth`s orbit, the parallax shift lets astronomers
kilometres, his view was clouded out at the last calculate the distance.
moment, a very dispiriting experience.
G
June 2004’s transit of Venus was thus more of an
E
astronomical spectacle than a scientifically
While the early transit timings were as precise as
important event. But such transits have paved the
instruments would allow the measurements were
way for what might prove to be one of the most
dogged by the 'black drop' effect. When Venus
vital breakthroughs in the cosmos - detecting
begins to cross the Sun's disc, it looks smeared not
Earth-sized planets orbiting other stars.
circular - which makes it difficult to establish timings.
This is due to diffraction of light. The second
problem is that Venus exhibits a halo of light when it
is seen just outside the Sun's disc. While this
showed astronomers that Venus was surrounded by
a thick layer of gases refracting sunlight around it,
both effects made it impossible to obtain accurate
timings.

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Questions 14-17
Reading Passage 2 has seven paragraphs, A-G.
Which paragraph contains the following information?
Write the correct letter A-G, in boxes 14-17 on your answer sheet.

14. examples of different ways in which the parallax principle has been applied
15. a description of an event which prevented a transit observation
16. a statement about potential future discoveries leading on from transit observations
17. a description of physical states connected with Venus which early astronomical
instruments failed to overcome

Questions 18-21
Look at the following statements (Questions 18-21) and the list of people below
Match each statement with the correct person, A, B, C or D.
Write the correct letter A, B, C or D. in boxes 18-21 on your answer sheet.

18. He calculated the distance of the Sun from the Earth based on observations of Venus
with a fair degree of accuracy.
19. He understood that the distance of the Sun from the Earth could be worked out by
comparing observations of a transit.
20. He realized that the time taken by a planet to go round the Sun depends on its distance
from the Sun.
21. He witnessed a Venus transit but was unable to make any calculations.

List of People
A Edmond Halley
B Johannes Kepler
C Guillaume Le Gentil
D Johann Franz Encke

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Questions 22-26
Do the following statements agree with the information given in Reading Passage 2?
Write answers in boxes 22-26 on your answer sheet, write

TRUE it the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

22. Halley observed one transit of the planet Venus.

23. Le Gentil managed to observe a second Venus transit.
24. The shape of Venus appears distorted when it starts to pass in front of the Sun.
25. Early astronomers suspected that the atmosphere on Venus was toxic.
26. The parallax principle allows astronomers to work out how far away distant stars are
from the Earth.

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READING PASSAGE 3

A Neuroscientist Reveals How

to Think Differently
In the last decade a revolution has occurred in the way that scientists think about the brain.
We now know that the decisions humans make can be traced to the firing patterns of
neurons in specific parts of the brain. These discoveries have led to the field known
as neuroeconomics, which studies the brains secrets to success in an economic
environment that demands innovation and being able to do things differently from
competitors. A brain that can do this is an iconoclastic one. Briefly, an iconociost is a person
who does something that others say can't he done.

This definition implies that iconoclasts are different from other people, but more precisely, it
is their brains that are different in three distinct ways: perception, fear response, and social
intelligence. Each of these three functions utilizes a different circuit in the brain. Naysayers
might suggest that the brain is irrelevant, that thinking in an original, even revolutionary. way
is more a matter of personality than brain function. But the held of neuroeconomics was born
out of the realization that the physical workings of the brain place limitations on the way we
make decisions. By understanding these constraints, we begin to understand why some
people march to a different drumbeat.

The first thing to realize is that the brain suffers from limited resources. It has a fixed energy
budget, about the same as a 40 watt light bulb, so it has evolved to work as efficiently as
possible. This is where most people are impeded from being an iconoclast. For example,
when confronted with information streaming from the eyes, the brain will interpret this
information in the quickest way possible. Thus it will draw on both past experience and any
other source of information, such as what other people say, to make sense of what it is
seeing. This happens all the time. The brain takes shortcuts that work so well we are hardly
ever aware of them. We think our perceptions of the world are real, but they are only
biological and electrical rumblings. Perception is not simply a product of what your eyes or
ears transmit to your brain. More than the physical reality of photons or sound waves,
perception is a product of the brain.

Perception is central to iconoclasm. Iconoclasts see things differently to other people. Their
brains do not fall into efficiency pitfalls as much as the average person’s brain. Iconoclasts,

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either because they were born that way or through learning, have found ways to work
around the perceptual shortcuts that plague most people. Perception ls not something that is
hardwired into the brain. It is a learned process, which is both a curse and an opportunity for
change. The brain faces the fundamental problem of interpreting physical stimuli from the
senses. Everything the brain sees, hears, or touches has multiple interpretations. The one
that is ultimately chosen is simply the brain's best theory. ln technical terms, these
conjectures have their basis in the statistical likelihood of one interpretation over another and
are heavily influenced by past experience and, importantly for potential iconoclasts what
other people say.

The best way to see things differently to other people is to bombard the brain with things it
has never encountered before. Novelty releases the perceptual process from the chains of
past experience and forces the brain to make new judgments. Successful iconoclasts have
an extraordinary willingness to be exposed to what is fresh and different. Observation of
iconoclasts shows that they embrace novelty while most people avoid things that are
different.

The problem with novelty, however, is that lt tends to trigger the brain's fear system. Fear is
a major impediment to thinking like an iconoclast and stops the average person in his tracks.
There are many types of fear, but the two that inhibit iconoclastic thinking and people
generally find difficult to deal with are fear of uncertainty and fear of public ridicule. These
may seem like trivial phobias. But fear ol public speaking, which everyone must do from time
to time, afflicts one third of the population. This makes it too common to be considered a
mental disorder. It is simply a common variant of human nature, one which iconoclasts do
not let inhibit their reactions

Finally, to be successful iconoclasts, individuals must sell their ideas to other people. This is
where social intelligence comes in. Social intelligence is the ability to understand and
manage people in a business setting. ln the last decade there has been an explosion of
knowledge about the social brain and how the braln works when groups coordinate decision
making. Neuroscience has revealed which brain circuits are responsible for functions like
understanding what other people think, empathy, fairness, and social identity. These brain
regions play key roles in whether people convince others of their ideas. Perception is
important in social cognition too. The perception of someone's enthusiasm, or reputation,
can make or break a deal. Understanding how perception becomes intertwined with social
decision making shows why successful iconoclasts are so rare.

Iconoclasts create new opportunities in every area from artistic expression to technology to

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business. They supply creativity and innovation not easily accomplished by committees.
Rules aren't important to them. Iconoclasts face alienation and failure, but can also be a
major asset to any organization. It is crucial for success in any field to understand how the
iconoclastic mind works.

Questions 27-31
Choose the correct letter A. B. C or D.
Write the correct letter in boxes 27-31 on your answer sheet.

27. Neuroeconomics is a field of study which seeks to

A. cause a change in how scientists understand brain chemistry.
B. understand how good decisions are made in the brain.
C .understand how the brain is linked to achievement in competitive fields.
D. trace the specific firing patterns of neurons in different areas of the brain.

28. According to the writer, iconoclasts are distinctive because

A. they create unusual brain circuits.
B. their brains function differently.
C. their personalities are distinctive.
D. they make decisions easily.

29. According to the writer, the brain works efficiently because

A. it uses the eyes quickly.
B. it interprets data logically.
C. it generates its own energy.
D. it relies on previous events.

30. The writer says that perception is

A. a combination of photons and sound waves.
B. a reliable product of what your senses transmit.
C. a result of brain processes.
D. a process we are usually conscious of.

31. According to the writer an iconoclastic thinker

A. centralizes perceptual thinking in one part of the brain.
B. avoids cognitive traps.
C. has a brain that is hardwired for learning.
D. has more opportunities than the average person.

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Questions 32-37
Do the following statements agree with the claims of the writer in Reading Passage 3?
In boxes 32-37 on your answer sheet, write:

YES it the statement agrees with the claims of the writer

NO it the statement contradicts the claims of the writer
NOT GIVEN it is impossible to say what the writer thinks about this

32. Exposure to different events forces the brain to think differently.

33. Iconoclasts are unusually receptive to new experiences.
34. Most people are too shy to try different things.
35. If you think in an iconoclastic way, you can easily overcome tear.
36. When concern about embarrassment matters less, other fears become irrelevant.
37. Fear of public speaking is a psychological illness.

Questions 38-40
Complete each sentence with the correct ending, A-E, below
Write the correct letter A-E, in boxes 38-40 on your answer sheet.

38. Thinking like a successful iconoclast is demanding because it

39. The concept of the social brain is useful to iconoclasts because it
40. Iconoclasts are generally an asset because their way of drinking

A. requires both perceptual and social intelligence skills.

B. focuses on how groups decide on an action.
C. works in many fields, both artistic and scientific.
D. leaves one open to criticism and rejection.
E. involves understanding how organizations manage people.

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Hemisphere
Hemispheres

Hierarchy
Hierarchical

Homogeneous
Homogeneity

Hostile
Hostility

Hypothesis
Hypotheses, Hypothesize, Hypothesized, Hypothesizes, Hypothesizing, Hypothetical,
Hypothetically

Identical
Identically

Identify
Identifiable, Identification, Identified, Identifies, Identifying, Identity

Ignorant
Ignorance, Ignorantly

Ignore
Ignored, Ignores, Ignoring

Illuminate
Illuminated, Illuminates, Illuminating, Illumination

Illustrate
Illustrated, Illustrates, Illustrating, Illustration, Illustrations, Illustrative

Image
Imagery, Images

Immigrate
Immigrant, Immigrants, Immigrated, Immigrates, Immigrating, Immigration

Impact
Impacted, Impacting, Impacts

Implement
Implementation, Implemented, Implementing, Implements

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Imply
Implied, Implies, Implying

Import
Imported, Importing, Imports

Impose
Imposed, Imposes, Imposing, Imposition

Impress
Impressed, Impresses, Impressing, Impression, Impressionist, Impressionistic,
Impressionists, Impressions

Impressive
Impressively

Impulse
Impulses

Incentive
Incentives

Incident
Incidence, Incidences, Incidents

Income
Incomes

Incompatible
Incompatibility

Inconsistent
Inconsistency, Inconsistently

Incorporate
Incorporated, Incorporates, Incorporating, Incorporation

Indicate
Indicated, Indicates, Indicating, Indication, Indications, Indicator, Indicators

Indigenous

Individual
Individualised, Individualism, Individualist, Individualists, Individuality, Individually,
Individuals

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LESSON 8
WRITING TASK 2
Agree-Disagree Essay

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Writing a Thesis Statement

In this lesson we will look at what thesis statements are, and how you can vary the way you
write it according to the question. They are a crucial part of writing an introduction.

What is a thesis statement?

Very basically, it tells the person reading your essay what will be in it. It may also give your
opinion if the question asks you for this. It is the last sentence of your introduction. Don't
get it mixed up with the topic of your essay - this is usually at the beginning of your
introduction.

How do I write a thesis statement?

In order to make it effective, you must have first identified the task of the essay. If you are
unsure about this, check out this lesson on identifying the task.

The task is what you have to do, and is usually at the end of the rubric. For example, look at
this IELTS essay question:

As global trade increases, many goods including those we use on a daily basis are
produced in other countries and transported long distances.
Do the benefits of this trend *outweigh the drawbacks?
What you have to do (the task) is explain whether you think, overall, an increase in the
production of goods in other countries and their subsequent transportation over long
distances is more advantageous or disadvantageous.

So your essay is obviously going to be discussing the advantages and disadvantages of this
issue, and this is what needs to be made clear in your thesis statement. It is also an opinion
essay as it is asking you to make a decision on whether you think there are more advantages
or disadvantages. So you need to make this clear as well.

Here is an example introduction, with the thesis in bold:

Due to the increase in global trade, many of the goods that we consume every day
are made in a different country and then transported over a long distance in order to
reach us. In my opinion, this trend has more disadvantages than advantages.
You would then go on to write about the advantages and disadvantages of global trade
(focusing more on the disadvantages as you think there are more of these).

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How does the thesis statement change with different types of question?

We will now look at how thesis statements can vary with different question types. However,
you should not try to learn set phrases or sentences to fit certain essays. There are some
broad types of essay question that are common to see, but they can all vary slightly. The
golden rule is to always read the question very carefully (never rush this as you may not
fully answer the question) and work out what you have to do. Your thesis statement will
then follow on from this, depending on what you have decided you need to write about in
order to answer the question.

So below are some suggestions of what you could do for certain common kinds of essay
question, but this is not to say these are right and other ways are wrong. There are
numerous ways to write good thesis statements and these are just possibilities.

1) Writing about Two Opinions

Some questions ask you specifically to discuss two opinions and to give your opinion.

Some people think that young children should be allowed to do paid work, while
others think that this should be illegal.
Discuss both opinions and give your opinion.
There are various ways you could choose to write an introduction and thesis for this.

Example 1

You could begin by paraphrasing the two opinions, then stating in the thesis what you will
do:

Some people believe that it is acceptable for young children to undertake jobs that
they are paid for, whereas others believe that this is wrong and should be illegal. This
essay will discuss both sides of the issue.
This is quite simplistic but it makes it very clear what you are going to do. You will obviously
need to give your opinion as well in the essay, but stating this in the thesis ("This essay will
discuss both sides of the issue and then give my opinion") sounds awkward so it is better
without it.

Example 2

Another possible way to do it is by having a sentence to introduce the topic first, and then
paraphrasing the two opinions to make them your thesis:

At present, more and more young children are becoming involved in paid
work. Whilst some people are of the opinion that this is an entirely acceptable
practice, others believe that this is completely wrong and should be made illegal.

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This is fine as your thesis will match with your essay - you go on to discuss the first opinion
and then the second one.

Example 3

Or of course you could modify this slighly to include your opinion:

At present, more and more young children are becoming involved in paid
work. Whilst some people are of the opinion that this is an entirely acceptable
practice, I believe that this is completely wrong and should be made illegal.
As long as you go on to discuss both sides of the argument, this is fine.

2) Agreeing or Disagreeing

Another type of question is when you are asked to agree or disagree with one opinion.

Currently there is a trend towards the use of alternative forms of medicine. However,
at best these methods are ineffective, and at worst they may be dangerous.
To what extent do you agree or disagree with this statement?
For this type of question, you need to state what your opinion is in the thesis statement.
Although you could feasibly do this in the conclusion, I think it is better to do it first so it is
clear to someone reading the essay what your opinion is upfront. It is not wrong though to
put it in the conclusion - this is your choice. Your thesis statement here will depend on
whether you agree, disagree, or partly agree. Here are some examples of each:

A thesis statement that agrees with the opinion:

Alternative medicine is not new. It is accepted that it pre-dates conventional

medicine and it is still used by many people all over the world. However, I strongly
believe that this form of medicine does not work and is possibly a danger to those
using it.
A thesis statement that disagrees with the opinion:

Alternative medicine is not new. It is accepted that it pre-dates conventional

medicine and it is still used by many people all over the world. I am unconvinced that
it is dangerous, and feel that both alternative and conventional medicine can be
useful.
A thesis statement that partly agrees with the opinion:

Alternative medicine is not new. It is accepted that it pre-dates conventional

medicine and it is still used by many people all over the world. I agree that for
certain conditions this type of medicine is ineffective and could even be dangerous,
but for some illnesses it is a good alternative choice.

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These examples illustrate why it is important to analyze the question carefully and
brainstorm your ideas first so you have a clear idea of what you will be writing and what
your opinion is.

3) Other Essays

Some other essays may not ask you for your opinion specifically, but may ask you to discuss,
for example, problems and solutions, causes and effects, advantages and disadvantages. If
you are asked to do this, then you should just clearly state that you will be discussing these
two things in your essay. Here are some examples:

Problems and solutions:

Overpopulation of urban areas has led to numerous problems.

Identify one or two serious ones and suggest ways that governments and individuals
can tackle these problems.
Sample thesis in bold:

Many countries of the world are currently experiencing problems caused by rapidly
growing populations in urban areas. Both governments and individuals have a duty
to find ways to overcome these problems.

Causes and Effects:

The percentage of overweight children in western society has increased by almost 20% in
the last ten years.
Discuss the causes and effects of this disturbing trend.
Sample thesis in bold:

Over the last ten years, Western societies have seen close to a 20% rise in the
number of children who are overweight. This essay will discuss some reasons why
this has occurred and examine the consequences of this worrying trend.
Advantages and Disadvantages:

In order to solve traffic problems, governments should tax private car owners heavily
and use the money to improve public transportation.
What are the advantages and disadvantages of such a solution?
Sample thesis in bold:

Traffic congestion in many cities around the world is severe. One possible solution to
this problem is to impose heavy taxes on car drivers and use this money to make
public transport better. This essay will discuss the benefits and drawbacks of such a
measure.

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This lesson has provided you with some broad guidance on writing a thesis statement for
different types of essay. Remember, a thesis statement is just telling the reader what the
focus of your essay is and giving your opinion if necessary.

PUNCTUATIONS

Full Stop/Period

Use a period to end a complete sentence. A sentence is a group of words containing a

subject and predicate. In British English a period is called a 'full stop'.

Examples:

He went to Detroit last week.

They are going to visit.

Comma

There are a number of different uses for commas in English. Commas are used to:

 Separate a list of items. This is one of the most common uses of a comma. Notice that a
comma is included before the conjunction 'and' which comes before the final element of a
list.

Examples:

I like reading, listening to music, taking long walks, and visiting with my friends.

They would like books, magazines, DVDs, video cassettes, and other learning materials for
their library.

 Separate phrases (clauses). This is especially true after a beginning dependent clause
or a long prepositional phrase.

Examples:

In order to qualify for your certificate, you will need to take the TOEFL exam.
Although he wanted to come, he wasn't able to attend the course.

 Separate two independent clauses that are connected by a conjunction such as 'but'.

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Examples:

They wanted to purchase a new car, but their financial situation would not allow it.
I'd really enjoy seeing a film this evening, and I'd like to go out for a drink.

 Introduce a direct quote (as opposed to indirect speech i.e. He said he wanted to come
...).

Examples:

The boy said, "My father is often away during the week on business trips."
His doctor replied, "If you don't stop smoking, you run the risk of a heart attack."

 Separate appositives (a noun, or noun phrase) or non-defining relative clauses.

Examples:

Bill Gates, the richest man in the world, comes from Seattle.
My only sister, who is a fantastic tennis player, is in great shape.

Question Mark

The question mark is used at the end of a question.

Examples:

Where do you live?

How long have they been studying?

Exclamation Point

The exclamation point is used at the end of a sentence to indicate great surprise. It is also
used for emphasis when making a point. Be careful not to use an exclamation point too
often.

Examples:

That ride was fantastic!

I can't believe he is going to marry her!

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Semicolon

There are two uses for a semicolon:

 To separate two independent clauses. One or both of the clauses are short and the
ideas expressed are usually very similar.

Examples:

He loves studying; He can't get enough of school.

What an incredible situation; it must make you nervous.

 To separate groups of words that are themselves separated by commas.

Examples:

I took a holiday and played golf, which I love; read a lot, which I needed to do; and slept
late, which I hadn't done for quite a while.

They plan to study German, for their travels; chemistry, for their work; and literature, for
their own enjoyment.

Colon

A colon can be used to:

 To provide additional details and explanation.

Examples:

He had many reasons for joining the club: to get in shape, to make new friends, to lose
some weight, and to get out of the house.

She gave notice for the following reasons: bad pay, horrible hours, poor relations with
colleagues, and her boss.

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Writing Task Two Introduction (paragraph 1)

Once students have practiced mind maps they should now have the means to start work on
the introduction and can use the main ideas and also paraphrase information from the
question to start the essay.

Sample question:

In the late 20th century, the proportion of the world's population living in the cities has
increased substantially. People have moved in ever-growing numbers from rural to urban
areas. As migration from rural areas to cities continues, it is inevitable that
the infrastructure of these cities will collapse.

To what extent do you agree or disagree with this statement?

Sample of Introduction Paragraph 34 words

Cities act as magnets to many from rural areas. A consequence of this migration is the strain
placed on infrastructures in the cities. This essay will discuss whether or not the
infrastructure will collapse.

This introduction gives the paraphrased version of the statement but does not address the
answer at this stage. This makes it very clear what is being said and is typical of English
writing where the subject is introduced first. Students must learn that this is a great
opportunity to clarify the subject and get a flying start to essay writing. It is also possible
that the student may wish to confirm at this point whether they agree or disagree and
introduce the topic items for the following paragraphs such as sanitation and transport.

Writing Task Two (Paragraph 2) Main Idea 1

Now the mind map and introduction have been practiced it is time to work on the first main
idea paragraph. This can be for the subject topic or against, it does not matter. Candidates
do not lose marks for having an opinion but rather gain marks for having one and expressing
it well.

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In our sample answer to the question, will city infrastructure collapse, the answer will argue
against this idea and the second paragraph will contain the first main idea, examples and
supporting arguments. Sample 55 words

A city's infrastructure is certainly put under pressure by continuing migration from rural
areas. For example, as more and more people crowd into cities, water delivery and
sewerage disposal systems are often found to be inadequate to cope with demand.
Moreover, unlicensed construction of dwellings usually leads to further problems for water
and sewerage systems.

In this paragraph the ideas of water, sewerage and housing are grouped and given as
examples of the kinds of problems encountered with a high population density and is in
agreement with the subject topic statement in the question.

N.B. Notice the 'sign-post' words for direction of argument; 'for example' and 'moreover'.

Writing Task Two (Paragraph 3) 2nd Main Idea

Paragraph 3 will then give more supporting ideas for the argument following on from
paragraph 2. It will be the same viewpoint as paragraph 2 and using more ideas from the
mind map. Sample 39 words

Roads and transport services also suffer when they are overused. As more and more people
attempt to travel, roads quickly become overcrowded and traffic slows. Examples of this
situation can be found in many cities throughout the world.

In this paragraph, roads and transport, are logically grouped to form a second opinion with
an example. The writer does not have to prove that cities have traffic problem as this is a
well known fact.

Writing Task Two (Paragraph 4) Main Ideas Opposite View

Paragraph 1 Introduction only, paragraph 2 main idea, paragraph 3 supporting ideas for
paragraph 2. Now the opinion should be the opposite of paragraphs 2 and 3. This is where
the candidate should be able to argue their view points and show their ability to discuss and
prove their viewpoint. Sample 82 words

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However, infrastructure problems are not inevitable. The water and sewerage systems can
be effectively planned taking into account future projections of population growth, and
systems can be put into place to deal with this increase. Traffic infrastructure problems can
also be dealt with. A regulatory system which limits the number of cars and trucks on the
road could be introduced. There are no doubt several ways that this could be accomplished.
In fact such a system is already in force in Singapore.

Here the writer has introduced the ideas from paragraphs 2 an3 and argued a counter
solution to the problems stated in the previous 2 paragraphs to show that he/she believes
that, yes, the problems are bad as outlined in 2 and 3, but there are solutions to the
problems as shown in 4 with examples given.

Writing Task Two (Paragraph 5) The Conclusion

This is where the whole essay comes together and reinforces all the ideas and opinions and
closes the discussion. The essay is a complete item with this final and finishing statement.
No new ideas are needed, just a combination of what has been discussed. Sample 46 words

In conclusion, infrastructure such as water, sewerage and transport is certainly under strain
from rapid migration. Nevertheless, with careful planning many of these problems can be
minimised. Consequently, it is not inevitable that the infrastructure will collapse, though
action should be taken as early as possible.

Sentence 1, repeats the ideas from the two main ideas paragraphs 2 and 3. Sentence 2
echoes the ideas in the contrary paragraph 4 and sentence 3 concludes with the reinforcing
of the writers opinion on the subject topic. Each independent paragraph has been used to
contain specific ideas so that there is no confusion. The flow of the paragraphs has a logical
order: the topic, arguments on one side, arguments to the contrary and a conclusion to
close and finish.

Students who can recognize this structure are free to think about the physical writing, and
with practised precision decide their ideas, place them to the correct section (container) in
their notes and then start to write their essays.

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Useful Vocabulary for Task Two

Common Connectives

ADDITION SEQUENCE CONSEQUENCE CONTRAST

in addition first(ly) as a result however
and initially thus on the other hand
similarly in the first stage / phase so despite
likewise one reason / advantage therefore in spite of
as well as to begin with consequently though
besides second(ly) etc it follows that although
another in the second stage / phase thereby but
furthermore another reason / advantage eventually on the contrary
also then then otherwise
moreover earlier / later in that case yet
and then after this / that admittedly instead of
too at this point rather
not only.....also following this / that whereas
even following this / that nonetheless
besides this/that a further reason / advantage even though
in the same way in the final stage / phase compared with
the final reason / advantage in contrast
alternatively
CERTAINTY CONDITION DEFINITION SUMMARY
obviously if is in conclusion
certainly unless refers to in summary
plainly whether means lastly
of course provided that that is finally
undoubtedly for consists of to sum up
so that such as to conclude
whether like to recapitulate
depending on. in short
EXAMPLE REASON/CAUSE & EFFECT TIME TIME: Continued
for instance since before as soon as
one example as from just as
just as so since presently
in particular because (of) as at the present
such as due to until currently
namely owing to meanwhile
to illustrate the reason why at the moment
in other words when
leads to whenever
cause

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AGREE/DISAGREE QUESTIONS

1.
Fatherhood ought to be emphasized as much as motherhood. The idea that women are solely
responsible for deciding whether or not to have babies leads on to the idea that they are also
responsible for bringing the children up.
To what extent do you agree or disagree?

2.
“Prevention is better than a cure.”
Out of a country’s health budget, a large proportion should be diverted from treatment to spending
on health education and preventative measures.
To what extent do you agree or disagree?

3.
Creative artists should always be given the freedom to express their own ideas (in words, pictures,
music or film) in whichever way they wish. There should be no government restrictions on what they
do.
To what extent do you agree or disagree with this opinion?

4.
Employers should ensure that there are equal numbers of males and females in managerial posts in
companies.
To what extent do you agree or disagree?

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LESSON 9
SPEAKING PART 1
Answer Structure

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ROLE PLAY/ PRESENTATION

You are tourism advisor at Noi Bai Airport. Promote one destination in Vietnam to a tourist.
Prepare a 5 minute presentation.

You should give information about:

- The history of the place

- How to get there

- Where to stay there

- What to see and do there

- What souvenirs to buy

- What food to eat

- If the local people speak English

- Any dangers or precautions

Some possible destinations include:

- Sapa - Dalat

- Halong Bay - Danang

- Hanoi - Nha Trang

- Ho Chi Minh City - Pleiku

- Phu Quoc - Ninh Binh

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Phrases to use when you start speaking

- First of all
- Firstly
- Well, I would like to talk about
- I can’t remember much about that, but
- I’ve never really thought about that before, but I would think
- The first thing I would like to say is
- I’m going to talk about
- Let me start by saying
- Initially, I think that
- Well, in terms of
- Actually, in regard to

Phrases to use in the middle of your answer

- Can I add that….?
- I forgot to mention that
- The other thing I should/would say/add is that
- Let me give you an example

Phrases to use when you are nearly finished speaking

Use the words in your question to finish your answer:
- I don’t think I have anything else to add
- I think I’ve covered everything
- That’s about all I can say about that
- Finally/Lastly

Phrases to use to buy time

Ask the examiner to repeat the question
- That’s a difficult question
- Where shall I start?
- Let me see/think
- That’s a very interesting question
- I’ve never really thought about that before
- Well, let’s see
- Hmm, let me think about that for a moment
- That’s a good question
- That’s quite an interesting question, and I’m definitely not an expert on the topic, but I guess
my personal opinion on that would be

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Basic structure for Part 1

1. Lead-in phrase

2. Rephrase question

3. Grammar/vocabulary

4. Connective

5. Grammar/vocabulary

6. Finish

Part 1 Question Types

1. Basic Description
Tell me about your studies/job.

Tell me about a festival in your country.

Describe what makes you happy.

2. Liking
What food do you like?

What do you like about your hometown?

Do you like shopping?

Do you like sport?

3. Disliking
Is there anything you don’t like about your studies/work?

Are there any clothes that you don’t like?

What type of weather do you dislike?

4. Types of
What kinds of restaurants are popular in your country?

What hobbies are common in your country?

What types of TV programmes are popular in your country?

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5. Wh-/How often
When you go out in the evenings, what do you usually do?

How often do you play sports?

How often do you eat out in restaurants?

6. Yes/No
Is watching TV a popular activity in your country?

Can you play a musical instrument?

Do you think you are an ambitious person?

7. Would
Would you like to be in a film?

What would you like to change about your city?

What would you like to change about your school/workplace?

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PART 1 LANGUAGE

Introducing your answer:

- Actually/Well/I guess
- Generally/In general/Mostly/Usually

Speaking about preferences:

- I prefer A to B
- I don’t really like/I don’t particularly enjoy/ I’m not very fond of
- I love/I despise/I hate/I can’t stand

Frequency of events/activities:

- I often (action/activity)
- But sometimes/however I usually
- From time to time/Now and again
- I rarely/occasionally/hardly ever/don’t usually

Referring to the past:

- I used to
- I had to
- I was
- We/They were

Future plans:

- I hope to
- It is my dream to
- My ultimate goal is
- I’m thinking of/about
- I’m planning to
- I have a plan to

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Induce
Induced, Induces, Inducing, Induction

Inferior
Inferiority, Inferiors

Inflation
Inflate, Inflated, Inflates, Inflating, Inflationary

Inherent
Inherently

Inherit
Inheritance, Inherited, Inheriting, Inherits

Initial
Initially, Initials

Initiate
Initiated, Initiates, Initiating, Initiative, Initiatives, Initiator, Initiators

Injure
Injured, Injures, Injuries, Injuring, Injury

Injustice
Injustices

Innovation
Innovate, Innovated, Innovates, Innovating, Innovations, Innovative

Insist
Insisted, Insistence, Insistent, Insistently, Insisting, Insists

Inspect
Inspected, Inspecting, Inspection, Inspector, Inspects

Instance
Instances

Instinct
Instinctive, Instinctively, Instincts, Instinctual

Institute
Instituted, Institutes, Institution, Institutional, Institutionally, Institutions

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Instruct
Instructed, Instructing, Instruction, Instructions, Instructive, Instructor,
Instructors, Instructs

Integrate
Disintegrate, Disintegration, Integrated,Integrates, Integrating, Integration, Integrity

Intellect
Intellectual, Intellectually, Intellectuals

Intelligent
Intelligence, Intelligently

Intelligible
Intelligibly

Intense
Intensely, Intensified, Intensifies, Intensify, Intensifying, Intensity, Intensive, Intensively
Interact
Interacted, Interacting, Interaction, Interactions, Interactive, Interactively
Interacts

Internal
Internally

Interpret
Interpretation, Interpretations, Interpreted, Interpreting, Interpretive, Interprets,
Misinterpret, Misinterpretation, Misinterpretations, Misinterpreted, Misinterpreting,
Misinterprets, Reinterpretation, Reinterpretations

Interval
Intervals

Intervene
Intervened, Intervenes, Intervening, Intervention, Interventions

Invade
Invaded, Invader, Invaders, Invades, Invading, Invasion, Invasions

Invest
Invested, Investing, Investment, Investments, Investor, Investors, Invests

Investigate
Investigated, Investigates, Investigating, Investigation, Investigations, Investigator,
Investigators

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LESSON 10
LISTENING
Test Types Review

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MULTIPLE CHOICE & SENTENCE COMPLETION 10.1

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SHORT-ANSWER QUESTIONS & MULTIPLE CHOICE 10.2

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MATCHING & SHORT-ANSWER QUESTIONS 10.3

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TABLE COMPLETION & MATCHING 10.4

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CLASS ACTIVITY

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HOMEWORK

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ACADEMIC WORDS

Journal
Journalism, Journalist, Journalists, Journals

Judicial

Justify
Justifiable, Justifiably, Justification, Justifications, Justified, Justifies, Justifying

Label
Labelled, Labelling, Labels

Launch
Launched, Launches, Launching

Layer
Layers

Legal
Illegal, Illegally, Legality, Legally

Legislate
Legislated, Legislates, Legislating, Legislation, Legislative, Legislator, Legislators,
Legislature

Legitimate
Illegitimate

Leisure
Leisurely

Liable
Liabilities, Liability

Liberal
Liberalism, Liberalization, Liberalized, Liberalizes, Liberalizing, Liberally, Liberals

Liberate
Liberated, Liberates, Liberating,Liberation,Liberator
Liberators

Linguistic
Linguist,Linguistics,Linguists

Locate
Located, Locates, Locating, Location, Locations

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Logic
Logical, Logically, Logician, Logicians

Luxury
Luxuries, Luxurious, Luxuriously

Magnetic
Magnet, Magnets

Magnitude

Maintain
Maintained, Maintaining, Maintains, Maintenance

Major
Majors

Majority
Majorities

Manipulate
Manipulated, Manipulates, Manipulating, Manipulation, Manipulations, Manipulative

Margin
Marginal, Marginally, Margins

Mathematics
Mathematical, Mathematically, Mathematician, Mathematicians

Mature
Maturation, Maturational, Matured, Matures, Maturing, Maturity

Maximum
Maximize, Maximized, Maximizes, Maximizing

Medium
Mental
Mentally

Metabolism
Metabolic, Metabolisms

Metaphor
Metaphorical
Metaphorically
Metaphors

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LESSON 11
WRITING TASK 1
Graphs

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PIE CHARTS

A pie chart is a circular chart divided into sectors or pie slices. It presents information in
segments of a circle or pie, which together add up to 100%. Here's an example:

The pie charts below show three different diets.

Write a report for a university lecturer describing the pie charts.

Ask yourself:

 Which is the largest segment?

 Which is the smallest segment?

 How do the segments compare with each other?

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SAMPLE

The pie charts compare the proportion of carbohydrates, protein and fat in three different
diets, namely an average diet, a healthy diet, and a healthy diet for sport.

Carbohydrates make up 60% of the healthy diet for sport. This is 10% more than the
proportion of carbohydrates in a normal healthy diet, and 20% more than the proportion in
an average diet. On the other hand, people who eat an average diet consume a greater
amount of protein (40%) than those who eat a healthy diet (30%) and sportspeople (25%).

The third compound shown in the charts is fat. Fat constitutes exactly one fifth of both the
average diet and the healthy diet, but the figure drops to only 15% for the healthy sports
diet.

Overall, it is noticeable that sportspeople require a diet comprising a significantly higher

proportion of carbohydrates than an average diet or a healthy diet. The average diet
contains the lowest percentage of carbohydrates but the highest proportion of protein.

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IELTS Pie Chart Gap Fill Exercise

This IELTS pie chart gap fill exercise gives you the chance to practice the language for this
type of chart.

This will help to improve your vocabulary knowledge, range and flexibility when you are
describing a pie chart.

It will also help to improve your grammar.

There is no time change in the chart, so the focus is on the language of comparison and
contrast.

Although the information is presented here as a pie chart, it is similar to language you would
use for other charts where you compare or contrast.

Some language that is particularly common to pie charts though is using the the proportion
of.

When you learn language for a task 1, it is a good idea to look at 'chunks' of language rather
than single words, or in other words collocations.

This will improve your writing skills.

So for example, you would learn the phrase accounted for rather than just accounted or the
proportion of rather than the proportion.

Read the question and look at the table. Then decide which word should be placed in the
gap.

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IELTS Pie Chart Gap Fill Exercise

You should spend about 20 minutes on this task.

The pie charts show the electricity generated in Germany and France from all
sources and renewables in the year 2009.

Summarize the information by selecting and reporting the main

features and make comparisons where relevant.
Write at least 150 words.

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Words choices:

was very at
was lower the remaining compare
different approximately

the proportion of was far higher accounted for one fifth whereas

IELTS pie chart gap fill exercise

The four pie charts 1. ______________ the electricity generated between Germany
and France during 2009, and it is measured in billions kWh.

The bulk of electricity in Germany, whose total output was 560 billion kWh, came from
conventional thermal, at 59.6%. In France, the total output 2. _______________ , at 510
billion kWh, and in contrast to Germany, conventional thermal 3.______________just
10.3%, with most electricity coming from nuclear power (76%). In
Germany, 4._________________ nuclear power generated electricity was only 5.
_______________ of the total.

Moving on to renewables, this accounted for quite similar proportions for both
countries, 6. __________________ 15% of the total electricity generated. In detail, in
Germany, most of the renewables consisted of wind and biomass, totaling around 75%,
which 7. _____________than for hydroelectric (17.7%) and solar (6.1%). The
situation 8.________________ in France, where hydroelectric made up 80.5% of renewable
electricity, with biomass, wind and solar making up 9.___________________20%.

Overall, it can be seen that conventional thermal was the main source of electricity in
Germany, 10._______________nuclear was the main source in France.

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This is an example of a typical Task One question. Example:

The charts below give information on the amount of carbon dioxide released into the
atmosphere in 1990 and 2000 by the three different countries of Jambia, Shirzig and Thain.

You should write a report for a university lecturer describing the information shown below.

Firstly, most students tend to start this work with, "The chart below shows", and they need
to be aware that when they have finished their essay, there will be no chart below. The
paper will be collected and the reader theoretically will not have a chart but be able to
comprehend the data from the writing text. Students have very little time to waste with
this exercise so they first need to underline and collect the data ideas.

Check the keywords which can be used in the paraphrased introduction and place to
board.

Chart, pie chart, information, amount of carbon dioxide, atmosphere, countries, Jambia,
Shirzig, Thain, 1990, 2000, 000's metric tonnes, emissions, percentage, other countries, etc

Sample answer - 54 words:

The charts compare the amount of carbon dioxide emitted into the atmosphere from the
three countries of Jambia, Shirzig and Thain and is measured in 000’s of metric tons for the
years 1990 and 2000. Also the included pie chart shows the three former countries
emissions in relation to the rest of the world.

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Task One Paragraph Two

Once students can readily manipulate the given text for the introduction they need to look
at the data in the chart in order to pick out the most important figures or trend and make
comparisons ready for reporting main trends and data for paragraph 2.

The trend in the chart is quite clear in that the larger bars in the chart saw a downward
movement, whilst the two smaller bar pairs show an upward trend over the period.
Therefore a comparison can be made with this important information and all the data
information added to give a clear idea of what is happening in the chart. Students will need
to learn vocabulary related to the task of describing data.

Sample answer - 62 words:

The data clearly details a downward trend of nearly 10% for the largest emitter of carbon
dioxide, that being Jambia, from approximately 104,000 metric tonnes to 95,000 metric
tons. Whereas in contrast both Shirzig and Thain's emissions went up by almost 8% over the
same 10 year period from 26,000 and 17,000 metric tonnes respectively to 34,000 and
25,000 metric tonnes respectively.

Students should be very careful not to state their own opinion where their own knowledge
cannot benefit the topic. It cannot be seen why the largest emitter has improved its
emission flows or if the two smaller emitters have increased their industries and therefore
comment cannot be made on this and would be speculation which was not asked for in the
question. Likewise no comment or guesswork can be given to the pie chart because the
information is fictional.

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Writing Task One Paragraph Three

Finally, group or add any information which is general and too small to discuss in depth and
any additional information. In paragraph one we are using the question information to
show the ability to paraphrase and recognise key information. In paragraph two the main
trend and important information is used to describe the data and give it meaning. The third
paragraph might look something like this. Sample 41 words

In addition to the previous, a pie chart gives global information relating total emissions for
the world and shows that Jambia produces 34%, Shirzig 7% and Thain only 4%. The balance
of the other countries produce 55% of the emissions collectively.

The three sample paragraphs contain a total of 167 words which is adequate in length for
the exam purposes and no conclusion needs to be added.

Writing Task One Summary

The summary for Task One is not a necessity if all the information has been properly
evaluated and discussed. However, if the essay is short and the topic allows for a summary
then it is appropriate.

Although in the sample question provided a summary is not needed to add to the word
count. Some additional information could be used if necessary.

Sample of summary

Carbon dioxide emissions are a well known problem, much of which is directly attributable to
our modern lifestyle and it is very apparent from the chart that the country of Jambia is a
major contributor.

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CLASS ACTIVITY

Writing task 1

You should spend about 20 minutes on this task.

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HOMEWORK

Writing task 1

You should spend about 20 minutes on this task.

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Method
Methodical, Methodological, Methodology, Methods

Migrate
Migrant, Migrants, Migrated, Migrates, Migrating, Migration, Migrations, Migratory

Military
Militarily, Militarism, Militarists

Minimum
Minimal, Minimally, Minimize, Minimized, Minimizes, Minimizing

Minor
Minorities, Minority, Minors

Mobile
Mobility

Modify
Modification, Modifications, Modified, Modifies, Modifying

Moist
Moisture

Momentum
Monarch
Monarchic, Monarchies, Monarchist, Monarchs, Monarchy

Motive
Motivate, Motivated, Motivates, Motivating, Motivation, Motivations, Motives

Muscle
Muscles, Muscular, Musculature

Myth
Mythology, Myths

Navy
Naval, Navies

Negative
Negatively, Negatives

Negotiate
Negotiable, Negotiated, Negotiates, Negotiating, Negotiation

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Neutral
Neutrality, Neutralization, Neutralize, Neutralized, Neutralizes, Neutralizing

Norm
Norms

Normal
Normality, Normalize, Normalized, Normalizes, Normalizing, Normally

Null
Nullified, Nullifies, Nullify, Nullifying, Nullity

Nutrient
Nutrients

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LESSON 12
READING
Skimming and Scanning Review
Locating Answers

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What's so funny?
John McCrone reviews recent research on humour

The joke comes over the headphones: ' Which side of a dog has the most hair? The left.' No, not
funny. Try again. ' Which side of a dog has the most hair? The outside.' Hah! The punchline is silly yet
fitting, tempting a smile, even a laugh. Laughter has always struck people as deeply mysterious,
perhaps pointless. The writer Arthur Koestler dubbed it the luxury reflex: 'unique in that it serves no
apparent biological purpose'.

Theories about humour have an ancient pedigree. Plato expressed the idea that humour is simply a
delighted feeling of superiority over others. Kant and Freud felt that joke-telling relies on building up
a psychic tension which is safely punctured by the ludicrousness of the punchline. But most modern
humour theorists have settled on some version of Aristotle's belief that jokes are based on a
reaction to or resolution of incongruity, when the punchline is either a nonsense or, though
appearing silly, has a clever second meaning.

Graeme Ritchie, a computational linguist in Edinburgh, studies the linguistic structure of jokes in
order to understand not only humour but language understanding and reasoning in machines. He
says that while there is no single format for jokes, many revolve around a sudden and surprising
conceptual shift. A comedian will present a situation followed by an unexpected interpretation that
is also apt.

So even if a punchline sounds silly, the listener can see there is a clever semantic fit and that sudden
mental 'Aha!' is the buzz that makes us laugh. Viewed from this angle, humour is just a form of
creative insight, a sudden leap to a new perspective.

However, there is another type of laughter, the laughter of social appeasement and it is important to
understand this too. Play is a crucial part of development in most young mammals. Rats produce
ultrasonic squeaks to prevent their scuffles turning nasty. Chimpanzees have a 'play-face' - a gaping
expression accompanied by a panting 'ah, ah' noise. In humans, these signals have mutated into
smiles and laughs. Researchers believe social situations, rather than cognitive events such as jokes,
trigger these instinctual markers of play or appeasement. People laugh on fairground rides or when
tickled to flag a play situation, whether they feel amused or not.

Both social and cognitive types of laughter tap into the same expressive machinery in our brains, the
emotion and motor circuits that produce smiles and excited vocalisations. However, if cognitive
laughter is the product of more general thought processes, it should result from more expansive

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brain activity.

Psychologist Vinod Goel investigated humour using the new technique of 'single event' functional
magnetic resonance imaging (fMRl). An MRI scanner uses magnetic fields and radio waves to track
the changes in oxygenated blood that accompany mental activity. Until recently, MRI scanners
needed several minutes of activity and so could not be used to track rapid thought processes such as
comprehending a joke. New developments now allow half-second 'snapshots' of all sorts of
reasoning and problem-solving activities.

Although Goel felt being inside a brain scanner was hardly the ideal place for appreciating a joke, he
found evidence that understanding a joke involves a widespread mental shift. His scans showed that
at the beginning of a joke the listener'$ prefrontal cortex lit up, particularly the right prefrontal
believed to be critical for problem solving. But there was also an activity in the temporal lobes at the
side of the head (consistent with attempts to rouse stored knowledge) and in many other brain
areas. Then when the punchline arrived, a new area sprang to life -the orbital prefrontal cortex. This
patch of brain tucked behind the orbits of the eyes is associated with evaluating information.

Making a rapid emotional assessment of the events of the moment is an extremely demanding job
for the brain, animal or human. Energy and arousal levels may need, to be retuned in the blink of an
eye. These abrupt changes will produce either positive or negative feelings. The orbital cortex, the
region that becomes active in Goel's experiment, seems the best candidate for the site that feeds
such feelings into higher-level thought processes, with its close connections to the brain's sub-
cortical arousal apparatus and centres of metabolic control.

All warm-blooded animals make constant tiny adjustments in arousal in response to external events,
but humans, who have developed a much more complicated internal life as a result of language,
respond emotionally not only to their surroundings, but to their own thoughts. Whenever a sought-
for answer snaps into place, there is a shudder of pleased recognition. Creative discovery being
pleasurable, humans have learned to find ways of milking this natural response. The fact that jokes
tap into our general evaluative machinery explains why the line between funny and disgusting, or
funny and frightening, can be so fine. Whether a joke gives pleasure or pain depends on a person's
outlook.

Humour may be a luxury, but the mechanism behind it is no evolutionary accident. As Peter Derks, a
psychologist at William and Mary College in Virginia, says: 'I like to think of humour as the distorted
mirror of the mind. It's creative, perceptual, analytical and lingual. If we can figure out how the mind
processes humour, then we'll have a pretty good handle on how it works in general.

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Questions 14-20
Do the following statements agree with the information given in the Reading Passage?
In boxes 14-20 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

14 Arthur Koestler considered laughter biologically important in several ways.

15 Plato believed humour to be a sign of above-average intelligence.
16 Kant believed that a successful joke involves the controlled release of nervous energy.
17 Current thinking on humour has largely ignored Aristotle's view on the subject.
18 Graeme Ritchie's work links jokes to artificial intelligence.
19 Most comedians use personal situations as a source of humour.
20 Chimpanzees make particular noises when they are playing.

Questions 21-23
The diagram below shows the areas of the brain activated by jokes.
Label the diagram.

Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 11-23 on your answer sheet.

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Questions 24-27
Complete each sentence with the correct ending A-G below.
Write the correct letter A-G in boxes 24-27 on your answer sheet.

24 One of the brain's most difficult tasks is to

25 Because of the language they have developed, humans
26 Individual responses to humour
27 Peter Derks believes that humour

A react to their own thoughts.

B helped create language in humans.

C respond instantly to whatever is happening.

D may provide valuable information about the operation of the brain.

E cope with difficult situations.

F relate to a person's subjective views.

G led our ancestors to smile and then laugh.

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CLASS ACTIVITY

READING PASSAGE 1

Attitudes to Language
It is not easy to be systematic and objective about language study. Popular linguistic debate
regularly deteriorates into invective and polemic. Language belongs to everyone, so most
people feel they have a right to hold an opinion about it. And when opinions differ, emotions
can run high. Arguments can start as easily over minor points of usage as over major
policies of linguistic education.

Language, more often is a very public behavior so it is easy for different usages to be noted
and criticized. No part of society or social behavior is exempt: linguistic factors influence how
we judge personality, intelligence, social status, educational standards, job aptitude, and
many other areas of identity and social survival. As a result, it is easy to hurt, and to be hurt,
when language use is unfeelingly attacked.

ln its most general sense, prescriptivism is the view that one variety of language has an
inherently higher value than others, and that this ought to be imposed on the whole of the
speech community. The view is propounded especially in relation to grammar and
vocabulary, and frequently with reference to pronunciation. The variety which ls favoured, in
this account, ls usually a version of the ‘standard’ written language, especially as
encountered in literature, or in the formal spoken language which most closely reflects this
style. Adherents to this variety are said to speak or write ‘correctly'; deviations from lt are
said to be 'incorrect`.

All the main languages have been studied prescriptlvely, especially in the 18th century
approach to the writing of grammars and dictionaries. The aims of these early grammarians
were threefold: (a) they wanted to codify the principles of their languages, to show that there
was a system beneath the apparent chaos of usage. (b) they wanted a means of settling
disputes over usage, and (c) they wanted to point out what they felt to be common errors, in
order to ‘improve' the language. The authoritarian nature of the approach is best
characterized by its reliance on 'rules' of grammar. Some usages are prescribed; to be learnt
and followed accurately; others are proscribed to be avoided. ln this early period, there were
no half-measures: usage was either right or wrong and it was the task of the grammarian not
simply to record alliterative but to pronounce judgement upon them.

These attitudes are still with us, and they motivate a widespread concern that linguistic
standards should be maintained. Nevertheless, there is an alternative point of view that is

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concerned less with standards than with the facts of linguistic usage. This approach ls
summarized in the statement that it is the task of the grammarian to describe not prescribe
to record the facts of linguistic diversity, and not to attempt the impossible tasks evaluating
language variation or halting language change. In the second half of the 18th century, we
already find advocates of this view, such as Joseph Priestley, whose Rudiments of English
Grammar (1761) insists that ‘the custom of speaking is the original and only just standard of
any language. `Linguistic issues, it is argued, cannot be solved by logic and legislation. And
this view has become the tenet of the modem linguistic approach to grammatical analysis.

In our own time, the opposition between ‘descriptivists' and 'prescriptivists' has often become
extreme. with both sides painting unreal pictures of the other. Descriptive grammarians have
been presented as people who do not care about standards, because of the way they see all
forms of usage as equally valid. Prescriptive grammarians have been presented as blind
adherents to a historical tradition. The opposition has even been presented in quasi-political
terms - of radical liberalism vs elitist conservatism.

Questions 1-8
Do the following statements agree with the claims of the writer in the Reading Passage?
In boxes 1-8 in your answer sheet, write:

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims ol the writer
NOT GIVEN if it is impossible to say what the writer thinks about this

1 There are understandable reasons why arguments occur about language.

2 People feel more strongly about language education than about small differences in
language usage.
3 Our assessment of a person’s intelligence is affected by the way he or she uses language.
4 Prescriptive grammar books cost a lot of money to buy in the 18th century.
5 Prescriptivism still exists today.
6 According to descriptivist it is pointless to try to stop language change.
7 Descriptivism only appeared alter the 18th century.
8 Both descriptivists and prescriptivists have been misrepresented.

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Questions 9-12
Complete the summary using the list of words, A-l, below
Write the correct letter; A-l, in boxes 9-12 on your answer sheet.

The language debate

According to 9 ………….., there is only one correct form of language. Linguists who take
this approach to language place great importance on grammatical 10 .........................
Conversely, the view of 11 ………….., such as Joseph Priestley, is that grammar should be
based on 12 ...................... .

A descriptivists B language experts C popular speech

D formal language E evaluation F rules
G modern linguists H precriptivists I change

Questions 13
Choose the correct letter A. B, C or D.
Write the correct letter in box 13 on your answer sheet.

What is the writer’s purpose in Reading Passage?

A to argue in favour of a particular approach to writing dictionaries and grammar books

B to present a historical account of differing views of language
C to describe the differences between spoken and written language
D to show how a certain view of language has been discredited

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READING PASSAGE 2

Tidal Power
Undersea turbines which produce electricity from the tides are set to become an
important source of renewable energy for Dritain. lt is still too early to predict the
extent of the impact they may have. But all the signs are that they will play a
significant role in the future.

A Operating on the same principle as wind turbines, the power in sea turbines comes from
tidal currents which turn blades similar to ships' propellers, but unlike wind, the tides are
predictable and the power input is constant. The technology raises the prospect of Britain
becoming self-sufficient in renewable energy and drastically reducing its carbon dioxide
emissions. lf tide, wind and wave power are all developed. Britain would be able to close
gas, coal and nuclear power plants and export renewable power to other parts of Europe.
Unlike wind power which Britain originally developed and then abandoned for 20 years
allowing the Dutch to make it a major industry, undersea turbines could become a big export
earner to island nations such as Japan and New Zealand.

B Tidal sites have already been identified that will produce one sixth or more of the UK’s
power - and at prices competitive with modern gas turbines and undercutting those of the
already ailing nuclear industry. One site alone, the Pendand Firth between Orkney and
mainland Scotland, could produce 10% of the country's electricity with banks of turbines
under the sea, and another at Alderney in the Channel islands three times the 1.200
megawatts of Britain's largest and newest nuclear plant, Sizewell B, in Suffolk. Other sites
identified include the Bristol Channel and the west coast of Scotland, particularly the channel
between Campbeltown and Northern Ireland.

C Work on designs for the new turbine blades and sites are well advanced at the University
of Southampton‘s sustainable energy research group. The first station is expected to be
installed off Lynmouth in Devon shortly to test the technology in a venture jointly funded by
the department of Trade and Industry and the European Union. AbuBakr Bahaj, in charge of
the Southampton research said: The prospects for energy from tidal currents are far better
than from wind because the flows of water are predictable and constant. The technology for
dealing with the hostile saline environment under the sea has been developed in the North
Sea oil industry and much is already known about turbine blade design, because of wind
power and ship propellers. There are a few technical difficulties, but I believe in the next live
to ten years we will be installing commercial marine turbine farms.' Southampton has been
awarded £2’l5.U.`D over three years to develop the turbines and is working with Marine

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Current Turbines, a subsidiary of IT power; on the Lynmouth project. EU research has now
identified 1GB potential sites for tidal powen BG% round the coasts ol Britain. The best sites
are between islands or around heavily indented coasts where there are strong tidal currents.

D A marine turbine blade needs to be only one third of the size of a wind generator to
produce three times as much power. The blades will be about 20 metres in diameter so
around 30 metres of water is required. Unlike wind power there are unlikely to be
environmental objections. Fish and other creatures are thought unlikely to be at risk from the
relatively slow turning blades. Each turbine will be mounted on a tower which will connect to
the national power supply grid via underwater cables. The towers will stick out of the water
and be lit to warn shipping, and also be designed to be lifted out of the water for
maintenance and to clean seaweed from the blades.

E Dr Baha has done most work on the Alderrney site, where there are powerful currents.
The single undersea turbine farm would produce far more power than needed for the
Channel Islands and most would be fed into the French Grid and be re-imported into Britain
via the cable under the Channel.

F One technical difficulty is cavitations, where low pressure behind a turning blade causes
air bubbles. These can cause vibration and damage the blades of the turbines. Dr Bahaj
said: 'We have to lest a number of blade types to avoid this happening or at least make sure
it does not damage the turbines or reduce performance. Another slight concern is
submerged debris floating into the blades. So far we do not know how much of a problem it
might be. We will have to make the turbines robust because the sea is a hostile environment
but all the signs that we can do it are good.

Questions 14-17
Reading Passage 2 has six paragraphs, A-F.
Which paragraph contains the following information?
Write the correct letter; A-F in boxes 14-17 on your answer sheet.
NB You may use any letter more than once.

14 the location of the first test site

15 a way of bringing the power produced on one site back into Britain
16 a reference to a previous attempt by Britain to find an alternative source of energy
17 mention of the possibility of applying technology from another industry

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Questions 18-22
CHOOSE FIVE Letters A-J
Write the correct letters in boxes 18-22 on your answer street.
Which FIVE of the following claims about tidal power are made by the writer?

A It is a more reliable source of energy than wind power.

B It would replace all other forms of energy in Britain.
C Its introduction has come as a result of public pressure.
D It would cut down on air pollution.
E It could contribute to the closure of many existing power stations ln Britain.
F It could be a means of increasing national income.
G It could face a lot of resistance from other fuel industries.
H It could be sold more cheaply than any other type of fuel.
I It could compensate for the shortage of inland sites for energy production.
J It is best produced in the vicinity of coastlines with particular features.

Questions 23-26
Label the diagram below. Choose NO MORE THAN TWO WORDS from the passage.

An Undersea Turbine
23

25 & 26 24

Whole tower can be raised for 23 .............and the extraction of seaweed from the blades.
Sea life not in danger due to the fact that blades are comparatively 24........................
Air bubble result from the 25.............behind blades. This is known as 26.....................

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READING PASSAGE 3

Information Theory- the Big Data

Information theory lies at the heart of everything - from DVD players and the genetic code of
DNA to the physics of the universe at its most fundamental. it has been central to the
development of the science of communication, which enables data to be sent electronically
and has therefore had a major impact on our lives.

A In April 2002 an event took place which demonstrated one of the many applications of
information theory. The space probe, Voyager I, launched in 1977, had sent back
spectacular images of Jupiter and Satum and then soared out of the Solar System on a one-
way mission to the stars. After 25 years of exposure to the freezing temperatures of deep
space, the probe was beginning to show its age, Sensors and circuits were on the brink of
failing and NASA experts realized that they had to do something or lose contact with their
probe forever. The solution was to get a message to Voyager I to instruct it to use spares to
change the failing parts. With the probe 12 billion kilometers from Earth, this was not an
easy task. By means of a radio dish belonging to NASA’s Deep Space Network, the message
was sent out into the depths of space. Even travelling at the speed of light, it took over II
hours to reach its target, far beyond the orbit of Pluto. Yet, incredibly, the little probe
managed to hear the faint call from its home planet, and successfully made the switchover.

B It was the I0ngest·distance repair job in history, and a triumph for the NASA engineers.
But it also highlighted the astonishing power of the techniques developed by American
communications engineer Claude Shannon, who had died just a year earlier. Born in 1916 in
Petoskey, Michigart, Shannon showed an early talent for maths and for building gadgets,
and made breakthroughs in the foundations of computer technology when still a student.
While at Bell laboratories, Shannon developed information theory, but shunned the
resulting acclaim. In the 1940s, he singlehandedly created an entire science of
communication which has since inveigled its way into a host of applications, from DVDs to
satellite communication to bar codes - any area, in short, where data has to be conveyed
rapidly yet accurately.

C This all seems light years away from the down to-earth uses Shannon originally had for his
work, which began when he was a 22-year—old graduate engineering student at the
prestigious Massachusetts Institute of Technology in 1939. He set out with an apparently
simple aim: to pin down the precise meaning of the concept of ‘information'. The most basic
form of information, Shannon argued, is whether something is true or false - which can be
captured in the binary unit, or 'bit', of the form 1 or 0. Having identified this fundamental

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unit, Shannon set about defining otherwise vague ideas about information and how to
transmit it from place to place. ln the process he discovered something surprising: it is
always possible to guarantee information will gel through random interference - ‘noise' —
intact.

D Noise usually means unwanted sounds which interfere with genuine information.
Information theory generalizes this idea via theorems that capture the effects of noise with
mathematical precision. In particular, Shannon showed that noise sets a limit on the rate at
which information can pass along communication channels while remaining error-free. This
rate depends on the relative strengths of the signal and noise travelling down the
communication channel, and on its capacity (its' bandwidth'). The resulting limit, given in
units of bits per second, is the absolute maximum rate of error-free communication given
signal strength and noise level. The trick, Shannon showed, is to find ways of packaging up -
‘coding' - information to cope with the ravages of noise, while staying within the
information carrying capacity ‘bandwidth' - of the communication system being used.

E Over the years scientists have devised many such coding methods, and they have proved
crucial in many technological feats. The Voyager spacecraft transmitted data using codes
which added one extra bit for every single bit of information; the result was an error rate of
just one bit in 10,000 — and stunningly clear pictures of the planets. Other codes have
become part of everyday life - such as the Universal Product Code, or bar code, which uses a
simple error-detecting system that ensures supermarket check-out lasers can read the price
even on, say, a crumpled bag of crisps. As recently as 1993, engineers made a major
breakthrough by discovering so-called turbo codes - which come very close to Shannon’s
ultimate limit for the maximum rate that data can be transmitted reliably, and now play a
key role in the mobile videophone revolution.

F Shannon also laid the foundations of more efficient ways of storing information, by
stripping out superfluous (‘redundant') bits from data which contributed little real
information. As mobile phone text messages like 'l CN C U' show, it is often possible to leave
out a lot of data without losing much meaning, As with error correction, however, there's a
limit beyond which messages become too ambiguous. Shannon showed how to calculate
this limit, opening the way to the design of compression methods that cram maximum
information into the minimum space.

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Questions 27-32
Reading Passage 3 has six paragraphs, A-F.
Which paragraph contains the following information?
27 an explanation of the factors affecting the transmission of information
28 an example of how unnecessary information can be omitted
29 a reference to Shannon`s attitude to fame
30 details of a machine capable of interpreting incomplete information
31 a detailed account of an incident involving information theory
32 a reference to what Shannon initially intended to achieve in his research

Questions 33-37
Complete the notes below.
Choose N0 MORE THAN TWO WORDS from the passage for each answer

The Voyager l Space Probe

 The probe transmitted pictures of both 33 ...................,and ................ , then left the
34 ................
 The freezing temperatures were found to have a negative effect on parts of the
space probe.
 Scientists feared that both the 35 .........,... and .............. were about to stop working.
 The only hope was to tell the probe to replace them with 38 ................ - but distance
made communication with the probe difficult.
 A 37 ,................ was used to transmit the message at the speed of light.
 The message was picked up by the probe and the switchover took place.

Questions 38-40
Do the following statements agree with the information given in Reading Passage 37 in
boxes 38-40 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
38. The concept of describing something as true or false was the starting point for Shannon
in his attempts to send messages over distances.
39. The amount of information that can be sent in a given time period is determined with
reference to the signal strength and noise level.
40. Products have now been developed which can convey more information than Shannon
had anticipated as possible.

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HOMEWORK

You should spend about 20 minutes on Questions 1-13 which are based on the Reading
Passage on the following pages.

Questions 1-7
Reading Passage I has seven paragraphs, A-G.
Choose the correct heading for each paragraph from the list of headings below.
Write the correct number, i-x, in boxes 1-7 on your answer sheet.

List of Headings

i Not all doctors are persuaded

ii Choosing the best offers
iii Who is responsible for the increase in promotions?
iv Fighting the drug companies
v An example of what doctors expect from drug companies
vi Gifts include financial incentives
vii Research shows that promotion works
viii The high costs of research
ix The positive side of drugs promotion
x Who really pays for doctors' free gifts?

1 Paragraph A
2 Paragraph B
3 Paragraph C
4 Paragraph D
5 Paragraph E
6 Paragraph F
7 Paragraph G

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Doctoring sales
Pharmaceuticals is one of the most profitable industries in
North America. But do the drugs industry's sales and
marketing strategies go too far?
A A few months ago Kim Schaefer, sales representative of a major global pharmaceutical
company, walked into a medical center in New York to bring information and free samples of
her company's latest products. That day she was lucky- a doctor WAS available to see her.
'The last rep offered me a trip to Florida. vVhat do you have?' the physician asked. He was
only half joking.

B What was on offer that day was a pair of tickets for a New York musical. But on any given
day what Schaefer can offer is typical for today's drugs rep -a car trunk full of promotional
gifts and gadgets, a budget that could buy lunches and dinners for a smell county hundreds
of free drug samples and the freedom to give a physician $200 to prescribe her new product
to the next six patients who fit the drug's profile. And she also has a few $ 1,000 honoraria to
offer in exchange for doctors' attendance at her company's next educational lecture.

C Selling Pharmaceuticals is a daily exercise in ethical judgment. Salespeople like Schaefer

walk the line between the common practice of buying a prospect's time with a free meal, and
bribing doctors to prescribe their drugs. They work in an industry highly criticized for its sales
and marketing practices, but find themselves in the middle of the age-old chicken-or-egg
question - businesses wont use strategies that don't work, so are doctors to blame for the
escalating extravagance of pharmaceutical marketing? Or is it the industry's responsibility to
decide the boundaries?

D The explosion in the sheer number of salespeople in the Reid- and the amount of funding
used to promote their causes- forces close examination of the pressures, influences and
relationships between drug reps and doctors. Sales people providemuch-needed information
and education to physicians. In many cases the glossy brochures, article reprints and
prescriptions they deliver are primary sources of drug education for healthcare givers. With
the huge investment the industry has placed in face-to-face selling, sales people have
essentially become specialists in one drug or group of drugs - a tremendous advantage in
getting the attention of busy doctors in need of quick information.

E But the sales push rarely stops in the office. The flashy brochures and pamphlets left by
the sales reps are often followed up with meals at expensive restaurants, meetings in warm
and sunny places, and an inundation of promotional gadgets. Rarely do patients watch a

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doctor write with a pen that isn't emblazoned with a drug's name, or see a nurse use a tablet
not bearing a pharmaceutical company' logo. Millions of dollars are spent by pharmaceutical
companies on promotional products like coffee mugs, shirts, umbrellas, and golf balls.
Money well spent? It's hard to tell. I've been the recipient of golf balls from one company and
I use them, but it doesn't make me prescribe their medicine,' says one doctor.' I tend to think
I'm not influenced by what they give me.'

F Free samples of new and expensive drugs might be the single most effective way of
getting doctors and patients to become loyal to a product. Salespeople hand out hundreds of
dollars' worth of samples each week-$7.2 billion worth of them in one year. Though few
comprehensive studies have been conducted, one by the University of Washington
investigated how drug sample availability affected what physicians prescribe. A total of 131
doctors self-reported their prescribing patterns-the conclusion was that the availability of
samples led them to dispense and prescribe drugs that differed from their preferred drug
choice.

G The bottom line is that pharmaceutical companies as a whole invest more in marketing
than they do in research and development. And patients are the ones who pay-in the form of
sky-rocketing prescription prices-for every pen that's handed out, every free theatre ticket,
and every steak diimer eaten. In the end the fact remains that pharmaceutical companies
have every right to make a profit and will continue to find new ways to increase sales. But as
the medical world continues to grapple with what's acceptable and what's not, it is clear that
companies must continue to be heavily scrutinized for their sales and marketing strategies.

Questions 8-13
Do the following statements agree with the views of the writer in Reading Passage 1?
In boxes 8-13 on your answer sheet, write
YES if the statement agrees with the views of the writer
NO if the statement contradicts the views of the writer
NOT GIVEN if it is impossible to say what the writer thinks

8 Sales representatives like Kim Schaefer work to a very limited budget.

9 Kim Schaefer's marketing technique may be open to criticism on moral grmmds.
10 The information provided by drug companies is of little use to doctors.
11 Evidence of drug promotion is clearly visible in the healthcare environment.
12 The drug companies may give free drug samples to patients without doctors'
prescriptions
13 It is legitimate for drug companies to make money.

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READING PASSAGE 2

You spend about 20 minutes on Questions 14-26, which are based on Reading Passage
below.

Do literate women make better mothers?

Children in developing countries are healthier and more likely to survive past the age of five
when their mothers can read and write. Experts in public health accepted this idea decades
ago, but until now no one has been able to show that a woman's ability to read in itself
improves her children's chances of survival.

Most literate women learnt to read in primary school, and the fact that a woman has had an
education may simply indicate her family's wealth or that it values its children more highly.
Now a long-term study carried out in Nicaragua has eliminated these factors by showing that
teaching reading to poor adult women, who would otherwise have remained illiterate, has a
direct effect on their children's health and survival.

In 1979, the government of Nicaragua established a number of social programmes, including

a National Literacy Crusade. By 1985, about 300,000 illiterate adults from all over the
country, many of whom had never attended primary school, had learnt how to read, write
and use numbers.

During this period, researchers from the Liverpool School of Tropical Medicine, the Central
American Institute of Health in Nicaragua, the National Autonomous University of Nicaragua
and the Costa Rican Institute of Health interviewed nearly 3,000 women, some of whom had
learnt to read as children, some during the literacy crusade and some who had never learnt
at all. The women were asked how many children they had given birth to and how many of
them had died in infancy. The research teams also examined the surviving children to find
out how well-nourished they were.

The investigators' findings were striking. In the late 1970s, the infant mortality rate for the
children of illiterate mothers was around 110 deaths per thousand live births. At this point in
their lives, Those mothers who later went on to learn to read had a similar level of child
mortality(105/1000).For women educated in primary school, however, the infant mortality
rate was significantly lower, at 80 per thousand.

In 1985, after the National Literacy Crusade had ended, the infant mortality figures for those
who remained illiterate and for those educated in primary schools remained more or less

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unchanged. For those women who learnt to read through the campaign, the infant mortality
rate was 84 per thousand, an impressive 21 points lower than for those women who were
still illiterate. The children of the newly-literate mothers were also better nourished than
those of women who could not read.

Why are the children of literate mothers better off? According to Peter Sandiford of the
Liverpool School of Tropical Medicine, no one knows for certain. Child health was not on the
curriculum during the women's lessons, so he and his colleagues are looking at other
factors. They are working with the same group of 3,000 women, to try to find out whether
reading mothers make better use of hospitals and clinics, opt for smaller families, exert more
control at home, learn modem childcare techniques more quickly, or whether they merely
have more respect for themselves and their children.

The Nicaraguan study may have important implications for governments and aid agencies
that need to know where to direct their resources. Sandiford says that there is increasing
evidence that female education, at any age, is 'an important health intervention in its own
right' .The results of the study lend support to the World Bank's recommendation that
education budgets in developing countries should be increased, not just to help their
economies, but also to improve child health. 'We've known for a long time that maternal
education is important,' says John Cleland of the London School of Hygiene and Tropical
Medicine. 'But we thought that even if we started educating girls today, we'd have to wait a
generation for the pay-off. The Nicaraguan study suggests we may be able to bypass that.'

Cleland warns that the Nicaraguan crusade was special in many ways, and similar
campaigns elsewhere might not work as well. It is notoriously difficult to teach adults skills
that do not have an immediate impact on their everyday lives, and many literacy campaigns
in other countries have been much less successful. 'The crusade was part of a larger effort
to bring a better life to the people,' says Cleland. Replicating these conditions in other
countries will be a major challenge for development workers.

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Questions 14-18
Complete the summary using the list of words, A-J, below.
Write the correct letters, A-J, in boxes 14-18 on your answer sheet.
NB You may use any letter more than once.

The Nicaraguan National Literacy Crusade aimed to teach large numbers of illiterate 14
.................. to read and write. Public health experts have known for many years that there is
a connection between child health and 15.................. However, it has not previously been
known whether these two factors were directly linked or not. This question has been
investigated by 16.................... in Nicaragua. As a result, factors such as 17 ......................
and attitudes to children have been eliminated, audit has been shown that 18................ can
in itself improve infant health and survival

A child literacy B men and women C an international research team

D medical care E mortality F maternal literacy
G adults and children H paternal literacy I a National Literacy Crusade
J family wealth

Questions 19-24
Do the following statements agree with the claims of the writer in Reading Passage 2?
In boxes 19-24 on your answer sheet, 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

19 About a thousand or the women interviewed by the researchers had learnt to read they
were children.
20 Before the National Literacy Crusade, illiterate women had approximately the same levels
of infant mortality as those who had learnt to read in primary school.
21 Before and after the National Literacy Crusade, the child mortality rate for the illiterate
women stayed at about 110 deaths for each thousand live births.
22 The women who had learnt to read through the National Literacy Crusade showed the
greatest change in infant mortality levels.
23 The women who had learnt to read through the National Literacy Crusade had the lowest
rates of child mortality.
24 After the National Literacy Crusade, the children of the women who remained illiterate
were found to be severely malnourished.

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Questions 25 and 26
Choose TWO letters, A-E
Write the correct letters in boxes 25 and 26 on your answer sheet

Which TWO important implications drawn from the Nicaraguan study are mentioned by the
writer of the passage?

A It is better to educate mature women than young girls

B Similar campaigns in other countries would be equally successful.
C The effects of maternal literacy programmes can be seen very quickly
D Improving child health can quickly affect a country's economy.
E Money spent on female education will improve child health.

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READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading
Passage 3 on the following pages.

Questions 27-30
Reading Passage 3 has six sections.
Choose the correct heading for sections A-D from the list of headings below.

Write the correct number, i-vii, in boxes 27-30 on your answer sheet.

List of Headings

i The role of video violence

ii The failure of government policy
iii Reasons for the increased rate of bullying
iv Research into how common bullying is in British schools
v The reaction from schools to enquiries about bullying
vi The effect of bullying on the children involved
vii Developments that have led to a new approach by schools

27 Section A
28 Section B
29 Section C
30 Section D

Persistent bullying is one of the worst experiences a child can face. How can it
be prevented? Peter Smith, Professor of Psychology at the University of
Sheffield, directed the Sheffield Anti-Bullying Intervention Project, funded by
the Department for Education.
Here he reports on his findings

A Bullying can take a variety of forms, from the verbal -being taunted or called hurtful
names- to the physical- being kicked or shoved- as well as indirect forms, such as being
excluded from social groups. A survey I conducted with Irene Whitney found that in British
primary schools up to a quarter of pupils reported experience of bullying, which in about one
in ten cases was persistent. There was less bullying in secondary schools, with about one in
twenty-five suffering persistent bullying, but these cases may be particularly recalcitrant.

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B Bullying is clearly unpleasant, and can make the child experiencing it feel unworthy and
depressed. In extreme cases it can even lead to suicide, though this is thankfully rare.
Victimised pupils are more likely to experience difficulties with interpersonal relationships as
adults, while children who persistently bully are more likely to grow up to be physically
violent, and convicted of anti-social offences.

C Until recently, not much was known about the topic, and little help was available to
teachers to deal with bullying. Perhaps as a consequence, schools would often deny the
problem. 'There is no bullying at this school' has been a common refrain, almost certainty
lllltrue. Fortunately more schools are now saying: There is not much bullying here, but when
it occurs we have a clear policy for dealing with it.'

D Three factors are involved in this change. First is an awareness of the severity of the
problem. Second, a number of resources to help tackle bullying have become available in
Britain. For example, the Scottish Collllcil for Research in Education produced a package of
materials, Action Against Bullying, circulated to all schools in England and Wales as well as
in Scotland in summer 1992, with a second pack, Supporting Schools Against Bullying,
produced the following year. In Ireland, Guidelines on Countering Bullying Behaviour in Post-
Primary Schools was published in 1993. Third, there is evidence that these materials work,
and that schools can achieve something. This comes from carefully conducted 'before and
after I evaluations of interventions in schools, monitored by a research team. In Norway,
after an intervention campaign was introduced nationally, an evaluation of forty-two schools
suggested that, over a two-year period, bullying was halved. The Sheffield investigation,
which involved sixteen primary schools and seven secondary schools, found that most
schools succeeded in reducing bullying.

E Evidence suggests that a key step is to develop a policy on bullying, saying clearly what is
meant by bullying, and giving explicit guidelines on what will be done if it occurs, what record
will be kept, who will be informed, what sanctions will be employed. The policy should be
developed through consultation, over a period of time-not just imposed from the head
teacher's office! Pupils, parents and staff should feel they have been involved in the policy,
which needs to be disseminated and implemented effectively.
Other actions can be taken to back up the policy. There are ways of dealing with the topic
through the curriculum, using video, drama and literature. These are useful for raising
awareness, and can best be tied in to early phases of development while the school is
starting to discuss the issue of bullying. They are also useful in renewing the policy for new
pupils, or revising it in the tight of experience. But curriculum work alone may only have
short-term effects; it should be an addition to policy work, not a substitute.

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There are also ways of working with individual pupils, or in small groups. Assertiveness
training for pupils who are liable to be victims is worthwhile, and certain approaches to group
bullying such as 'no blame', can be useful in changing the behaviour of bullying pupils
without confronting them directly, although other sanctions may be needed for those who
continue with persistent bullying.
Work in the playground is important, too. One helpful step is to train lunchtime
supervisors to distinguish bullying from playful fighting, and help them break up conflicts.
Another possibility is to improve the playground environment, so that pupils are less likely to
be led into bullying from boredom or frustration.

F With these developments, schools can expect that at least the most serious kinds of
bullying can largely be prevented. The more effort put in and the wider the whole school
involvement, the more substantial the results are likely to be. The reduction in bullying - and
the consequent improvement in pupil happiness- is surely a worthwhile objective.

Questions 31-34
Choose the correct letter. A. B. C or D.
Write the con·ect letter in boxes 31-34 on your answer sheet.

31 A recent survey found that in British secondary schools

A there was more bullying than had previously been the case.
B there was less bullying than in primary schools.
C cases of persistent bullying were very common.
D indirect forms ofbullying were particularly difficult to deal with.

32 Children who are bullied

A are twice as likely to commit suicide as the average person.
B fmd it more difficult to relate to adults.
C are less likely to be violent in later life.
D may have difficulty forming relationships in later life.

33 The writer thinks that the declaration 'There is no bullying at this school'
A is no longer true in many schools.
B was not in fact made by many schools.
C reflected the school's lack of concern.
D reflected a lack of knowledge and resources.

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34 What were the findings of research canied out in Norway?

A Bullying declined by 50% after an anti-bullying campaign
B Twenty-one schools reduced bullying as a result of an anti-bullying campaign
C Two years is the optimum length for an anti-bullying campaign.
D Bullying is a less serious problem inN orway than in the UK.

Questions 35-39
Complete the summary below
Choose NO MORE THAN TW'O WORDS from the passage for each answer

Write your answers in boxes 35-39 on your answer sheet.

What steps should schools take to reduce bullying?

The most important step is for the school authorities to produce a 35 ....................... which
makes the school's attitude towards bullying quite clear. It should include detailed 36
........................ as to how the school and its staff will react if bullying occurs. In addition,
action can be taken through the 37 ........................... This is particularly useful in the early
part of the process, as a way of raising awareness and encouraging discussion On its own,
however, it is insufficient to bring about a permanent solution. Effective work can also be
done with individual pupils and small groups. For example, potential38 ......................... of
bullying can be trained to be more self-confident. Or again, in dealing with group bullying, a
'no blame' approach, which avoids confronting the offender too directly, is often effective.
Playground supervision will be more effective if members of staff are trained to recognise the
difference between bullying and mere 39 ......................... .

Question 40
Choose the correct letter, A, B, C or D.
Write the correct letter in box 40 on your answer sheet.

Which of the following is the most suitable title for Reading Passage 153?
A Bullying: what parents can do
B Bullying: are the media to blame?
C Bullying: the link with academic failure
D Bullying: from crisis management to prevention

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O - Q ACADEMIC WORDS

Objective
Objectively, Objectives

Oblige
Obligate, Obligated, Obligates, Obligating, Obligation, Obligations, Obligatory, Obliged,
Obliges, Obliging

Obsolete
Obtain
Obtainable, Obtained, Obtaining, Obtains

Obvious
Obviously

Occupy
Occupancy, Occupant, Occupants, Occupation, Occupational, Occupied, Occupies,
Occupying, Unoccupied

Occur
Occurred, Occurrence, Occurrences, Occurring, Occurs

Odd
Odder, Oddest, Oddly

Odour
Odours
Option
Optional, Optionally, Options

Outcome
Outcomes

Overlap
Overlapped, Overlapping, Overlaps

Oxygen
Participate
Participant, Participants, Participated, Participates, Participating, Participation

Passive
Passively, Passivity

Pendulum
Pendulums

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Period
Periodic, Periodical, Periodically, Periodicity, Periods

Persist
Persisted, Persistence, Persistent, Persistently, Persisting, Persists

Perspective
Perspectives

Pest
Pests

Phase
Phases

Phenomenon
Phenomena, Phenomenal

Philosophy
Philosopher, Philosophers, Philosophic, Philosophical, Philosophically, Philosophize,
Philosophized, Philosophizes, Philosophizing

Physical
Physically, Physician, Physicians, Physiological, Physiologically, Physiologist, Physiology

Policy
Policies

Pollution
Pollute, Polluted, Pollutes, Polluting, Pollution-Control

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LESSON 13
SPEAKING PART 2 & 3

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PART 2&3 LANGUAGE

Expressing an opinion:

- In my opinion/point of view
- I strongly believe that
- I really think that
- Personally, I think
- I really support the idea of
- I’m totally in favour of
- Some people think/feel/believe that
- I believe that people should
- It’s very important for/that
- It’s a great idea for people to
- I am convinced that
- I am/feel absolutely certain that A is better than B
- I am quite certain about my opinion concerning
- Some people may disagree with my opinion, but
- My own preference is to favour

Expressing an opinion while uncertain:

- Actually, I’m not really sure, as I have never thought about that before
- Well, it depends, as there are many different factors
- I guess it depends really
- It’s really quite hard to say, as/because
- I don’t really have a strong opinion either way
- Well, probably/possibly
- I am not very familiar with this topic/subject, but I think/believe that
- This is just my opinion, but my first thought on this topic is

Generalising

- Overall/Generally/In general
- On the whole

Speculating

- It’s difficult to say, but

- I’m not entirely sure, but maybe/perhaps
- I’m fairly certain/sure that
- I would expect that
- As far as I know
- As far as I can see
- It seems likely that

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Making an evaluation

- I tend to agree that

- I mostly disagree that
- I completely/totally agree
- I am in total agreement with
- I am certain that

LINKING PHRASE

- Going to my next point…

- Continuing to my next point…

- Now with regard to the next question…

- Now in response to the point…

- Now on the subject of…

- Now concerning the matter of…

- What I’d like to add here is that…

- What I need to emphasize here is that…

- What I ought to stress here is that…

- The thing that needs to be highlighted here is that…

- What I have to mention here is that…

- Progressing to the subject of…

- Moving onto the business of…

- Drawing attention to the matter of…

- Proceeding to the issue of…

- Finally then, if there’s time, I could deal with the last question of…

- As a final point, if time permits, I’d like to bring in the point of…

- As my very last point, with reference to the question of…

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IELTS SPEAKING PART TWO TOPIC CARDS

about SPORTS, HOBBIES AND FREE TIME
A-Z
A
Activity- see also “Favourite” and “Future”
Describe an activity you like doing. You should say:
- Where you do it
- Who you do it with
- Why you enjoy it
And say what kind of people you would recommend that activity to, and why
Apartment- see “Home/ house”
B
Board game- see “Game” Book- see also “Favourite”
Talk about a book you have read in the last year. You should say:
- Why you decided to read that book
- How long you it took you to finish it
- What genre of book it was
And say if you would like to read something else by the same author or not, and why
Talk about a book you have never read but would like to in the future. You should mention:
- Why you would like to read it
- Why you have never read it before
- What you think it will be like
And say how you think it will compare to other books you have read
Talk about a book that impressed you. You should say:
- What it was about
- Why it impressed you
- If any other books have impressed you the same way
And say what kind of person you would recommend that book to, and why
Talk about a book you have at home. You should mention:
- What it looks like
- What the topic of the book is
- Where you got the book from
And say how it compares to other books you have read or know about
Brother or sister

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Talk about a hobby that a brother or sister, or other relative, likes. You should mention:
- Where and when they do that hobby
- How long they have been doing it
- If you have ever done it with them
And say if you think that is a good hobby or not, and why.
C
Cards/ card games- see “Game”
Child- see also “Game” and “Sports”
Talk about a hobby you were interested in when you were a child: You should say:
- How you first became interested in it
- How long you did it for
- Why you enjoyed it
And say if you became more or less interested in that hobby as you got older, and why
Cinema- see “Film”
Computer- see also “Game”
Talk about something you can do on a computer that you think is enjoyable. You should
mention:
- What equipment or software you need to do that
- What you need to do to do it
- What kind of people it is popular with
And say if you would like to spend more time doing that or not, and why
Collect/ collection
Talk about something you or someone you know collects. You should say:
- How many pieces there is in the collection
- How the collection is stored
- How quickly the collection is growing
And say what kind of person would enjoy collecting that thing, and why
Compare- see “Book”, “Days off”, “Holidays” Comic- see “Favourite”
Cook
Talk about a dish you know how to cook. You should describe:
- What the ingredients are
- How it is cooked
- Other preparation you have to do
And say if you think this is an easy dish to cook or not, and why

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D
Days off
Describe a place where you often go on your days off. You should say:
- Where it is
- Who you go with
- Why you go there
And say how it compares to other places where you could spend your free time
Talk about what you are going to do or will probably do on your next day off. You should
include in your answer:
- Where you will go
- Who you will meet
- How long you will spend at each place
And say if you think you will enjoy that day or not, and why
Dish- see “Cook”
E
Eat- see “Favourite” Evening
Describe something you often do in the evening. You should say:
- When you usually do it
- Where you usually do it
- Who you usually do it with
And say if you enjoy doing it or not, and why
Describe something you like doing in the evening. You should say:
- How it makes you feel
- How often you do it
- How long you spend doing it
And say if you think most people would enjoy doing the same thing or not, and why

Exciting/ excited
Describe something you think is exciting. You should say:
- Why it makes you excited
- If it is always exciting
- What other feelings that thing can give people
And say how it compares to other things that people usually find exciting
Talk about something that makes you excited. You should include:
- How often you do that thing

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- Where you do it
- Who you do it with
And say if other people who do the same thing feel exactly the same way or not, and why
Exercise
Give a presentation about something you think is a good way of doing exercise. You
should include in your answer:
- What equipment is needed
- Where people usually do this form of exercise
- What they usually wear
And say if you think this form of exercise is getting more or less popular, and why
Talk about a form of exercise you used to do but no longer do now. You should say:
- Where you used to do it
- Who you used to do it with
-Why you stopped
And say if you would like to restart that sport or not, and why
F
Family
Talk about something you often do or used to do in your free time with your family.
You should say:
- Why you often did that
- Who suggested doing it
- Who enjoyed it most
And say if you would like to do the same thing with your own children or not, and why
Talk about a hobby someone in your family has. You should say:
- Whose hobby it is
- Where and when they do it
- Why they enjoy it
And say if you would enjoy doing the same thing or not, and why
Favourite
Describe your favourite film. You should say:
- What the film is about
- Who the main characters are
- What the ending is
And explain why it is your favourite film.
Describe your favourite place to eat out. You should include in your answer:
- Where it is
- What kind of food is served
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- What the décor is like

And say what kind of people you think would enjoy that restaurant, and why
Describe your favourite song or piece of music. You should say:
- What kind of music it is
- Where you usually listen to it
- Why you like it
And say what kind of mood this music puts you in, and why
Give a short presentation about your favourite place to spend your free time. Points to
include:
- Where it is
- How to get there from the place you live
- What you do there
And say how you would improve that place if you could
Speak for one or two minutes about your favourite book. You should include in your
presentation:
- What the story is about
- Who the main characters are
- How the story ends
And say if you think your friends would enjoy this book or not, and why
Give a one or two minute presentation about your favourite sport. You should say:
- What equipment is used
- Where it is usually played
- How it is played
And say if you think it is an easy sport to understand or not, and why

Speak about your favourite magazine, newspaper or comic. You should include in your
answer:
- Where you usually buy it
- What parts of it you most enjoy reading
- Where you usually read it
And say how it compares to other things you read

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Talk about your favourite news source. You should say:

- How often you use this news source
- Why you use this source
- What other sources you use
And say how you would change that news source if you could.
Describe your favourite free time activity. You should mention:
- Where you do it
- Who you do it with
- Why you enjoy it
And say if you think your favourite free time activities will change as you get older or
not, and why
Film- see also “Favourite”, “Impressed”
Describe a film you have seen which you remember well. You should say:
- What sort of film it is
- When and where you saw it
- What your favourite part of the film was
And explain why you remember it well
Describe a film you have never seen but would like to see. You should mention:
- What kind of film it is
- What it is about
- Where the story is set
And explain why you would like to see that film
Give a short presentation about a film you have seen recently at the cinema, on TV, or on
video or DVD. You should include in your answer:
- Where and when you saw it
- Who you saw it with
- What you thought about it
And say if you would recommend that film or not, and why
Food- see “Favourite” and “Cook”
Free
Speak about something that is free or cheap you like doing in your free time. You should say:
- How often you do it
- When you first started doing this
- Why you do it

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And say if you think this thing is as enjoyable as things you do which are more expensive
or not, and why
Free time- see most of the sections above and below
Future- see also “Holidays”, “Days off”, “Would like”
Talk about a book you have never read but would like to read in the future. You should
mention:
- If it is well known or not
- Why you would like to read that book
- Why you have never read it before
And say how you think it will compare to other books you have already read
Talk about a new sport or hobby you would like to take up. You should say:
- Why you are interested in that thing
- If it is an easy or hard thing to start
- What the best way to start doing it is
And say if you think you will start doing it soon or not, and why
Talk about a sport that interests you but you have never tried. You should say:
- Where it is usually played
- What kinds of people usually play it
- Why it interests you
And say if you think you will ever do this sport or not, and why
Talk about a musical instrument you would like to be able to play but have never tried. You
should say:
- What the instrument looks like
- What it sounds like
- What kinds of people it is popular with
And say if you think you will ever try to play that instrument or not, and why

Give a short presentation about a movie that you have never seen but would like to see.
You should say:
- What kind of movie it is
- How famous it is
- Why you want to see it
And say if you think you will see that movie in the near future or not, and why
Describe a free time activity you like doing. You should say:

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- Where you do it
- Who you do it with
- Why you enjoy it
And say if you think the things you do in your free time will change as you get older or
not, and why
G
Game
Talk about a board game, card game or computer game you have played. You should
include:
- What kind of game it is
- How many people can play
- How the winner is decided
And say if you think your whole family would enjoy playing that game together or not, and
why
Talk about a game you used to play when you were a child. You should say:
- How often you used to play it
- Who you used to play it with
- How you used to feel when you played it
And say if you think children nowadays would enjoy that game or not, and why
H
Health/ healthy
Speak about something you or someone you know does that is a good thing to do for
your health. You should talk about:
- How it is good for your health
- If there are any possible negative effects
- How popular this thing is
And say if you think this thing will become more or less popular in the future, or why

Speak about something you would like to do to improve your health. You should mention:
- Why it is healthy
- Why you want to do it
- How popular that thing is
And then say if you think you will do that soon or not, and why
Hobby- see also most of the sections above and below
Talk about a hobby you had when you were a child: You should say:

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- How you first became interested in it

- How long you did it or have been doing it for
- Why you enjoyed doing it
And say if you have become more or less interested in that hobby since you were a
child, and why
Speak about your main hobby. You should say:
- How often you do it
- How long you spend doing it
- Why you enjoy it
And say why you do that more than your other hobbies
Holidays
Talk about something you often do during longer holidays such as the summer holiday or
Christmas/ New Year holiday. You should say:
- How long it takes
- Where you do it
- Who you do it with
And say why you do that when you are on holiday rather than on your days off
Talk about something you do when you are away on holiday. You should say:
- Why you do it
- How often you do it
- Where you have done it
And say whether you think you will have more or less time you do that in the future, and
why
Talk about your last long holiday. You should include:
- Where you went
- Who you spent most of your time with
- How much you spent
And say if you think you will do the same thing in your next holiday or not, and why

Talk about what you are going to do or might do in your next long holiday. You should
say:
- Where you will go
- What you will do
- Who you will spend your time with
And say how you think that holiday will compare to other holidays you have had.
Home/ house

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Talk about a place in your home where you often spend your free time. You should say:
- What that place is like
- Where exactly it is
- Why you spend time in that place
And say what you would change about that place if you could, and why
Talk about something you like doing at home. You should say:
- Why you do it at home
- Where exactly you usually do it
- How much time you spend doing it every week
And say whether you enjoy spending time at home more than going out or not, and why
Talk about something in your home that you often use in your free time. You should include:
- What it looks like
- Where you usually keep it
- How you use it
And say if you would like to replace that thing or not, and why
I
Impression/ impressed
Talk about a book that had an impression on you. You should say:
- What the topic of the book was
- Why it impressed you
- If any other books have impressed you the same way
And say if you would like to read the same book again or not, and why
Talk about a film that impressed you. You should include:
- What the story was
- Who was in it
- Which part impressed you most
And say if you think you would enjoy the film as much if you saw it again or not, and why
Indoors
Talk about something that you enjoy doing indoors. You should say:
- Where you usually do it
- What equipment is needed
- Why it is better to do this thing indoors
And say if you prefer spending your free time indoors or outdoors or not, and why
Ingredients- see “Cook” Instrument

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Talk about an instrument you would like to be able to play. You should say:
- What the instrument looks like
- What it sounds like
- What kinds of people it is popular with
And say if you think you will ever try to play that instrument or not, and why
Item
Describe an item you often use in your free time. You should mention:
- What it looks like
- How it is used
- Where you keep it when you are not using it
And say how you would improve that item if you could, and why
M
Magazine- See “favourite”
Movie- see also “Film”
Give a short presentation about a movie that you would like to see. You should say:
- What kind it is
- Why you want to see it
- How it is different to other movies
And say if you think you will see that movie in the near future or not, and why
Music- see also “Favourite”, “Instrument”
Talk about a musical instrument you would like to be able to play but have never tried. You
should describe:
- Its appearance
- Its sound
- The kinds of people it is popular with
And say if you think you will ever try to play that instrument or not, and why
N
News- see also “Favourite”
Talk about a news source you like to use. You should say:
- How often you find out the news this way
- Why you use this source
- What other sources you use
And say how you would improve that news source if you could.
Newspaper- see “Favourite”

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O
Often- see also “Family”
Describe a TV programme that you often watch. You should say:
-What kind of programme it is
- Why you watch it
- When and why you first started watching it
And say if you think that programme is better than other TV programmes that are on at the
same time or not, and why
Describe something you often do when you are not working or studying. You should
mention:
- When and where you do it
- Who you usually do it with
- What things you need in order to do it
And say if you think you will do it more or less often in the future, and why
Outdoors
Give a one or two minute presentation about something you like doing outdoors. You should
say:
- Where you usually do it
- How you get there
- What things you need to do it
And say why you do that thing outdoors rather than indoors
P
Past- see “Film”, “Child”, “Recently”, “Holidays”
Phrasal verbs
Talk about a new sport or hobby you would like to take up. You should say:
- Why you are interested in that thing
- If it is an easy or hard thing to start
- What the best way to start doing it is
And say if you think you will start doing it soon or not, and why
Place- see also “Favourite”, “Home/ house”
Describe a place you go when you are not working or studying. You should say:
- Where it is
- How you get there from where you live
- What you do there
And say how it compares to other places in your local area
Plans- see “Future”
Present Perfect- see also “Recently”

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Talk about something you have read recently:. You should say:
- What it was about
- How and why you got it
- How long it took you to finish it
And say if you would like to read something similar or not in the near future, and why
Present Simple- see “Often”
R
Read- see “Book”, “News”, “Present Perfect” and “Favourite” Recently- see also “Film” and
“Past”
Talk about something you have done in your free time recently. You should say:
- How and why you did it
- How long it took you to do it
- What kind of book it is
And say if you would like to read something else similar or not, and why
Recommend- see “Film”
Relax/ relaxing
Talk about something you often do to relax. . You should mention:
- Where you do it
- How often you do it
- Why it relaxes you
And say whether you think everyone would find that thing relaxing or not, and why
Room- see “Home/ house” S
Seasons- see “Summer” and “Winter” Simple Past
Talk about a hobby you had when you were younger: You should say:
- When you did it
- How long you did it
- Why you enjoyed it
And say if you have become more or less interested in that hobby since you were a
child, and why
Sport- see also “Favourite”
Talk about a sport you are interested in. You should say:
- How you first became interested in it
- Why you like it
- What equipment and skills are needed to play it
And say if you think it is an easy sport to learn or not, and why
Talk about a sport that interests you but you have never tried. You should say:
- Where it is usually played

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- What kinds of people usually play it

- Why it interests you
And say if you think you will ever do this sport or not, and why
Talk about a sport you did when you were a child. You should include in your answer:
- How often you did it
- Where you did it
- If you were good at it
And say if you would like to do that sport again or not, and why
Summer
Talk about something you often do during the summer. You should mention:
- Where you do it
- How often you do it
- Why you do it during the summer
And say if you often do that during the winter or not, and why
T
Take up
Talk about a new sport or hobby you would like to take up. You should say:
- Why you are interested in that thing
- If it is an easy or hard thing to start
- What the best way to start doing it is
And say if you think you will start doing it soon or not, and why

Thing- see “Item”, “Home/ house” TV

Describe a TV programme that you watch or know about. You should say:
- When it is on and which channel it is on
- What kind of programme it is
- What kind of people watch it
And say if you think that programme is or could be popular in other countries or not, and
why
Describe a TV programme that you often watch. You should say:
-What kind of programme it is

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- Why you watch it

- When and why you first started watching it
And say if you think that programme is better than other TV programmes that are on at the
same time or not, and why
Typical
Describe a typical day when you are not working or studying. You should say:
- Where you go
- What you do
- Who you spend your time with
And say how those days vary
U
Used to- see also “Child”, “Family”
Talk about something you used to do in your free time but no longer do. You should say:
- When you first and last did it
- Where you used to do it
- Why you stopped doing it
And say whether you would like to start doing it again or not, and why
V
Vacation- see “Holidays”
W
Weather- see also “Winter” and “Summer”
Talk about something you like doing when the weather is cold or cooler. You should
say:
- Where you do it
- How often you do it
- What clothes or equipment you need
And say if you prefer hot or cold weather, and why
Talk about something you like to do when the weather is hot or warmer than usual.
You should include in your answer:
- Where you do it
- Why you do it when the weather is hot
- When you first started doing that thing
And say if you think people like doing in other countries or not, and why
Talk about something you do when the weather is good. You should say:
- Where you do it
- How you get there

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- Why you particularly do that when there is good weather

And say if it is also possible to do that when the weather is bad or not, and why
Give a short presentation about when the weather is bad. You should mention:
- Where you usually do it
- What things you need in order to be able to do it
- How long you usually spend doing it
And say if you also do that thing when the weather is good or not, and why
Weekend- see “Days off”
Winter
Talk about something you like doing during the winter. You should explain:
- Where you do it
- What clothes or equipment you need
- Why you do it during the winter
And say whether you like to spend your days off in the winter indoors or outdoors,
and why
Would like- see also “Future”
Talk about a book you have never read but would like to read. You should mention:
- How well known it is
- Why you would like to read it
- Why you have never read it before
And say how you think it will compare to other books you have read

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LESSON 14
WRITING TASK 2
Advantages-Disadvantages Essay

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TASK:

Read the sample essay. Correct vocabulary to make it sound academic. Work with a
partner.

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IELTS Advantage-Disadvantage Essay

This lesson is about IELTS advantage disadvantage essay questions when you are told to
assess whether the benefits of something outweigh the drawbacks. The topic of the essay
which is used as an example is about the trend to live and work abroad. Take a look at the
essay question we are going to analyse:

People now have the freedom to work and live anywhere in the world due to the
development of communication technology and transportation.

Do the advantages of this development outweigh the disadvantages?

Understanding the Task

When you have this type of advantage disadvantage essay it is important to distinguish
between this and one that asks you to discuss advantages and disadvantages but
does not ask your opinion.

If you are asked “What are the advantages and disadvantages of…..” you are not being
asked your opinion. You simply have to discuss the benefits and drawbacks. You could do
this in two body paragraphs – one discussing the positive points, the next discussing the
negative points.

However, if you have the word “outweigh” or “Will this trend have more positive or negative
effects?” then you are being asked for your opinion and you must say which there are the
most of – positive or negative impacts. If you do not do this then you may get your score
reduced on ‘Task Response’ for not fully addressing the question.

Take a look at these examples:

People now have the freedom to work and live anywhere in the world due to the
development of communication technology and transportation.
What are the advantages and disadvantages of this trend?
This advantage disadvantage essay is not asking for your opinion. You could simply write
one paragraph on the advantages and another on the disadvantages. However, this one
does:

People now have the freedom to work and live anywhere in the world due to the
development of communication technology and transportation.
Do the advantages of this development outweigh the disadvantages?
OR
Will this have more positive or negative impacts?

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Writing your Thesis

Another point to be careful of is using the word ‘outweigh’. It is common for IELTS students
to get mixed up when they write the thesis statement, and actually say the opposite to what
they write in the essay!

For example, they will say the drawbacks outweigh the benefits, but then give more benefits
in the essay. This makes no sense.

So if you are not sure you can use the word correctly, I would recommend not using it in this
type of IELTS advantage disadvantage essay. You can just say what your opinion is, as in the
thesis in the model answer:

I believe that this has more benefits than drawbacks.

This will avoid any mistakes.

________________________________________________

Planning and Organisation

You then need to think of 3 supporting ideas. One for one side, and two for the other side.

So you will then have three body paragraphs, one with the drawback / benefit and two with
the advantages / disadvantages.

It is common academic practice to start with the opposing opinion to yours, so you can
start with the point that you have one idea for.

As explained above, it is very important, especially if you are looking for a band 7 or higher,
that your opinion reflects what is in your essay. So if you have said there are more benefits,
then you would have two benefits and one drawback.

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Model Advantage-Disadvantage Essay

People now have the freedom to work and live anywhere in the world due
to the development of communication technology and transportation.

Do the advantages of this development outweigh the disadvantages?

These days many people choose to live or work in other countries, which has been made
possible because of the convenience of air travel and modern communications. I believe
that this has more benefits than drawbacks.

The disadvantage of this development is the distance that is put between family members.
If a person moves away it is true that air travel and devices such as skype mean that
communication and contact can be maintained. However, it is likely that a person will only
be able to return one or two times a year during holidays, and speaking on skype or via
email is not the same as face-to-face contact.

Despite this, there are significant advantages it can bring to people’s lives. Firstly, it means
that people have the opportunity to see other parts of the world and the way people live.
For example, people from the West often go to work in Asia or the Middle East and visa-
versa. This enriches many people’s lives as they get to learn about other languages,
traditions, cultures and different ways of working from their own country.

In addition to this, on a wider level it may also benefit other countries. If someone moves
abroad for work, it is usually because their skill is required there. To illustrate, nurses and
Doctors often move to work in hospitals in other countries when there is a shortage, so this
is very valuable to the place they move to.

I would therefore argue that although there are disadvantages of the current trend to live
and work abroad, they are outweighed by the advantages. It can enrich people’s lives and
lives of the people in the countries that they move to.

(283 Words)

________________________________________________

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Comments

As you can see in the essay, the writer believes there are more benefits so the essay is biased
towards this opinion, giving more advantages than disadvantages.

The opinion is very clear, and repeated in the conclusion, and the body of the essay reflects
this opinion so there will be no confusion when someone reads it.

Other Ways to Answer the Question

This is not to suggest that this method is the only way to answer this type of question. There
could be other ways.

For example, some people advise to write two body paragraphs - one on the advantages
and another on the disadvantages, then in the conclusion state which one outweighs the
other.

You can do this, but it can look at bit odd if you write about them equally, but then say there
are more of one than the other! A conclusion can be cleverly worded to make this work, but
that is a high level skill that many candidates do not have.

You could write only about the advantages or only about disadvantages and argue that one
vastly outweighs the other. However, the fact that the question uses 'outweigh' or 'more' is
suggesting that there are both benefits and drawbacks.

The benefit of organising your advantage disadvantage essay as illustrated in this lesson is
that by looking at both sides, you will have more ideas to brainstorm. And importantly,
your opinion is clear and this is reflected in the essay, which is balanced to reflect and
support your opinion.

Practice

Try to answer this advantage-disadvantage essay question:

More and more students are choosing to study at colleges and universities
in foreign countries.

Do the benefits of studying abroad outweigh the drawbacks?

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Good Paragraph Writing

This lesson will give you the basic tips on paragraph writing. You should follow the same
structure that you would for writing any paragraph when you write an IELTS paragraph,
though it may be shorter because of the limited time that you have.
This limited time and space means that you have to get your ideas across as clearly as
possible. If you have planned well before you write, then you should be well on your way to
being able to write your paragraphs quickly and clearly.

The following has all the components of a good paragraph. Read it through and identify why
this is.

Studying Abroad
Studying abroad has two main benefits. Firstly, people who study
abroad can get a better job when they return to their home country. This is
because their qualifications and experience mean that they tend to get jobs
that are higher paid, and they can also gain promotion quickly. Another
advantage of studying abroad is the independence students can gain. For
example, students have to cope with the challenges of living alone and
meeting new people from different cultures. As a consequence, they will
become more confident in their life and in their relationships with others. All
in all, it is clear that studying abroad is a beneficial experience.

The Three Parts to Good Paragraph Writing

The 'text book' structure for a paragraph is as follows:

 Topic sentence
 Supporting sentences
 Concluding sentence

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1. Topic Sentence – this says what the paragraph will be about. It gives the topic of the
paragraph, and it also restricts the topic to one or two main ideas which can be explained
fully in the space of one paragraph. The controlling idea is the specific area that the topic is
limited to:

topic controlling idea

Studying abroad has two main benefits

2. Supporting Sentences – these explain and develop the topic sentence. Specifically, they
discuss the topic sentence by explaining the main ideas and discussing those more fully
using reasons, examples, facts, results, statistics, or anything else that proves your ideas are
true.
The supporting sentences that explain the benefits of studying abroad are:

People get a better job when they return home (1st supporting idea)
 Better qualifications & experience mean better pay and promotion (reason)
 Now has a high standard of living (result)
Students gain independence (2nd supporting idea)
 Students have to cope with the challenges of living alone and meeting new people
from different cultures.(example)
 Students will become more confident in their life and relationships (result)
3. Concluding Sentence (Optional)

A concluding sentence can be used to signal the end of the paragraph. It tells the reader the
important points to remember. It is often a paraphrase of the topic sentence.

All in all, it is clear that studying abroad is a beneficial experience.

Concluding sentences are optional and paragraphs often do not have them. You won't get
marked down if you do not have a concluding sentence in IELTS, but it is a good way to add
coherence to your paragraph.

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Unity and Coherence

For good paragraph writing, there must also be unity and coherence. The examiner will
assess your IELTS paragraphs on their unity and coherence, which is clearly shown in the
IELTS public band descriptors under "Coherence and Cohesion" for what is required for a
band 7:

 logically organise information and ideas; there is clear progression throughout

 uses a range of cohesive devices appropriately
 presents a clear central topic within each paragraph
1. Unity - Unity means that you discuss only one main (central) topic area in a paragraph.
The area that you are going to cover is usually introduced in the topic sentence, and your
supporting sentences should only be used to develop that.

For the topic sentence above, you could discuss only two benefits of studying abroad. You
could not discuss three benefits, or start discussing the disadvantages of studying abroad. If
you did, your paragraph would not have unity.

Even if there is no specific topic sentence (more advanced writers do not always have an
obvious topic sentence), the paragraph should still have one central topic area so it retains
unity.

2. Coherence - Another element of good paragraph writing is coherency. This means your
paragraph is easy to understand and read because

(a) The supporting sentences are arranged in a logical order and

(b) The ideas are joined by appropriate transition signals.
(a) Logical Order

For example, in the paragraph about studying abroad, there are two main ideas: People who
study abroad can get a better job, and they will become more independent. Each of these
ideas is discussed, one after the other, with examples, reasons and results to support them.
This is logical order.

(b) Transition Signals

Furthermore, the relationship between the ideas is clearly shown by using appropriate
transition words and phrases such as first of all, for instance, the result of this, another
advantage, as a consequence, all in all. Using such words and phrases will guide the
reader through your paragraph, making it coherent and, therefore, easy to understand.

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CLASS ACTIVITY

You should spend about 40 minutes on this task.

Write about the following topic:

In the modern world, more and more emphasis is being placed on the acquisition of
practical skills rather than knowledge from textbooks or other sources.

Discuss the advantages and disadvantages of this trend.

HOMEWORK

Some people think that healthcare is a basic human necessity that should not be provided
by the private companies, but should be provided by the state.

Discuss the advantages and disadvantages of health care being provided by the private
sector.

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Portion
Portions

Positive
Positively

Potential
Precede
Preceded, Precedence, Precedes, Preceding

Precise
Precisely, Precision

Preliminary
Preliminaries

Prestige
Prestigious

Presume
Presumably, Presumed, Presumes, Presuming, Presumption, Presumptions,
Presumptuous

Previous
Previously

Primary
Primarily

Prime
Prior
Priority

Proceed
Procedure, Procedures, Proceeded, Proceeding, Proceedings, Proceeds

Process
Processed, Processes, Processing

Prohibit
Prohibited, Prohibiting, Prohibition, Prohibitionist, Prohibitions, Prohibitive, Prohibits

Proportion
Disproportion, Disproportionably, Disproportionate, Proportional, Proportionality,
Proportionally, Proportionate, Proportionately, Proportions

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Prosper
Prospered, Prospering, Prosperity, Prosperous, Prosperously, Prospers

Protest
Protested, Protesting, Protests

Province
Provinces, Provincial

Psychology
Psychoanalysis, Psychological, Psychologically, Psychologist, Psychologists

Publish
Publication, Publications, Publicize, Publicized, Publicizes, Publicizing, Published,
Publisher, Publishers, Publishes, Publishing

Pursue
Pursuance, Pursued, Pursues, Pursuing, Pursuit

Quote
Quotation, Quotations, Quoted, Quotes, Quoting

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LESSON 15
LISTENING TEST PRACTICE

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SENTENCE & SUMMARY COMPLETION 15.1

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DIAGRAM & SENTENCE COMPLETION 15.2

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MULTIPLE CHOICE & MATCHING 15.3

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CLASS ACTIVITY

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HOMEWORK

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R - X – ACADEMIC WORDS

Radiant
Radiantly, Radiate, Radiated, Radiates, Radiating
Radiation
Radical
Radically
Radius
Radii
Radiuses
Random
Randomly
Randomness
Range
Ranged, Ranges, Ranging
Ratio
Ratios
Rational
Irrational, Rationalism, Rationality, Rationally
React
Reactant, Reacted, Reacting, Reaction, Reactionaries
Reactionary, Reactions, Reactivity, Reactor, Reactors
Reacts
Rebel
Rebelled, Rebelling, Rebellion, Rebellions, Rebellious
Rebels
Reinforce
Reinforced, Reinforcement, Reinforces, Reinforcing
Reject
Rejected, Rejecting, Rejection, Rejections, Rejects
Release
Released, Releases, Releasing
Relevance
Relevant
Reluctance
Reluctant
Rely
Reliability, Reliable, Reliance, Reliant, Relied
Relies, Relying
Remove
Removable, Removal, Removed, Removes, Removing
Render
Rendered, Rendering, Renders, Rendition
Repress
Repressed, Represses, Repressing, Repression
Repressive

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LESSON 16
WRITING TASK 1
Comparing & Contrasting
Grouping Information

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Compare and Contrast Language for graphs

The purpose of this lesson is to introduce you to compare and contrast language which is
needed to write about graphs.

To begin, take a look at the graph below.

1. Which country has the highest level of pollution?

2. Which country has the lowest?

The country with the highest level of pollution is USA and the country with the lowest is
New Zealand.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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Comparative and Superlative Adjectives

Being able to compare and contrast data is an essential skill for IELTS writing, especially in
Task 1. Comparatives and superlatives are one common way to do this.

Comparatives are used to compare two things:

Leopards are faster than tigers.

Superlatives are used to compare one thing against a group of others:

The leopard is the largest of the four big cats.

Here are the basics of how they are formed:

Example
Comparative Superlative
Word

Words with one syllable high higher the highest

more the most

productive productive
Words with three syllables or more productive
less the least
productive productive

the
Words ending in –y wealthy wealthier
wealthiest

Short words ending with a

hot hotter the hottest
consonant/vowel/consonant

Irregular good better the best

Other Important Language

Comparatives and superlatives are useful to compare and contrast, but they won't be
enough.

Here are some other useful words and structures:

Transitions

1. The Middle East produces high levels of oil; however, Japan produces none.
2. The USA produces large amounts of natural gas. In contrast, South Korea produces
none.

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3. European countries make great use of solar power. On the other hand, most Asian
countries us this method of power generation very little.
Subordinating Conjunctions

1. The Middle East produces high levels of oil, whereas / whileJapan produces none.
2. Whereas / While the Middle East produces high levels of oil, Japan produces none.
3. Although the Middle East produced 100 tons oil, Japan produced none.
Other Structures

1. Developing countries are more reliant on alternative energy

production than developed countries.
2. Solar power accounts for far less of the total energy production than gas or coal
does.
3. Hydropower is not as efficient as wind power.
4. Like Japan, South Korea does not produce any natural gas.
5. The Middle East produces twice as much oil as Europe.
6. Western countries consume three times more oil than the Middle East.
7. Russia consumes slightly more oil than Germany.
8. The UAE produced the same amount of oil as Saudi Arabia.
Using Approximate Data

When you compare and contrast, you also need to learn phrases so you can refer to data
that is not exact. For example:

7.1
“just over 7 million tonnes”
“approximately 7 million tonnes”

65.6
“nearly 70 million tonnes”
“almost 70 million tonnes”

Compare and Contrast Language Practice

Look at the table below. What is being compared?

Natural Gas Consumption and Production, 2001

Consumption* Production*
Country

The USA 588.9 500.0

The United Kingdom 86.1 97.3

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The Former Soviet Union 7.1 0.4

The UAE 30.0 35.9

Australia 19.1 28.0

Japan 68.6 0

New Zealand 4.9 5.1

South Korea 18.9 0

China 24.3 25.0

*in millions of tonnes

times more nearly the same lowest however biggest While least

far more just under than

Look at the compare and contrast language above and choose the correct word to
complete the sentences.

1. New Zealand consumed the _____________ gas at approximately 5 million tonnes.

2. The former Soviet Union produced the ______________ amount at 0.4 million tonnes.

3. The USA was the _____________ consumer and producer of gas at 600 million tonnes
and 500 respectively.

4. The USA consumed and produced _______________ natural gas than any other country.

5. South Korea consumed 18.9 million tonnes of gas; _________________it produced none.

6. China’s consumption and production of oil were_________ at 24.3 and 25.0 respectively.

7. The USA, the Former Soviet Union, Japan and South Korea all consumed__________ more
gas than they produced.

8. Australia consumed four ________________ gas than New Zealand.

9. ________________ New Zealand produced 5.1 million tonnes of gas, South Korea
produced none.

10. New Zealand consumed ________________ 5 million tonnes of gas.

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GROUPING INFORMATION
TABLES

A table presents information in different categories, making it easy to compare.

The table below shows the proportion of different categories of families living in poverty
in Australia in 1999.

Look out for the following:

 What is the highest figure?
 What is the lowest figure?
 What is second highest, etc.?

SAMPLE

The table gives information about poverty rates among six types of household in Australia in
the year 1999.

It can be seen that 11% of Australians, or 1,837,000 people, were living in poverty in 1999.
Aged people were the least likely to be poor, with poverty levels of 6% and 4% for single
aged people and aged couples respectively.

Just over one fifth of single parents were living in poverty, whereas only 12% of parents living
with a partner were classed as poor. The same pattern can be seen for people with no
children: while 19% of single people in this group were living below the poverty line, the
figure for couples was much lower, at only 7%.

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In summary, it is noticeable that levels of poverty were higher for single people than for
couples, and people with children were more likely to be poor than those without. Poverty
rates were considerably lower among elderly people.

GAP-FILL

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CLASS ACTIVITY

You should spend 20 minutes on this task.

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HOMEWORK

You should spend 20 minutes on this task.

The table below gives information about changes in modes of travel in England
between 1985 and 2000.

Summarize the information by selecting and reporting the main features, and
make comparisons where relevant.

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Reservoir
Reservoirs
Reside
Resided, Residence, Resident, Residential, Residents
Resides, Residing
Respective
Respectively
Restore
Restoration, Restored, Restores, Restoring
Restrict
Restricted, Restricting, Restriction, Restrictions, Restrictive
Restrictively, Restricts, Unrestricted
Retain
Retained, Retainer, Retainers, Retaining, Retains
Retention, Retentive
Reveal
Revealed, Revealing, Reveals, Revelation, Revelations
Reverse
Reversal, Reversals, Reversed, Reverses, Reversing
Revive
Revival, Revivalist, Revived, Revives, Reviving
Revolt
Revolted, Revolting, Revolts, Revolution, Revolutionaries
Revolutionary, Revolutionist, Revolutionize, Revolutionized
Revolutionizes, Revolutionizing, Revolutions
Rhythm
Rhythmic, Rhythmically, Rhythms
Rigid
Rigidly
Route
Reroute, Rerouted, Routed, Routes
Rural
Schedule
Scheduled, Schedules, Schematical, Reschedule
Rescheduled, Unscheduled
Scheme
Schemes
Section
Sections
Sequence
Sequenced, Sequences, Sequencing, Sequential, Sequentially
Signify
Insignificant, Insignificantly, Significance, Significant Significantly, Signified,
Signifies, Signifying
Similar
Similarities, Similarity, Similarly
Simultaneous

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Simultaneously
Sophisticated
Sophistication
Specify
Specifiable, Specific, Specifically, Specification
Specificity, Specified, Specifies, Specifying
Spectrum
Spontaneous
Spontaneously
Statistic
Statistical, Statistically, Statistician
Statisticians, Statistics
Status
Stereotype
Stereotypes
Stereotypical
Stimulate
Stimulant, Stimulants, Stimulated, Stimulates
Stimulating, Stimulation, Stimulator, Stimuli, Stimulus
Stipulate
Stipulated, Stipulates, Stipulating, Stipulation
Stipulations
Subjective
Subjectively
Subjectivity
Subordinate
Subordinated, Subordinates, Subordinating, Subordination
Subsequent
Subsequently
Subtle
Subtleties, Subtlety, Subtly
Suffice
Insufficient, Insufficiently, Sufficed, Sufficient
Sufficiently
Summary
Summaries, Summarize, Summarized, Summarizer, Summarizers
Summarizes, Summarizing, Summarization, Summarise
Summarised, Summariser, Summarisers, Summarises
Summarising, Summarisation
Superficial
Superficiality
Superficially
Superior
Superiority
Superiors

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LESSON 17
SPEAKING TEST PRACTICE

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SPEAKING

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Supplement
Supplementary, Supplemented, Supplementing, Supplements
Suppress
Suppressed, Suppresses, Suppressing, Suppression
Supreme
Supremacy
Supremely
Suspend
Suspended, Suspending, Suspends, Suspense
Sustain
Sustained, Sustaining, Sustains, Sustenance
Symbol
Symbolic,Symbolism, Symbolize, Symbols
Symptom
Symptomatic
Symptoms
Synthetic
Synthetically
Tangent
Tangential
Tangents
Tangible
Intangible
Tangibly
Technique
Techniques
Temporary
Temporarily
Tense
Tensely, Tenser, Tensest, Tension, Tensions
Tentative
Tentatively
Terror
Terrorist, Terrorize, Terrorized, Terrorizes, Terrorizing
Theory
Theoretical, Theoretically, Theories, Theorist
Tolerate
Intolerable, Intolerant, Tolerable, Tolerant, Tolerated
Tolerates, Tolerating, Toleration
Trace
Traced, Traces, Tracing, Untraced
Tradition
Traditional, Traditionally, Traditions
Trait
Traits
Transact

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LESSON 18
WRITING TASK 2
Cause-Effect-Solution Essay

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Review Brainstorming and Planning

Once you have analysed the question in the IELTS test you need to brainstorm some ideas
to include in your answer. Lets look at the same question we looked at in the first two
lessons:

The crime rate among teenagers has increased dramatically

in many countries.
Discuss some possible reasons for this increase and
suggest solutions.

Brainstorming is an important part of the planning process. In order to get a good score it
will not be enough just to put a list of ideas - you need to extend and explain those ideas. If
you look at the IELTS prompt, it says this:

"Give reasons for your answer and include any relevant examples from your own experience
or knowledge".

So you need to support your ideas using reasons and examples.

Developing Focus Questions

For this question, you need to write about reasons for the increase in teenage crime
and solutions. In order to make sure you fully answer the question it is a good ideas to
develop some focus questions i.e. questions that will help you focus on what you need to
write. These are possible focus questions for this essay question:

Focus question 1: Why has teenage crime increased?

Focus question 2: What can be done about it?
You then need to brainstorm answers to these questions:
Why has teenage crime increased?
 Breakdown in the nuclear family
 Lack of things to do
What can be done about it?
 Government - Provide better support for families & stricter punishments
 Individuals – take responsibility
[Nuclear family is a term used to define a family group consisting of a pair of adults and their
children, as opposed to single-parent families].

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Extending and Supporting your Ideas

You now need to think about how you are going to extend and support those ideas you have
brainstormed. You need to ask yourself further questions about each of your ideas. For
example:

Why has there been a breakdown in the nuclear family?

What is the effect of this?
What is a good example of it?
Answering questions like these will make sure you have fully supported and explained all
your points. For example:

Why has there been a breakdown in the nuclear family?

- high divorce rates
What is the effect of this?
- no male role model; boys go astray & may commit crime

Planning

When you have extended your main ideas, this provides the basis for your plan. Here is an
example of the brainstormed ideas with further support, which has become the plan for the
essay:

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Essay Plan

Why has teenage crime increased?

1) Breakdown in the nuclear family
- high divorce rates = no father as ‘role model’
– boys go astray, drugs & crime
2) Lack of things to do
- e.g. TV has shown nothing to do
– children see crime as entertainment
What can be done about it?
1) Govt - Provide better support for families
- e.g. more youth centres
– guidance and activities, sport

2) Parents – take responsibility

- provide loving environment, relative as role model

The essay can now be written. Here is an example essay written from the plan, with the
main supporting ideas highlighted in bold:

Sample Essay

Over the last decade there has been a massive rise in the level of crime committed by
teenagers in a numbers of countries. It is important to establish why this has happened and
to look at ways to solve the problem.

One reason is the break down in the nuclear family. The high divorce rates have
meant many children have been brought up in one-parent families with no father to act as a
role model which is detrimental to their development. This is particularly important for boys,
who without this guidance are easily led astray by bad influences such as drugs and crime.
Another factor is the lack of things to do for the young. For example, in the UK, many
television programs about this issue have shown that teenagers hang around in the evenings
with little to do. When this happens, the boredom means they will find there own
entertainment, which is often crime.

There are, however, ways to tackle these problems. Firstly, thegovernment should
provide more support for families. They could, for instance, invest more into building and
staffing youth centers which would provide guidance through the youth workers and also

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enable teenagers to focus their attention on sport and other activities. Parents should also
be encouraged to take more responsibility for their children. Ultimately, the onus is on
them to ensure their children are brought up in a loving environment which would make
them less likely to turn to crime. They could, for example, find a male relative to act as a role
model.

Therefore, it is clear that there are various reasons for this rise in crime, but solutions
are available. If we begin to tackle the issue now, we may be able to prevent the situation
declining further.

Words 294

_____________________________________

A common mistake is to have lots of ideas that are not explained properly.

However, you can see that as a result of brainstorming some key ideas and making sure you
have explained each of them, you have a fully supported and well organized essay.

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CAUSE & SOLUTIONS: STRUCTURE AND SAMPLE

Introduction

1. Opening statement introducing the topic.

2. Background information.

3. Thesis Statement.

Body Paragraph 1

Causes/Problems

1. Topic sentence.

2. Supporting sentences.

Body Paragraph 2

Solutions

11. Topic sentence

12. Supporting sentences

Conclusion

1. Summary of your main points

2. Opinion

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Sample

Despite improvements in vehicle technology, there are still large numbers of road
accidents.

Explain some of the causes of these accidents, and suggest some measures that could be
taken to address the problem.

Recently, there have been considerable improvements in vehicle technology. However, the
number of road accidents is still increasing significantly. In this essay causes and solutions for
this problem are going to be discussed in further detail.

Initially, road accidents are caused by many factors. The most obvious one is drivers’
behaviour. Many accidents occur due to a lack of knowledge amongst traffic participants. In
some developing countries, there is a serious shortage of traffic signs. Besides this, there are
other cases in which people intentionally break the law. For instance, some people usually
exceed the speed limit or drink alcohol and then drive.

Moreover, some other external reasons for road accidents should also be considered. In
some countries, traffic laws are not powerful enough to control drivers. In addition, a small
number of irresponsible and unqualified traffic police have negative impacts on the whole
traffic system. Furthermore, traffic infrastructure can lead to a rise in accidents. For
example, the number of accidents in rural areas is usually greater than in big cities because
of poor conditions and low quality roads.

Nevertheless, these problems could be solved by implementing some measures. First of all, it
is necessary to educate drivers before allowing them to drive. Added to this, strict laws
should also be introduced in order to control traffic such as increased fines or other types of
penalties. Additionally, governments should pay more attention to improving the quality of
traffic infrastructure.

In conclusion, there are numerous causes that lead to a high number of road accidents.
Nonetheless, we also have several measures at our disposal to address this problem.
Therefore, these solutions must be implemented as soon as possible to stop the situation
from becoming worse.

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CAUSE AND SOLUTION

1. In many countries schools have severe problems with student behaviour.

What do you think are the causes of this?

What solutions can you suggest?

2. The widespread use of the Internet has brought many problems.

What do you think are the main problems associated with the use of the web?

What solutions can you suggest?

3. The world is experiencing a dramatic increase in population. This is causing problems

not only for poor, undeveloped countries, but also for industrialised and developing
nations.

Describe some of the problems that overpopulation causes, and suggest at least one
possible solution.

4. In some countries the number of animal and plant species is declining.

What are the reasons?

What can be done to solve this problem?

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Transfer
Transferred, Transferring, Transfers
Transform
Transformation, Transformations, Transformed, Transforming
Transforms
Transition
Transitions
Transitory
Transmit
Transmission, Transmissions, Transmits, Transmitted
Transmitting
Transparent
Transparently
Treaty
Treaties
Trend
Trends
Triangle
Triangles
Triangular
Trivial
Trivially, Trivialities, Triviality
Tropical
Ultimate
Ultimately
Undergo
Undergoes, Undergoing, Undergone, Underwent
Underlie
Underlay, Underlies, Underlying
Undertake
Undertaken, Undertaker, Undertakes, Undertaking
Undertook
Unduly
Uniform
Uniformed, Uniformly, Uniforms
Unify
Unification, Unified, Unifies, Unifying
Upsurge
Upsurges
Urban
Urbanization, Urbanize, Urbanized, Urbanizes
Urbanizing
Usage
Utter
Utterance, Utterances, Uttered, Uttering, Utters

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LESSON 19
READING TEST PRACTICE

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IDENTIFYING THE WRITER’s VIEW

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GROUP ACTIVITY

Write YES, NO or NOT GIVEN for each statement.

1. ‘Superstition’ is a simple term.

2. The word ‘superstitious’ can be based on a scientific way.

3. The powerful tend to be less superstitious than the powerless.

4. Modern folklorists avoid using the word ‘superstition.

5. It is easy to influence the way people think by changing language.

6. Scientists have more control over the meaning of words than other specialists.

7. The word ‘rationality’ has a less clear meaning than it used to.

8. The Encyclopedaeia Britannica contains the most modern ideas of time.

9. In the past, many people knew of superstitions, but did not believe them.

10. Historians have a clear idea about the about what people used to believe.

11. Soldiers tend to be more superstitious than most people.

12. Difficult times increase superstition.

13. Supersition is a result of inadequate education.

14. Superstition is a result of faulty logic.

15. To some extent, superstitions are part of cultural tradition.

16. Nowadays, people tend not to have irrational beliefs.

17. Some people believe that postage stamps have magic powers.

18. Popular writers have made a lot of money about superstitions.

19. Nowadays, the majority of people are not at all superstitious.

20. We are fortunate that society is less superstitious than it used to be.

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Context Clues
Directions: Read each sentence and determine the meaning of the word using cross sentence clues
or your prior knowledge. Then, explain what clues in the sentence helped you determine the word
meaning.

1. jovial: Unlike Bob, who treated others rudely and kept to himself, Bobby was jovial, friendly, and
outgoing.

Definition:
___________________________________________________________________________

2. remedy: The richest man in town was losing his hearing and he offered a large reward to anyone
who could find a remedy for his condition.

Definition:
___________________________________________________________________________

3. singe: The curling iron was so hot that Martha singed her hair when she tried using it.

Definition:
___________________________________________________________________________

4. detest: Everyone else at the party wanted garbage pizza but Tim because he detested vegetables.

Definition:
___________________________________________________________________________

5 remorse: As Tommy walked home with the money from the church he had stolen in his pocket,
powerful feelings of remorse bubbled in his stomach.

Definition:
___________________________________________________________________________

6 demeanor: My grandma’s demeanor was such that people often thought she was being rude
when she was just being honest.

Definition:
___________________________________________________________________________

7. haughty: Megan did not like the new girl because she was rich, haughty, and kept her nose up
high.

Definition:
___________________________________________________________________________

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8. dreary: After the quarterback from the visiting team snuck in for another touchdown, the mood
over the home team's bleachers grew quite dreary.

Definition:
___________________________________________________________________________

9. beckoned: The lady decided that it was tea time and so, by jingling a tiny silver bell, she beckoned
her servants to attend.

Definition:
___________________________________________________________________________

10. absurd: Bobby thought that Clyde's theories about their substitute teacher being an alien were
absurd.

Definition:
___________________________________________________________________________

11. involuntary: As a student serving a detention, Derrick's participation on the school cleanup crew
was involuntary, unlike Scott, who genuinely wanted to make the school a better place.

Definition:
___________________________________________________________________________

12. native: Unlike most of the college students, who came to DeKalb from many different parts of
the state and nation to attend the university, Cletus was a native of the town, born and raised.

Definition:
___________________________________________________________________________

13. cease: James, you need to cease tapping your pencil because other people are trying to
concentrate.

Definition:
___________________________________________________________________________

14. transparent: You don't want to wrap your presents in plastic wrap because plastic wrap is
transparent and everyone will know what you got.

Definition:
___________________________________________________________________________

15. simpleton: She tried to pay me with play money, as though I were a simpleton who would
accept it.

Definition:
___________________________________________________________________________

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16. dreadful: I became a vegetarian when I found out about the dreadful treatment that factory
farmed animals receive.

Definition:
___________________________________________________________________________

17. eager: Having read all of the Fightland books, Jessica was so eager to see the Fightland movie
that she lined up at the movie theater at midnight dressed as her favorite character.

Definition:
___________________________________________________________________________

18. mutter: If you have something to say about my teaching style, Mr. Carter, please say it to me
now instead of muttering it under your breath later.

Definition:
___________________________________________________________________________

19. sulk: Mom said that your timeout is done, Dominick. You can come out and play now. You don't
have to keep sulking in your room.

Definition:
___________________________________________________________________________

20. cauldron: The witch stirred the frog eyes and cat tails into the steaming cauldron smoking over
the fire.

Definition:
___________________________________________________________________________

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Tips Review

 Read the instructions carefully. The instructions will tell you:

o where to find the answers
o what you need to do
o what kind of answer is required
o how many words you need to write
o if an option can be used more than once
o to transfer your answers to your Answer Sheet

 Remember that the questions for certain task types follow the order of information
in the reading passage
 Remember to read all the questions very carefully
 Scan for key words in the extracts or the reading passage that match the items
 Scan for paraphrases of key words
 Remember that the answers have to be grammatically correct and spelled correctly
 Use the information provided in the notes, tables, diagrams or flow-charts, as well as
any examples, to predict the type of information that is required
 Underline key words and phrases when you read
 Pay attention to key words in the questions
 Use synonyms, summary words etc. to help you locate information
 Skim and scan for information
 Read widely, e.g. newspapers, journals, magazines and books, and use materials
from these sources when preparing for the test
 Be familiar with examples of words and phrases which may occur frequently in
certain text types:
o ‘x agreed with/disagreed with/questioned the findings of y’,
o ‘x queried the validity of y’s data’
o ‘x claimed that y’s conclusions were not well-supported’.
o ‘stated’
o ‘claimed’
o ‘denied’
o ‘admitted’
o ‘implied’

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CLASS ACTIVITY

READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading
Passage 1 on the following pages.

Questions 1-5
Reading Passage 1 has six sections, A—F.
Choose the correct heading for sections B—F from the list of headings below.

Write the correct number, i—ix, in boxes 1-5 on your answer sheet.

List of Headings

i The influence of Monbusho

ii Helping less successful students
iii The success of compulsory education
iv Research findings concerning achievements in maths
v The typical format of a maths lesson
vi Comparative expenditure on maths education
vii Background to middle-years education in Japan
viii The key to Japanese successes in maths education
ix The role of homework correction

Example Answer:
Section A iv

1 Section B
2 Section C
3 Section D
4 Section E
5 Section F

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LAND OF THE RISING SUM

A Japan has a significantly better record in terms of average mathematical attainment than
England and Wales. Large sample international comparisons of pupils' attainments since the
1960s have established that not only did Japanese pupils at age 13 have better scores of
average attainment, but there was also a larger proportion of 'low' attainers in England,
where, incidentally, the variation in attainment scores was much greater. The percentage of
Gross National Product spent on education is reasonably similar in the two countries, so how
is this higher and more consistent attainment in maths achieved?

B Lower secondary schools in Japan cover three school years, from the seventh grade (age
13) to the ninth grade (age 15). Virtually all pupils at this stage attend state schools: only 3
per cent are in the private sector. Schools are usually modern in design, set well back from
the road and spacious inside. Classrooms are large and pupils sit at single desks in rows.
Lessons last for a standardised 50 minutes and are always followed by a 10-minute break,
which gives the pupils a chance to let off steam. Teachers begin with a formal address and
mutual bowing, and then concentrate on whole-class teaching.

Classes are large — usually about 40 — and are unstreamed. Pupils stay in the same class
for all lessons throughout the school and develop considerable class identity and loyalty.
Pupils attend the school in their own neighbourhood, which in theory removes ranking by
school. In practice in Tokyo, because of the relative concentration of schools, there is some
competition to get into the 'better' school in a particular area.

C Traditional ways of teaching form the basis of the lesson and the remarkably quiet classes
take their owe notes of the points made and the examples demonstrated. Everyone has their
own copy of the textbook supplied by the central education authority, Monbusho, as part of
the concept of free compulsory education up to the age of 15. These textbooks are, on the
whole, small, presumably inexpensive to produce, but well set out and logically developed.
(One teacher was particularly keen to introduce colour and pictures into maths textbooks: he
felt this would make them more accessible to pupils brought up in a cartoon culture.)
Besides approving textbooks, Monbusho also decides the highly centralised national
curriculum and how it is to be delivered.

D Lessons all follow the same pattern. At the beginning, the pupils put solutions to the
homework on the board, then the teachers comment, correct or elaborate as necessary.
Pupils mark their own homework: this is an important principle in Japanese schooling as it

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enables pupils to see where and why they made a mistake, so that these can be avoided in
future. No one minds mistakes or ignorance as long as you are prepared to learn from them.
After the homework has been discussed, the teacher explains the topic of the lesson, slowly
and with a lot of repetition and elaboration. Examples are demonstrated on the board;
questions from the textbook are worked through first with the lass, and then the dass is set
questions from the textbook to do individually. Only rarely are supplementary worksheets
distributed in a maths dass. The impression is that the logical nature of the textbooks and
their comprehensive coverage of different types of examples, combined with the relative
homogeneity of the dass, render work sheets unnecessary. At this point, the teacher would
circulate and make sure that all the pupils were coping well.

E It is remarkable that large, mixed-ability classes could be kept together for maths
throughout all their compulsory schooling from 6 to 15. Teachers say that they give individual
help at the end of a lesson or after school, setting extra work if necessary. In observed
lessons, any strugglers would be assisted by the teacher or quietly seek help from their
neighbour. Carefully fostered lass identity makes pupils keen to help each other — anyway,
it is in their interests since the class progresses together.

This scarcely seems adequate help to enable slow learners to keep up. However, the
Japanese attitude towards education runs along the lines of 'if you work hard enough, you
can do almost anything'. Parents are kept closely informed of their children's progress and
will play a part in helping their children to keep up with dass, sending them to 'Juku' (private
evening tuition) if extra help is needed and encouraging them to work harder. It seems to
work, at least for 95 per cent of the school population.

F So what are the major contributing factors in the success of maths teaching? Clearly,
attitudes are important. Education is valued greatly in Japanese culture; maths is recognised
as an important compulsory subject throughout schooling; and the emphasis is on hard work
coupled with a focus on accuracy.

Other relevant points relate to the supportive attitude of a class towards slower pupils, the
lack of competition within a class, and the positive emphasis on learning for oneself and
improving one's own standard. And the view of repetitively boring lessons and learning the
facts by heart, which is sometimes quoted in relation to Japanese lasses, may be unfair and
unjustified. No poor maths lessons were observed. They were mainly good and one or two
were inspirational.

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In boxes 6-9 on your answer sheet, 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

6 There is a wider range of achievement amongst English pupils studying maths than
amongst their Japanese counterparts.
7 The percentage of Gross National Product spent on education generally reflects the level
of attainment in mathematics.
8 Private schools in Japan are more modern and spacious than state-run lower secondary
schools.
9 Teachers mark homework in Japanese schools.

Questions 10-13
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 10-13 on your answer sheet.

10 Maths textbooks in Japanese schools are

A cheap for pupils to buy.
B well organised and adapted to the needs of the pupils.
C written to be used in conjunction with TV programmes.
D not very popular with many Japanese teachers.

11 When a new maths topic is introduced,

A students answer questions on the board.
B students rely entirely on the textbook.
C it is carefully and patiently explained to the students.
D it is usual for students to use extra worksheets.

12 How do schools deal with students who experience difficulties?

A They are given appropriate supplementary tuition.
B They are encouraged to copy from other pupils.
C They are forced to explain their slow progress.
D They are placed in a mixed-ability class.

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13 Why do Japanese students tend to achieve relatively high rates of success in maths?
A It is a compulsory subject in Japan.
B They are used to working without help from others.
C Much effort is made and correct answers are emphasised.
D There is a strong emphasis on repetitive learning

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READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on Reading
Passage 2 below.

Biological Control of Pests

The continuous and reckless use of synthetic chemicals for the control of pests which pose a
threat to agricultural crops and human health is proving to be counter-productive. Apart from
engendering widespread ecological disorders, pesticides have contributed to the emergence
of a new breed of chemical-resistant, highly lethal superbugs.

According to a recent study by the Food and Agriculture Organisation (FAO), more than 300
species of agricultural pests have developed resistance to a wide range of potent chemicals.
Not to be left behind are the disease-spreading pests, about 100 species of which have
become immune to a variety of insecticides now in use.

One glaring disadvantage of pesticides' application is that, while destroying harmful pests,
they also wipe out many useful non-targeted organisms, which keep the growth of the pest
population in check. This results in what agroecologists call the `treadmill syndrome'.
Became of their tremendous breeding potential and genetic diversity, many pests are known
to withstand synthetic chemicals and bear offspring with a built-in resistance to pesticides.

The havoc that the `treadmill syndrome' can bring about is well illustrated by what happened
to cotton farmers in Central America. In the early 1940s, basking in the glory of
chemicalbased intensive agriculture, the farmers avidly took to pesticides as a sure measure
to boost crop yield. The insecticide was applied eight times a year in the mid-1940s, rising to
28 in a season in the mid-1950s, following the sudden proliferation of three new varieties of
chemical-resistant pests.

By the mid-1960s, the situation took an alarming turn with the outbreak of four more new
pests, necessitating pesticide spraying to such an extent that 50% of the financial outlay on
cotton production was accounted for by pesticides. In the early 1970s, the spraying
frequently reached 70 times a season as the farmers were pushed to the wall by the
invasion of genetically stronger insect species.

Most of the pesticides in the market today remain inadequately tested for properties that
cause cancer and mutations as well as for other adverse effects on health, says a study by
United States environmental agencies. The United States National Resource Defense

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Council has found that DDT was the most popular of a long list of dangerous chemicals in
use.

In the face of the escalating perils from indiscriminate applications of pesticides, a more
effective and ecologically sound strategy of biological control, involving the selective use of
natural enemies of the pest population, is fast gaining popularity — though, as yet, it is a
new field with limited potential. The advantage of biological control in contrast to other
methods is that it provides a relatively low-cost, perpetual control system with a minimum of
detrimental side-effects. When handled by experts, bio-control is safe, non-polluting and self-
dispersing.

The Commonwealth Institute of Biological Control (CIBC) in Bangalore, with its global
network of research laboratories and field stations, is one of the most active, non-
commercial research agencies engaged in pest control by setting natural predators against
parasites. CIBC also serves as a clearing-house for the export and import of biological
agents for pest control world-wide.

CIBC successfully used a seed-feeding weevil, native to Mexico, to control the obnoxious
parthenium weed, known to exert devious influence on agriculture and human health in both
India and Australia. Similarly the Hyderabad-based Regional Research Laboratory (RRL),
supported by CIBC, is now trying out an Argentinian weevil for the eradication of water
hyacinth, another dangerous weed, which has become a nuisance in many parts of the
world. According to Mrs Kaiser Jamil of RRL, `The Argentinian weevil does not attack any
other plant and a pair of adult bugs could destroy the weed in 4-5 days.' CIBC is also
perfecting the technique for breeding parasites that prey on `disapene scale' insects —
notorious defoliants of fruit trees in the US and India.

How effectively biological control can be pressed into service is proved by the following
examples. In the late 1960s, when Sri Lanka's flourishing coconut groves were plagued by
leaf-miaing hispides, a larval parasite imported from Singapore brought the pest under
control. A natural predator indigenous to India, Neodumetia sangawani, was found useful in
controlling the Rhodes grass-scale insect that was devouring forage grass in many parts of
the US. By using Neochetina bruci, a beetle native to Brazil, scientists at Kerala Agricultural
University freed a 12-kilometrelong canal from the clutches of the weed Salvinia molesta,
popularly called `African Payal' in Kerala. About 30,000 hectares of rice fields in Kerala are
infested by this weed.

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Questions 14-17
Choose the correct letter, A, B, C, or D.
Write the correct letter in boxes 14-17 on your answer sheet.

14 The use of pesticides has contributed to

A a change in the way ecologies are classified by agroecologists.
B an imbalance in many ecologies around the world.
C the prevention of ecological disasters in some parts of the world.
D an increase in the range of ecologies which can be usefully farmed.

15 The Food and Agriculture Organisation has counted more than 300 agricultural pests
which
A are no longer responding to most pesticides in use
B can be easily controlled through the use of pesticides.
C continue to spread disease in a wide range of crops.
D may be used as part of bio-control's replacement of pesticides.

16 Cotton farmers in Central America began to use pesticides

A because of an intensive government advertising campaign.
B in response to the appearance of new varieties of pest.
C as a result of changes in the seasons and the climate.
D to ensure more cotton was harvested from each crop.

17 By the mid-1960s, cotton farmers in Central America found that pesticides

A were wiping out 50% of the pests plaguing the crops.
B were destroying 50% of the crops they were meant to protect.
C were causing a 50% increase in the number of new pests reported.
D were costing 50% of the total amount they spent on their crops.

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Questions 18-21
Do the following statements agree with the claims of the writer in Reading Passage 2?
In boxes 18-21 on your answer sheet, 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

18 Disease-spreading pests respond more quickly to pesticides than agricultural pests do.
19 A number of pests are now born with an innate immunity to some pesticides.
20 Biological control entails using synthetic chemicals to try and change thff genetic make-
up of the pests' offspring.
21 Bio-control is free from danger under certain circumstances.

Questions 22-26
Complete each sentence with the correct ending, A—I, below.
Write the correct letter, A—I, in boxes 22-26 on your answer sheet.

22 Disapene scale insects feed on

23 Neodumetia sangawani ate
24 Leaf-mining hispides blighted
25 An Argentinian weevil may be successful in wiping out
26 Salvinia molesta plagues

A forage grass
B rice fields
C coconut trees
D fruit trees
E water hyacinth
F parthenium weed
G Brazilian beetles
H grass-scale insects
I larval parasites

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READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading
Passage 3 below.

Collecting Ant Specimens

Collecting ants can be as simple as picking up stray ones and placing them in a glass jar, or
as complicated as completing an exhaustive survey of all species present in an area and
estimating their relative abundances. The exact method used will depend on the final
purpose of the collections. For taxonomy or classification, long series, from a single nest,
which contain all castes (workers, including majors and minors, and, if present, queens and
males) are desirable, to allow the determination of variation within species. For ecological
studies, the most important factor is collecting identifiable samples of as many of the
different species present as possible. Unfortunately, these methods are not always
compatible. The taxonomist sometimes overlooks whole species in favour of those groups
currently under study, while the ecologist often collects only a limited number of specimens
of each species, thus reducing their value for taxonomic investigations.

To collect as wide a range of species as possible, several methods must be used. These
include hand collecting, using baits to attract the ants, ground litter sampling, and the use of
pitfall traps. Hand collecting consists of searching for ants everywhere they are likely to
occur. This includes on the ground, under rocks, logs or other objects on the ground, in
rotten wood on the ground or on trees, in vegetation, on tree trunks and under bark. When
possible, collections should be made from nests or foraging columns and at least 20 to 25
individuals collected. This will ensure that all individuals are of the same species, and so
increase their value for detailed studies. Since some species are largely nocturnal.
Collecting should not be confined to daytime. Specimens are collected using an aspirator
(often called a poorer), forceps, a fine, moistened paint brush, or fingers. if the ants are
known not to sting. Individual insects are placed in plastic or glass tubes (1.5-3.0 ml capacity
for small ants, 5-8 ml for larger ants) containing 75% to 95% ethanol. Plastic tubes with
secure tops are better than glass because they are lighter, and do not break as easily if
mishandled.

Baits can be used to attract and concentrate foragers. This often increases the number of
individuals collected and attracts species that are otherwise elusive. Sugars and meats or
oils will attract different species and a range should be utilised. These baits can be placed
either on the ground or on the trunks of trees or large shrubs. When placed on the ground,

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baits should be situated on small paper cards or other flat, light-coloured surfaces, or in test-
tubes or vials. This makes it easier to spot ants and to capture them before they can escape
into the surrounding leaf litter.

Many ants are small and forage primarily in the layer of leaves and other debris on the
ground. Collecting these species by hand can be difficult. One of the most successful ways
to collect them is to gather the leaf litter in which they are foraging and extract the ants from
it. This is most commonly done by placing leaf litter on a screen over a large funnel, often
under some heat. As the leaf litter dries from above, ants (and other animals) move
downward and eventually fall out the bottom and are collected in alcohol placed below the
funnel. This method works especially well in rain forests and marshy areas. A method of
improving the catch when using a funnel is to sift the leaf litter through a coarse screen
before placing it above the funnel. This will concentrate the litter and remove larger leaves
and twigs. It will also allow more litter to be sampled when using a limited number of funnels.

The pitfall trap is another commonly used tool for collecting ants. A pitfall trap can be any
small container placed in the ground with the top level with the surrounding surface and filled
with a preservative. Ants are collected when they fall into the trap while foraging. The
diameter of the traps can vary from about 18 mm to 10 cm and the number used can vary
from a few to several hundred. The size of the traps used is influenced largely by personal
preference (although larger sizes are generally better), while the number will be determined
by the study being undertaken. The preservative used is usually ethylene glycol or propylene
glycol, as alcohol will evaporate quickly and the traps will dry out. One advantage of pitfall
traps is that they can be used to collect over a period of time with minimal maintenance and
intervention. One disadvantage is that some species are not collected as they either avoid
the traps or do not commonly encounter them while foraging.

Questions 27-30
Do the following statements agree with the information given in Reading Passage 118?
In boxes 27-30 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

27 Taxonomic research involves comparing members of one group of ants.

28 New species of ant are frequently identified by taxonomists.
29 Range is the key criterion for ecological collections.

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30 A single collection of ants can generally be used for both taxonomic and ecological
purposes.

Questions 31-36
Classify the following statements as referring to
A hand collecting
B using bait
C sampling ground litter
D using a pitfall trap

Write the correct letter, A, B, C or D, in boxes 31-36 on your answer sheet.

31 It is preferable to take specimens from groups of ants.

32 It is particularly effective for wet habitats.
33 It is a good method for species which are hard to find.
34 Little time and effort is required.
35 Separate containers are used for individual specimens.
36 Non-alcoholic preservative should be used.

Questions 37-40
Label the diagram below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 37-40 on your answer sheet.

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HOMEWORK

The Life & Work of Marie Curie

Marie Curie is probably the most famous woman scientist who has ever lived. Born Maria
Sklodowska in Poland in 1867, she is famous for her work on radioactivity, and was twice a
winner of the Nobel A Prize. With her husband, Pierre Curie and Henri Raeqiierel, she was
awarded the 1903 Nobel Prize for Physics, and was then sole winner of the 1911 Nobel
Prize for Chemistry. She was the first woman to win a Nobel Prize.

From childhood, Marie was remarkable for her prodigious memory, and at the age of 16 won a Gold
Medal on completion of her secondary education. Because her father lost his savings through bad
investment, she then had to take work as a teacher. From her earnings she was able to finance her
sister Bronia's medical studies in Paris, on the understanding that Bronia would, in turn, later help her
to get an education.

ln 1891, this promise was fulfilled and Marie went to Paris and began to study at the Sorbonne (the
University of Paris). She often worked far into the night and lived on little more than bread and butter
and tea. She came first in the examination in the physical sciences in 1893, and in 1894 was placed
second in the examination in mathematical sciences It was not until the spring of that year that she
was introduced to Pierre Curie.

Their marriage in 1895 marked the start of a partnership that was soon to achieve results of world
significance. Following Henri BecquereI‘s discovery in 1896 of a new phenomenon, which Marie later
called 'radioactivity', Marie Curie decided to rind out if the radioactivity discovered in uranium was to
be found in other elements. She discovered that this was true for thorium.

Tuming her attention to minerals, she found her interest drawn to pitchblende, a mineral whose
radioactivity, superior to that of pure uranium, could be explained only by the presence in the orc of

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small quantities of an unknown substance of very high activity. Pierre Curie joined her in the work that
she had undertaken to resolve this problem and that led to the discovery of the new elements,
polonium and radium. While Pierre Curie devoted himself chiefly to the physical study of the new
radiations, Marie Curie struggled to obtain pure radium in the metallic state. This was achieved with
the help of the chemist André-Louis Debierne, one of Pierre Curie's pupils. Based on the results of
this research, Marie Curie received her Doctorate of Science, and in 1903 Marie and Pierre shared
with Becquerel the Nobel Prize for Physics for the discovery of radioactivity.

The births of Marie's two daughters, Irene and Eve, in 1897 and 1904 failed to interupt her scientific
work. She was appointed lecturer in physics at the Ecole Nor-male Supérieure for girls in Sevres,
France (1900), and introduced a method of teaching based on experimental demonstrations. In
December 1904 she was appointed chief assistant in the laboratory directed by Pierre Curie.

The sudden death of her husband in 1906 was a bitter blow to Marie Curie but was also a turning
point in her career: henceforth she was to devote all her energy to completing alone the scientific
work that they had undertaken. On May 19, 1906, she was appointed to the professorship that had
been left vacant on her husband's death, becoming the first woman to teach at the Sorbonne. In 1911
she was awarded the Nobel Prize for Chemistry for the isolation of a pure form of radium.

During World War I, Marie Curie, with the help of her daughter Irene, devoted herself to the
development of the use of X—radiography, including the mobile units which came to be known as
'little Curies', used for the treatment of wounded soldiers. ln 1918 the Radium Institute, whose staff
Irene had joined, began to operate in earnest, and became a centre for nuclear physics and
chemistry. Marie Curie, now at the highest point of her fame and, from 1922, a member of the
Academy of Medicine, researched the chemistry of radioactive substances and their medical
applications

ln 1921, accompanied by her two daughters, Marie Curie made a triumphant journey to the United
States to raise funds for research on radium. Women there presented her with a gram of radium for
her campaign. Marie also gave lectures in Belgium. Brazil, Spain and Czechoslovakia and, in
addition, had the satisfaction of seeing the development of the Curie Foundation in Paris and the
inauguration in 1932 in Warsaw of the Radium Institute, where her sister Bronia became director.

One of Marie Curie's outstanding achievements was to have understood the need to accumulate
intense radioactive sources not only to treat illness but also to maintain an abundant supply for
research. The existence in Paris at the Radium Institute of o stock of grams of radium made a
decisive contribution to the success of the experiments undertaken in the years around 1930. This
work prepared the way for the discovery of the neutron by Sir James Chadwick and, above all, for the

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discovery in 1934 by Irene and Frédéric Joliot- Curie of artificial radioactivity. A few months after this
discovery, Marie Curie died as a result of leukaemia caused by exposure to radiation. She had often
carried test tubes containing radioactive isotopes in her pocket, remarking on the pretty blue-green
light they gave off.

Her contribution to physics had been immense, not only in her own work, the importance of which had
been demonstrated by her two Nobel Prizes, but because of her influence on subsequent generations
of nuclear physicists and chemists.

Questions 1-6
Do the following statements agree with the information given in Reading Passage 1?
In boxes 1-6 on your answer sheet. write

TRUE it the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

1 Marie Curie's husband was a joint winner of both Marla‘s Nobel Prizes.
2 Marie became interested in science when she was a child.
3 Marie was able to attend the Sorbonne because of her sister’s financial contribution.
4 Marie stopped doing research for several years when her children were born.
5 Marie took over the teaching position her husband had held.
6 Marie‘s sister Bronia studied the medical uses of radioactivity.

Question 7-13
Complete the notes below
Choose ONE WORD from the passage for each answer
Write your answers in boxes 7-13 on your answer sheet.

Marie Curie's research on radioactivity

When uranium was discovered to be radioactive. Marie Curie found that the element called 7 ……..
had the same property.

Marie and Pierre Curie‘s research into the radioactivity of the mineral known as 8……………..led to
the discovery of two new elements.

In 1911, Marie Curie received recognition for her work on the element 9........................

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Marie and Irene Curie developed X-radiography which was used as a medical technique
for 10 ...................... .

Marie Curie saw the importance of collecting radioactive material both for research and for cases
of 11 ...................

The radioactive material stocked in Paris contributed to the discoveries in the 1930s of
the 12 ......……… and of what was known as artificial radioactivity.

During her research. Marie Curio was exposed to radiation and as a result she suffered
from 13 ..............

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READING PASSAGE 2
Young Children`s Sense of Identity
A A sense of self develops in young children by degrees. The process can usefully be
thought of in terms of the gradual emergence of two somewhat separate features: the self as
a subject, and the self as an object. William James introduced the distinction in 1892, and
contemporaries of his, such as Charles Cooley, added to the developing debate. Ever since
then psychologists have continued building on the theory.

B According to James, a child's first step on the road to self-understanding can be seen as
the recognition that he or she exists. This is an aspect of the self that he labeled 'self-as-
subject', and he gave it various elements. These included an awareness of one’s own
agency (i.e. one’s power to act), and an awareness of one’s distinctiveness from other
people. These features gradually emerge as infants explore their world and interact with
caregivers. Cooley (1902) suggested that a lot of the self-as-subject was primarily concerned
with being able to exercise power. He proposed that the earliest examples of this are an
infant’s attempts to control physical objects, such as toys or his or her own limbs. This is
followed by attempts to affect the behavior of other people. For example, infants learn that
when they cry or smile someone responds to them.

C Another powerful source of information for infants about the effects they can have on the
world around them is provided when others mimic them. Many parents spend a lot of time,
particularly in the early months, copying their infant's vocalizations and expressions in
addition, young children enjoy looking in mirrors, where the movements they can see are
dependent upon their own movements.This is not to say that infants recognize the reflection
as their own image (a later development). However, Lewis and Brooks-Gunn (1979) suggest
that infants' developing understanding that the movements they see in the mirror are
contingent on their own, leads to a growing awareness that they are distinct from other
people. This is because they, and only they can change the reflection in the mirror.

D This understanding that children gain of themselves as active agents continues to develop
in their attempts to co-operate with others in play. Drum (1988) points out that it is in such
day-to-day relationships and interactions that the child's understanding of his· or herself
emerges. Empirical investigations of the self-as- subject in young children are, however,
rather scarce because of difficulties of communication: even if young infants can reflect on
their experience, they certainly cannot express this aspect of the self directly.

E Once Children have acquired a certain level of self-awareness, they begin to place
themselves in a whole series of categories, which together play such an important part in

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defining them uniquely as 'themselves'. This second step in the development of a full sense
of self is what lames called the 'self-as-object'. This has been seen by many to be the aspect
of the self which is most influenced by social elements, since it is made up of social roles
(such as student, brother; colleague) and characteristics which derive their meaning from
comparison or interaction with other people (such as trust worthiness, shyness, sporting
ability).

F Cooley and other researchers suggested a close connection between a person’s own
understanding of their identity and other people's understanding of it. Cooley believed that
people build up their sense of identity from the reactions of others to them, and from the view
they believe others have of them He called the self- as-object the ’looking-glass self', since
people come to sec themselves as they are reflected in others. Mead (1934) went even
further, and saw the self and the social world as inextricably bound together ’The self is
essentially a social structure, and it arises in social experience it is impossible to conceive
of a self arising outside of social experience.'

G Lewis and Brooks-Gunn argued that an important developmental milestone is reached

when children become able to recognize themselves visually without the support of seeing
contingent movement. This recognition occurs around their second birthday. In one
experiment, Lewis and Brooks-Gunn (1979) dabbed some red powder on the noses of
children who were playing in front of a mirror, and then observed how often they touched
their noses. The psychologists reasoned that if the children knew what they usually looked
like, they would be surprised by the unusual red mark and would start touching it. On the
other hand, they found that children of 15 to 18 months are generally not able to recognize
themselves unless other cues such as movement are present.

H Finally perhaps the most graphic expressions of self-awareness in general can be seen in
the displays of rage which are most common from 18 months to 3 years of age. In a
longitudinal study of groups of three or four children, Bronson (1975) found that the intensity
of the frustration and anger in their disagreements increased sharply between the ages of 1
and 2 years. Often, the children's disagreements involved a struggle over a toy that none of
them had played with before or after the tug-of-war: the children seemed to be disputing
ownership rather than wanting to play with it. Although it may be less marked in other
societies, the link between the sense of ’self' and of 'ownership’ is a notable feature of
childhood in Western societies.

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Questions 14-19
Reading Passage 2 has eight paragraphs, A-H.
Which paragraph contains the following information?
Write the correct letter A-H, in boxes 14-19 on your answer sheet.
NB You may use any letter more than once.

14. An account of the method used by researchers in a particular study

15.The role of imitation in developing a sense of identity
16. The age at which children can usually identity a static image of themselves
17. A reason for the limitations of scientific research into ‘self-as subject.
18. Reference to a possible link between culture and a particular form of behavior
19. Examples of the wide range of features that contribute to the sense of ‘self-as-object'.

Questions 14-19
Look at the following findings (Questions 20-23) and the list oi researchers below.
Match each finding with the correct researcher or researchers, A-E.
Write the correct letter A-E, in boxes 20-23 on your answer sheet.

20. A sense of identity can never be formed without relationships with other people.
21. A child’s awareness of self is related to a sense of mastery over things and people.
22. At a certain age, children’s sense of identity leads to aggressive behavior.
23. Observing their own reflection contributes to children‘s self awareness.

List of Researchers
A James
B Cooley
C Lewis and Brooks-Gunn
D Mead
E Bronson

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Questions 24-26
Complete the summary below
Choose ONE WORD ONLY from the passage for each answer
Write your answers in boxes 24-26 on your answer sheet.

How children acquire a sense of identity

First, children come to realize that they can have an effect on the world around them, for
example by handling objects or causing the image to move when they lace a 24 ...................
This aspect of self-awareness is difficult to research directly, because of 25.......……...
problems.

Secondly, children start to become aware of how they are viewed by others. One important
stage in this process is the visual recognition of themselves which usually occurs when they
reach the age of two. In Western societies at least, the development of self awareness is
often linked to a sense of 26 ....................... , and can lead to disputes.

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READING PASSAGE 3
The Development of Museums
A The conviction that historical relics provide infallible testimony about the past is rooted in
the nineteenth and early twentieth centuries, when science was regarded as objective and
value free. As one writer observes: 'Although it is now evident that artifacts are as easily
altered as chronicles, public faith in their veracity endures: a tangible relic seems in fact so
real!’ Such conviction was, until recently, reflected in museum displays. Museums used to
look — and some still do — much like storage rooms of objects packed together in
showcases: good for scholars who wanted to study the subtle differences in design, but not
for the ordinary visitor to whom it all looked alike. Similarly, the information accompanying
the objects often made little sense to the lay visitor. The content and format of explanations
dated back to a time when the museum was the exclusive domain of the scientific
researcher.

B Recently, however, attitudes towards history and the way lt should be presented have
altered. The key word in heritage display is now 'experience the more exciting the better
and, if possible, involving all the senses. Good examples of this approach ln the UK are the
Jorvik Centre in York; the National Museum of Photography, Elm and Television in Bradford;
and the imperial War Museum in London. In the US the trend emerged much earlier.
Williamsburg has been a prototype for many heritage developments in other parts of the
world. No one can predict where the process will end. On so called heritage sites the re-
enactment of historical events is increasingly popular, and computers will soon provide
virtual reality experiences, which will present visitors with a vivid image of the period of their
choice, in which they themselves can act as if part of the historical environment. Such
developments have been criticised as an intolerable vulgarisation. But the success of many
historical theme parks and similar locations suggests that the majority of the public does not
share this opinion.

C In a related development, the sharp distinction between museum and heritage sites on the
one hand, and theme parks on the other. is gradually evaporating. They already borrow
ideas and concepts from one another. For example, museums have adopted storylines for
exhibitions, sites have accepted 'theming’ as a relevant tool, and theme parks are moving
towards more authenticity and research-based presentations in zoos, animals are no longer
kept in cages, but in great spaces, either ln the open air or in enormous greenhouses, such
as the jungle and desert environments .In Burgers' Zoo In Holland. This particular trend is
regarded as one of the major developments in the presentation of natural history in the
twentieth century.

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D Theme parks are undergoing other changes, too, as they try to present more serious
social and cultural issues, and move away from fantasy. This development is a response to
market forces and, although museums and heritage sites have a special, rather distinct, role
to fullfil, they are also operating in a very competitive environment, where visitors make
choices on how and where to spend their free time. Heritage and museum experts do not
have to invent stories and recreate historical environments to attract their visitors: their
assets are already in place. However, exhibits must be both based on artefacts and facts as
we know them, and attractively presented. Those who are professionally engaged in the art
of interpreting history are thus ln a difficult position, as they must steer a narrow course
between the demands of ’evidence' and ‘attractiveness especially given the increasing need
in the heritage industry for income generating activities.

E It could be claimed that in order to make everything in heritage more `real` historical
accuracy must be increasingly altered. For example, Pithecanthropus erectus is depicted in
an Indonesian museum with Malay facial features, because this corresponds to public
perceptions. Similarly, in the Museum of Natural History in Washington, Neanderthal man is
shown making a dominant gesture to his wife. Such presentations tell us more about
contemporary perceptions of the world than about our ancestors. There is one
compensation, however, for the professionals who make these interpretations: If they did not
provide the interpretation, visitors would do it for themselves based on their own ideas,
misconceptions and prejudices. And no matter how exciting the result, it would contain a lot
more bias than the presentations provided by experts.

F Human bias is inevitable, but another source of bias in the representation of history has to
do with the transitory nature of the materials themselves. The simple fact is that not
everything from history survives the historical process. Castles, palaces and cathedrals have
a longer lifespan than the dwellings of ordinary people. The same applies to the famishing
and other contents of the premises. In a town like Leyden in Holland, which in the
seventeenth century was occupied by approximately the same number of inhabitants as
today, people lived within the walled town, an area more than five times smaller than modern
Leyden. In most of the houses several families lived together in circumstances beyond our
imagination. Yet In museums, line period rooms give only an image of the lifestyle of the
upper class of that era. No wonder that people who stroll around exhibitions are filled with
nostalgia; the evidence in museums indicates that life was so much better in the past. This
notion is induced by the bias in its representation in museums and heritage centers.

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Questions 31-36
Choose the correct letter A. B. C or D.
Write the correct letter in boxes 31-36 on your answer sheet.

31. Compared with today's museums those of the past

A did not present history in a detailed way.
B were not primarily intended for the public.
C were more clearly organized.
D preserved items with greater care.

32. According to the writer, current trends in the heritage industry

A emphasize personal involvement.
B have their origins in York and London,
C rely on computer images.
D reflect minority tastes.

33. The writer says that museum heritage sites and theme parks
A often work in close partnership.
B try to preserve separate identities.
C have similar exhibits.
D are less easy to distinguish than before.

34. The writer says that in preparing exhibits for museums, experts
A should pursue a single objective.
B have to do a certain amount of language translation.
C should be free from commercial constraints.
D have to balance conflicting priorities.

35. In paragraph E. the writer suggests that some museum exhibits

A fall to match visitor expectations.
B are based on the false assumptions of professionals.
C reveal more about present beliefs than about the past.
D allow visitors to make more use of their imagination.

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36. The passage ends by noting that our view of history is biased because
A we fail to use our imagination.
B only very durable objects remain from the past.
C we tend to ignore things that displease us.
D museum exhibits focus too much on the local area.

Questions 37-40
Do the following statements agree with the information given in Reading Passage 3'?
In boxes 37-40 on your answer sheet, write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

37. Consumers prefer theme parks which avoid serious issues.

38. More people visit museums than theme parks.
39. The boundaries of Leyden have changed little since the seventeenth century.
40. Museums can give a false impression of how life used to be.

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Vague
Vaguely
Vagueness
Valid
Validity
Validly
Vary
Variability, Variable, Variably, Variance, Variation
Variations, Varied, Varies, Varying
Vast
Vastness
Vein
Veins
Velocity
Velocities
Verbal
Verbalize, Verbalized, Verbalizes, Verbalizing, Verbally
Verify
Verifiable, Verification, Verified, Verifies, Verifying
Version
Versions
Vertical
Vertically
Vibrate
Vibrated, Vibrates, Vibrating, Vibration, Vibrations
Violate
Violated, Violates, Violating, Violation
Violations
Virtual
Virtually
Visible
Visibly
Vision
Visions
Visual
Visualization, Visualize, Visualized, Visualizes
Visualizing
Vital
Vitally

Voluntary
Voluntarily
Withdraw
Withdrawing, Withdrawal, Withdrawals, Withdraws
Withdrawn, Withdrew, Withdrawn
X-Ray

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LESSON 20
SPEAKING PART 3

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A GUIDE FOR STRUCTURING YOUR PART 3 ANSWER

1. Lead-in Phrase

2. Paraphrase question

3. Outline

4. Initially - Example 1/Advantage/Disadvantage

5. However/Moreover - Example 2/ Advantage/ Disadvantage

6. Finishing phrase

THE 7 QUESTION TYPES FOR PART 3

1. Comparing
Do men and women like the same hobbies?

“Well obviously there are a number of clear differences. However, I guess that the most
significant would be that men tend to prefer sporting activities such as football or basketball.
In contrast, women prefer things like shopping for clothes. In addition to this, another
possible distinction might be that men usually like watching films; while on the other hand,
women are more likely to prefer watching soap operas on TV. So those are some of the
differences I can think of.”

More questions

In what ways are magazines different to newspapers?

Are families nowadays the same as families in the past?

Do young and old people like the same hobbies?

How has education changed in recent years in your country?

Are schools nowadays the same as schools in the past?

2. Predicting
What will houses be like in the future?

“Certainly, I’m sure that most people would agree that there will be a number of major
changes related to this. Initially, I guess that we might begin to see houses that are much
bigger. At the same time, I suppose it’s quite probable that we may live in houses under the

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sea. And who knows, we could even see the arrival of houses on the moon. That’s all I can
think of off the top of my head.”

More questions

What will schools be like in the future?

What types of people will become famous in the future?

What types of hobbies will become popular in the future?

What environmental problems will we see in the future?

Do you think TV programs will be different in the future?

3. Why
Why do so many people want to be famous?

“In my opinion, I guess I would have to say that there are probably a number of factors
involved. Primarily, one key motivation would be because they think they would be able to
make more money. As well as this a subsequent incentive might be because they want to live
in a big house and drive an expensive car. And they’re just some of the reasons I can think
of.”

More questions

Why is it important to protect historical buildings?

Why do so many people move from the countryside to cities?

Why do people like to know about the private lives of famous people?

Why do people like travelling to foreign countries?

Why is it important to play sports?

4. Advantages
What are the advantages of travelling by train?

“Well I suppose there are quite a few clear benefits but I would probably say that for the
most part, the on thing that really stands out is that trains are generally cheap, especially for
long distance travel. I guess that another positive aspect is that it is much faster than
travelling by road – so you can save time by travelling on trains. Along with this, a further
merit is that you can sleep quit comfortably on long train journeys. And that’s about all I can
say.”

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More questions

What are the advantages of having a private car?

What are the advantages of playing team sports?

What are the advantages of being famous?

What are the advantages of living in cities?

What are the advantages of getting news from newspapers?

5. Disadvantages
What are the disadvantages of train travel?

“I think that it’s fair to say that there are quite a few negative aspects. I suppose the most
unfavourable quality might be that trains are often overcrowded at certain times of the year.
This is a clear limitation because on a long journey you might not be able to find a seat which
means you have to stand up for hours. At the same time, another stumbling block might be
that train tickets are sometimes difficult to buy, and this can be a hassle because it means
you can’t always travel on the actual day that you want to. Of course there are many other
drawbacks, but I think those are the main ones.”

More questions

What are the disadvantages of air travel?

What are the disadvantages of shopping in supermarkets?

What are the disadvantages of having a fixed daily routine?

What are the disadvantages of eating out in restaurants?

What are the disadvantages of living near the sea?

6. Problems
What problems are caused by the increase in the use of cars?

“It’s universally accepted that there are a few hazards involved with the increase in the use
of private cars. Essentially, one fundamental concern is that it leads to a rise in pollution. The
fact is unmistakably perturbing because we are facing huge global pollution problems at the
moment. Additionally, another major cause for concern has to be the fact that cars can
consume huge amounts of our energy resources. And the underlying repercussions of this are

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that we will soon be confronted with a global energy crisis. So they’re just two of the many
problems that exist.”

More questions

What problems are caused by international tourism?

What environmental problems are common in your country?

What problems are associated with the internet?

What problems are associated with globalization?

What problems are caused by the use of too much technology?

7. Solutions
(From previous question) How could these problems be solved?

“In my view, there are a number of actions that could be taken. When dealing with the first
problem, the easiest way to overcome it would be to develop new technology for car engines
which doesn’t cause serious air pollution, maybe some kind of special exhaust filter. Going to
the second problem, the most successful way to confront this would be to invest heavily in
research into alternative energy sources. In fact, I’ve heard that we have already produced a
car which runs on water. I don’t think I have anything else to add.”

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LESSON 21
WRITING TASK 1
Diagrams, Process, Maps

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DIAGRAMS (COMPARING)

The diagrams below show some principles of house design for cool and for warm climates.

Although this question seems very different from the normal graph/chart questions, you
should still structure your answer in the same way. Try to write 4 paragraphs:
1. Introduction: paraphrase the question.
2. Summary: just say that the main differences are in the design of the roof and
windows, and in the use of insulation.
3. Details: compare the roof design and use of insulation.
4. Details: compare the window design and how windows are used during the day and
at night.
These diagrams do not show a process; they are comparing. Therefore, your summary
should just point out the features that can be compared.
In order to write two 'details' paragraphs, divide the features into two groups: 1) roof and
insulation 2) windows and day/night.

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Sample

The diagrams show how house designs differ according to climate.

The most noticeable difference between houses designed for cool and warm climates is in
the shape of the roof. The designs also differ with regard to the windows and the use of
insulation.

We can see that the cool climate house has a high-angled roof, which allows sunlight to
enter through the window. By contrast, the roof of the warm climate house has a peak in the
middle and the roof overhangs to shade the windows. Insulation and thermal building
materials are used in cool climates to reduce heat loss, whereas insulation and reflective
materials are used to keep the heat out in warm climates.

Finally, the cool climate house has one window which faces the direction of the sun, while
the warm climate house has windows on two sides which are shaded from the sun. By
opening the two windows at night, the house designed for warm climates can be ventilated.

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PROCESSES

Advice:

1. Introduction: paraphrase the question statement (one sentence).

2. Summary paragraph: write how many steps there are in each process.. You could
also mention the first step and the last step in each process (two sentences).
3. Details: describe each step in the process.

When you're confronted with a question where you're asked to describe a process or object
in IELTS writing task 1, remember the following:

1. To describe an object, mind its appearance, its main parts, and how it works. Avoid

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concentrating on the minor details.

2. If you find that making comparisons with other things would aid you in describing, then
you could include them.

3. To describe a process, analyze the diagram so you'd be able to comprehend each stage of
the process.

4. Time words and phrases help when you mention each stage. Use them to your advantage.

5. Likewise, use the passive, and present and past participle clauses in the descriptions.

6. Finally, always check if all the essential information from the picture or diagram is in your
description.

Time/Sequence words

First(ly) A further advantage

Initially Following this/that

In the first stage/phase In the final stage/phase

One advantage Before

To begin with From

Second(ly) Since

In the second stage/phase As

Another advantage Until

Then Meanwhile

Earlier/later When

After this/that Whenever

At this point

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Sample

The method to produce bricks which are utilized in construction is described in the
illustration.

Overall, it can be seen that there are seven steps from obtaining raw materials to delivering
the final product.

At the beginning of the process, clay is dug from the ground. The clay is put through a metal
grid, and it passes onto a roller where it is mixed with sand and water. After that, the clay
can be shaped into bricks in two ways: either it is put in a mould, or a wire cutter is used.

In the fourth stage of the process, the clay bricks are placed in a drying oven for one to two
days. Next, the bricks are heated in a kiln at a moderate temperature (200 - 900 degrees
Celsius) and then at a high temperature (up to 1300 degrees), before spending two to three
days in a cooling chamber. Finally, the finished bricks are packaged and delivered.

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MAPS

The map below is of the town of Garlsdon. A new supermarket (S) is planned for the town.
The map shows two possible sites for the supermarket.

Advice:

1. Introduction - Just paraphrase the question (instead of 'two possible sites' you could
write 'two potential locations').
2. Summary - The main point is that the first site (S1) is outside the town, whereas the
second site is in the town centre. Also, you could mention that the map shows the
position of both sites relative to a railway and three roads which lead to three
smaller towns.
3. Details (2 paragraphs) - Don't write a separate paragraph about each site; it's much
better to compare the sites. Write one paragraph comparing the position of each
site relative to Garlsdon (mention the different areas of the town), and another
paragraph about the positions relative to transport links with the other three towns.

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Sample

The map shows two potential locations (S1 and S2) for a new supermarket in a town called
Garlsdon.

The main difference between the two sites is that S1 is outside the town, whereas S2 is in the
town centre. The sites can also be compared in terms of access by road or rail, and their
positions relative to three smaller towns.

Looking at the information in more detail, S1 is in the countryside to the north west of
Garlsdon, but it is close to the residential area of the town. S2 is also close to the housing
area, which surrounds the town centre.

There are main roads from Hindon, Bransdon and Cransdon to Garlsdon town centre, but
this is a no traffic zone, so there would be no access to S2 by car. By contrast, S1 lies on the
main road to Hindon, but it is farther away from the towns of Bransdon and Cransdon. Both
supermarket sites are close to the railway that runs through Garlsdon from Hindon to
Cransdon.

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CLASS ACTIVITY

You should spend 20 minutes on this task.

The diagram below shows the life cycle of the silkworm and the stages in the
production of silk cloth.

Summarize the information by selecting and reporting the main features, and
make comparisons where relevant.

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HOMEWORK

You should spend 20 minutes on this task.

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LESSON 22
LISTENING AND READING
REVIEW

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LISTENING

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LESSON 23
WRITING TASK 2
Opinion Essay
Speaking Review

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IELTS Opinion Essays

IELTS opinion essays are very common in the exam. It can be a bit confusing, especially if
you are new to IELTS, to work out the different types of essay. Some people talk about
'argumentative essays', 'thesis-led essays', 'discussion essays', which can get quite confusing
and it is usually not necessary to know this. The important thing is to analyze each
question as you see it and answer it.

The aim of this lesson is to give you a brief overview of the common types of essay that ask
for your opinion. Of course not everything will fit this pattern as there are a variety of ways
a question can be worded, but the types below are common ways to be asked about your
opinion in the test.

Task 2 IELTS Opinion Essays can broadly be put into three types:

______________________________________________________
1. Discuss ONE opinion

Advances in technology and automation have reduced the need for manual
labour. (opinion) Therefore, working hours should be reduced.
To what extent do you agree or disagree?
With these essays you are normally given ONE opinion, and then asked specifically if you
agree or disagree with it, or to what extent you agree or disagree. You must make it clear
whether you agree, disagree or partly agree and give your reasons why.

______________________________________________________

2. Discuss TWO OPPOSING opinions

(opinion one) A growing number of people feel that animals should not be
exploited by people and that they should have the same rights as
humans,(opposing opinion) while others argue that humans must employ animals
to satisfy their various needs, including uses for food and research.

Discuss both views and give your opinion.

With these essays you have TWO opinions that oppose each other. You have to discuss
BOTH of them and also give your opinion. Your essay will get a lower mark for 'task
response' if you don’t discuss both of the opinions or you don’t make your opinion clear.

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3. Advantages and Disadvantages

The number of old people around the world is increasing dramatically.

Could this have more positive or negative effects on society? or…

Do the advantages of the trend outweigh the disadvantages? or…

Is this a positive development?

In these questions you are given a fact or facts and then you have to look at the positive and
negative sides of this. They are all asking for your opinion so you must state this. In the first
two you will need to look at both sides as the question is clearly implying there are both
positive and negative impacts.

Don't mix this up with a basic advantage and disadvantage essay like this:

What are the advantages and disadvantages of this trend?

Although your organization, ideas and body paragraphs may be similar, this one is not
asking for your opinion so you don't need to give it. It is simply asking you to present both
sides of the issue.

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OUTLINE

Example

In many countries children are engaged in some kind of paid work. Some people
regard this as completely wrong, while others consider it as valuable work
experience, important for learning and taking responsibility.

What is your opinion on this?

The two-sided argument

Introduction

1. Opening statement introducing the topic.

2. Background information.
3. Thesis Statement.
Body Paragraph 1

Point of view 1

1. Topic sentence.
2. Supporting sentences.
Body Paragraph 2

Point of view 2

1. Topic sentence.
2. Supporting sentences
Conclusion

1. Summary of your main points

2. Opinion

 Discuss the opinion you least agree with in Body Paragraph 1 and the one you most
agree with in Body Paragraph 2.
 If you are 50/50 then just discuss them in order. You may want to add a third Body
Paragraph to discuss using a combination of both views.

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Sample

In some nations, students are permitted to hold certain paid jobs. It is claimed that children working
is unacceptable. In contrast, there are other ideas which regard this as a good opportunity to earn
experience and take responsibility. In this essay, this issue is going to be discussed in more detail.

Undoubtedly, there are many reasons why people believe that children should not be involved in
paid work. The most obvious is that any kinds of jobs, even part-time ones, could have negative
impacts on their study. Students may get distracted when they engage in work. Also, the more they
are willing to work for money, the less time they have to study. Consequently, holding a paid job
makes students unable to focus on study. Furthermore, working when they are still too young could
be dangerous for children. The employers might take advantage of them or exploit them in some
way to make children work more for little money. Besides, violence against those children is also a
considerable problem.

However, working benefits children in many ways. Firstly, for those families who are relatively poor
and going to college could be a burden, engaging in some kind of paid job certainly becomes a great
financial support. Besides money, working also helps students earn more experience. While working
with other people, they would gradually know more about social and communication skills.
Therefore, holding a paid job while they are still young could certainly make students well-prepared
for their future careers. In addition, people never learn about the true value of money if they do not
work for it themselves. Thus, working also offers children great opportunities to learn how to spend
and manage their financial status properly.

In conclusion, despite some disadvantages of engaging in paid work, it still offers children a wide
range of great benefits. Nonetheless, students should manage their time and attention so that
working would not negatively affect their duty which is to study. Besides, parents, schools and
societies should also get involved to monitor the situation.

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DISCUSSION

1. Teachers need to provide essential information for students to perform well. However,
teachers also need to encourage students to find information by themselves and encourage
students to become independent learners.

Discuss both of these views and give your own opinion.

2. Today more people than ever are travelling around the world. Some people believe that
such travelling helps to broaden people’s minds, while others think it just confirms their
prejudices.

Discuss both of these views and give your own opinion.

3. Some people believe that schools and teachers are solely responsible for the education of
children, however, others think that parents should play a major role in the education of
their children.

Discuss both of these views and give your own opinion.

4. Some people believe that it is best to work for one company for their entire life, while
others think it is better to be able to change jobs frequently.

Discuss both of these views and give your own opinion.

5. Some people think that visitors to other countries should imitate local customs and
behaviour. Others think that host countries should welcome cultural diversity.

Discuss both views and give your own opinion.

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ADDITIONAL MATERIALS
for PRACTICE

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READING EXAM PRACTICE 1

Meet Wakamaru and Roomba, two householdhelper robots with very different pedigrees. When the machine
rolled off the assembly line in 2005, Mitsubishi expected U.S. sales to reach 10,000 models a year, despite the
bot’s $ 15,000 price tag. Instead, the company filled only a few dozen orders. Wakamaru is now off the market
and being rented out as a receptionist at $1,000 a day.
Roomba, by contrast, looks more like an appliance than a robotic friend. The frisbee-like disc’s sole purpose is to
vacuum, which it does automatically, thanks to sensors that adjust the settings to suit different floor types, avoid
drop-offs like stairs and navigate between table legs and household pets. Starting price: $130. Massachusetts
firm iRobotCorp has sold more than 3 million of the machines.

Wakamaru and Roomba represent radically different approaches to the next big thing in robotics: the use of robot
assistants in the office, hospital and home. The Japanese, who have long been fascinated by the robot as
android, are concentrating on making machines that look and act like human beings. U.S firms, on the other
hand, have eschewed the flashier android approach and instead are emphasizing products that, like Roomba,
are narrowly targeted to specific tasks like moving lawns, cleaning pools and taking patients’ vital signs.

So far, the success of Roomba suggests that the U.S firms have the upper hand. But the race is only beginning
and the stakes are potentially huge. The market for personal and service robots is about $3 billion now, but is
expected to reach $15 billion by 2015, according to the Japan Robotics Association and market analysts like ABI
Research. In 10 years or so, experts predict, sales of personal robots could surpass sales of industrial robots,
now about 4.6 billion a year.

The issue for robot developers is whether the technology or artificial intelligence will allow Japanese developers
to fulfill their vision of friendly robots capable of working alongside people. If so, Japan could be in a position to
dominate the next phase of robotics. If not, the Americans, with their pragmatic but inspiring designs, could win
the race.

Japan approaches this new kind of market from a position of strength. Over the past 50 years, it has become the
undisputed leader in industrial robots, supplying 40 percent of the world market. At the same time, Japanese pop
culture has become saturated with images of friendly droids from Manga cartoons and anime, and bots by Sony
and Honda is as famous in Tokyo as Jessica Simpson is in Texas. Japan’s robot industry—with the help of $100
million in research funding from the government—is driven in large part by the dream of a day when droids will
aid humans in almost every aspect of daily life.

There’s the egg-shaped Papero—recently rated the most popular bot in Japan by Robot Life magazine—which
works select day-care centers, singing songs and reading emails to children according to texted instructions from
parents. There’s Actroid, a mannequinesque gynoid who wows corporate guests with her dynamic facial
expressions and cheeky conversation skills (ask her how she weighs, and she’ll tell you what she can bench-
press).

Japanese and American firms have their eyes on the same prize: the market for home health care, particularly for
the elderly. As baby boomers hit retirement age, the need to monitor and assist seniors will create a surge in the
demand for personal-care robots, experts say. Since 2001, the Japanese government has spent $210 million on
research to meet it’s goal of deploying robots to support its aging workforce. (it’s timeline specifies that bots
should be able to straighten a room by the end of this year, make beds by 2013, and help with baths and meals
by 2025). The desire to field human-like robots, however, is an impediment idea. Honda, for instance, decided to
keep its Asimo robot bipedal, even though its two feet are impractical in homes with stairs and clutter. The one
field in which Japanese robots have a clear lead requires no practical applications: entertainment robots, a $185
million market that is expected to rise to $3 billion by 2014, according to private firms.
All this grass-roots robotics innovation has led tech giants to predict that in the next twenty years, robots could be
the biggest technological revolution since PCs and the internet. Whether these robots are cleaning up homes or
serving as co-workers, entertainers and friends depends on which vision wins out.

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Questions 1-7
Choose NO MORE THAN TWO WORDS for each answer.

When Wakamaru first appeared on the market, Mitsubishi forecast robot sales in thousands in the US, but sales
figures were very low. The robot is now on hire as a 1……………. . Roomba, an American robot which was
designed only to 2……………., has sales running into the millions. These two machines symbolize two very
3…………….. in the world of robot technology. The Japanese focus is on making machines that behave like
4………….., while the U.S are concentrating on robots that do specific tasks.In effect, the choice is between
friendly robots working with people or machines that are 5………………………….but boring. Japanese and
American firms are after the same market: health provison at home, especially for 6…………………... Tech giants
project that in the coming decades there is a possibility robots will be the most important 7………………………

Questions 8-11
Choose the correct letter A, B, C or D.
8 Wakamaru is
A the same height as a human being.
B shorter than a human being.
C heavier than a human being.
D quicker than a human being.

9 The purpose of Romba’s sensors is to help it

A move around objects.
B navigate the stairs.
C polish different surfaces.
D clean household pets.

10 US firms prefer robots

A that are very cheap to make.
B that can act as companions.
C that focus on designated tasks.
D that look like humans.

11 The battle in artificial intelligence is between

A creating practical robots and friendly robots.
B producing cost effective and attractive robots.
C building fast and effective robots.
D making elegant and industrial robots.

Questions 12-13
Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.
12 What has Japan’s position been in the industrial robots market over the past half century?
13 What was the Japanese government’s expenditure on research into using robots to help
elderly workers?

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READING EXAM PRACTICE 2

Graffiti: Street art or crime?

On the face of it, as a society, we seem to be a little mixed-up when it comes to 'graffiti', as you

call it if you work in the local council's cleansing department, or 'street art' as you say if you're the

man - and they do mainly seem to be male - wielding the spray can.

But the confusion now runs deeper than those who spray and those who remove the paint. Great

British institutions have been polarised. Last week the might of English law delivered its verdict at

Southwark Crown Court in London where five members of the DPM Graffiti Crew were jailed - one,

And rev. Gillman, for two years - after admitting conspiracy to cause criminal damage, costing the

taxpayer at least £1 m.

By contrast, just down the road from the Court, the riverside facade of Tate Modern had been

covered in giant murals by six urban artists with international reputations, including Blu from

Bologna, Faile from New York, and Sixeart from Barcelona, in the first display of street art at a

major museum.

The courtroom and the museum were so close that supporters of the men on trial popped down to

the Tate to do a bit of retouching during one lunchtime break at the court. 'There is a huge irony in

the juxtaposition of the two events,' said one of the artists.

The man to credit for bringing street art into established gallery spaces is Banksy. A few years ago

he was sneaking his work into galleries such as the Louvre and Tate Britain. NowTate Modern is

selling his book in its gift shop. His works sell for hundreds of thousands of pounds and he was

recently featured in a retrospective exhibition alongside Andy Warhol. He, more than anyone else,

has legitimised the genre and spawned a new generation of young imitators - much to the

displeasure of those who want to clean up behind them.

Bob has been involved in graffiti since 1 982 when he was a punk. He now works, by day, for a

London art gallery and describes himself as an upstanding taxpayer. 'London is to street art, at the

start of the 21 st century, what Paris was for Impressionism at the start of the 20th,' he says with

genuine immodesty. 'And yet we hate graffiti more than anywhere else in the world. England is by

far and away the most draconian for punishments for what are only economic crimes.'

A gallery in New York in the United States launches an exhibition next week based on the work of

those convicted at Southwark. 'DPM - Exhibit A', at the Anonymous Gallery Project in Soho, will

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display large photographs of the convicts' work alongside copies of their charge sheets to ask

whether the men are criminals or artists.

It is a question which prompts different answers in different parts of the world, says Cedar

Lewinsohn, the curator of the exhibition atTate Modern. 'Brazil for instance is more relaxed about

it,' he says. 'In parts of Australia, they are like the UK and people really hate graffiti and tags on

vans and trains, but in Melbourne drivers compete with each other as to whose van is more

decorated.'

They have similarly schizophrenic responses in other nations too. In Toronto, police have just hired

a street artist to paint walls to help find the man who murdered the street artist's brother.

Elsewhere in Canada, a court has ruled that, after a police crackdown on graffiti artists, a 28-year-

old man is only allowed to venture into town if he is accompanied by his mother. One internet

bloggerwrote: 'In their twenties and still vandalising other people's property - shouldn't they have

moved on to drug dealing, or perhaps become real estate agents by that age?'

Street art, you see, is a highly polarising phenomenon. On the one hand there are those like the

American artist Elura Emerald, who is also involved in next week's New York exhibition, who insist

that 'artists who paint on the street are merely expressing themselves, not hurting anyone' and

should not be punished 'but appreciated and celebrated'. Then there are those like Judge

Christopher Hardy who, in court in Southwark, described the activities of the DPM Crew as 'a

wholesale self-indulgent campaign to damage property on an industrial scale'.

How is such a dichotomy to be resolved? How, The Independent asked the street artist Bob, can

artistic expression be reconciled with the fear and loathing that graffiti inspires in many citizens
who see it as a symbol of lawlessness and the deterioration of their neighbourhood? 'Well, not by

sending them to jail,' he says.

Greenwich and Tower Hamlets councils in London agree. They commissioned members of the DPM

to lead summer workshops as street art tutors for young and vulnerable people. The two councils

sent references to court vouching that the DPM men were 'positive' and 'inspirational' in working

with 'young people who aren't able to do reading or writing'. But it was not enough to save them

from prison.

Questions 1-9

Complete the summary using the list of words, A-Q, below.

The debate as to whether graffiti constitutes art is 1......................the establishment in Great

Britain. While one group of 'graffiti artists' were being sent to prison, in an art gallery not far from

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the court the work of several major street artists was being 2......................or the side of the

gallery facing the river. The street artist Bansky is responsible for 3......................street art,

leading to his being 4......................by a new band of imitators to the 5......................of some

people. London has been described as the centre of street art in the world, but ironically at the

same time the 6......................there are greater.

Whether graffiti artists are considered 7......................to be imprisoned or not depends on which

country you are in. So the question is whether street artists should be 8................... as

wrongdoers or 9......................as artists.

A cleaned В uniting С criticizing

D dividing E destroying F punished

G exhibited H penalties I annoyance

J criminals К pleasure L promoting

M avoided N painters O rewards

P copied Q appreciated

Questions 10-13

Look at the following countries (Questions 10-13 below) and the list of statements below Match

each country with the correct statement, A-F.

10 the USA

11 Brazil

12 Australia

13 Canada

List of Statements

A vehicle adornment is a form of competition

В a street artist has been employed by the police
С it causes street disturbances
D imprisonment for two years is mandatory
E people are easygoing about street art
F it is exhibiting work of the artists imprisoned in the UK

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WORD BUILDING EXERCISE A

Complete sentences 1-10 with a word from the box. Make any necessary changes.

surge breakdown fluctuate remain steady trend

decline plummet downward show noticeable

1. The most ________________ feature of the chart was the sharp fall in

theatre attendances.

2. The graph _________ the increase in the market share of Facebook compared to the
other two sites.

3. Shopper numbers _________ over most of the year, but the last three months were
less erratic.

4. There was a _________ in visitors to the site during the holiday period with numbers
almost doubling.

5. The amount of energy used _________ throughout the first nine months and then it
began to increase.

6. Sales __________ in September, hitting a low for the year.

7. There was a gradual ___________ in profits over last year.

8. The trend for the two of the sites was upward, with the other being clearly
___________.

9. There was a little difference in the __________ in sales for all five companies, with
the exception of Sewell Ltd.

10. The chart provides a ____________ of the number of passenger miles travelled
according to different modes of transport.

WORD BUILDING EXERCISE B

QUALIFYING ADJECTIVES

(Note: Especially IMPORTANT in Writing Task 2 and Speaking Part 3)

In-/ im- Un- -less

convenient

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practical

important

necessary

significant

harmful

valuable

useful

effective

appealing

worthwhile

inspiring

 Decide which of the words are synonyms of the word IMPORTANT:

crucial pointless vital essential empty key critical

 Which adjectives in the table can be used to replace the underlined words?

1. Some ideas from the 1950s were not very sensible or easy to use.

2. Using hydrogen cars to combat global warming is a solution that produces the
desired result.

3. Underground transport systems built in the 19th century are still easy to use for
commuters.

4. The coordination skills learnt when doing practical work like making things by hand
proved to be extremely useful for young people.

5. Instead of being an activity which does not harm, playing computer games can
cause emotional damage to young players.

6. The work of people like Louis Daguerre, who shaped the world of cinema, can only
be considered as stimulating and motivating to later generations.

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ADDITIONAL MATERIALS: VOCABULARY

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