Homework for the Week 1

Instructions to submit homework:

To submit your homework, please send them to the following address:
[email protected]
Deadline for the homework submission is – Thursday, 11:30 pm.

The homework consists of two parts: compulsory homework and voluntary homework. You must
submit the compulsory homework (voluntary homework is up to you).
In case you have questions regarding your IELTS Homework, please contact your main teacher – Mr.
Nijat Guliyev (https://www.facebook.com/nijattguliyevscorpion/ )

Compulsory Homework
IELTS Listening and Reading Page 2 of this file
IELTS Writing Page 3 of this file
IELTS Speaking Page 4 of this file
Writing Task 1 and Writing Task 2 Vocabulary Page 6 of this file
IELTS Grammar Page 8 of this file
Voluntary Homework
Reading Vocabulary Page 9 of this file
IELTS Listening and Reading

1.IELTS Cambridge 12 – Do 4 Listening and 4 Reading tests* (each test consists of 40 questions).
For Academic IELTS Students – Do Tests 1, 2, 3 and 4 (Reading) from the beginning. Choose the
IELTS 12 Academic book.
For General Training IELTS Students – Choose the IELTS 12 General Training book.

Additional instructions:
1.To download a book – www.twirpx.com (register here and upload a book) or use the website
www.ieltsmaterial.com .
2.To listen to the recordings for the Listening test – just open YouTube (www.youtube.com ) –
write ielts 12 test 1 for the First test (ielts 12 test 2 for the second test etc.) listen and follow the
instructions – listen once only and while listening, answer the questions in the book.
3. For the Reading section – you have 1 hour for 1 full test (3 passages and 40 questions in total).
4. After you do the Listening and Reading tests, check the results at the end of the book. Make
sure you write your scores in the homework form on our website. Also add your problems with
each section (time management, vocabulary, etc.).
5.If you don`t understand Reading questions, here is the website for answer explanations -
https://www.readingielts.com/cambridge-ielts-9-reading-test-1-answers/
6.If you have questions, feel free to post them in this group and our teachers will help you
https://www.facebook.com/groups/381879952880800/

*If you work and have a tough schedule at work/university, inform Mr. Nijat Guliyev about it and
do half of the tasks required.
IELTS Writing
(Look at the page 6 for vocabulary, the structure for essays and sample essays will be sent to you on
Saturday).
FOR BOTH ACADEMIC AND GENERAL TRAINING IELTS STUDENTS:

1. Write a 250-word essay on the following topic (vocabulary is on the page 8):
More and more young people from wealthy countries spend time in communities in poorer countries
doing unpaid work such as teaching or building houses.
Who benefits more from this, the communities or these young people?

2.1. Writing Task 1 Academic:

2.2. Writing Task 1 General Training.

You want to start a volunteering. Write a letter to the school to apply to be a volunteer. In the letter:
– Introduce yourself and give details of your children who attend the school
– Explain why you are interested in the position
– Talk about any relevant experience that you have with children
Start your letter as follows – Dear …,
IELTS Speaking
Part 2
Describe an interesting job
You should say:
What it is?
How you knew about it ?
What skills it requires?
Why you think it’s interesting?

Part 3 (Careers)
Do you think it is important for secondary schools to offer career advice to students?
What professions are most popular with young people in your country now? What kinds of jobs are
well-paid in your country?
What kinds of jobs deserve higher salaries?
Which jobs pay low wages but require a high level of skills?

Part 2
Describe an important traditional festival in your country
You should say:
What it is celebrated for ?
When it is?
What people do during this event?
Why it is special or important?

Part 3 (Traditional festivals)

Is it important to celebrate traditional festivals?
Do you think these traditions will be lost in the future? Are traditional festivals disappearing?
Should children learn about traditional festivals at school?
Part 2
Describe a sports program you like
You should say:
What it is?
Who you watch it with ?
Why you like it?

Part 3 (Sports, keeping fit)

Which sports do you think most people like to do? What are the benefits of sports for children?
Do children need to exercise?

Part 2
Describe a painting
You should say:
what it looked like?
when you saw it first?
how you feel about it?
who the painter is?

Part 3
What are the differences between painting and drawing?
Why do people keep some paintings for a long time?
Does the design of the building influence people's mood or affect people?
What types of art do people in your country like?
What kinds of art are the most valuable in terms of monetary value?
Why do some paintings have higher value than others?
Would you say art is important?
Part 2
Describe a photo that makes you feel happy
You should say:
where you took it?
when you took the photo?
why it makes you happy?

Part 3
Is equipment important for taking photos?
Do people take more pictures now compared to the past?
Do you think being a professional photographer is a good job?
Is it easier to take pictures now than in the past?

Part 2
Describe aprty that you enjoyed
You should say:
what party it was?
when it took place?
where it was?
whose party it was?
why you enjoyed the party?

Part 3
Why do some people dislike parties? (frequent question)
What do adults do at parties?
How do people celebrate their personal events?
What do children do at a birthday party?
Why do people organize family parties in your country?
Part 2
Describe a park or garden you like
You should say
what park it is?
where it is?
when you go there?
why you like it?

Part 3
Why do some people like planting flowers?
Do young people like to go to parks?
What do old people like to do in parks?
What are the benefits of going to the park for young people and old people?

Part 2
Describe a science subject you're interested in
You should say:
what science subject it is
how you got interested in it
how you learn this science
why this science is interesting to you

Part 3
Do you think science is important?
Should children learn science?
Which area of science is the most important in the last one hundred years?
Do you think science can change our society?
Which do you think is more important, science or social studies?

Part 2
Describe an important rule at school or at work
You should say:
what rule it is
why you think it is important.
what happens if someone breaks it
how you feel about it
Part 3
What are some examples of rules that exist in many families?
What rules should children follow at home?
What are some rules that exist in schools or workplaces in your country?
Why do some people refuse to abide by rules?
IELTS Writing Vocabulary:
Topic: Rich and poor people – support
Globalization: The increasing interconnectedness and interdependence of economies, cultures,
and societies worldwide.
Young people: Individuals in their youth or early adulthood.
Wealthy countries: Nations with high levels of economic prosperity and resources.
Communities: Local groups of people living in a particular area or sharing common
characteristics.
Unpaid work: Volunteering or providing services without financial compensation.
Teaching: Imparting knowledge and skills to others, usually in an educational setting.
Building houses: Constructing residential structures or homes for people to live in.
Volunteering: Engaging in unpaid work for the benefit of others or the community.
Cultural exchange: The sharing and blending of cultural practices, ideas, and values between
different groups.
Development: The process of improvement and progress in economic, social, or cultural aspects.
Interact: To engage or communicate with others.
Cross-cultural understanding: The ability to appreciate and respect different cultures and ways of
life.
Engagement: Active participation and involvement in a particular activity or cause.
Empowerment: Enabling individuals or communities to gain control over their lives and make
positive changes.
Social impact: The effect or influence of actions or initiatives on society or specific communities.
Socioeconomic: Relating to both social and economic factors.
Sustainable development: Balancing economic growth with environmental and social
considerations to meet the needs of the present without compromising future generations.
Cultural immersion: Deep involvement and engagement in the customs, traditions, and daily life
of another culture.
Cross-border initiatives: Programs or projects that extend across national boundaries to address
social or economic issues.
International cooperation: Collaboration and working together between different countries to
achieve common goals or address global challenges.
Topic: Safe transportation.
Road transport: The movement of goods using vehicles on roads.
Safer: Free from danger or risk, reducing the likelihood of accidents or harm.
Drivers: Individuals who operate vehicles, responsible for driving goods from one place to
another.
Driving test: An examination to assess a driver's ability and knowledge of road rules and driving
skills.
Yearly: Occurring or done once every year.
Safety: Measures taken to prevent accidents, injuries, or damage.
Road regulations: Rules and laws governing the use of roads and vehicles.
Compliance: Adherence to rules and regulations.
Skill evaluation: Assessment of a driver's proficiency and competence in driving.
Accident prevention: Actions taken to avoid or minimize the occurrence of accidents.
Roadworthiness: The condition of a vehicle being suitable and safe for use on the road.
Enforcement: The implementation and monitoring of rules and regulations.
Driver education: Training and instruction to improve drivers' knowledge and skills.
Road infrastructure: The physical features and facilities of roads and highways.
Cargo safety: Ensuring the secure transportation of goods to prevent damage or loss.
Regulatory compliance: Adhering to the legal requirements set forth by governing authorities.
Transportation authorities: Organizations responsible for overseeing road transport and enforcing
regulations.
Driver awareness: Promoting drivers' understanding of road safety and potential risks.
Monitoring and evaluation: Continuous assessment of drivers and road transport systems for
effectiveness and improvement.
Accident statistics: Data on the frequency and causes of road accidents, used to identify areas for
improvement.

Topic: Gender equality.

Equality: The state of being equal, especially in terms of rights, opportunities, and treatment.
Genders: The two categories, male and female, that are typically used to classify individuals
based on their biological sex.
Achieved: Successfully attained or reached a particular goal or objective.
Considerable: Significant or substantial in amount, size, or importance.
Progress: Forward movement or improvement toward a goal or better condition.
Gender equality: The belief and advocacy for equal rights, opportunities, and treatment for all
genders.
Perception: The way in which something is understood or interpreted by individuals.
Advocates: People who publicly support and promote a particular cause or idea.
Social norms: Accepted and expected behaviors or practices within a society or culture.
Gender roles: The societal expectations and behaviors associated with individuals based on their
gender.
Discrimination: Unfair or unequal treatment of individuals based on their gender, race, or other
characteristics.
Empowerment: The process of giving individuals the power and confidence to take control of
their own lives and decisions.
Bias: Prejudice or favoritism towards or against certain individuals or groups based on their
gender.
Representation: The presence and portrayal of individuals from diverse backgrounds in various
spheres of society.
Stereotypes: Oversimplified and often inaccurate beliefs or assumptions about individuals based
on their gender.
Inclusivity: The practice of involving and embracing individuals from all backgrounds and
identities.
Intersectionality: The recognition of how different aspects of identity, such as gender, race, and
class, intersect and influence a person's experiences and opportunities.
Gender gap: The disparity in opportunities and treatment between genders, particularly in areas
like pay, education, and leadership positions.
Feminism: The belief in and advocacy for gender equality and the empowerment of women.
Social change: The process of transforming societal norms, attitudes, and practices to achieve
greater equality and justice for all genders.

Topic: Earning money in family.

Spouses: Married partners or individuals in a legally recognized relationship.
Responsibility: The duty or obligation to do something.
Earn a living: To work and earn money to support oneself and one's family.
Family: A group of individuals living together and related by blood, marriage, or adoption.
Financial support: Providing money or resources to meet the needs of the family.
Income: Money earned through employment or other sources.
Breadwinners: Individuals who earn the primary income to support their family.
Stay-at-home men/women: Those who stay at home and take care of home.
Gender roles: Societal expectations and norms regarding the behavior and responsibilities of men
and women.
Equality: The state of being equal, especially in terms of rights, opportunities, and treatment.
Division of labor: The allocation of tasks and responsibilities among family members based on
their abilities and roles.
Mutual responsibility: The shared obligation or commitment between spouses to contribute to the
family's well-being.
Financial independence: The ability of individuals to support themselves financially without
relying on others.
Household chores: Domestic tasks and responsibilities, such as cooking, cleaning, and childcare.
Cooperation: Working together towards a common goal or objective.
Childcare: The care and supervision of children, including their physical and emotional needs.
Gender equality: The belief and advocacy for equal rights, opportunities, and treatment for all
genders.
Work-life balance: The equilibrium between work and personal life responsibilities.
Supportive: Providing encouragement, help, or assistance to others.
Income disparity: Differences in earnings between individuals, often related to factors such as
gender or race.
Career aspirations: Ambitions and goals related to one's professional path and advancement.
Weakening ties: worsening family ties.
Reading vocabulary:
Emit = send out = transmit = provide = … out (to go out) = release … = output
Own = possess = have = take
Information = data = input/output material = evidence/knowledge / facts / proof
To be accustomed to = able to = can/may/might = manage to
Criminal = legal (trial/proceeding) = sue = trials = judge = jail = imprisonment = accused =put
behind bars (words relating to crime)
Implications = effects = results = outcomes = affect/influence
Disturbance = problem = change in (something bad – change in the bad meaning) =
worry/worrisome = issue = challenge
Carry = transport = change direction = move
Collection = put … in … = gather = organize in one place
Alter = change = provide with different / new / not chosen … = replace…=adjust
-point scale = grade / assess = choose from … to = evaluate whether…
Damning = not positive = not favourable = negative = with bad … = destroying = doing harm =
dismantling
Simile = identical = like /alike = similar = akin = with common … = can be compared
Leadership = make decisions/get responsibility of groups = manage / lead = have a reputable… =
organize … the work …
Rush = quick = fast = without delay = rapid
Prey = prowl = sneak onto = jump to attack = create dangerous situation
Indirect = without direct = not face-to-face = not personally
Repair = mend = correct = go and do better = fix
Insect communities = colonies = groups = societies
Support = back up = provide proof/evidence/ cues / evidence = advocate
Stranger = others = aliens = those who are not known
Explore = investigate = research = study = examine = evaluate
Vigor = enthusiasm = interest = force/energy
Build up = increase = rise = create = construct
Decision = way = final choice = option they take
Way = process = technology = approach
First = without analogy / as no one like = initial = the former
Course = direction = way = route
At each = above and below = from both sides / beginning and ending = every = in all = top and
bottom
Floor = section = segment = part/portion
Hold back = be obstacle = hinder = prevent = impede = limit = confine = inhibit
Overhead = cost = expenses = expenditure = load
Ease = reduce = relieve = alleviate = soften = facilitate = make/enable
Fluency = easiness/ease = readiness to do = do without problems/obstacles
Judgement = evaluation = assessment = consideration
Integration = assimilation = natural communication/contact = be the part of
Synchronize = coordinate= organize = do together = make it work together= be in harmony
So that=so as to = in order to = for
Achieve = make … able = enable = reach = do/complete …
Simultaneous = at the same time = together = do it in harmony
Need = intention = desire = want = wish = ambition = dream
Disruption = silence = stop = not continuing
Elementary = basic = main = key
Access = find way to = provide access/way/ opportunities = suck up = enter = penetrate – and
other word with (in, up, into, on) meaning to enter or go somewhere