UNIT 1: URBAN AND RURAL LIFE

A. READING
Exercise 1: Read the groups of words that begin with the same prefix. Match the meanings with
the prefixes.

Exercise 2: Read the comments made by different speakers. Match the descriptions of what the
speakers are doing with the comments.

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Exercise 3 : Read the information about the matching headings task in the IELTS Reading test.
Then add the correct headings for the paragraphs. Use the headings in the box. There are two
extra headings.

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Exercise 4 : Read the information. Then read the topic sentences. Choose the correct
descriptions of what the paragraphs will be about.

Topic sentence A
One of the key challenges facing the world is going to be coping with the hundreds of millions who
will flock to the growing number of overpopulated megacities, especially in developing countries.

The rest of paragraph A is likely to tell us about another challenge that needs to be addressed /
consequences of falling populations / examples of cities where this has happened / reasons why falling
populations fall further/the lives of people living in the countryside .

Topic sentence B
A drop in a city’s population usually leads to a few empty or boarded-up and unoccupied homes,
hardly enough to make the headlines or raise eyebrows.

The rest of paragraph B is likely to tell us about another challenge that needs to be addressed /
consequences of falling populations / examples of cities where this has happened / reasons why falling
populations fall further / the lives of people living in the countryside .

Topic sentence C
That’s just the thing: once a population starts going down, that decline tends to continue.

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The rest of paragraph C is likely to tell us about another challenge that needs to be addressed /
consequences of falling populations / examples of cities where this has happened / reasons why falling
populations fall further / the lives of people living in the countryside .

Topic sentence D
Many cities that are now declining relied heavily on a specific industry for employment of a large
portion of the workforce.

The rest of paragraph D is likely to tell us about another challenge that needs to be addressed /
consequences of falling populations / examples of cities where this has happened / reasons why falling
populations fall further / the lives of people living in the countryside .

Topic sentence E
It’s this desire to enjoy many of the aspects of an imagined utopia that is prompting many urban
dwellers to pack up and move out to the country.

The rest of paragraph E is likely to tell us about another challenge that needs to be addressed /
consequences of falling populations examples of cities where this has happened / reasons why falling
populations fall further / the lives of people living in the countryside .

Exercise 5: Later in the unit, you will complete an IELTS Reading matching headings task.
First, read the descriptions and choose the correct answers to complete the sentences.

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Exercise 6 : The article has five paragraphs, A–E. Read the article and match the paragraphs
with the headings. There are two extra headings.

Paragraph A
One of the key challenges facing the world is going to be coping with the
hundreds of millions who will flock to the growing number of overpopulated
megacities, especially in developing countries. This has received a great deal of
media attention; books have been written, conferences organised and
committees established to debate the causes of urbanisation, and more
importantly, what can be done to improve the fate of those making the move into
these continually growing conurbations. But the same is not true of a second, and
closely related trend, which raises a serious dilemma: what to do about the cities
that are losing people.

Paragraph B
A drop in a city’s population usually leads to a few empty or boarded-up and
unoccupied homes, hardly enough to make the headlines or raise eyebrows. But
they’re hardly unusual. One in ten US cities is actually shrinking. In Japan, larger
cities are thriving – and growing – while many of the smaller ones are in decline,
both demographically and economically. In Latvia, many young adults have
turned remarkably anti-provincial and have headed for the capital, Riga, in large
numbers, leaving a number of ghost towns. Almost silently, this trend is being
repeated right across the globe, almost without anyone noticing. Several South
Korean cities are also becoming smaller, and this trend will continue unless birth
rates there increase.

Paragraph C
That's just the thing: once a place starts getting smaller, the decline tends to
continue. There are several explanations for this. When young adults leave the
town of their birth and don’t return, the town loses not just those adults, but also
the children that they would have had later had they stayed. As populations drop,

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the average age of the inhabitants increases until most people are post-
childbearing age. This is what has happened to towns like Christchurch in the UK.
It’s a vicious cycle; it means, of course, fewer youngsters to bring down the
average age, and consequently, the trend gathers momentum and accelerates.
Additionally, of course, higher average age is closely linked with increased
mortality, with each death further reducing the population.

Paragraph D
Many cities that are now declining relied heavily on a specific industry for the
employment of a large portion of the workforce. A classic example is Detroit,
once the centre of America’s thriving car industry, but now a sparsely populated
urban wasteland. Flint, another ex-industrial powerhouse, can no longer provide
the jobs its residents need and so many have left, driven away by unemployment
and the prospect of better opportunities elsewhere. For others, a rural life has a
greater appeal and this tempts them to leave the city; living in the countryside
typically affords lower property prices, healthier living and lower rates of crime.

Paragraph E
It’s this desire to enjoy many of the aspects of an imagined utopia that is
prompting many urban dwellers to pack up and move out to the country. Once
there, they can grow their own potatoes, have time to talk to their neighbours
and not worry about what their kids are up to. Technological changes mean that
for many professionals, there’s not so much difference between being in the city
and living miles from anywhere, as long as they have a car and a decent internet
connection. Many city-to-country migrants, such as Helen Dobson, who recently
moved out of Manchester, find that they have to put up with substandard wi-fi
anyway – but that’s a different story.

Exercise 7: Read the sentences from the article. Choose the correct definitions of the words and
phrases in bold.

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Exercise 8 : Read the information. Then read the blog post and statements 1–4. Choose False or
Not Given.

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Meet lifestyle blogger Helen Dobson, who swapped city life for a move out to
the country.

A year ago, my husband and I made the move out of Manchester, where we’d
spent virtually our entire lives, and relocated to a tiny village in the hills,
miles away from anywhere. It was a move prompted by lots of different
things: the birth of our baby son, changes to our jobs and the desire to have
more space.

Having lived in a nice part of Manchester for ages, I realised that for years I’d
been taking the ready availability of everything for granted. When the
population is greatly reduced, inevitably so is choice, from schools to
types of cheese. There isn’t a decent Indian restaurant for miles, and we
have to drive 30 minutes to get decent handmade organic bread. But, of
course, these are outrageously first-world problems.

1 Helen was born in Manchester. False/Not Given

2 Helen’s baby was born after she moved out to the countryside. False/Not Given
3 The schools near Helen’s new home aren’t very good. False/Not Given
4 Helen considers the limited shopping facilities a major problem. False/Not Given

Exercise 9 : Read the information. Then read the article again. Do the statements
agree with the information in the article? Choose True, False or Not Given.

Paragraph A
One of the key challenges facing the world is going to be coping with the hundreds of millions who
will flock to the growing number of overpopulated megacities, especially in developing countries. This
has received a great deal of media attention; books have been written, conferences organised and
committees established to debate the causes of urbanisation, and more importantly, what can be done
to improve the fate of those making the move into these continually growing conurbations. But the
same is not true of a second, and closely related trend, which raises a serious dilemma: what to do
about the cities that are losing people.

Paragraph B
A drop in a city’s population usually leads to a few empty or boarded-up and unoccupied homes,
hardly enough to make the headlines or raise eyebrows. But they’re hardly unusual. One in ten US
cities is actually shrinking. In Japan, larger cities are thriving – and growing – while many of the
smaller ones are in decline, both demographically and economically. In Latvia, many young adults
have turned remarkably anti-provincial and have headed for the capital, Riga, in large numbers,
leaving a number of ghost towns. Almost silently, this trend is being repeated right across the globe,
almost without anyone noticing. Several South Korean cities are also becoming smaller, and this trend

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will continue unless birth rates there increase.

Paragraph C
That’s just the thing: once a place starts getting smaller, the decline tends to continue. There are
several explanations for this. When young adults leave the town of their birth and don’t return, the
town loses not just those adults, but also the children that they would have had there later had they
stayed. As populations drop, the average age of the inhabitants increases until most people are post-
childbearing age. This is what has happened to towns like Christchurch in the UK. It’s a vicious cycle;
it means, of course, fewer youngsters to bring down the average age, and consequently, the trend
gathers momentum and accelerates. Additionally, of course, higher average age is closely linked with
increased mortality, with each death further reducing the population.

Paragraph D
Many cities that are now declining relied heavily on a specific industry for the employment of a large
portion of the workforce. A classic example is Detroit, once the centre of America’s thriving car
industry, but now a sparsely populated urban wasteland. Flint, another ex-industrial powerhouse, can
no longer provide the jobs its residents need and so many have left, driven away by unemployment
and the prospect of better opportunities elsewhere. For others, a rural life has a greater appeal and this
tempts them to leave the city; living in the countryside typically affords lower property prices,
healthier living and lower rates of crime.

Paragraph E
It’s this desire to enjoy many of the aspects of an imagined utopia that is prompting many urban
dwellers to pack up and move out to the country. Once there, they can grow their own potatoes, have
time to talk to their neighbours and not worry about what their kids are up to. Technological changes
mean that for many professionals, there’s not so much difference between being in the city and living
miles from anywhere, as long as they have a car and a decent internet connection. Many city-to-
country migrants, such as Helen Dobson, who recently moved out of Manchester, find that they have
to put up with substandard wi-fi anyway – but that’s a different story.

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UNIT 1 10
B. WRITING
Exercise 1: Look at the chart. Choose the correct responses to the questions

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Exercise 2: Look at the chart again. Choose the correct adverbs to complete the sentences.

1 Between 2000 and 2015, Country B’s population movement gradually/markedly/surprisingly

increased from 10 million to about 25 million.

2 By 2025, the number of people moving from the countryside to the city in Country B will have tailed
off dramatically/inconsistently/slightly to around 30 million people.

3 Since 2005, the movement from rural to urban areas in Country C has
risen gradually/steadily/significantly, reaching about 80 million in 2020.

4 The number of people leaving the countryside for the city in Country C is expected to surpass the
number in Country A and continue to climb predictably/sharply/slowly, reaching about 95 million in
2025.

5 Between 2015 and 2020, the number of people moving from rural to urban areas in Country A is
expected to rise abruptly/markedly/steadily from just over 70 million to just under 80 million.
However, it is predicted to have fallen behind Country C by 2025.

Exercise 3 : Look at the chart again. Complete the sentences. Use the words in the box.

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Exercise 4: Look at the chart again. Choose the correct words to complete the summary
paragraph.

Overall, all three countries drawn / pictured / shown in the chart have seen a predictable / significant /
surprising population movement from the countryside to the city, with the as / most / much noticeable
changes being in Country C and Country A. It is predicted that this trend will continue to 2025 in both
these countries. However, Country B will experience a
fluctuation / levelling off / remain constant of movement at around 30 million people in / since / to
2020.

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Exercise 5: Look at the same chart. Complete the sentences. Use the words in the box.

Exercise 6: Look at the chart again. Do the sentences contain accurate or inaccurate
information? Choose True or False.

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Exercise 7: Look at the chart. Is the information given in the sentences shown in the chart?
Choose Yes or No.

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Exercise 8: Choose the summary that is appropriate, developed and clear

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Exercise 10: WRITING TASK 1
You should spend 20 minutes on this task.

The chart below shows the movement of people from rural to urban areas in three countries and
predictions for future years.

Summarise the information by selecting and reporting the main features, and make comparisons
where relevant.
Write at least 150 words

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C. LISTENING

Exercise 1: In this unit, you will practise the skills you need to achieve a mark of 10 out of 10 in
IELTS Listening Section 1. Read the information. Then decide if the statements are True or
False.

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UNIT 1 20
Exercise 2: Read the information about pronouncing telephone number

Exercise 3: Read the information. Then put the addresses in the correct order.

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Exercise 4: Read the information. Then correct the spelling mistakes in the days
and months.

1 Munday
2 Tusday
3 Wenesday
4 Tursday
5 Feburary
6 Jiun
7 Settember
8 Ottober
9 Desember

Exercise 5: Read the information. Then listen to a telephone conversation between a volunteer
and an agent at a volunteering organisation. Complete the notes. Write NO MORE THAN TWO
WORDS AND / OR A NUMBER for each answer. The first one has been done for you.
( Track 1.1)

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Exercise 6. Exam practice A ( Track 1.2)
Questions 1-6

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Questions 7-10

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Exercise 7. Exam practice B ( Track 1.3)
Questions 1-10

D. GRAMMAR&VOCABULARY

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Exercise 1: Read the information. Then match the words with the definitions.

Exercise 2: Complete the sentences. Use the words in the box.

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Exercise 3: Choose the correct prepositions to complete the sentences.

1) The town will have grown considerably at / by / for the year 2050.
2) He has been living on that farm by / for / since 1998.
3) They went to the local village school at / from / since 2000 to 2005.
4) My grandparents have lived in the same house for / from / since ages.
5) I intend to live in this rural area at / between / for the next two or three years.
6) We rented a house near the lake at / between / for 2012 and 2014.
7) I’m not sure where my friend is. She should be here by / since / until now.
8) We want to stay here between / by / for at least two more years.

Exercise 4: Read the information. Then complete the sentences. Use the words and phrases in
the

box.

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Exercise 5: Choose the correct tenses to complete the sentences.
1) As soon as the new road is completed, traffic congestion in the city centre was / will be / would
be reduced.
2) As long as you continue to cycle to work every day, your fitness and health improves /
improved / will improve.
3) By the time the shopping centre is open, the multistorey car park was / will / would be finished.
4) Unless the planning department gives permission for the supermarket to be built soon,
it wasn’t / won’t / wouldn’t be built this year.
5) Provided that we all work together, the project is / will / would be finished on time.
6) Apparently, they are thinking of closing the railway station in my village. If it was closed,
it will / won’t / would cause problems for lots of commuters.
7) Supposing we don’t arrive until late at night, is / will / would the guest house still be open?

Exercise 6: Match the words and phrases with the definitions.

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Exercise 7: Complete the sentences. Use the words in the box.

Exercise 8: Read the information. Then complete the table with the adverbs in the box.

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Exercise 9: Choose the correct adverbs to complete the sentences.

1) My rail season ticket cost £2,000 last year, and this year I have to pay £4,000. The price has
increased dramatically / marginally / steadily .
2) For each of the last ten years, the number of residents in my town has increased by between 1-
2%. The population has risen considerably / sharply / steadily .
3) There has been a 50% reduction in the number of vehicles in the city centre this year. Levels of
pollution have fallen sharply / slowly / steadily .
4) The police have reported a year-on-year 2% drop in violent crime in the inner cities. Incidents
of crime have been decreasing abruptly / considerably / gradually over recent years.
5) Britain’s fourth largest supermarket chain reported a fivefold increase in sales of crisps and
nuts last Saturday prior to the World Cup Final. Sales of snacks increased significantly / slowly
/ steadily .
6) The number of lambs born this spring was 0.4% below the seasonal average. The birth rate this
year dropped marginally / significantly / steadily .

Exercise 10: Read the text comparing rural and urban life. Complete the sentences with the
words in the box.

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E. SPEAKING
Exercise 1: In this unit, you will learn about the structure of IELTS Speaking Part 1, Part 2 and
Part 3. Complete the information about the IELTS Speaking test with the phrases in the box.

Exercise 2: Match the good and bad advice in the box with the IELTS Speaking marking
criteria.

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Exercise 3: Read the statements. Then watch the video of three students doing IELTS Speaking
Part 1. Choose True or False. (Video 1.1)

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Exercise 4: Read the information about achieving Band 8 in the IELTS Speaking test. Then
watch the video of a student doing IELTS Speaking Part 1. How well does she do? Choose the
correct examiner’s comments for the marking criteria. (Video 1.2)

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Exercise 5: Read the information about IELTS Speaking Part 2. Then watch the video of a
student doing IELTS Speaking Part 2. Which task card is the student doing? Choose the correct
answer. (Video 1.3)

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Exercise 6: Read the task card. Then watch the video and complete the student’s notes with the
words or phrases that you hear. Write no more than two words from the video for each answer.
(Video 1.4)

Describe a useful website that you visit frequently.

You should say:
how you found out about the website
how often you use the website
what you use the website for
and give your opinion on the website.

A useful website

How you found out about the website:

recommended by a_________ / an _________ suggested using YouTube to watch

How often you use the website:

_________a week / when I have spare_________

What you use the website for:

learn life skills, e.g. how to be _________, speak English properly, learn English in more _________

Your opinion:
positive; TED Talks very _________website, _________people to be more confident

Exercise 7: Read the information about IELTS Speaking Part 3. Then watch the video of a
student doing IELTS Speaking Part 3. Put the questions that the examiner asks in the correct
order. (Video 1.5)

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Exercise 8: Read the information. Then watch the video of a student doing IELTS Speaking Part
3 again. Match the techniques for extending answers with the student’s answers. (Video 1.6)

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Exercise 9: Read the information. Then complete the conditional sentences with the words and
phrases in the box. Watch the video and check your answers. (Video 1.7)

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Exericse 10: You are going to do the full IELTS Speaking test. You will need some
paper and a pencil.
Part 1
What languages do you speak?
Do you like learning languages?
Are there any languages you’d like to learn?
Should all children learn a foreign language at school?
Part 2

Describe a city that you have visited.

You should say:

where the city was
why you were visiting
how long you visited for
and explain what you liked and disliked about your visit.

Part 3

What types of things make a city a good place to live?

Do people in your country generally prefer to live in the city or the countryside?
Why do so many young people want to live in big city?

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