Direct To IELTS

Student's Book
with Key
Sam McCarter
The IELTS Skills Apps

Exam practice exercises and interactive tasks to help
you develop the skills you will need to excel in IELTS.
Sp,lliog
Waves
Punctuation
Lexical cohesion
wo,doro,,
Prepositions
eountab1e1uncountable nouns
Tenses
Wrong word Collocations

Linking devices
Using it/this
Articles
Missing word
Word form
Written by Sam Mccarter, the author of the

bestselling Ready for IELTS and Tips for IELTS
Each skill is explained and comes with examples
and an interactive exercise
Practise answering the full range of question types
that you can expect to find in the IELTS exam
A detailed overview of the IELTS exam

Score yourself on the interactive 'Can Do'
statement section
A wide range of innovative and interactive exercises
that help you work on the essential skills needed
for the IELTS exam
Learn more at the Macmillan Education Apps website:

www.macmillaneducationapps.com
--
MACMILLAN
Unit
1 A very modern world
Page 6
2 The past - public and

private
Language focus
Vocabulary
Reading
Verbs followed by-ing and/ or

infinitive
Collocations with nouns
Matching paragraphs,
classifying, answering
questions with words from
the passage
Using nouns to build

ideas
Collocations - multiple
combinations
Marching sections to
headings, Yes/ No/ Not Given
statements, completing
sentences
Adjectives of evaluation
Page 18
Prepositions
Verbs related to
connections
Completing a summary,
matching statements
to people, completing
sentences
Comparative and superlative

adjectives
Leisure and
entertainment
Multiple choice, completing

sentences with words from
the passage, completing
sentences with the correct
ending
Degrees of certainty
Collocations related to
health
classifying, True/False/Not
Given statements
Hypothesizing
Words related to space and

place
Completing a summary,
completing a flow chart,
True/ False/ Not Given
statements
Countable and uncountable

nouns
Words related to consumer
choosing items from a
list, completing sentences,
choosing the best title
Defining and non-defining

relative clauses
Collocations with culture
Yes/No/Not Given,
completing sentences
with the correct ending,
completing a summary
Additional material
Writing bank
Listening scripts
Answer key
Page 102
Page 109
Page 121
Page 129
3 The age of information

Page 30
4 Leisure and the

environment
Page 42
5 A healthy world
Page 54
6 Shaping the world and

beyond
Page 66
7 A consumer society
Page 78
8 Culture on the move

Page 90
Cause and effect verbs and

nouns
Contents map
Writing
Listening
Speaking
Task 1: describing line graphs
Section 1: multiple choice,

choose three letters, completing
sentences
Part 1: general questions about

your country

labelling a map
Parts 2 and 3: adjectives of

evaluation
Section 3: matching letters

to questions, completing
a flow chart, completing a
summary
Part 3: beginning and developing

an answer
Section 4: completing notes

with no more than two words/ a
number
Part 2: Describe a day off

from work or study that you
remember.
Task 2: Discuss both these views

and give your own opinion.
Task 1: describing pie charts

Task 2: planning your writing
Task 1: describing a process

Task 2: describing advantages
and disadvantages/ measures
Task 1: describing tables

Task 2: expressing opinions/
expressing purpose
Part 2: Describe a view that you

like.
Part 3: giving examples, reasons

and purposes
Task 2: expressing 9pinions,
evaluating and organizing
Task 1: describing bar charts
Task 1: describing changes in

maps
Task 2: using complex sentences
to develop ideas
Task 1: describing charts and
tables, paraphrasing
Task 2: expressing opinions,
avoiding repetition

answering questions with
no more than two words,
completing sentences with no
more than two words
Part 2: Describe a leisure activity.
Section 2: mutiple choice,

matching letters to questions,
completing a table
Parts 1 and 2: answering general

questions, Describe a team that
you have been part of or would
like to be part of.

choosing letters, completing a
table

questions about shopping,
Describe a website that you like
usmg.
Part 3: Degrees of certainty
Part 3: talking about spending

Task 1: describing bar charts
Task 2: describing causes and
measures
Section 4: completing notes with

no more than three words/ a
number, multiple choice

questions about your culture,
Describe a cultural experience or
event you enjoyed or didn't enjoy
attending.
Part 3: discussing cultural
activities
Introduction
Direct to IELTS is a short preparation course for students
preparing to take the academic version of the IELTS

(International English Language Testing System)
examination. The course aims to help students in score
bands 6-7 and is equivalent to level B2/ Cl in the Council
of Europe's Common European Framework.
Direct to IELTS aims to improve your skills and knowledge
of the IELTS exam and to give a boost to preparation for
the exam. The Student's Book contains 8 units covering
a range of interesting topics relevant to the IELTS
exammatton.
T he Student's Book has regular Exam information
boxes, which give you help on how to tackle various parts
of the exam, and Tip boxes, which provide guidance on
how to answer specific questions. There are also Grammar
focus boxes which summarize the main features of the
grammatical structures being dealt with in the Language
focus sections. The four main skills in the IELTS exam Listening, Reading, Writing and Speaking - are dealt with
in each unit. Each unit contains practice in IELTS Writing
Task 1 and IELTS Writing Task 2 with model answers and
comments in the answer key. For further practice, there is
a Writing bank at the end of the book, which contains a
model answer with comments, a writing task for you to do
a nd Useful language to refer to. At the end of the book
there is a section containing Additional materials that
help you extend and practise what you have learnt.
Each unit contains at least one Vocabulary section
relevant to the main skills in the unit. These sections
seek to activate the vocabulary so that it can be used in
conjunction with the other main skills in the unit. The
focus in the Vocabulary section is on collocations and
words related to a theme. The vocabulary chosen has wide
application in preparation for IELTS and in the exam
its elf.
Each unit also has at least one Langua).;e focus section.
T hese sections focus on some of the main grammatical
structures that are useful at this level and relevant to the
IELTS exam. Each section refers you to the relevant part of
the Grammar Reference for presentation and revision of
the structures being dealt with.
At the end of each unit there is a two-page Review. The
Review contains further practice of the Vocabulary and
Language focus sections, as well as the Writing, Speaking
a nd Reading that features in the unit.
Accompanying the course is a Website, which has

four computer-based tests that can be done in practice
mode and in test mode. There are also downloadable
workbook-like materials for each unit in the Student's
book. The Grammar reference section is available as a
downloadable PDF.
The Academic version of the IELTS examination
The IELTS examination tests students' competence in the
four main skills: listening, reading, writing and speaking.
Note the exam is a test of a candidate's ability to use
English language rather than knowledge of English. A
score is given for each skill and then a global score is given,
e.g. 5, 6, 6, 6 would give a global score of 6 and 6, 7, 7, 7
would give a global score of 7.
Listening Module (approximately 30 minutes)
The Listening module has 40 questions and lasts
approximately 30 minutes.
The module contains four sections with ten questions in
each.
Sections 1 and 2
The first two sections are of a social nature. Section 1
is a conversation between two people and Section 2 is
usually a monologue. However, Section 2 can also be a
conversation between two people.
Sections 3 and 4
Sections 3 and 4 are connected with education and
training. Section 3 is a conversation involving up to four
people and Section 4 is usually a monologue. Note Section
3 can have several people asking a speaker questions where
the answers involve long responses. Likewise, Section 4
can have a speaker being asked questions by one person.
Each section is played once only. You answer the questions
in the question booklet in the exam as you listen. At the
end of the test, you have 10 minutes to transfer your
answers to the answer sheet.
The types of questions used are: multiple choice, shortanswer questions, sentence completion, notes/form/
summary/ flow chart completion, labelling a diagram/
plan/map, classification and matching.
Your spelling needs to be accurate and you must not write
unnecessary words in the answers, for example, words
from the exam questions.
Academic Reading (1 hour)

In the Academic Reading module, there are three passages
from various sources such as books, journals, magazines
and newspapers. The passages do not require specialist
knowledge for you to understand them and at least one of
the three passages contains a detailed logical argument.
The range of question types that are used in the Reading
module are: choosing suitable paragraph/ section headings
from a list, identification of information using True/
False/Not Given statements, identification of the writer's
views/ claims using Yes/No/ Not Given statements,
multiple choice, short-answer questions, sentence
completion, notes/ summary/ flow chart/table completion,
labelling a diagram, classification and matching.
Academic Writing (1 hour)
The Academic Writing module has two tasks. You are
advised to spend 20 minutes on Task 1 and asked to write
at least 150 words. For Task 2 you are advised to spend 40
minutes and asked to write at least 250 words.
Task 1
Assessment for Task 1 is based on your ability to
summarize, organize and compare data where possible,
describe the stages of a process, describe an object or
event or explain how something works. Your range
of vocabulary, ability to use a range of grammatical
structures, accuracy, the coherence of your writing and
your ability to complete the task are assessed.
Task2
In Task 2 you are given a point of view, argument or
problem to write about. Assessment is based on your
ability to write a solution to the problem; present and
support your opinion; compare and contrast evidence and
opinions; and evaluate and challenge ideas, evidence or
arguments.
In both Tasks 1 and 2 you are assessed on your ability to
write in a style that is suitable for the task.
Speaking Module (11-14 minutes)
The IELTS Speaking moduJe lasts between 11 and 14
minutes and consists of three parts. T he exam is recorded.
IELTS Speaking Part 1
This part of the Speaking module last, 4- 5 minutes. The
examiner checks your identity and asb questions about
familiar topics, e.g. your hobbies, your studies/work.
Lengthy answers are not necessary in this part of the exam.

This part lasts 3- 4 minutes. You are given a task card,
about which you are expected to speak for 1- 2 minutes,
without any questions or prompts from the examiner.
Before you speak you are given one minute to make brief
notes.
This part lasts 4-5 minutes. You are asked a series of
questions by the examiner. The questions are connected
with Part 2 and are of a more abstract nature. You need to
develop your answers by giving more d etails, explaining,
evaluating and analysing.
The examiner assesses your ability to communicate
effectively in English and specifically assesses:
Fluency and coherence: how well you speak without
hesitating and the organization of your answers.
Lexical resource: the range of vocabulary you use.
Grammatical range and accuracy: the range of grammar
you use, for example the range of structures and
complex sentences using connecting words: because,for
instance, and so, but and so on.
Pronunciation: how clear and intelligible you are when
you speak.
Sam McCarter
ry
wo. d
1 Work in groups and describe the photos A-D. Then answer questions 1-5.
llli1 Sp'F-,~kini !Pan:Jlil dlasts''

four to five minutes,
...
'-::'::
.. .:':
:I
..
'.ii! Afi:er che<sk,ngl.youl"l~'
personal detail:5,
'''"a11cfi'he''~xalhi/ller
introduce yourselves,
Th"t exaifilimlF1~hen ~
.- asks you~questions _~,
~jl a~~Llt yd'~rse'Jf 1nd .,,,,
your family, ho.l:>bi~s,
l!! j~'t>: stJa'ies a1~l'a'b6 ut
othJ;r f~1~i!,iar,,f,gPif ~;11,
In fhis pan: ofthe !ij,
sp~tit)~n~x.a ~~ 1yo111~ ,
answers'are usually"'
fi one or ~ o s~~-t ~nc~;;i,
long.
1 Do you think it is possible to protect views like this from development where you live?
Why/ Why not?
2 What is the effect of protecting or destroying such views for people in your country?
3 How have views like this changed in your country?
4 What is the most beautiful view where you live or were brought up?
S Speculate what an area you are familiar with was like in the past, and what it will be like
in the near and distant future. Use the ideas below to help you.
a
It may be impossible
to stop progress.
e
Progress is vital for
our planet.
f
d
The changing skyline is
Few landscapes/
the result of higher buildings,
cinysaapes/ skylines of
because the population is becoming
outstanding (natural) beauty are
denser. It is really beautiful.
left. It all depends on whether
people have the will to
protect them.
Unit 1 A very modern world

2 Work in pairs and read the task card. Then read the candidate's short notes below and
describe what you think he/ she talks about.
Describe a view that you like.
You should say:
where the view is
when you first saw the view
what the view is like
and explain why you like the view.
t,
(I) 1 .1
Listen to a candidate speaking

and decide whether the candidate uses the
notes in exercise 2. Write down synonyms
of any of the words that the candidate
uses in the spaces provided.
Notes
:1.
V\,(,~11\,d
Acr-o-pol~s
(~II\, t11e) di:wle
4 Work in groups and answer the questions.
<t1eCIYS old)
5 br-ecit11tcile~l/\,g
1 Does the candidate talk about all the

points on the task card?
2 Does the candida te's a n swer follow the
no tes?
3 Do t h e n o tes h elp to give structure to t h e
candidate's answer?
4 Do you think it is easier or m o re difficult
to speak u sing notes?
--------------- - ------------------------- ------------
:1.4
wortl1 v~s ~t~l/\,g --------------
11\,ot ~11\,ter-ested
g r-eccill
.3
be SOYYt'.I
:1.0 YeVl,{,~11\,dS
:1.:1. 11\,ever- sto-p

...,.,.
""'"'' ~
----------- ---
--------------
- -------------
----------------------------------------
'
--
5 Choose one of the task cards, A or B. Write short notes about the card. Use the notes in
exercise 2 to help you.
Describe a neighbourhood in your home

town that you like.
You should say:
Describe a walk that you like going on.

You should s ay:
where the walk is
where the neighbourhood is
when you first went on the walk
when you first visited the

neighbourhood
what the walk is like

and explain why you like the walk.
what the neighbour hood is like

and explain why you like the
neighbourhood.
6 Work with a partner who chose a different card. Take turns to talk about your card a nd
give each other feedback.
Additional material: page 102
_In IELTS Speaking

..
''P a ri: ':2'; yo JI have 'o ne >;,~
,~ in~~,e t o ,,-;:vrite mote~
-,about the task card .
Language focus: Verbs followed by -ing and/ or infinitive

Grammar
focus
Some verbs such as
enjoy and dislike are
followed by the
gerund (the -ingform
of the verb). Others
such as watch,
remember are
followed by the
gerund or the
infinitive with to. A
third category of
verbs such as want
and manage are
followed by the
infinitive with to.
1 Look at the following sentences based on

Speaking Parts 1 and 2 on page 7. Which
verbs are followed by the -ing form, the
infinitive or both? Is there any difference
in meaning?
1 We watched the sun setting on the
Acropolis.
2 I will always remember sitting there.
3 I enjoyed looking at the view.
4 I managed to get a few photographs
later in the evening.
5 We watched the sun set on the
Acropolis.
2 Work in pairs and decide which of the
7 Life has changed so much in recent

decades. Many students used to continue
..... ..... .................. .. (study) well into their
twenties in the past, but people can't affor
........ ........ ............. . (wait) so long to find a jo
these days.
8 The city appears .... ..... ... ................. . (be)
quiet during the day, but actually the
extreme heat means ........... ... ........... .. ... (stay
out of the sun from late morning onwards
9 I enjoyed ........... ........ ..... ...... (sightsee)
when I was in Russia and managed
............. ... ... ....... .. .. (see) some beautiful
buildings.
4 In some of the sentences below, the verb
following verbs are followed by the -ing

form, the infinitive or both.
form is incorrect. Tick (./) the correct

sentences and correct the verb form in the
incorrect sentences.
love
afford
continue
like
enioy
help
seem
dislike
hate
miss
remember
forget
mind
fail
scare
appear
stop
1 I miss seeing the changes taking place in

my home town.
2 I try to avoid to buy the latest technology
when it first comes out.
3 I like to work different shifts each day,
because it gives my life a lot of variety.
4 People can't afford not adjusting to the
modern work environment.
5 The pace at which the world is
developing means constantly to update
one's skills .
6 It helps finding different ways to relax in
the modern world .
7 Old people enjoy varying their routine as
much as younger people do .
8 It's difficult to find time even to stop
chinking in the busy offices where people
now work.
3 Complete the sentences with the correct

form of the verbs in brackets. Use the
infinitive with or without to or the -ing
form once only in each sentence.
1 Although many young people hate
.... ..... ............ ..... (study), the changing work
environment means many can't afford
.......................... (leave) school without
qualifications.
2 I miss ............ ..... ............. (go) there
a lot, so when I am at home I like
..... ........ ................. (visit) the spot as often as
possible.
3 I don't mind ............................ (work)
and studying part-time because I want
.......................... (pay) for the course myself.
4 Most governments have failed
..... .. .......... .. ........... (reduce) crime, which
keeps .............................. (rise) continuously
5 I was doing d evelopment studies at
university when I stopped ............................. .
(take up) a job. Now I regret
..... ........ ..... .......... .. (do)so.
6 Meditation has helped me
...... .... .. ....... ........... (overcome) stress and I
like ...... ........ ........... ..... (meet) people at the
class.
5 Write down three places that are worth

seeing and three things that are worth
doing where you live or have lived. Work
in pairs. Take turns to ask each other
questions about the places and <l.Ctivities .
Use the question words why/how often/
when/ what.
'What kinds of places do you think are

worth visiting where you were born/grew
up?'
'The most attractive place is the
coastline, which is really ... '
A Read more about verbs followed by -ing
W and/or infinitive in the online Grammar
Reference.

~~
.,,t
1,
ffi'."'1;~: . ;} ~ 'lY~
fjit~it~Y::;t~.:,'"H~~!~n',
I Et.TS listening'1Sectii rf '1 !; !I'
1 Work in groups. Read the Section 1 questions 1-10 below and discuss what you think the
listening will be about.
2 Predict the answers to questions 1-10. Make short notes about your predictions.
Discuss the importance of predicting the answers before you listen.
It helps you build a picture of the contents of the conversation.
ta\
~ 1.2 Listen and answer questions 1- 10.
Questions 1 and 2
Choose the correct letter, A, B or C.
Example
The caller is enquiring about
A a cycling club.
a walking club.
C a running club.
1 The club holds walks

A once a week.
B once a fortnight.
c once a month.
2 Each walk is led by

A the group secretary.
B a different p erson.
c a group member.
3 The walks usually last more than

A two hours.
B half a day.
C three hours.
Questions 4-6
Choose THREE letters, A-G.
Which THREE things does the woman mention about the Skyline Club newsletter?
A the writers
B subscriber numbers
C the history
D newsletter type
E the frequency
F the future
G the length
Questions 7-10
Complete the sentences below.
Write NO MORE THAN TWO WORDS AND/ OR A NUMBER for each answer.
7 The next walk is on ......................................... .
8 The group is meeting at ......................................... am.
9 The caller's email address is ......................................... @thomas.com.
10 The caller's mobile number is ......................................... .
S Look at your notes in exercise 2 . How many answers did you predict correctly?
Reaction
6
Work in groups. Discuss at least one of the questions 1-4.

1 Do you think older people are more interested in how cities develop than young people?
Why/Why not?
2 Do you think 3D interactive tours of cities will one day replace tourist trips? Why/ Why not?
3 How do mobiles and the internet allow people to find their way around more easily
compared to the past? Is this a positive or negative development?
4 Do you think that in the near future electronic maps will replace paper maps for
everyone? Why/Why not?
1 Work in pairs. Make true or false statements about Writing Task 1 below. Exchange your
statements with another pair to answer.
The introduction can be a copy of the rubric in the task. (False)

You should spend about 20 minutes on
this task.
The graph opposite shows the proportion

ofthe European population in selected
countries who have never used the internet,
along with the European Union average.
Summarize the information by selecting
and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.
Percentage of the population who have never used the internet

60
50
Germany
40
Den mark
30
S pain
20
EU - 27 countries
Un ited Kingdom
10
France
0
2004
2005
2006
2007
2008
2009
2010
20 11
2 Match 1-6 to a- f. Write a model answer containing five sentences and three paragraphs.
Keep 1-6 in the same order and use correct punctuation.
1 the graph shows the average proportion of the population in the 27 European countries
2 overall, there is a clear downward trend in the proportion of those who have never
accessed the internet
3 as regards Denmark and the UK, which had the two lowest races of non-usage of the
mternet,
4 Germany followed a similar pattern to the United Kingdom
5 while France experienced a more marked d ecline
6 likewise, Spain, the only country above the European Union average,
a
b
c
d
from approximately 48 per cent in 2006 to about 18 per cent in 2010

along with selected countries who have never used the internet between 2005 and 2010
with a drop from about 30 per cent to 15 per cent
mirrored the decline of the latter falling to approximately 32 per cent from around 50 per
cent
e there was a marked fall from approximately 15 per cent to just under 10 per cent and
from about 30 per cent co around 12 per cent respectively
f with the European average of27 countries almost halving (from approximately 45 p er
cent to 25 per cent)
3 Look at the text in exercise 2 and find evidence for the statements you wrote in exercise 1.
4 Write your own answer for Writing Task 1 below. Then use the statements you wrote in
exercise 1 to check your writing.
You should spend about 20 minutes on
this task.
Percentage of internet users playing or downloading games,

images, films or music
The graph opposite shows the percentage of

internet users in selected European countries
playing or downloading games, images,films
or music, along with the European Union
average.
Summarize the information by selecting
and reporting the main features, and make
60
50
40
30
20
10

0
2004
Writing bank: page 109
2005
2006
2007
2008
2009
20 10
201 1
Germany
Bu lgaria
EU - 27 countries
United Kin gd o m
France
Vocabulary: Collocations with nouns

1 Read the extract from IELTS Listening Section 1. What synonyms can you think of to
replace the underlined adjective and verb? Use a collocations dictionary if necessary.
Yes. It's worth coming on that one. It's a ... river walk along the south side of the River
Thames from London Bridge, looking at the enormous changes that have taken place there
in recent years.
Complete the sentences using an adjective and a verb in the correct form from the boxes
below. There may be more than one answer.
Adjectives
Verbs
substantial slow rapid gradual huge enormous economic industrial

limited
improve take place achieve occur make accelerate hinder lead to
promote undergo follow
O The area where I grew up has undergone substantial/enormous/limited/rapid/huge

gradual change over the past decade.
1 Unfortunately, very ............................. progress ............................. in prepari1
schoolchildren for the modern world.
2 ............. ... ............. change .................... ....... .. in people's lifestyles at the moment.
3 The introduction of high-speed rail links between cities will ............................. the
....... ................. .... . development of the continent.
4 A ............ ...... ........... reduction in traffic can only ....................... ...... if and when the focus of
transport moves away from the private car.
5 As cities develop, the .......... ................... evolution of new ways ofliving and working will
6 ............................. advances in design technology ............................. the world we live in.
Transform each sentence in exercise 2 using the words below. Make any changes necessary.
You can also change the words in the collocations.
1 slowly 2 enormously 3 economically 4 substantially 5 gradually
6 hugely
1 Unfortunately, preparing schoolchildren for the modern world is progressing slowly.
4 Work in pairs. Discuss how you would answer the IELTS Speaking Part 3 questions below.
Use the collocations in exercises 2 and 3 to enrich your answers.
Discussion topics:
Changes to the work environment
What kinds of changes are taking place in the job market in the modern world?
Do you chink that the physical work environment is changing in the modern world? Why/
Why not?
What reasons might employers have for reducing employee workspace in offices?
Flexible working
What are the advantages of being able to work flexibly, i.e. at different times of the day?
Do you think it would be a good idea for employees to be encouraged to work from home?
Would there be any disadvantages if certain types of professionals worked from home?
S Decide how you can begin the answer to each question in exercise 4.
The job market is changing rapidly as growth in ...
Change partners and take turns to ask and answer the questions. Give each other feedback
about the phrases used from exercises 2 and 3.

IELTS Reading
~~--~~~~~-
1 Work in groups. Discuss one or more of the statements below, saying how they relate to
you or people you know.
There are three

reading passages in
the exam, each
containing a
minimum of750
words and each with
1-14 questions.'The
passages usually
become progressively
more difficult. To
prepare for the IELTS
exam, you need to
develop your
prediction, skimming
and scanning skills so
you can move around
the passage and the
questions easily. Learn
to survey the whole
reading passage and
the questions first.
Always looks at titles,
sub-titles and irJ;lages.
Then skim the passage
and the questio%s.
Remember, the
questions are
effectively a summary
of the reading
passage. Write your
answers on the
answer sheet as you
do the exam and
practise doing so as
you prepare for.the
exam . There is no
transfer time at the
end.
1 Just under half of all young people (44 per cent) have a social networking profile.
2 Forty-five per cent of young people said they felt happiest when they were online.
3 Eighty-four per cent of young people said that the internet brought communities of
similar people together.
4 Young people are highly digitally literate in how they use media and are well connected in
a social context.
2 Skim the title of the reading passage and the questions that follow it as quickly as you can.
Decide what the topic of the passage is.
Scan the reading passage and confirm your predictions in exercise 2.
4 Answer questions 1-13 about the reading passage.

The Age of the Digital Native or M-Ager
A The internet is a 'natural' space for young
people. It is fully integrated into their lives
and is as commonplace for the vast majority

as walking down their local high street. It is
the first place that many of them will go to
search for information and provides
unparalleled opportunities for communicating
and engaging with others. The fact that young
people can interact, maintain their anonymity
and compare information sources empowers
them. It can give them a sense of purpose and
control, especially at difficult and challenging
times in their lives. At such times, feelings of
being in control may on occasion be
misplaced and can lead to risk of exposure to
unwanted danger. However, the vast majority
of young people are able to minimise risk
through cross-checking information sources
against one another.
B Negotiating the vast amount of information
available on the internet presents its own
challenges. The ability to locate appropriate
information quickly and which is in a
language and format that a young person can
relate to is not always easy. Equally, as young
people's needs have changed so too have their
expectations of how they should be able to
interact with individuals, organisations and
companies.
C Young people today use a variety of digital
means to communicate and interact with
others at the same time - a mobile phone, a
television, a laptop - to build very complex
and deep 'tapestries' of connectivity to one
another and internet locations. Their life
experience and the context in which they use
the media inevitably contain many differing
behaviours and emphases. At a general level
they are often labelled in a variety of ways,
the most established terms being 'Digital
Natives' or perhaps 'M-Agers' (short for

'Mobile Agers'). The implication in these
terms is that this group has grown up
surrounded by digital media with access to
computers, the internet, mobile phones and
digital video games from pre-school age. The
Digital Native generation are young people,
aged 16 to 24. The internet is a key part of
young people's lives today - it is completely
natural to them. It is so much a part of them
that they can be said to be living hybrid lives,
combining the physical and virtual in a
seamless network of communication,
information, entertainment and sharing.
D For the vast majority of young people, the
digital world is a far from isolating experience.
It extends reach and connectivity, building on
physical or close relationships as well as
providing opportunities to interact and build
friendships with people who are not
geographically close to them. Young people
associate the internet with a strong sense of
community and as a place where similar
people can meet and share together. It is
likely that young people have far wider and
more varied support communities than
previous generations had.
E They are the 'ever on' group. They demand
fast and immediate access to both information
and friends with the internet ensuring their
friends are available whenever and wherever
they need them. As access to the internet
becomes ever more mobile this trend will
continue. Digital Natives are not just different
to their parents in using digital media in a
natural and hybrid way.
F They are often characterised as being visually

literate and as having highly developed visualspatial skills. Indeed, it has been argued that
through this age group we are moving toward

a more visual right brain-orientated society
with an emphasis on 'creators ... and
meaning makers' and that young people
represent the vanguard . They are experiential,
shift their attention from one task to another
with great rapidity, are highly digitally literate
(in how they use the media) and are well
connected in a social context. Importantly,
whilst older groups may judge online against
an ideal of face-to-face communication
(although this is changing), young people
evaluate against a wide range of options
including instant message, chat, phone, SMS
and face-to-face according to their
communication needs . These might range
from immediacy, message complexity,
mobility to cost, privacy, or embarrassment.
G This is a response to both the simple presence

and availability of technology and to social
and environmental change. In combination it
demonstrates how young people use today's
tools and communication opportunities to
connect to the world and to establish and
maintain their identities. Although there is
much debate, it should be considered that this
virtual communication and connectivity is not
necessarily to the detriment of more
established physically rooted behaviours.
Rather, it represents the degree to which,
particularly this group, lives hybrid lives lives that combine digital access and virtual
communication into their physical lives.
Questions 1-5
The reading passage has seven paragraphs, A-G.
Which paragraph contains the following information?
1 the fact that young people nowadays have more support around them
compared to the past
2 digital natives are at the forefront of a skills shift in society
3 how the internet is the primary information source for many young people
4 why digital natives are changing the way they do things
5 an explanation of the main names to categorize modern youth
Questions 6-10
Classify the following as relating to
A benefits of being connected to the internet
B challenges faced by being connected to the internet
C neither benefits nor the challenges of being connected to the internet
6
7
8
9
10
there is a lot of information available

the information may be available in a few languages
users are able to hide their identity
the information may be available in only one format
it can give meaning to their lives
Questions 11-13
Answer the questions below.
Choose NO MORE THREE WORDS from the passage for each answer.
11 What does the digital world expand for digital natives?
12 What standard do older people measure online communication against?
13 How might young people's lives be described nowadays?
Reaction
S Work in groups and discuss questions 1-3.
1 Do you think having the opportunity to access the internet at all times makes your life
easier? Why/Why not?
2 Does people being online or texting while talking to friends affect communication? How?
3 What do you think the effects are of not possessing such skills in th~ modern world?
In Writing Task 2, you are required to write at least 250 words on a topic of general academic interest,
which does not require specialist knowledge. You are advised to spend about 40 minutes on this task. As
Task 2 receives double the marks ofTask 1, students are tempted to write their answer to Task 2 first.
However, it is better to write Task 1 first and stick to the advised time limits for Tasks 1 and 2. Note you
need to write your a nswer in paragraphs and answer all parts of the question contained in the rubric. You
also need to support your ideas by giving reasons and examples, as stated in the rubric.
1 Match a-f to the boxes.

a
b
c
d
e
f
word limit
what you are expected to include in each body paragraph
view 1
suggested writing time
view 2
three main parts of the task expected
1
You should spend about 40 minutes on this task. ~

Write about the following topic:
~ ~Some people think that the increasingly flexible working

5
:----______
6
environment nowadays, such as working at home, has a

positive impact on workers' lives. Others, howeve~
feel this development is just a means for organizations
such as private companies to exploit workers for profit.
Discuss both these views and give your own opinio~
> Give reasons for your answer and include any relevant
examples from your own knowledge and experience.
P, Write at least 250 words.
2 Work in pairs. Statements 1-8 relate to the writing task in exercise 1. Decide if the
statements relate to the introduction (a), view 1 (b) or view 2 (c).
1 Some people feel that the trend cowards more flexible working practices for employees
is a positive trend. Others have reservations about this phenomenon, arguing that it is
just another way for companies to take advantage of workers.
2 Workers have co pay for services such as heating, electricity, lighting and equipment.
3 Flexible working gives workers greater freedom.
4 With modern technology, a gradual reduction in the number of workers that need to
work in one place is happening.
5 The changeover to more flexible working is a .natural trend in the modern world.
6 Space for offices is becoming very expensive, so it suits companies if employees work
from home.
7 The idea that working from home gives people freedom is an illusion.
8 The development may be attractive to employees, but some people quote the negative
aspect of such working practices, namely the social impact of people working alone and
the increased costs to the workers of having to pay for heating, lighting and so on.

3 Choose one statement from exercise 2 relating to either view 1 or view 2. Make brief notes
about a reason, an example and an impact of the idea in your chosen statement. Compare
your notes with another student who has chosen the same statement.
Statement 2
Reason:
. they work from home, use their own resources, not the employer's
Example:
they may find their electricity and heating bills increase
Impact:
the employee's costs increase, while the employer's costs fall
4 Work in pairs. Expand the notes in column A. Create a paragraph relating to statement 1
in exercise 2. Use the items in column B to help you connect the ideas.
A Ideas
Organization
B Connection
Topic
many employees/ workplace/ evolve rapidly/ people

choose place/ want to work/ time
Reason
modern technology/ laptops/ tablets/ latest mobile

phones/ enable people/ change working practices/ suit
themselves/ access workplace wherever
this phenomenon is happening

because/ as a result of/ as a result/
this is because
Example 1
trainers/ accountants/ designers/ able

place of work/ electronically
for example/for instance/take

for example/a good example is/ a
good examples of chis
Result
work/ cake place/ at home/ in cafes/ hocels/ in office

space rented by the hour/airports
to
access/ main
further/ then/ the consequence of

this is that
S Complete the text with items from the table in exercise 4. Make any necessary changes.
Some people feel that the trend towards more flexible working practices for employees is a
positive trend. Yet, others have reservations about this phenomenon, arguing that it is just
another way for companies to manipulate the workforce to make more money. I personally
think it is a combination of both.
For many employees, the workplace (0) ...... !~--~~~!~!!'.'9........... as people choose the place where
they want to work and the time. (1) .................................... modern technology such as tablets
and mobile phones, which (2) .................................... to suit themselves.
(3) .................................... trainers in any field, accountants, designers or editors, who
(4) .................................... electronically from anywhere'in the world. (5) ...... ........ ....... .............. .
the work can take place at home, in cafes, in hotels, in office space rented by the hour, or even
in (6) .................................... .
Write an answer for Writing Task 2 below.

You should spend about 40 minutes on this task.
Some people think that changing people's attitudes to other countries and cultures is
an important factor in reducing world poverty. Others, however,feel that the most
important method is trade.
Discuss both these views and give your own opinion.
Give reasons for your answer and include any relevant examples from your own
knowledge and experience.
Review
Language focus: Verbs followed by -ing and/or infinitive
Read part of two conversations. Complete the conversations with the -ing form or the
infinitive of the verbs in brackets.
1
Examiner:
Do you think it is possible
to protect certain views in cities
from modern developments?
fl!.
'!Jiii
1111,
~ia , ;:,, ~~!
Examiner:
Why do you think so?
lllll;i
.,,. It's difficult to avoid

(1) .............................. (alter) views in
and around cities, but if we can rnf1-nage
(2) ......... :,..........-< ,.. (s;,i,g~ them then;JJhink it's
1i:~
. .. efip
... iG~tr:iintbodr11
thll1~gll:v:,i'ittler&
ar'r11ljo':k .!-r. , :: : i~liesl!
li .
,_
,1< . :::,, ,;.. -
1::;
!I:1
!In I
11
i!i: Pansbr ~c Petersburg!,r.ha-c cbul b
ttoyed
if care is not caken .(3) ......................., .... .
(save) chem.
1!!;1:
Candidate:
M rr[111, protecting cities and their
,i'lskulin-ifs"theans
,,, ,,,::
'"
(keep)
,Jy; 1 i1 ";. ,..,,,. "rr f4)
\i, ,,,.. .. ,,,,;.- ,
tljlern fdiF'ful:n.ihe g~niraffons to see,artd enjoy
,::
(r"ook) at. I t h"m k 1t
. 's
( 5) .....'......":.......................
important to value cityscapes as much as
"'
landscapes.
Candidate:
Examiner:
What do you think
your home town will be
like in the future?

In some of the sentences below, the word order is incorrect. Tick (.!) the correct sentences
and correct the word order in the incorrect sentences.
O The area I grew up substantial change where has undergone over the past decade.
Ih~.~r.~.c;i..wh~r.~..+..9r.~.w..1,1.P..h9.~..l:!n9.~rg9.n~..~.1,1.l?.~t~mti.c;i.l..~h.c;ir.ig.~.R~~r..t.~~-Pg~t..<;f~.<;:.9.<;f~......
1 Fortunately, progress in educating young people has been m ade about the
substantial demands of the 21st century.

2 The economic development of any region of the world is promoted by innovation as wel
as natural resources.
3 The evolution has occurred steadily over the past hundred years of transport.
4 Changes that take place tend gradually to achieve more than abrupt transformation s.
5 A reduction can only be achieved through substantial education in ignorance.
6 The advances in medicine are improving the enormous lives of everyone in recen t years.
7 Too much development of creativity can hinder the control of the way children behave
an d chink.
8 Innovation in technology can promote huge growth in areas of the economy.
Review
IELTS Reading: Understanding noun phrases

1 Put a box around the main noun in each phrase below. Underline the prepositional
phrase which follows.
O I recommendations I about how to increase students ' global awareness
1
2
3
4
the effect of a university education on the earning potential of graduates

the development of different types of vocational courses for young people
the progress made by young people in the field of education in recent years
suggestions about how to promote the growth of creative industries
5 an awareness of the impact of technology on improving the way that people work
6 a reduction in the amount of time spent studying for a university degree
7 an explanation of the relative importance of knowledge and experience
2 Decide what the noun phrases in exercise 1 mean and what you would expect to find in
the paragraph.
O recommendations about how to increase students' global awareness
The text or paragraph suggests two or more ways that awareness of the world can be
increased among students, probably as a means to improve their own marketability and/
or education.
As noun phrases are used to summarize information in all parts of t he IELTS exam , it is a very
useful skill to learn to unpack the meaning so you understand exactly what they mea n. Some
noun phrases used in headings are short ( e.g. the impact ofdevelopment) and some are long, as in
the example ( between 8 and 11 words) .
IELTS Writing Task 2: The negative viewpoint
-----
1 The paragraph below develops one of the statements from exercise 2 in Writing Task 2
on page 14. What do you think the purpose of the paragraph is?
1 to show how working from home benefits employers
2 to show how working from home benefits employees
The development may be attractive to employees, but to some people the idea
that such working practices give people freedom is an illusion. They quote
the negative aspect of these practices, namely the social impact of people
working alone and the increased costs of having to pay for heating, lighting and
equipment. This benefits companies, because less office space is needed.
__:__'1!!!!!1!,~-
Decide where you can add the following words and phrases
to the paragraph.
1 situation 2 of home working 3 In the latter case, the
costs can be considerable in both hot and cold climates,
and if essentials such as computers or telephones break
down . 4 thus reducing costs for employers 5 to the
workers
For further practice, go to the Direct to IELTS website

for downloadable worksheets.
a t
public and p ~vate
Vocabulary 1: Collocations - multiple combinations

1 Work in groups. Discuss how the photos relate to methods of bringing history to life.
2 Decide what the purpose is of each of the methods shown in the photos. Use the ideas 1-5
or your own ideas. Give examples and reasons.
1
2
3
4
5
to
to
to
to
to
carry out a comprehensive study of a particular area by excavating or questioning

give people an opportunity to cake part in historical events
bring historical information to life
preserve/s howcase historical records of national and international interest
restore/exhibit a precious object
Decide whether these words are verbs, nouns, adjectives or prepositions.

do carry out into search for cake part in undertake historical
groundbreaking market compelling
4 Decide which words from exercise 3 you can use with nouns 1- 8 in the table.
do: 2,4,5,6,7
Verbs
Adjectives
Nouns
collect, examine, study
concrete, factual
(1) evidence (about/

relating to)
make, perform, fund
detail ed, thorough , economic
(2) analysis (of)
keep , update
accurate, brief, detailed, documentary
(3) record (of)
conduce, fund , support
scientific, close, careful, detailed
( 4) study (of)
carry out, condu ct, do,

fund
detailed, further, scientific, academic
(5) research (on)
conduct
detailed , brief, customer, social
(6) survey (of)
conduct, pursue, lead
close, careful, detailed, thorough
(7) investigation (of)
study, fun d
local, early, modern, social
(8) history (of)
Complete the following statements using words from exercises 3 and 4. Change the form
of the word if necessary. More than one answer may be possible.
1 Do you think the government or private industry should .... ............. ... ........ scientific
................ ...... ..... . into history or m edicin e?
2 Is it worthwhile ... .... ............ ...... ... thorough investigations of every historical artefact
discovered? Or could the money be sp ent on something else?
3
4
5
6
Some p eople think ............................ animal .......... ...... ........ .... should be banned. Do you ?
Social ............................ carried out by researchers can reveal very important information.
Do you think there is compelling ............................ for global warming?
It is more difficult nowadays for students to find time to do a thorough ........... ................ .
of any subject. Why is chis so?
Work in groups. Select at least two questions from exercise 5 and make notes about the
reasons and examples. Then take turns to ask and answer the questions.
IELTS Listening Section 2

1 Skim the questions 1-10 and make a list of at least five items the talk will cover. Make
short notes about your predictions.
Work in pairs. Describe where each item is on the plan. Then take turns to describe the
route of the path and the places that you can see along it.
(I) 1.3 Listen and answer questions 1-10.

Question 1
1 According to the speaker, the park has drawn attention to
A local history and research.
B entertainment and local research.
C nature and local research.
Questions 2-4
Label the plan below.
Write NO MORE THAN TWO WORDS for each answer.
White Bay Coastal Park
r lfremams
~
fmarket
With plans or maps,

look at the
relationship between
the different items on
the map : next to/
beside, opposite,
north/ south of, etc.
(4) former
cottages
beach
Questions 5-10
5 What are the earliest items discovered so
far in the excavations?
A weapons
B pottery
C jewellery
6 Why are certain remains closed to the
public?
A to preserve them
B to carry out research
C to renovate them
7 How far is the beach from the
preservation area?
A a very short walk away
B a short drive away
C a long walk away
8 The beach is famous because of its

A white sand and rocks.
B white sand and shells.
C rocks and shells.
9 What can be found at the beach shops?
A local photographs
B local artwork
C unusual souvenirs
10 The entrance ticket allows visitors
A only one visit to the site.
B three more visits a year.
C unlimited visits for a year.
Look at your notes in exercise 1. How many of your predictions were correct?
Unit 2 The past - public and private
1 Work in pairs. Study the pie charts and decide which of the verbs in the box can be used to
describe the data. Use the verbs you chose to describe the data in your own words.
account for consist of allocate . come from spend
consume produce use comprise constitute
Percentage of students studying different, areas of history at
a university department in the UK in 2000
Percentage of students studying different areas of history at

a university department in the UK in 2010
Ancient history
Ancient history
Medieval history
Medieval history
Social history
Social history
History of warfare
History of wa rfare
Archaeology
Archaeology
Modern history
Modern history
2 Match 1-7 to a-g to make sentences about the pie charts.
In Writing Task 1, you

be:'a skedto
describe pie charts.
Pie charts are usually
. ,M
'in percentages which
add up to 100 per
need
to
cent.You
..
,...
jl
'.""'
~know vl#hs thaelfielp
you describe
proportiOfl,
account fo"i.
1 Modern history accounted for

2 Ancient history comprised
3 Medieval history and ancient history
together made up
4 The proportion of students studying
modern history in 2010
5 The number of areas in the history
d epartment
6 The study of ancient history amounted
7 In 2010, medieval history with 5 per
cent
"f" may
f.;
15 per cent o f all the students in 2010.

20 per cent of the students in 2000.
consisted of six in 2000 and 2010.
25 per cent of the ~tudents in 2000.
constituted the smallest proportio n of
students.
f to a much smaller proportion of
students in 2010 compa red to 2000.
g exceeded that in 2000, 45 per cent and
20 per cent respectively.
a
b
c
d
e
Write sentences about the charts using the words below. Compare your sentences with
other students.
1
2
3
4
5
Archaeology/ represent/ IS p er cent/ total student bo dy

Social history/ make up/ smaller proportion/ students/ in 2000/ compared to/ 2010
History of warfare/constitute/ IO per cent/ 2000
Ancient history/ comprise/ smaller proportion/ student body/ 2010/ compared/ 2000
proportion/ students/ studying/ archaeology/ equal/that/ history of warfare/ 2010
4 Work in pairs. Describe the pie charts at the top of page 21.
The pie charts show a breakdown ofsources ofincome for the upkeep ofCastle
Keep, an ancient monument, in 1850and 1950.
Summarize the information by selecting and reporting the main features, and
make comparisons where relevan,t.
Write a t least 150 words.
Sources of funding 1950
Sources of funding 1850
Small individual gifts
Government
Large gifts
Original endowment
Small individual gifts

Government
Large gifts
Shop
Businesses
Events
Original endowment
Glossary: Original endowment: the original donation or gift to help fund the maintenance of Castle Keep
5 Work in pairs. Complete the answer below describing the pie charts in exercise 4. Use
words and phrases from the table.
Verbs
came from changed constituting accounted for
Nouns
the largest proportion of the total a doubling in the proportion contributed to total income
a reliance on small individual gifts a much smaller proportion
Data
15 per cent 20 per cent and 20 per cent respectively 20 per cent
The charts provide information about where funding for the maintenance of Castle Keep came from in the years
1850 and 1950.
Overall, it is clear that the pattern of income (1) ....... ....................... ... .. dramatically over the 100-year period with a
shift away from (2) ..... ..... ....... ........ ... ... .... co other funding sources. In 1850, for example, small individual gifts
(3) .......... ......................... 60 per cent of the total funding with large gifts ( 4) ................................... only 5 per cent.
By contrast, in 1950 20 per cent of funding (5) ............... .. ....... ..... ... ... small individual gifts, with businesses forming
(6) ...... .... ............. ............ , followed by small individual gifts and the original endowment, (7) ... ...... ............... .... .... .
For the endowment, there was an approximate 33 per cent rise from (8) ................................... in 1850.
As regards income from government sources, in 1950 this consisted of (9) .... ................ ........... ... compared to 1850,
5 per cent and 20 per cent respectively, representing a 75 per cent decline, while large gifts saw (10) ... ............ ............
from 5 per cent co 10 per cent.
Apart from businesses, two new sources of income, the shop and events, together comprised (11) .............. ........... ... .
offunding in 1950.
6 Write an answer for Writing Task 1 below.

The pie charts below show the funding allocation to a range ofmuseums in a European country in 2000 and 2010.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
Write at lease 150 words.
Funding allocation to a range of museums in a European
country in 2000
Funding allocation to a range of museums in a European

country in 2010
Museum of the Ancient World
Museum of the Ancient World
Museum of Medieval Art
Museum of Medieval Art
Natural History Museum
Natural History Museum
Transport Museum
Transport Museum
Technology Museum
Technology Museum
National Museum
National Museum
1 Work in pairs. Study and discuss the task card.

Describe a time when you visited a museum you like.
You should say:
what the museum contained
when you visited the museum
what type of exhibits you visited
and explain why you liked the museum.
@ 1.4 Listen to a candidate talking about the card and complete the phrases and
sentences. Use no more than four words for each answer.
1
2
3
4
5
6
museum about ............................... .

a large exhibition of ............................... .
The photos were fascinating as they showed ................................ like horses and carts.
also rooms with displays of objects that have been found ............................... .
I've been back to the museum several times, because ................................ .
Although the displays and exhibits are ................................ , I found them very effective and
quite compelling.
Work in pairs. Underline the words and phrases in exercise 2 which indicate the speaker is
evaluating something.
Add the words from the box to the correct place in the table below.
straightforward crucial minor reasonable appropriate unimportant

ineffective significant impractical
Adjective
effective
sensible
relevant
practical
trivial
immaterial
simple
Synonym
successful
(2)
(3)
convenient
(5)
(7)
(9)
Opposite
(1)
foolish
irrelevant
(4)
(6)
(8)
difficult
5 Work in pairs. Transform the sentences using the words in brackets. Do not change the
form of the words in brackets. Compare your answers with another pair.
O The changes had an enormous effect on the number of tourists coming to the area.
(effective in/bringing)
The changes were very effective in bringing tourists to the area.

1 The changes that took place in my home town made little or no difference to the people.
(unimportant)
2 Taking part in a survey doesn't waste time. (pointless) It's a confidence-building
experience.
Unit 2 The past - public and Qrii~ate

3 Studying history has little or no relevance for the modern world. (irrelevant)
4 It doesn't make sense to ignore the experience of the past. (sensible)
5 Some people think that relying solely on sponsorship for the arts doesn't work.
(impractical)
6 Innovation in industry has had an enormous effect on developing new products.
(effective)
7 Do you think qualifications have more worth nowadays compared to the past?
(worthwhile)
8 The evidence from the study did not convince people. (unconvincing)
6 Work in pairs. Make brief notes about one of the task cards. Then take turns to talk about
your card.
A
Describe a place you always wanted to visit when you were

younger.
You should say:
where the place is
what the place is like
how you first found out about the place
and explain why you wanted to visit the place.
B
Describe a recent meeting with someone that you think has

changed your life for the better.
You should say:
who the person is
when and where you met the person
what happened when you met the person
and explain why you think the meeting has changed your
life for the better.
7 Work in groups of three. Choose one of the sets of questions, A or B. Discuss a) possible
ideas for each question, b) how to begin each answer and c) examples and reasons to
develop each answer.
A
1
2
3
B
1
2
3
Communication
Is communication important in people's lives nowadays? Why/ Why not?
How effective is communication nowadays compared to the past? In what ways?
In terms of communication, do you think the introduction of the internet changed the
way businesses communicate? Why/Why not?
Personal opinion
Do you think that young people are more confident about expressing their opinions than
in the past? Why/Why not?
Would it be a good idea to have more language learning outside the classroom to build up
confidence in giving opinions in another language?
Some people think that learning to be confident in expressing yourself is as much a life
skill as learning a language. Do you agree?
8 Take turns to answer the questions in exercise 7.
Unit2 The past - public and private

IELTS Reading
1 Work in groups. Look at the photos and the title of the reading passage. Decide whether
the passage is related to a) problems and solutions orb) time.
2 Read the list of headings i- viii below. List as much information as you can about the
contents of the reading passage.
3 Answer questions 1- 13 about the reading passage.

Questions 1- 5
The reading passage has five sections, A-E .
Choose the correct headings for sections A- E from the list of headings below.
Paragraph or section
headings test your
understanding of
general meaning.
Look at the title of the
text and either skim
the headings and then
the text or vice versa.
When you have
matched the headings
to the text, read them
in order and check if
they form a logical
sequence. Look for
clues in the headings
that help you predict
the location of the
information, e.g. are
there any clues in
questions v and vii?
Learn to recognize the
headings that refer to
just one detail in the
text.
List of Headings
i
ii
iii
iv
v
vi
vii
viii
New developments in sunglasses lenses

The use of sunglasses in early courts
How the physical shape of early sunglasses developed
The introduction of sidepieces on sunglasses
The origins and early history of sunglasses
Ways in which sunglasses have become trendy
The arrival of modern sunglasses
Advertising campaigns for sunglasses
Section A
Section B
Section C
Section D
5 Section E
1
2
3
4
The history of a cool image

It was not until 1430 that prescription glasses
were first developed in Italy to correct vision,
and these early rudimentary spectacles soon
found their way to China, where they were
again tinted by smoke to be used by the
judges. The frames were carved out of either
ivory or tortoiseshell, and some were quite
ornate. During the 17th century, prescription
glasses were being used in England to help
elderly long-sighted people to see better. The
Spectacle Makers Company was founded in
England, which started manufacturing
prescription glasses for the public and whose
motto was "A Blessing to the Aged".
A The history of sunglasses can be traced back
to ancient Rome around the year AD 60,
where the Emperor Nero is said to have
watched gladiator fights whilst holding up
polished emerald-green gems to his eyes, thus
reducing the effect of the sun's glare. The very
first actual recorded evidence of the use of
sunglasses can be found from a painting by
Tommaso da Modena in Italy, 1352, showing
a person wearing sunglasses.
Earlier, around the twelfth century in China,
sunglasses were worn by court judges, not to
protect their eyes from the sun, but in order to
conceal any expressions in their eyes as it was
important to keep their thoughts and opinions
secret until the end of each trial. These were
flat panes of quartz that had been polished
smooth and then smoked to give their tint.
B The development of sunglasses, however,

remained static until the work of James
Ayscough, who was known for his work on
microscopes in London around 1750. He
experimented with blue and green tinted
lenses, believing they could help with certain
vision problems. These were not sunglasses,
however, as he was not concerned with
protecting the eyes from the sun's rays .
Prescription spectacles continued to be

developed over the next few decades,
especially regarding the design of the
spectacle frames and how to get them to sit
comfortably on the nose. The frames were
made from leather, bone, ivory, tortoiseshell
and metal, and were simply propped or
balanced on the nose. The early arms or
sidepieces of the frames first appeared as
Unit 2 The past - public and priN.~1~
strips of ribbon that looped around the backs

of the ears. Rather than loops, the Chinese
added ceramic weights to the ends of the
ribbons which dangled down behind the tops
of the ears. Solid sidepieces finally arrived in
1730, invented by Edward Scarlett.
C Sunglasses, as we know them today, were first
introduced by Sam Foster in America, 1929.
These were the first sunglasses designed
specifically to protect people's eyes from the
harmful sun 's rays. He founded the Foster
Grant Company, and sold the first pair of
Foster Grant sunglasses on the boardwalk by
the beaches in Atlantic City, New Jersey.
These were the first mass-produced
sunglasses, and from this year onwards,
sunglasses really began to take off.
D In 1936, Edwin H Land patented the Polaroid
filter for making polarized sunglasses. This
type of tint reduces glare reflected from
surfaces, such as water. Later in that same
year, Ray-Ban took the design of pilots'
sunglasses further by producing the aviatorstyle sunglasses that we know today, using
this recently invented polarized lens
technology. The edge of the frame
characteristically drooped away at the edges
by the cheeks in a sort of tear drop shape, to
give a full all-round protection to the pilots'
eyes, who regularly had to glance down
towards the aircraft's instrument panel. The
polarized lens reduced the glare from light
reflected off the instrument panel. Pilots were
given these sunglasses free of charge, but in
1937 the general public were allowed to
purchase this aviator-style model that

"banned" the sun's rays as Ray-Ban
sunglasses.
E In 1960, Foster Grant started a big advertising
campaign to promote sunglasses, and pretty
soon famous film stars and pop stars started
wearing sunglasses as part of their image. The
public began to adopt this new fashion of
wearing sunglasses, not just to protect their
eyes from bright light, but also as a way of
looking good. Today, sunglasses are
continuing to be improved with efficient UV
blocking tints, cutting out all the harmful
ultra-violet light. Various coloured tints are
now available and, of course, the frame styles
are very varied and exciting. Now you can
really make a statement with your fashion
sunglasses, transforming your image or
creating a new one. Designer sunglasses have
certainly come a long way in just a few years,
and now not only protect our eyes from the
harmful sun's rays, but are also an important
fashion accessory - and it all started nearly
2,000 years ago with the Roman Emperor
Nero!
Questions 6-10
Do the following statements agree with the information given in the reading passage?
Write:
YES
if the statement agrees with the claims ofthe writer.
NO
if the statement contradicts the claims ofthe writer.
NOT GIVEN ifit is impossible to say what the writer thinks about this.
6 The earliest reference to sunglasses can be found in early Roman times.
7 Early Chinese sunglasses were worn to correct the wearer's eyesight.
8 The work of James Ayscough had a profound effect on the development of modern
lenses.
9 Prior to 1730, sidepieces on glasses were made of many different materials.
10 Sam Foster's sunglasses were the first to be made for a mass market.
Questions 11-13
Choose ONE WORD ONLY from the passage for each answer.
11 The function of the Edwin H Lands Polaroid filter was to lessen surface ............ ................ .
12 People can change their ............................ by wearing trendy sunglasses.
13 Designer glasses still offer protection from solar ......................... ... .
Make sure you read

the rubric and note
that the statements
are about claims
made by the writer.
Note the rubric says

ONE WORD ONLY.
-~~i;.
__Unit2 The past - public at1d private
Language focus: Using ~ouns to build ideas

1 Below are some examples of noun phrases
from the reading passage. Match the
examples 1-6 to the types of noun phrases
a-c.
1
2
3
4
5
6
cool image
this new fashion of wearing sunglasses
prescription glasses
flat panes of quartz
any expressions in their eyes
court judges
(article/ d eterminer) adjective+ noun
b (article/ determiner) n oun + noun

c
(article/ determiner) (adjective/

n oun) n o un + p repositio nal phrase
(i.e. p reposition + (adjective) + n oun
Find examples of c in Section A of the

reading passage. What is the longest noun
phrase that you can find?
3 Work in pairs. Add the words in brackets

to the correct spaces to create noun
phrases.
1 (changes/ past/ climate/ reasons) ----*
various ..................... for .....................
..................... in the .................... .
2 (products/range/sale/ con sumer) ----*
the ..................... o f .....................
..................... on .....................
3 (history/ period/ country's) ----*
the m ost dynamic ..................... in the
4 Explain the meaning of the noun phrases

in 3.
1 various reasons for climate changes in

the past
This refers to a range of reasons given
or listed about why the climate changed
in the past (rather than now).
S Transform the sentences below b y

changing the word in bold into a noun
and making any other necessary changes.
There may be more than one answer.
O The price o f oran ges rose dramatically.
1 The population of the world increased
dramatically in the latter half of the zorh
century.
2 T he po pularity of the radio h as
declined with the advent of new
technologies such as CDs, DVDs, iPads
and tablets.
3 The M edieval and Renaissance period s

in European history were hugely
different from each oth er.
4 T V tech n ology h as developed at a
con siderable pace in the past decade.
5 The Industrial Revolution affected the
economic d evelopment of the wh ole
world significantly.
6 People were extremely interested in the
launch of the latest ultra-thin lap top .
7 The establish ment of cities rose due to
developments in agriculture.
8 The archaeologists then analysed the
data from the site.
4 (answer/ overcrowding/ cities/problem
----* the ..................... to the .................... .

o f ..................... in .....................
5 (buildings/types/d escription)---*
a brief ..................... of different
..................... of ancient .................... .
6 (people's/ lives/ impact/ war) ----* the
..................... of ..................... on
O There was a dramatic rise in the price

of oranges.
6 Work in groups. Discuss the impact of
one of the following on your life or your
country.
1
2
3
4
the cost ofliving

educatio n
an awaren ess of history
a lack of awaren ess o f history
Read more about using nouns to build ideas in the online Grammar Reference.
IELTS WridngTa.sk 2
1 Work in groups. Discuss at least two of the writing tasks below. Think about the content
and the structure of the answer for each one.
A Making subjects such as history

compulsory in schools is the best
way to overcome the decline in
students studying such subjects at
university.
To what extent do you agree or
disagree?
What other measures do you think
might be effective?
B Some people think that studying a

practical subject such as science or
technology is more relevant
nowadays for young people's career
prospects than studying the arts.
Others think that the arts are more
important.
Discuss both these views and give
your own opinion.
C In the modern world,

studying at university is
becoming too expensive
for many students
compared to the past.
What are the causes of
this and what measures
should be taken to
overcome the problem?
2 Answer the questions below about the writing tasks in exercise 1.

In which essay are you asked to write about:
1 two points of view and then provide your
own opinion?
2 how far you agree with a particular
solution and then suggest other
solutions?
3 the factors contributing to a problem,
and solutions?
4 factors such as the rising cost ofliving,
increased competition for university
places and reduction in government
support?
5 such ideas as the value of art and design

for industry/architecture, etc.?
6 measures such as an increase in
scholarships, shorter courses, free places
at university?
7 such measures as taking children
on field trips, visiting museums and
archaeological sites?
8 the relevance of scientific and
technological skills in the modern world?
Match the plan below to one of the writing tasks in exercise 1.
~v\.trochtctLov\., evaLuatLov\. of .soLutLov\., Viii.ea.sure 1, Vv1.ea.s1,1.re :2, cov\.cL1,1..s~ov\,
4 Work in pairs. Put the words in italics in the correct order to complete part of the answer
for A in exercise 1. Then put the paragraphs in order, using the first three items in the plan
in exercise 3.
History could be made compulsory for the first few years of secondary school. During this
time lessons could be made interesting and absorbing for students by (1) not just to visits
museums, (2) but ofto and historical local national sites interest. (3) to such as the museums visits
transport museum in London are a good way to encourage even primary schoolchildren to
develop an interest in history, because many exhibits are interactive, and engage the students.
(4) the such as and modern facilities computers internet can be used to bring history to life by
carrying out simple research into local history or conducting social surveys.
Compulsion regarding history will certainly bring (5) ofthese the attention subjects to pupils,
m a ny of whom might not have considered it ( 6) a to worthwhile study subject. Admittedly, this
would in some cases encourage interest in the subject, but on its own as (7) ofa encouragement
means it is not enough. For history, there are many strategies that can be implemented to
encourage its uptake at university.
When any school subject is made a (8) ofthe mandatory curriculum part school, it does not
necessarily mean that it will increase enough interest in the subject for students to go on to
study it at university. In fact, sometimes it might have the opposite effect.
S Write an answer for task B or C in exercise 1.
Review
Vocabulary 1: Collocations - multiple combinations
Work in pairs. Match 1-8 to a-h. There may be more than one answer.
1
2
3
4
5
6
7
8
a
b
c
d
e
f
For young people in the modern world, how relevant is studying

Have you ever taken part in
Are interactive museums useful_for bringing
Have you ever done
Should the government be solely responsible for carrying out
Do you think it's important for students to keep
Studying history gives students key academic tools, such as carrying out
The internet makes it much easier for students to collect
a customer/ telephone survey? What happened?
ancient history to their future lives?
detailed records of their studies inside and outside the classroom? Why/ Why not?
an intensive study of any subject? If so, what?
sound evidence for their writing compared to in the past. Do you agree?
scientific investigations such as archaeological digs? Or should private sector involvement
be encouraged?
-g a close analysis of a problem in all subjects. How far do you agree?
h scientific or historical research to the attention of a wider public? How?
IELTS Speaking Parts 2 and 3 & Vocabulary 2:

Adjectives of evaluation
1 Underline the adjectives of evaluation in the sentences below.
O Using the latest technology available in any period of history has always been relevant to
the economic development of a country.
1 It is sensible to teach even young children about basic research cools like finding things
on t h e internet.
2 Subjects like science and technology are practical for students in today's world.
3 Hobbies such as collecting old coins are trivial pursuits for children.
4 Knowledge of culture is not as important as technology to young people in the 21"
century as it has been in the past. However, it is not immaterial.
5 Providing workshops and classes for children in museums and art galleries is a simple way
to stimulate pupils' interest in history and the arts.
6 The most significant development in thelast hundred years has been the invention of the
internal combustion engine.
7 Studying history, especially ancient history, is definitely worthless.
8 Acting out scenes from history is an effective way for students to learn skills for the
mod ern world.
Do you agree with the evaluations in exercise 1? If not, change the evaluations to make
them true for you. Compare your answers with a partner.
Language focus: Using nouns to build ideas

Change the words in bold into nouns and combine the sentences. Make any necessary
changes.
O The Inca Empire spread along the pacific coast of South America. There were many
reasons for this.
There were many reasons for the spread of the Inca Empire along the coast of
South America.
1 The Roman Empire fell. Various important factors contributed to it.

2 Studying history affects young people's critical skills. It must not be underestimated.
3 We can analyse world history. It can help us develop a better understanding of modern
life.
4 The infrastructure of the city was improved. It played a major role in economic
development.
5 An awareness of history and being able to function in the modern world are linked. It is
clear.
6 People can know many different subjects generally. This is better than knowing one field
in detail.
7 The relationship between education and happiness has been researched. It has been done
extensively.
IELTS Writing Task 2

1 Work in pairs. Discuss Writing Task 2 below.
Some people think that the function ofstudying history at all levels is to teach
young people about historical facts and information, while others feel that its main
function is to acquaint them with the skills necessary in later life.
Which, in your opinion, should be the main function ofeducation?
2 Read the first part of an answer for the task in exercise 1. Decide which statements 1- 7 are
true about the answer. Give evidence for your answers.
Tvte stuc;{LJ of viLstorLJ -pLC!LJS C!111, LVvt-portC1111,t role L111, tvie ec;{uwho111, -process of C!LL LJOu111,g -peo-pLe . WvtLLe tviere
VvtC!LJ be SOVvte c;{LscussL0111, C!S to Lts VvtC!L111, -pur-pose L111, tvie ec;{uwtL0111, susteVvt, to LVvt-pC!rt k:,111,owLec;{ge or sk:,LLLs
for LLfe, I -perso111,C!LLLJ feeL tviC!t tvie LC!tter Ls Lts VvtC!L111, fuvcchovc, but tviC!t tvie forVvter Ls C!Lso reLeVC!vct.
Tvte stuc;{u of viLstoru couLc;{ 111,ot be Vvl.Ore reLevC1111,t vcOWC!c;{C!tJS to uou111,g -peo-pLe's LLves. TvtLs Ls becC!use tvie
Vvtoc;{ervc work:_-pLC!ce c;{eVvtC!vcc;{s tviC!t eVvt-pLouees u111,c;{erstC1vcc;{ tvie -processes of LLfe civcc;{ sk:,LLLs tvicit stuc;{LJLvcg
viLstoru tecicvies tvteVvt . TC!Re for exC!Vvt-pLe Lecir111,L111,g cibout V\OW Cl serLes of evevcts Lvc vtLstoru c;{eveLo-pec;{ C{Vl,c;{
tvieLr subseque111,t LVvt-pC!ct 0111, -peo-pLe's LLves. TvtLs -process CC!vc teC!cvt uouvcg -peo-pLe C!bout tvie covcsequevcces of
CvtC!111,ges C{111,c;{ c;{eveLo-pVvte111,ts, wviLcvt tvieu C,C{VI, tvievc -persovcC!LLze bLJ reLC!hvcg tvteVvt to c;{eveLo-pVvte111,ts Lvc tvieLr
ow 111, LLves.
At tvie SC!Vvte hVvte, fcictuciL LvcforVvtciho111, LLk:,e c;{C1tes, vcC!Vvtes civcc;{ -pLcices CC!vc be Lecirvct to vieL-p -put tvie
c;{eveLo-pVvtevcts L111,to co111,text ci111,c;{ ciLso to -perso111,ciLLze tvie -process. WviLLe LVvt-portC!vct, tviLs cis-pect of Lecir111,Lvcg
C!bout viLstoru Ls of seco111,c;{ciru LVvt-portci111,ce.
Statements
1 Generally speaking, studying history is not important for young people.
2 The fact that people don't agree on the main function of studying history is acknowledged.
3 Acquiring knowledge is more important than learning about processes in studying history.
4 Being an employee nowadays requires more than just knowledge.
5 Studying processes such as urbanization, natural lifecycles or manufacturing products can teach young
people about consequences of events and actions in their lives.
6 The part played by learning historical facts is acknowledged, but it is downplayed.
7 Overall, both sides of the argument are supported equally.
3 Write an introduction and first paragraph supporting the teaching of historical facts.
For further practice, go to the Direct to IELTS website for downloadable worksheets.
IT
ti
for
1 Work in groups and describe the photos. Match them to statements 1- 4. Do you agree
with the statements? Why/Why not?
1
2
3
4
The information age means we can have a paperless work environment.

Apps help to package information in a modern way.
Books are still very relevant in the modern world.
Information overload can be stressful for students.
Work in groups. Answer these questions about writing an essay.

Are you organized?
Do you enjoy the process?
Do you feel overwhelmed?
Do you work on your own?
Do you get frustrated?
Scan questions 1-10 opposite for the following words and phrases. Discuss what you
think the listening will be about. Make short notes about your predictions.
1
2
3
4
5
6
7
research habits
flow chart
journal article search
a detailed analysis of the essay title
specific targets
Organize, reduce time wasting and don't overwhelm yourself with information.
struggling with the essay after everyone else has finished
4@ 1.5
Listen and answer questions 1- 10.
Questions 1-4
Which of Martha's research habits relate to the following periods?
Write the correct letter, A, B or C, next to questions 1- 4.
A past
B present
C future
1
2
3
4
organizing materials during the process

making notes on printouts
collecting too much data
reducing the research time
Questions 5-7
Complete the flow chart below.
Choose NO MORE THAN TWO WORDS for each answer.
Advice on doing a journal article search
Always do a detailed analysis of the essay title and collect ideas.
Set yourself specific targets.
Search initially for only a few (5) ............................... and then broaden the search if necessary.
Limit yourself to looking at a specific number of sources.
Search randomly, but as with targets, set yourself a (6) .............................. and also review your work.
Check the (7) ............................... of articles and check who has quoted the articles.
Organize, reduce time wasting and don't overwhelm yourself with information.
Questions 8-10
Complete the summary below.
David's essays may receive (8) ............................... , but he feels that he makes work for himself
and ends up struggling with the essay after everyone else has finished. Martha thinks that
David is good at constructing (9) ............................... and usually has very good
(10) ............................... .
5 Look at your notes in exercise 3. How many of your predictions were correct?
Work in groups and discuss these questions.

1 Is it difficult to change your study/work practices? Give reasons and examples.
2 Is technology forcing people to study in different ways? If so, how?
Unit 3 The age of information
IELTS Speaking Part 3 &.Language focus:.Prep.os1tfons

1 Complete the extracts below from IELTS Listening Section 3. Then underline the verbs
and prepositions.
1
2
3
4
5
And I think I've just about succeeded .. ......... ...... ...................... .. doing so.
But now I'm so used to putting notes and materials .......... ................. ......... .... order as I do it.
... stick ....... ... ... .. ..................... ..... a narrow range of key terms to search for.
No, just aim ............................ ............. it and .. .
... and often seem to be struggling .. ....................................... the essay when everyone else has
finished.
2 Work in groups. Match the prepositions to the verbs 1- 15. Think of an example sentence
for at least S of the items. Use a dictionary, if necessary.
in
from
0 differ in, from
1
2
3
4
5
specialize
associate
benefit
result
stem
on
with
6 elaborate
7 coincide
8 insist
9 concern
10 argue
11 anse
12
13
14
15
comply
suffer
depend
distinguish
My brother and I differ greatly. He is quiet and calm, and I am very loud.
3 Complete the sentences using the correct form of the verbs in exercises 1 and 2.
1 Having access to the internet for studying can ................. ..................... in information
overload.
2 To ................. ..... .. .............. in life people need qualifications proving they have the
necessary knowledge and skills.
3 A sedentary lifestyle ......... .............. ............... with modern tllnesses such as obesity and
diabetes .

4 Everyone in work can ....... ............................... from upgrading their professional
knowledge.
5 Studying to gain qualifications nowadays ...................................... considerably from the
situation 20 years ago.
6 The causes of a problem cannot always .... .................................. from the effects.
7 Many social and related problems ...................................... from illiteracy and innumeracy.
8 People generally ...................................... with the constant changes in the modern
information age.
9 If universities ...................................... on everyon e having a qualification that includes
general knowledge, it would help to raise standards.
10 Too many jobs in the modern world ...................................... o n gaining knowledge rather
than experience.
4 Work in pairs. Select one claim from exercise 3 and discuss whether it is true or false. Give
reasons and examples.
5 Work alone. Write 50- 75 words about the claim you chose. Compare your answer with
your partner.
6 Read the Speaking Part 3 questions below and think how to begin the answer, using the
phrase in brackets. Compare your answer with a partner.
Information and studying
O In what way is technology shaping the way students organize and use information to
prepare themselves for the modern workplace? (benefit from)
Students
nowadays are
benefitting from having the
ability to organize and retrieve
information more easily than previous
generations of students. And this
is off ecting how they work and
develop their ideas.
1 Do you think accessing information and knowledge was the same in the past as it is now?
In what way(s)? (differ from)
2 How do you think people in the future will acquire information and knowledge? (benefit
from)
3 University education is often criticized for teaching knowledge that is irrelevant to the
modern world. How far do you agree? (associate with)
Information overload
4 What advantages have devices such as mobiles and tablets brought to young people?
(result in)
5 With so much information available, is it becoming more difficult for young people ro
specialize in a particular field? (suffer from)
6 Do people in employment and students suffer from information overload? What are the
causes of this development? (stem from)
7 In terms of gaining knowledge, how is the present different from the past for students?
(differ from)
7 Work in groups of three: candidate, examiner and monitor. Take turns to ask and answer
at least three questions from exercise 6. Develop the answers in your own way.
Read more about prepositions in the online Grammar Reference.
1 Work in pairs. Describe how you think one of the following is developed. Think of at least
5 stages.
1 a n ew car 2 a mobile phone app 3 a TV documentary
2 Complete the following stages in the development of a language app for a mobile phone.
Use the words in the box.
testing
Grammar
focus
* To form the passive,
we use to be in the
same tense as the
active verb + the past
participle of the active
verb.
At the next stage, they
design the car. (active)
At the next stage, the car
is designed. (passive)
design
approval
refining
uploading
submission
conception
production
4 the ................ of the

prototype
5 the ................ of the
prototype
6 t he ................ o f the
prototype
1 the ................ of the idea

for the app
2 the ................ of a
proposal
3 the ................ of the
proposal
7 the ................ of the

prototype
8 the ...... .......... of the app
9 the sale of the app
3 Rewrite the stages in exercise 2 using the present simple passive.

1 The idea for the opp is conceived.
4 Work in pairs and compare your answers. Describe what happens at each stage, using
exercises 2 and 3 to help you.
S Describe the diagram for Writing Task 1 below in your own words.
* When you describe

natural and
manufactu'r,ing
processes, it is
common to use the
passive voice without
an agent. This is
becaus~ yoy are only
interest~d in the
stages of the process
rather than the person
or agent who
performed the action.
If the person or agent
is important, you can
mention them at the
end of the sente~~e,
introduced with by.
The diagram below shows how a lariguage app for a mobile phone and tablet is made.
Summarize the information by selecting and reporting the main features, and make
Write at least at least 150 words.
conception
testing of prototype _
r
i
refining and finalization

of design
~-
17".A"-:250
e - a= a
o -= o = o ...r :\
o =- o - "'="
l
launching, uploading
(1 -
o -a-
=3
and downloading
Work in pairs. Discuss how you could complete the text in your own words. Use the
diagram in exercise 5 to help you.
The illustration shows the process of producing a language app for mobile phones and
tablets . Generally speaking, (1) .................................... : the creation of the concept of the
app and its development, the production of a prototype and the launching of the app
on the web. (2) .................................... is conceiving the idea for the a pp.
(3) ................... ..... ............ , it is discussed with interested parties and a proposal is
submitted to the publishing company involved in developing the app. After that,
(4) .. .. .............. ............. ... .. where it is approved both conceptually and financially.
(5) ..................................... (6) .................................... , the contents of the app are checked,
edited and reviewed. (7) .............................. ...... , which is tested and refined.
(8) .................................... , the last stage is the launching of the app .
(9) .................................. .. , the app then is sold, downloaded by members of the general
public and used.
7 Complete the text in exercise 6 with a-i.

f the production process involves
three main phases
g a prototype is then produced
h after being uploaded onto various
websites on the internet
i once the concept is arrived at
a when the design is finalized

b the next stage is the writing of the app
itself
c the proposal undergoes a process
d before being tested electronically
e the initial stage in the process
Learn more about Macmillan's new

IELTS app.
www.macmillaneducationapps.com
Write your own answer for Writing Task 1 below.

You should spend about 20 minutes on.this ta~k
ember tQ u~tthe
present0;imple passive
,~nd appropriate
W
"iinki ng words1 swch ..as
"' when, then, next, where,
.. before, after, as soqn as.
The diagram below shows how newspapers are recycled.

Summarize the information by selecting and reporting the mainfeatures, and make
Write at least at least 150 words .
''l ,,
Collection
for recycling
Pine
thinnings
After
Plantation
to paper .. .
... paper
to paper
De-barking
drum
Thermomechanical
Cleaning and
fine screening
1 Work in groups and discuss the effect of the following on your life and studies.
the modern informatio n age
slow reading
fas t read ing

jumping from o n e web page
another
to
2 Work in pairs. Divide the text into two and select at least 5 words or phrases which your
partner can scan for. Then work out the meaning of the words and phrases you chose.

The art of slow reading
If you're reading this article in print, chances are you'll only
get through half of what I've written. And if you 're readi ng
this online, you might not even finish a fifth. At least , those
are the two verdicts from a pair of recent research pro jects
- respectively, the Poynter Institute's Eyetrack survey, and
analysis by Jakob Nielsen - which both suggest that many of
us no longer have the concent ration to read articles through
to their conclusion.
The problem doesn't just stop there: academics report that we
are becoming less attentive book-readers, too . Bath Spa
University lecturer Greg Garrard recently revealed that he has
had to shorten his students' reading list, while Keith Thomas,
an Oxford historian, has written that he is bemused by junior
colleagues who analyse sources with a search engine, instead
of reading them in their entirety.
So are we getting stupider? Is that w hat this is about ? Sort of. According to The Shallows, a new
book by technology sage Nicholas Carr, our hyperactive online habits are damaging the mental
faculties we need to process and understand lengthy textual information. Round-the-clock news
feeds leave us hyperlinking from one article to the next - without necessarily engaging full y w ith
any of the content; our reading is frequently interru pted by the ping of the latest email ; and we are
now absorbing short bursts of words on Twitter and Facebook more regularly than longer texts .
Which all means that although, because of the internet, we have become very good at collecting a
wide range of factual titbits, we are also gradually forgetting how to sit back, contemplate, and relate
all these facts to each other. And so, as Carr writes, "we 're losing our ability to strike a bala nce
between those two very different states of mind. Mentally, we're in perpetual locomotion ".
Still reading? You're probably in a dwindling minori ty. But no matter: a litera ry revolution is at hand.
First we had slow food, then slow travel. Now, those campaigns are joined by a slow-reading
movement - a disparate bunch of academics and intellectuals who want us to take our time while
reading, and re-reading. They ask us to switch off our computers every so often and rediscover both
the joy of personal engagement with physical texts, and the ability to process them full y.
"If you want the deep experience of a book, if you want to internalise it, to mix an author's ideas
with your own and make it a more personal experience, you have to read it slowly," says Ottawabased John Miedema, author of Slow Reading (2009) .
But La ncelot R Fletcher, the first present-day author to popularise the term "slow reading",
disagrees. He argues that slow reading is not so much about unleashing the reader's creativity, as
uncovering the author's. "My intention was to counter postmodernism , to encourage the discovery
of authorial content," the American expat explains from his holiday in the Caucasus mountains in
eastern Europe.
And while Fletcher used the term initially as an academ ic tool, slow reading has since become a
more wide-ranging concept. Miedema writes on his website tha t slow reading, like slow food, is
now, at root, a localist idea which can help connect a reader to his neighbourhood . "Slow reading,"
writes Miedema, "is a community event restoring connections between ideas and people. The
continuity of relationships through reading is experienced when we borrow books from friends;
when we read long stories to our kids until they fall asleep ." Meanwhile, tho ugh the movement
began in academia, Tracy Seeley, an English professor at the University of San Francisco, and the
author of a blog about slow reading, feels strongly that slow reading shouldn't "just be the province
of the intellectuals. Careful and slow reading, and deep attention, is a challenge for all of us."
But what's clear is that our era 's technological diarrhoea is bringing more and more slow readers to
the fore. Keith Thomas, the Oxford history professor, is one such reader. He doesn't see himself as
part of a wider slow community, but has nevertheless recently written - in the London Review of
Books - about his bewilderment at the hasty reading techniques in contemporary academia. "I don't
think using a search engine to find certain key words in a text is a substitute for reading it properly,"
he says. "You don't get a proper sense of the work, or understand its context. And there's no
serendipity - half the things I've found in my research have come when I've luckily stumbled across
something I wasn't expecting."
Some academics vehemently disagree, however. One literature professor, Pierre Bayard, notoriously
wrote a book about how readers can form valid opinions about texts they have only skimmed - or
even not read at all. "It's possible to have a passionate conversation about a book that one has not
read, including, perhaps especially, with someone else who has not read it," he says in How to Talk
About Books that You Haven't Read (2007), before suggesting that such bluffing is even "at the heart
of a creative process".
Questions 1-5
Complete the summary using the list of words and phrases, A-J, below. You may use any
letter more than once.
Two recent research projects both suggest a sizeable proportion of the population no longer
have the concentration to read articles (1) ................................... Another report suggests that
the same applies to reading books, with one lecturer revealing that (2) ......... ........................ and
another that junior colleagues did (3) .................................. using a search engine rather than
reading (4) .................... .............. of a document completely. Nicholas Carr suggests that our
online habits and constant exposure to news are having an impact on the way we engage with
(5) ........................... ....... of articles.
A
the whole document
to the end
D
G
reading lists had to be
shortened
B
their analysis of
sources
E
shorter books had to
be used
H
their resources
C
reading process
F
most of the way
through
I
burst of words
J
the contents
Read the summary

and predict what
some of the answers
might be . The answers
a re likely to be at the
beginning of the text
or throughout the
whole text. C.heck to
see if there is
anyth ing, such as a
name, that helps yo u
locate the begin n.ing
or the end of the part
of the text
summarized .
Questions 6-10
Look at the following statements (questions 6- 10) and the list of writers below.
Match each statement with the correct writer(s), A-D. You may use any letter more than
once.
6 Reading gives readers the opportunity to find things by accident.
7 Slow reading is a way for readers co establish links with the people who live around chem.
8 Our ability to gather facts together and then synthesize them is disappearing.
9 Rather than being about releasing the reader's creative ability, slow reading is connected
with revealing the writer's.
10 For readers to combine a writer's ideas with their own, slow reading is required.
List of writers
A Keith Thomas
B Nicholas Carr
C John Mediema
D Lancelot Fletcher
Questions 11-13
Write NO MORE THAN TWO WORDS FROM THE PASSAGE for each answer.
11 Keith Thomas has written about his .......... ................... ... at fast reading among academics.
12 According to Pierre Bayard, Readers can have ................. ........... ... about things they have
only glanced at or not even read.
13 Pierre Bayard also says chat pretending to read a book is at the core of a ............................. .
Put a box around the,,

names. This helps you
to focus on the
relevant part of the
text.
MUiiimffiilili'
Vocabulary: Verbs related to connections

1 Read these extracts from the reading passage. What is the connection between the ideas in
each extract: a) a cause and effect, b) a transformation or c) a link without any cause/ effect
or tra nsformation?
1 o ur hyperactive online habits are damaging the mental faculties we need to p rocess ...
2 ... slow reading has since become a more wide-ranging concept.
2 Categorize the verbs below according to whether they relate to a) a change/

transformation, b) a cause/ effect relationship or c) a connection without any relationship
indicated.
link translate connect associate t ransform affect develo p correlate liaise involve
correspond belong to conflict with match combine interfere with create
3 What is the noun form of each verb in exercise 2?
4 Use 1- 6 and a- f to form questions. There may be more than one answer. In pairs, compare
your questions and decide what kind of connections the questions are asking about, using
a- c in exercise 2.
1 Is the wealth of a country connected
with
2 Has education at all levels been
transformed by
3 Does knowledge h ave the power to affect
4 Is there a co rrelatio n between
5 Is success in life bound to
6 In what way does being exposed to a
wealth of information from all over the
word conflict with
a people's lives?
b the accumulation of wealth and the level
of education?
c technological exp ertise?
d the wider availability o f knowledge
nowadays?
e traditional values?
f the quality of on e's education o r wh o
one knows?
1 Is the weal th of a country connected
with technological expertise?
S Work in pairs. Prepare answers to three questions

from exercise 4, including examples and reasons.
Change partners and take turns to ask and answer your
questions.
This
question is talking
about c) a connection
. witbout any relationship
indicated. There is a link, but no
cause and effect relationship
is indicated.
6 Write three sentences about your own country, talking about recent changes, wh a t the
changes a re linked to and the possible ca uses and effects of the changes. Compare your
answers 1n pairs.
1 Work in groups. List the similarities and differences b etween writing tasks A and B below.
Compa re your answers with another group.
A
Over the pastfew decades, with the help ofthe internet an unimaginable amount of
information has become widely available to the general public.
What do you think are the advantages and disadvantages ofthis development?
Give reasons for your answer arid include any relevant examples from you r own
knowled ge and experien ce.
Over the past few decades, with the help ofthe internet an unimaginable
amount ofinformation has become widely available to the general public.
In what ways has having more information available affected people's lives?
Is this a positive or negative development?
Give reasons for your answer and include any relevant examples from your
own knowledge and experience.
2 Work in groups. Look at the following ideas, which are sorted into positive and negative.
Decide whether they relate to writing task A, B or A and B. Add ideas of your own.
Positive
1 useful for students
2 accessible information
3 lots of information available
4 saves time and energy
5 convenient
6 efficient
Negative
1 being overwhelmed by information
2 not being able to di scriminate between information
3 not having time to check wheth er the information is true
4 not having time to understand fully
5 not being able to read and examine the information closely
6 difficulty making choices
7 lack of skills at sifting and organizing informa tion
Decide which writing task in exercise 1 the summary below relates to.
1 Introduction stating the focus of your essay:
2
3
4
5
6
Recent years have seen/ increasing volumes of knowledge/public domain/ such a flood
of information/ impact on people's lives/ positively/ negatively/ but harmful trend
Introduce a positive effect: accessible information
Introduce a negative effect: b eing overwhelmed by information
Introduce another negative effect: not being able to read and exa mine the information
closely
State whether the development is positive or not: some po sitive/ but largely dangerous
trend
Write a conclusion about positive/ n egative effects/impact/ increasing volumes of
knowledge
4 Write an introduction and conclusion for the summary in exercise 3 using the notes
provided, or your own words.
5 Complete the sentences about information with your own ideas.

1 Having access to information on the
internet outside library hours makes life ...
2 The availability of knowledge in
electronic form nowadays results in ...
3 Studying is often associated with .. .
4 Students and workers alike can suffer
from ...
5 Studying and writing essays at university
depend on ...
6 Information overload seems from ...

7 If anyone is faced with too much
information, ...
8 The way information is packaged in
software such as apps is ...
9 Many libraries and museums around the
world are linked to ...
6 Write at least 250 words for writing task Bin exercise 1. Use the summary in exercise 3 to
help you.
Review
Language focus: Prepositions with verbs
1 Complete the questions with the correct prepositions. Then answer the questions.
1 How does your experience oflearning languages differ
your parents'
generation?
2 Would you like to specialize
a particular field at university? If so, what?
3 How have you beneficed personally
using technology?
4 Has being given the wrong information ever resulted
problems for you?
S Where does your interest in studying English stem
?
6 Does anyone in your family insist
a particular career for you?
7 Do you find it difficult complying
rules?
8 Do you suffer
nerves during oral exams?
9 In your case, does speaking English depend
natural ability, hard work, or a bit
of both?
10 Do you enjoy arguing _ _ _ _ controversial subjects in class?
Compare yo ur answers with other students.
1 Find examples of 1-10 in the text in exercises 6 and 7 on page 35.

1 complex sentences using conjunctions
2 the use of the passive without an agent
3 the use of the active
4 the order of the steps reversed
s the use of adverbs to signpost the steps
6 the use of signposts in noun phrases

7 the use of a preposition plus gerund
(x2)
8 the use of the present simple tense
9 the overview
10 a paraphrase
Match t he verbs in the box to the processes 1-5. You can use the verbs more than once.
Then write about the stages of one process using the verbs.
select
design
include
1
preparmg an
information leaflet on health
select (information),
write, ...
write
add
apply
pay
upload
3
the creation of a
web page
2
writing a
newspaper article
monitor
5
the creation of a
garden
4
the carrying out of
a research project
1 The selection of information, the writing of the information, ...
Review
3
Write down the stages involved in recycling a computer. Change the verbs into noun
phrases.
The computer is:
dumped/ transported to a recycling centre or a factory/ various reusable components are
removed/the plastic is crushed/ it is recycled/components such as m etal are reused; or it is
renovated/ repaired/ resold/ donated/ reused
'
1 the dumping of the computer, ,..
4 Work in pairs. Choose another process in exercise l. Make a list of the verbs to describe it,
then the stages of the process. Write a brief description of the process.
5 Compare your answer with other students.
Vocabulary: Verbs related to connections

1 Work in pairs. What is the most likely connection between the ideas: a) a cause and effect,
b) a transformation or c) a link without any cause/ effect or transformation?
1
2
3
4
reliable information/ better choice

footballers/ huge salaries
happiness/ good health
money/ people's lives
5 water shortages/human activities
6 technology/ the way we read
7 rote learning/ good memory
In
1, I think the
connection is a). For
example, if you have reliable
information about a product you
want to buy, it will result in a
better choice when you go to
the shop or buy it online.
2 Link the ideas in exercise 1 using verbs from page 38.

There may be more than one answer. If so, think of an
explanation for the differences in meaning between the alternatives.
1 a) Reliable information about products such as computers results in better choice

for consumers.
1 b) Reliable information about products such as computers is associated with better
choice for consumers.
In sentence la), the relationship between the ideas is one of cause and effect.
Sentence lb) shows that the ideas are linked .but does not mention if the relationship
is one of cause and effect, or otherwise.
Work in pairs and compare your answers.
Leisu.r e and the env~ronme t

Vocabulary: Leisure and entertainment
1 Work in groups. Describe the photos A- E. Do they represent typical leisure activities
among you and your friends and in your country?
2 Do any of the activities in the photos have an impact on the environment? If so, how?
3 Answer the questions below using an adjective or noun plus the word leisure or entertainment.
If necessary, use the words in the upside-down box below.
O What do you call time people have for leisure? leisure time
1
2
3
4
S
6
7
8
What do you call a place where people watch something and enjoy themselves?
What do you call activities that people pursue in their free time?
What is the term for a place to which people go to do sport?
What is the sector of the economy devoted to people's enjoyment called?
What is the term for entertainment tha t takes place outside in public places?
What kind of entertainment is not too heavy or serious?
What do you call things that you buy for use in the gym or on the beach?
What kind of amusement is enjoyed by people generally?
)U;JlUUlE)J;J)U;J );J;JJ)S
S)JnSJnd/ s;iJ)IAIDE ;JJTISl;Jl

Will :nos1:;i1
)U;JlUU!E)J;J)U;J 1-e1ndod
spoo~ ;JJnSl;Jl
;JnU;JA)U;JlUUIE)J;J)U;J
)U;JlUUIE)J;J)U;J )l.{~lj
AJ)Snpm )U;JWU!E)l;J)U;J
4 Match a- h to your answers in exercise 3.

such as weight machines and games 7
such as musicals rather than operas
such as a concert hall like Carnegie Hall in New York
with facilities such as a swimming pool or sports equipment
like busking or drawing on pavements
f for example, companies making films and putting on plays for profi t
g for instance, going to the gym or reading
h like soap operas and game shows on TV
a
b
c
d
e
5 Work in pairs. Give another example for 1-8 in exercise 3.
Use terms from exercises 3 and 4 to complete at least three sentences about leisure and
entertainment.
0 ... is/ are hugely enjoyable because ...
Light entertainment such as musicals are hugely enjoyable because they are light
and do not need much effort.
1
2
3
4
S
6
7
... such as hobbies like ... is/ are really relaxing.

... bring(s) enjoyment to a lot of people.
... increase(s) people's general well-being by ...
... provide(s) young people with exciting opportunities ...
... such as shopping ...
... make(s) free time ...
... can make ...
Unit 4 Leisure and the environment

7 Work in pairs or small groups. Swap your sentences and take turns to ask and answer
questions about them.
WvitJ
Dio
t)Ol,{
tvi~V'vf'<, ... ?
1 Work in pairs. Discuss what you would describe for the task card below.
Describe a day off from work or study that you remember.
You should say:
where you went
with whom you spent the day
what activities you did
and explain why you remember the day off.
(ffl)
1.6 Listen to a candidate talking about the task card in

exercise 1. Write down as much information as you can about the
items below and then compare your answer with a partner.
We borrowed bicycles from friends (1) ............................................. .
When we got tired (2) ............................................. .
We were able to stop for lunch before going on.and it was
(3) ............................................. .
Reasons for remembering the day:
I remember the day well because (4) .............................................. and
because ( 5) ............................................. .
We saw (6) ............................................. .
Listen again and count the number of times the candidate hesitates. In pairs, discuss the
questions below.
1 Why is the candidate hesitating?
2 Do these hesitations interfere with the fluency and the comprehension of the talk?
3 What can be done to reduce hesitations?
5'J?;J
ttnc:! on,>i!tn in u t pFJ
writing notes before
4 Work in pairs. Take turns to talk about the task card in exercise 1.
;~~~,- ~pea\ 15?1,rnc~i.~f

your notes"as you
talk.
Language focus: Comparative and super\ative adjectives

1 Read the extracts from IELTS Speaking
6 Make sentences which reflect your
Part 2. Look at the words in bold. What

structures are u sed?
1 It was much more peaceful than th e
city.
2 The people on the boats were friendlier
than the people in the city.
Useful
language
more/ less ( ... ) than,
as ... as, not ( nearly)
as ... as, much .m ore/
less ... than ...
opinion. Use the prompts below and

words from the Useful language box to
help you.
O urban/ rural/ peaceful
I find a rural environment much more

peaceful than an urban setting.
Work in pairs. Wha t are the comparative

and superlative forms of the adjectives
1
2
3
4
1- 8?
1
2
3
4
easy
hot
effective
expensive
5
6
7
8
poor
quiet
bad
common
5
6
7
8
9
3 What are the opposites of the adjectives in

exercise 2?
1 difficult
4 What are the comparative and superlative

forms of the adjectives from exercise 3?
1 more/less difficult, most /least

difficult
Make a list of rules for making

comparative adjectives using the adjectives
in exercises 2, 3 and 4.
You can add '-er' to adjectives with one

syllable to create the comparative form,
e.g. quiet ----+ quieter.
10
cities/ countryside/fri endly

ch ess/ video gam es/interesting
days out/ long breaks/exciting
leisure pu rsuits such as team sports/
activity/ t hrilling
o utdoor sports/leisure centres/
rewarding
film/ entertaining/ever
book/ activity/ boring
computer skills/crucial/skills/ one
young people/ video gam es/ films/
harmful
active/ passive/ leisure pursuits/ physical
well-being/ beneficial
Work in groups of three and compare

your sentences. Choose one sentence each
and discuss the sentences, giving reasons
and examples.
O superlative
Read more about comparative and
adjectives in the online
Grammar Reference.
1 Work in pairs. Read the questions relating to 'Leisure time' b elow. Discuss possible
answers, giving examples, reasons and purposes. Then cake turns co ask a nd answer the
ques tions.
Leisure time
Do you think it's good to have days off during the week? Why/ Why not?
In terms o f relaxation, is it better to have long or short breaks from work?
What are the ben efits o f going away fo r long breaks?
Time and work
Which sho uld be m ore important to people: earning money or having time to spend with
friends and family?
People seem to spend more hours at work than in the pasr. Why do you think this is?
How can work affect people's leisure time?
Change partners and take turns to answer both sets of questions. Give each other
feedback about d eveloping the answers using examples, reasons and pur poses.

1 Work in groups. Use the headings in 1- 10 below to predict the contents of the talk.
Decide what type of answer is required for 1-10 below: a noun, an adjective, a noun phrase
or a number.
(!} 1.7 Listen and answer questions 1- 10. Check your answers in pairs and make
corrections.
Questions 1-1 0
Complete the notes below.
Write NO MORE THAN TWO WORDS OR A NUMBER for each answer.
LEISURE AND ENTERTAINMENT
Past predictions
Making projections: (1) ................ ... .... ..... ........... ...... ..... ... .. ............ .
Many past predictions: very odd
All fields including railways and electric light
Quotes by
Darryl Zanuck: the inability of (2) .. ............ ... ..... ... ........ ... ... .... ... ........ .. .. .... ... ... to maintain its
market share
Thomas Watson: the lack of a world market for computers
Ken Olson: there was no need for people to have a computer at
(3) ......... ...... .......... .. .... .. ..... ........ ..... ... ... .. ...... ...
Statistics relating to media in the UK and the USA
Mobile phones - 2002
Number of UK mobile phones per 100 people: (4) ..... .... ... ... .... ..... ............ ......... ... ....... .. .......... .
Comparable figure for the USA: only (5) .......... ....... .... ......... ........ ... ....... .. ....... .......... .
Personal computers - 2004
Noticeable gap in ownership between both countries
UK: (6) ..... ...... .. .... .... ..... ... ............ ...... ....... ...... ...... .. per 1,000 people - ranked 12th
USA: 762.2 per 1,000 ranked (7) ...... ............ ..... ............ ....... .. ....... ........... .. ... .
Predictions about the future
Entertainment
The area with the most significant advances in the leisure and entertainment industries:
(8)
HD television, 30 TVs, more sophisticated sound systems - widely available, cheaper and
more attractive to families
Impact: will not lead to a (9) .. ............ ..... .... ........... ......... ... .. .. .. ......... ... .... in cinema attendance
Mobile to take over from credit cards, travel cards, tablets and the
(10) .. ........ ...................... ............. ..... ... .... .......... . eventually
Listening Section 4 is
usually a monologue
of a talk or a
presentation.
Sometimes there may
be a presenter
introducing a speaker.
Note there is no break
in the middle of the
listening test as in the
other three listening
sections. Also, the
content is more
formal than the other
three sections.
When people give

examples when
speaking they often
use like, such as, for
example, for instance.
JELTS WritingTask 1
1 Work in groups. Discuss which of the situations in the photos is likely to put the most
pressure on the environment in the future .
2 Find three sentences below which do not contain the simple future with will. Decide
whether it is possible to rewrite them using the simple future with will, and whether this
changes the meaning.
Grammar
focus
* To form the future
simple we use will/shall
+ infinitive without to.
We use it to express
predictions and
speculations about
the future.
continuous we use will
+ be + present
participle. We use it
to describe an action
in progress in the
future.

perfect we use will/
shall+ have + past
participle. We use it
to describe an action
that will be completed
by a certain time in
the future.
1 Entertainment will become more important in our lives in the future than now.
2 It is expected that the number of tourists will continue to increase.
3 There is a chance that leisure pursuits such as outdoor skiing will have disappeared by the
middle of the century.
4 It is forecast that leisure time will decrease as people are forced to work longer.
S The characters in video games are projected to become almost lifelike in the very near
future.
6 In the future, people will be transported to the moon for holidays.
7 The world will have changed dramatically by the end of the century.
3 Make predictions about the future using these notes. When you have completed the
sentences, discuss with a partner whether they surprise you or not.
1 According UN/ global population/ to between 7.8 and 10.5 billion people/ 2050
2 Egypt's population/ and the populations of Ethiopia/ Sudan/ the remaining countries/ Nile
basin/ project/ double by 2050
3 UK/ population/ to 73 million/ 2050/ according/ Office for National Statistics
4 As urban areas, particularly smaller towns and cities/continue grow/ size/ about 5 billion
people/ expect/ live/ cities/ by 2030
4 Read the writing task below and look at the table. Then complete the sentences.
The table below shows the projected demand in hectares for developed land for
various purposes in England between 2011 and 2030.
make comparisons where relevant.
Projected demand for land for future development
Hectares
Total Demand for Developed Land
Industrial & Commercial

Residential
Glossary: Hectare: 10,000 square metres
2011
2015
2020
2025
2030
5,171
6,051
5,760
5,492
5,155
582
974
825
791
801
3,235
3,520
3,442
3,277
3,021
1 The demand for developed land is expected to peak in 2015 at ...................... .... ...... ........ .
hectares, with ...................................... ... property making up the largest proportion of the
land required.
2 By ........................................ . , it is estimated that 801 hectares will be required for
............................. ........ .... purposes, while for residential purposes the proportion of
land is expected to be considerably larger at ................................... .... .. hectares, which is
approximately two-thirds of the total demand for developed land.
3 The table shows how much land will be needed for future .......... ............................... and
....... ..... ... .......................... construction on land that is already in use between 2011 and
2030.
4 By ........ ................................. , the demand for land for .............. ........... .. .... .......... and
............. .. .......................... purposes will have risen to 3,277 and 791 hectares respectively.
5 Overall, it is clear that the greatest demand for developed land comes from
......................................... property.
6 The demand for developed land from the industrial and commercial sector is expected to
hit a peak in 2015 at .......................... ........ ....... hectares, before falling back again.
S Work in pairs. Answer the questions about the statements in exercise 3 and the table.
1 Which sentence provides an overview of the data?
2 Which sentence can be used as an introduction?
3 What synonyms of the word project(ed) are used in the sentences? What other synonyms
do you know?
4 Which tenses are used in the sentences? Which sentence contains an example of the
future perfect? Why is it used?
5 Which sentence contains the longest noun phrase and what is it?
6 Which sentences contain comparisons?
7 In which sentence is there more than one clause?
6 Write your answer for Writing Task 1 below.

The table below shows the projected demand in hectares for undeveloped I.and
for various purposes in Engl.and between 2011 and .2030.
make comparisons where relevant.
.
Projected demand for land for future development

Hectares
2011
2015
2020
2025
203 0
4,450
5,218
4,960
4,751
4,481
330
702
576
545
549
2,191
2,373
2,313
2,206
2,030
Transport & Utilities
911
1,084
1,024
977
916
Community Services
485
526
514
491
452
Total Demand for Undeveloped Land

Industrial & Commercial
Residential
1 Work in groups. Read the title of the reading passage and look at the photo. Decide what
the topic of the passage is.
2 Discuss the questions.

1 What is the impact of people doing recreational activities in the snow in mountainous
regions? Consider:
p lant life/vegetation
animals
taking plants, etc. as souvenirs
rubbish
overuse of certain areas
noisy machines
2 What steps can tour operators and individuals take to reduce this impact?
3 In which part of the text you would expect to find the solutions to a problem: the
beginning, middle or end? W hy?

The impact of snow-dependent
recreational activities
While many of the good
environmental practices for
promoting sustainable mountain
tourism involve avoiding or
minimizing negative impacts to
ecosystems, tour operators can
also go beyond simply reducing
negative impacts and seek
opportunities to benefit
biodiversity and nature
conservation efforts by
contributing to improving the state
of the environment at a local,
regional or national level. Such
actions can be particularly
important in countries or regions
where capacity and resources for
environmental conservation may
be limited.
Snow-dependent recreational activities include cross-country,
downhill and glacier skiing, heli-skiing, snow scootering,
snowboarding, tobogganing, snowshoe walking and sledding.
The mountain areas that support these activities often contain
the most fragile ecosystems, with many unique species
requiring specific environmental conditions and relying on
sparse habitat and food sources. Even small changes in
landscape contours, vegetation coverage and distribution,
natural water flows , or soil, air and water quality can have
significant effects on habitat, wildlife and species diversity.
In the highest mountain ecosystems, snow cover protects the
vegetation below it to some extent. However, repeated, harsh or
intensive use of the same areas or areas with minimal snow
cover can easily damage the sensitive vegetation beneath,
inhibiting growth and recovery in already short growing
seasons. Such areas are also vulnerable to soil compaction,
which makes surfaces more impermeable and creates greater
surface water runoff, leading to erosion and inhibiting
vegetation growth. Watercourses may be modified through the

creation of channels from repeated sledding, skiing and use of
snow transport vehicles and the development of artificial slopes.
Excessive water use for snow making machines can also alter
natural water flows .
Heavy use can reduce habitat a nd food sources for local fauna ,
and cause wildlife to relocate. Animals are also likely to relocate
away from areas adjacent to snow-based activities, as they are
loud, abrupt and involve fas t movements. Species may also be
affected by predation or competition through the introduction of
exotic flo ra or fauna species carried on equipment, clothing,
transport vehicles or sled"~nimals.
Poorly positioned artificially created slopes (for downhill skiing
in particular) and associated infrastructure often involve the
clearing of large areas of already sparsely distributed vegetation.
Many alpine ecosystems are small and concentrated in
particular geographic areas, and this clearing can easily lead to
significant reductions in biodiversity and habitat, as well as
remove natural barriers and protection from avalanches .
Land-clearing for associated tourism infrastructure such as
lodges, accommodation, restaurants and entertainment also
contributes to the problem.
There are many reasons why tour operators should care about
the mountain environment. The high concentration and number
of visitors and levels of noise and activity that often result from
snow-based activities and infrastructure can detract from the
natural landscape, serenity, seclusion and "wildness" of
mountain areas that attract many visitors to these areas.
Secondly, low-pollution and trash-free environments are more
attractive to all visitors and higher levels of vegetative cover will
protect habitats, improve the visual attractiveness of areas, and
increase natural protection against avalanches. Likewise, the
loss or relocation of flora and fauna as a result of the effects of
snow-based activities will reduce the opportunity for all visitors
to see and experience mountain wildlife.
Tour operators can take a range of steps to lessen the impact of
tourists on the mountain environment. For example, to help
preserve the environment the use of motorized transport should
be minimized and sharing transport vehicles and infrastructure

with other tour operators or accommodation providers should
also be considered. It is also possible for accommodation and
transport providers to demonstrate good energy, waste and
water practices (particularly for snow making). To prevent
contamination, all trash where possible could be taken away
with the travellers and sled animals, and equipment and
clothing kept free of seeds and other exotic organisms. On its
ski-mountaineering trips across South Georgia Island, for
example, Geographic Expeditions requires that all waste be
carried out in heavy-duty plastic bags on sleds and disposed of
on the ships that support the expedition.
Questions 1-5
Choose the correct letter, A, B, C or D.
1 According to the writer, tour operators
A already cry to lessen the impact of
tounsm.
B make no attempts to reduce the
impact of tourism.
C make only a few attempts protect the
environment.
D try to hide the impact of their
business on the environment.
2 Why are environmental improvements
by tour operators beneficial?
A They provide much needed financial
support for development.
B They help areas without sufficient
means to protect the environment.
C They increase state revenues to fund
employment projects.
D They help with the management and
exploitation of natural resources.
3 Leisure pursuits that rely on snow
A cont,ain the most interesting plant
species.
B use special machines to protect local
habitats.
C use up the food resources oflocal
communities.
D frequently expose ecosystems to
harm.
4 Which of these statements is true about
any alteration in the local environment?
A Vegetation loss affects natural water
flows.
B The area recovers quickly from any
activity.
C The influence on the area is
considerable.
D The impact on the vegetation is
minimal.
To maintain tour business revenue and viability, operators may

need to consider decreasing their dependence on snow-based
activities and diversifying tours to include non-snow-based
nature and adventure activities. High-quality and unique
mountain landscapes, flora and fauna are a direct asset for the
development of such nature-based activities. They also support
the well-being and lifestyle of local communities. Nature-based
and cultural activities can supplement and diversify tour
products and can provide revenue all year around .
S According to the writer, snow at the

highest altitudes
A can safeguard all of the plant life
under it completely.
B damages most of the plant life below it.
C provides plant life underneath it with
some protection.
D has a destructive impact on the local
ecosystem.
Questions 6-8
Choose NO MORE THAN THREE WORDS
from the passage for each answer.
6 The over-production of artificial snow can
change ......... ....... ...... .... ... .
7 Snow-based activities can drive
............... ...... ... ..... away from their normal
habitat.
8 The creation of artificial slopes can
result in a fall in .......... ................... and
Questions 9-13
Complete each sentence with the correct
ending, A-H, below.
9 Tourists are attracted to
10 The impact of tourism can be reduced by
11 Geographic Expeditions ensures
12 Diversification may be needed for
13 Nature-based and cultural activities
bring in
A an income throughout the year.
B the mountain environment's natural state.
C the excitement of dangerous ski slopes.
D a constant flow of research .
E the pooling of resources.
F the protection of the tourism business.
G richer types of tourists.
H the removal of all rubbish.
5 Before you check your answers, discuss them in pairs. If you disagree, check the evidence
in the text. Then compare your answers with other students.

1 Read the extract from the reading passage. Which part of the sentence expresses a
purpose? What other structures can be used to express purpose?
To maintain tour business revenue and viability, operators may need to consider decreasing
their dependence on snow-based activities and diversifying tours to include non-snow-based
nature and adventure activities.
2 Work in pairs. De~ide what the purpose of the following leisure pursuits is. Add other
possible pursuits.
1 playing board games
2 watching TV
3
4
5
6
7
8
9
going on holidays
playing team sports
going to concerts
going hill walking
reading
socializing
playing video games
entertainment
teambuilding
health
and fitness
finding
out about different
cultures
Work in pairs. Decide which statements contain a purpose and underline the word(s) that
introduce(s) the purpose.
1 The government needs to subsidize leisure centres so that people will be encouraged to
adopt a more active lifestyle.
2 Chess is a useful activity for elderly people as it helps them to keep mentally active.
3 To bring performances such as plays and musical concerts to a wider public, they should
be supported financially by the government.
4 People, especially young people, should be educated about the benefits of sport in order
to help promote fitness and reduce health costs.
5 Free access to gyms could be made available to the public for a period of time such as a
week or a month so as to attract people to such facilities .
6 People can be encouraged to relax by listening to music.
7 Promoting involvement in our-of-school games is beneficial for young people.
8 Tourists travel abroad to have a break and relax.
9 Leisure breaks should be taxed to discourage overuse of air travel.
10 People often participate in evening classes such as drama and music classes in order to
meet new friends as well as to learn something.
4 Discuss Writing Task 2 at the top of page 51. Answer the following questions.
What is the main purpose of subsidizing entertainment and leisure facilities?
Are there other purposes? If so , what are they?
Is using subsidies in this way beneficial? How? To whom? Give reasons and examples.
How could such subsidies be harmful?
Could other methods be used to achieve the purposes mentioned in 1 and 2 above? If so,
what? Give reasons and examples.
6 What is the impact of not subsidizing entertainment and leisure facilities?
7 Could the money be better spent on other areas? If so, how?
8 To what extent do you agree with the statement in the task?
1
2
3
4
5
Unit 4 Leisure and the environment '
You should spend about 40 minutes on this task .

Entertainment or leisure activities should be subsidized by the government.

To what extent do you agree or disagree?
S Write an introduction for the writing task in exercise 4 using the items below or your own
ideas. Then write three topic sentences to begin the three main body paragraphs of the
answer.
supporting activities such as entertainment and leisure pursuits
using public money
wasteful
I accept ...
finan cial help
lead to
a lack of appreciation of the facilities provided
clearly
many benefits
financial subsidies
6 Work in pairs. Give reasons and examples for each topic sentence in exercise 5. Compare
A topic sentence
summarizes the main
idea of a paragraph .
Use a topic sentence
at the beginning of a
paragraph to show
what the paragraph is
about. Then use
examples and reasons
to support your topic
, sentence.
your answers with other students.

You should spend about 40 minutes on this task .
Some people think that the latest technology for home entertainment such as sophisticated
TVs, high-speed internet connections and tablets are having a negative impact on people's
lives, especially young people.
8 Select at least three of the items below to check

in your answer. Compare your answer in pairs.
clear purpose
clear opinion
examples
reasons
o rganization
_........
--
-------

1 Work in pairs. Think of a purpose you associate with each photo.
Match each photo to as many of the purposes 1- 8 as possible. Compare and discuss your
answers with other students.
1
2
3
4
to enjoy themselves
to meet new friends
so t hat they can learn something
to improve the quality of their lives
S to keep themselves physically and

mentally fit
6 to improve people's general health

7 to promote well-being
8 to relax
A: 1,2,4,5,6,7, 8
Language focus: Comparative and superlative

adjectives
1 Write down three activities you have done in the past week. Match each activity to as many
adjectives in the box as possible. Then write a sentence comparing the activity with the
previo us week or month.
long
delicious
good
expensive
enjoyable
TVILV\.,gs
1
boring
heavy
happy
cheap
interesting
friendly
slow
VJC!Ve doV\.,e LV\., tVJe :pcist weeR
coo Red ci
V\,\,w L
(deLLcLws, cVJecip)
2 weV\.,t wLV\.,dow-sV1oppLV\.,g (V1cippij, cVJecip, eMjotJcibLe)

3
SRtJped V\,\,tJ brotVJer lV\., New .zwLciV\.,d (V1cipp1:j, slow)
1 Last week I cooked a delicious meal for my parents. It was much cheaper than the meal
I prepared for them last month - I bought that from a takeaway!
Compare your activities with at least one other student.
Review
1 Work in groups. Prepare at least three questions about topics 1-4. Use the prompts below.
Do you think ... ?
In terms of ... , do you think ... ?
Some people think that ... What is your opinion?
Why do you think ... ?
How does/ do ... ?
What are the main (benefits/ effects/ causes) ... ?
What is the main purpose of ... ?
1
2
3
4
the effect ofleisure activities on people's health

the subsidizing of recreation and leisure by the government
the need for more open spaces for recreation in cities
a comparison between the need for time and the need for money
2 Work with a student from another group. Take turns to ask and answer your questions.
1 Work in pairs. Look at the table and write one sentence for each age group and 'All ages'.
Projected population by age 2010- 2035, United Kingdom
Thousands
Age group
2010
2011
2016
2021
2026
2031
2035
0-14
10,872
10,958
11,674
12,324
12,448
12,234
12,117
15-29
12,471
12,535
12,527
12,097
12,276
12,985
13,543
30-44
12,725
12,645
12,595
13 ,411
14,092
14,013
13,664
45- 59
12,126
12,323
13,152
13,050
12,436
12,391
12,986
60-74
9,163
9,285
9,853
10,472
11,121
11,940
11,981
75 & over
4,905
4,990
5,470
6,282
7,446
8,202
8,918
62,262
62,735
65,271
67,636
69,820
71,766
73,208
All ages
It is predicted that the 0-14 age group will increase in size from 10.872 million in 2010
to 12.117 million in 2035.
2 Work in groups. Discuss the impact of the

population increase on one or more of the following.
the environment
people's personal space
stress levels
pollution
food and water
open spaces for recreation and leisure
For further practice, go to the Direct to IELTS

website for downloadable worksheets.
ea thy world
Vocabulary: Collocations related to health

1 Work in groups. Describe the photos and explain how they are all connected with health.
2
lasts 4-5 minutes. The
candidate and
examiner introduce
themselves and the
candidate's name is
checked . The
examiner then asks
questions about the
candidate's family,
home, work, hobbies
and a wide range of
topics of general
interest. You are not
expected to give long
detailed answers in
this part as there isn't
enough time.
Discuss and then answer two or more of the IELTS Speaking Part 1 questions below.
1
2
3
4
S
Do you try to maintain a healthy lifestyle? How? Why?

Is it difficult to try to keep healthy? Why?
What is the main purpose of keeping healthy?
Is there anything that you do which you think is not healthy? If so, what?
What could you do to be healthier?
3 Decide whether the words in the box are nouns, verbs or adjectives and then use them to
complete the sentences. Check your answers with a partner.
se rvice
care
financed
economic
ear ing
way
ex p endirure
educarion
public
lifesryle
1 Healthy .................. ... ....... .... ....... is one factor involved in maintaining a healthy
............................ ........ ... of living.
2 Health ... ............. ....................... needs to take place at an early age, in fact, as early as
primary school.
3 To promote a healthy ............ ........ .......... ... ...... , fatty foods should be banned in schools
and work canteens.
4 The cost of health ........................... ............ systems is increasing around the world.
S Running a health ....................................... absorbs considerable funds in many countries,
but it is worthwhile expenditure.
6 The ................... .................. .. health of a country depends on human resources as much as
material wealth such as oil and minerals.
7 Should healthcare systems be .................... .................. . by the public or by the private
sector?
8 The health .... ................................... in some countries far exceeds that in other countries.
9 .... .. ............... ..... ..... ........ health is concerned with the well-being of the general population.
Unit 5 A healthy world

4 Decide whether you agree or disagree with statements 1-5.
1 It is better to focus health spending on curing illnesses than on prevention.
2 A lot of things in the modern world such as different types of technology harm us as
much as help us.
3 Trying to keep healthy requires a lot of time and money.
4 The modern world encourages people to be lazy.
5 Doctors and nurses deserve to be paid more than celebrities such as footballers and film
stars.
S Work in groups of three. Each choose one statement from exercise 4 and lead a discussion
about the statement.
H;.l...T$ Speaf<in Part .2

1 Work in pairs. Choose and then rank the three
healthiest activities in the list below. You
may also add activities of your own. Consider
whether any of the activities could also be
unhealthy.
1
2
3
4
5
6
7
8
jogging on a regular basis

swimming every day
going to the gym daily
doing volunteer work
walking every day
using the Wii
skateboarding
cycling
2 Compare your answers with another pair of students. Give at least one reason why you
consider each activity to be healthy.
Spend one minute making notes for one of the task cards below.
A
Keep your notes fo a

maximum of 12 ...
ds.,1,Use inc;li~id.~ sJ-1
Describe a leisure activity you do

which you consider to be healthy.
You should say:
what the leisure activity is
when and where you do the leisure
activity
who you do the leisure activity
with
and explain why you consider the
leisure activity to be healthy.
;,
"
Describe a leisure activity you do or

you used to do which you consider to
be unhealthy.
::~
You should say:

what the leisure activity is
when and where you did the
leisure activity
who you did the leisure activity
with
and explain why you consider the
leisure activity to be unhealthy.
4 Compare your notes and your organizational strategy with a student who chose the same
card. Take turns to talk about the card for two minutes. Give feedback on your partner's
reasons and the organization of the answer.
'
W to organize your noi;e,s

[ so you can glanee at
I them easily while
. speaking.
1 Answer the following questions about questions 1-10 in exercise 3 below.

.ilil.w
1
2
3
4
5
...,,~
Use your knowledge
~~h;r:~it
t~jt.
0
1~
; i'1
listening'lind readiiig
" modu les..!1!mpro.~jr,g
your prediction skills
will help you build a
nil general pi~turefi<:j}ia
r~ or a copiB or ansJrr.
When y6u predict
i(WOU
do nothaVe tbs
11
be correct. Note
there is a difference.
mhecween '~uessing'
and predicting.
_5:::iuessing is to do,
,,i'y..iith sele'eting
something without
f~ inking, and
predicting is giving an
answer based on
one's OVi!p knowlgdge
! nd the informi tion
available.
0
What does the example cell you about the subject of Listening Section 1?
Are there other references to chis in the other questions?
What do you think the caller was asked in question 1?
Who do you think gives the information in question 2?
What do you chink is the most likely answer for question 3, considering volunteers will be
new to the organization?
Work in pairs and compare your answers. Then ask each other questions about questions
4-6.
(!} 1.8 Listen and answer questions 1-10.

Questions 1-3
O What does the caller want co talk about?
@ an advert for volunteers

B the travel expenses for volunteers
C the location of the offices
1 The caller saw the advert
A on a website.
B in the local paper.
C in a shop window.
2 How many volunteer programmes are

there?
A three
B four
C five
3 The first volunteer scheme involves
A dealing with telephone enquiries.
B answering members' letters.
C keeping a database up-to-date.
Questions 4-6
Answer the questions below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
4 What do volunteers help raise in scheme two?
5 What can volunteers do for old people in scheme three?
6 What do volunteers not deal with?
Questions 7-10
Application process
7
8
9
10
With the application, a CV and the names of ............................... are needed.

Volunteers have an induction course which lasts a ............................... .
The application can be completed and submitted ............................... .
The minimum volunteering hours per week is ............................... .
Reaction
4 Work in groups. Is volunteering a good thing to do?
Why/Why not? What other types of volunteering can
you do?
y ou c lil111,
voLu111,teeY- to vieL-p tvie
el/\,v~y-o111,Vv1.e111,t, ...
Language focus: Degrees of certainty & IELTS Speaking Part 3

1
(!} 1.9 Listen to a student answering a question about health in the future and answer
the questions.
1
2
3
4
What is the examiner's first question?

Is the candidate sure about the near and distant future? How does the candidate show this?
What is the examiner's second question?
Does the candidate express his prediction about the future?
Decide whether the sentences express necessity/ lack of necessity, (weak) possibility,
probability, certainty or impossibility.
O
1
2
3
4
5
6
7
8
9
The world might be free of stress in the future. weak possibil it y

It's likely that children will be encouraged to do more exercise at school in future
Too many adverts about food on TV may be harmful to people's h ealth.
Governments need to invest more money in h ealthcare.
In 50 years' time, food shortages should be a thing of the past.
In future, the world could be more worried about the lack of clean water than oil.
Cities will definitely be more overcrowded than now at the end of the century.
It will be impossible for people to become ill in the near future.
In the distant future, people will not need to work.
Working less can reduce stress and make people happier.
3 Where possible, rewrite the sentences in exercise 2 using the phrases in the box. There may
be more than one answer.
It is possible that ... will it will be possible for it will be impossible for
it is likely/ unlikely/ probable/ certain that ... will

it won't be necessary for
4 Write sentences expressing your opinion about the predictions 1-7. Use the modal verbs
in exercise 2 and the phrases in exercise 3. Include a suitable time expression, e.g. in the near
future, in ten years' time, in the distant future.
1 Robots will look after children and old
people.
2 Machines will replace doctors and
nurses.
3 All medicines will be free.
4
5
6
7
People will no longer work.

We will live in a stress-free world.
People will live twice as long as today.
Machines will repair people's bodies in
their homes.
5 Think of one idea for each question below.

Diet and exercise
Do you think people worry too much about diet and exercise n owadays? Why/ Why n ot?
Some people think that each individual has a responsibility to look after his/her h ealth. How
far do you agree?
How can people be encouraged to take more exercise?
Technology and health
How do you think technology will improve our standard ofliving in the future?
In the future, do you think it's likely that technology will replace doctors and nurses?
Do you think it's dangerous to rely on machines in areas such as health? Why/ Why not?
6 Work in groups of three and compare your ideas. Take turns to ask and answer the
questions in exercise 5. Use modal verbs and phrases to express certainty.
Cl, Read more about degrees of certainty in the Grammar Reference.
1 Work in pairs and read the writing tasks A-C. Decide which one
1 asks you to give your opinion about a statement.
2 asks you to choose between two alternatives.

3 presents you with two views and asks you to discuss both of them and give your own
op1n10n.
A Some people think that
healthcare should be
free for everyone and
that it should not
depend on people's
ability to pay.
To what extent do you
agree or disagree?
B Some people feel that

healthcare provision
should be free, while
others believe that
healthcare should be
paid for by the
individual.
Discuss both views and
give your own opinion.
C Some people think that the healthcare

system should focus on curing disease
and illnesses. Others believe that the true
function of a healthcare system should be
to prevent diseases and illnesses through
health education and preventive
measures.
What, in your opinion, should be the
main function of a healthcare system?
2 Reasons 1-8 relate to task A in exercise 1. Categorize the evaluations as positive or

negative. Do you agree with the evaluations? Why/Why not?
Reasons
Evaluations
O impact on other services
damaging/harmful negative
1 cost of providing such a service
prohibitive/impossible
2 basic human right
essential/valid/ crucial/ achievable
3 investment in people
economical/ effective/ highly desirable
4 cost of medicine
impossible/ extravagant/ too expensive
5 correlation between health/ prosperity
productive/ sensible/ integral
wasteful/uneconomical
6 open to abuse
7 not taken seriously
wasteful/inefficient
valuable/ invaluable/ an asset
8 healthy population
3 Answer the questions using the ideas and

evaluations in exercise 2.
O In what way can you evaluate the idea of free
healthcare?
Free healthcare is highly desirable.
I agree
that free healthcare
could have a damaging impact
on other services. For example, if too
much is spent on health, there might
not be enough money for education
or for the police service.
1 How worthwhile, possible, (un)desirable , etc. is it?

(very/highly/extremely)
2 Why is it worthwhile, possible, (un)desirable,
etc.?
3 What is the purpose of free healthcare/not having free healthcare?
4 What example(s) can you give to justify your answer?
5 Do you have you any doubts/reservations about free healthcare? If so, what?
6 What is your conclusion about free healthcare?
4 Compare your answers in pairs.

5 Discuss how far the plan at the top of page 59 matches the questions in exercise 3. Add
any other possible linking devices to the plan.

Plan
Organization
Linking devices
Ideas
1 Topic
free healthcare = essential/basic human right
because/as/ since/ the reason

for this is
2 Reason
no discrimination rich/ poor = equality
because/ as/ since/ the reason

for this is
3 Purpose
providing free healthcare makes general

population healthy
4Example
not suffering because oflack of money,

productive/ prosperous
for example
S Result
healthy society= physically/ socially

productive, generate wealth, pay for healthcare
as a result
6 Reservation
increasing costs
may not always/ however
7 Conclusion
still fundamental right
yet/ nevertheless
to/ in order to/ so that/ so as

to
6 Write a sentence for each item in the plan in exercise 5. Add ideas and any specific examples
where appropriate, using such as, like, for instance.
1 There is no doubt that free healthcare is essential because it is a basic human

right, just like education.
7 Compare your sentences with the rest of the class.

Some people think that the main influence on young

people's diet is advertising rather than family and
friends.
Give reasons for your answer and include any
relev~nt examples from your own knowledge and
experience.
9 Work in pairs. Swap your answers and underline the

adjectives of evaluation in your partner's answer.

IELTS Reading
1 Work in groups and discuss the statements 1- 3.
1 Adding electronic devices or gadgets to our bodies is dangerous.
2 Technology has always caused problems and we never learn from our mistakes.
3 Any gadget or device which improves healthcare is beneficial.
2 Find words in the reading passage that mean the same as 1- 6.

1 devices (paragraph A)
2 available (paragraph B)
3 combining (paragraph C)
4 parts (Paragraph F)
5 likely (Paragraph G)
6 follow (Paragraph J)

'Electronic Tattoos'
'Electronic Skin' attaches Gadgets to Body
A He may have had a laser in his watch and a
radio in his lighter, but even James Bond
didn't sport gadgets tattooed to his skin. Now
he could, thanks to the development of
ultrathin electronics that can be placed on the
skin as easily as a temporary tattoo. The
researchers hope the new devices will pave
the way for sensors that monitor heart and
brain activity without bulky equipment, or
perhaps computers that operate via the
subtlest voice commands or body movement.
B Stretchy and bendy electronics have been
around for a few years. One approach is to
write circuits onto materials that are already
flexible, such as ink on paper, so gadgets can
be folded and put away. Another is to make
the circuits themselves flexible. In 2008, for
example, engineers at the University of Tokyo
created a conductive material that looked a bit
like a fishnet stocking. Made of carbon
nanotubes and rubber, it could stretch by
more than a third of its natural length,
possibly enough to make robots become more
agile.
C The problem with these past attempts, says
materials scientist John Rogers of the

University of Illinois, Urbana-Champaign, is
that none of them has been as stretchy and as
bendy as human skin. That's a shame,
because scientists have had grand visions for
integrating the skin with electronics, from
medical sensors to music players or cell
phones that you can literally wear on your
arm.
D Now, Rogers and his colleagues at UrbanaChampaign and other institutions in the
United States, Singapore, and China have
come up with a form of electronics that
almost precisely matches skin 's mechanical
properties. Known as epidermal electronics,
they can be applied in a similar way to a
temporary tattoo: you simply place it on your
skin and rub it on with water. The devices

can even be hidden under actual temporary
tattoos to keep the electronics concealed.
E "The skin represents one of the most natural
places to integrate electronics," says Rogers,
whose group's paper appears online today in
Science. "As the largest organ in our body, and
our primary sensory mode of interaction with
the world, it plays a special role."
F The new technology is the product of
advances in several areas. One is in the active
circuit components-transistors, diodes, and
other inherently stiff semiconductors-which
Rogers's group has flattened and shrunk to
the size of the tiniest bumps and wrinkles on
the skin. Another is in the material on which
these components are arranged: a sheet of
rubbery "elastomer" that mimics the mass,
thickness, and elasticity of the skin. Like an
extra-clingy plastic wrap, the elastomer sticks
to the skin naturally, using only the weak,
short-range, attractive forces that always exist
between neighboring molecules for adhesion.
It can stay attached for over 24 hours almost
anywhere on the body.
G The third important ingredient is the circuit 's
arrangement. Place the components and wires
too close and they will stiffen the device,
making it liable to tear. So Rogers's group
uses a computer program to predict all the
stresses and strains that arise with different
designs and then picks the one that keeps
elasticity at a maximum.
H In one experiment, the group applied a device
the size of a postage stamp to a person's chest
to pick up the electrical signals produced by
the heart. The measurements agreed
"remarkably well" with those produced by a
hospital electrocardiogram, the researchers
say, without relying on potentially
uncomfortable gels or tape. In another
Physicist Siegfried Bauer of Johannes Kepler

University in Linz, Austria, agrees that
epidermal electronics have important medical
applications. However, he notes that .the
technology needs to be tested with a range of
skin conditions, from dry to sweaty. "Circuits
must allow for transpiration and breathing,"
he says.
J Rogers and his colleagues have separately
Electronic tattoo. Wearing high-tech gadgets has

never been so easy, thanks co the latest advance in
bendy electronics.
experiment, the group applied a device

containing a microphone to a person's throat
and fed the signal to a computer. The
computer could recognize four different
words: "up," "down," "left, " and "right. " This
technology could eventually help people with
some disabilities control computers, the
researchers say.
demonstrated that they can add other useful

features to epidermal electronics. Solar cells
could one day power the devices without an
external source; meanwhile, signals recorded
by the devices could be transmitted to a base
station wirelessly with antennas. In the long
term, Rogers believes the technology could
provide an electronic link to the body's most
subtle processes, including the movement of
enzymes and antibodies, to track the path of
disease. "Ultimately, we think that [our]
efforts can blur the distinction between
electronics and biology," he says.
Questions 1-6
The reading passage has ten paragraphs, A-J.
Which paragraph contains the following information?
1 various potential uses of epidermal electronics with future additions
2 examples of trials on epidermal electronic devices
3 a criticism of early examples of electronic gadgets
4 the function of human skin
S the possibility oflight health sensors
6 how epidermal electronic gadgets can be covered up
Questions 7-10
Classify the following statements as referring to
A circuit components
B elastomer
C circuit arrangement
7 It can be used on any part of the skin.
8 The size has been reduced to match the structure of the skin.
9 The maximum elasticity is maintained.
10 Little force is needed to ensure adhesion to the skin.
Questions 11-13
Do the following statements agree with the information given in the reading passage? Write:
TRUE
ifthe statem ent agrees with the information
FALSE
ifthe statement contradicts the information
NOT GIVEN if there is no information on this
11 Siegfried Bauer doubts whether skin electronics have any useful function to perform in
the medical field.
12 Solar cells are a possible energy source for the devices in the future.
13 Rogers plans to conduct further research into the rela tionship between biology and
electronics.
Reaction
4 Work in pairs. Discuss whether you think the devices described in the reading passage
have potential for use in the future, inside and outside the medical field.
1 Study Writing Task 1 below and locate information related to the following in the chart.
1
2
3
4
5
the main differen ce between the boys and the girls

the main similarity between each age group in b oys and girls
the trend related to age for each year in boys and girls
the trend related to years in both age groups
the high est consumption in girls and boys
The bar chart below shows the average proportion
ofchildren in EU countries reporting daily fruit
consumption.
Summarize the information by selecting and
reporting the main features, and make comparisons
where relevant.
Write atleast 150 words.
Average proportion of children in EU countries reporting daily

fruit consumption, 2001-02 and 2005-06
60
Boys
Girls
50
40
30
Age 11
Age 13
Age 15
20
10
2001 - 02
2005- 06
200 1- 02
2005- 06
2 Work in pa irs and compare your an swers.

3 Match a-e to 1-5 in exercise 1.
a Among boys and girls alike for both years, the younger children are, th e m o re fruit they
eat.
b Wh ile th e con su mptio n of fruit barely rose among boys between both years, for girls it
was most marked am o ng 11-year-olds.
c The h igh est consu mptio n of fru it am o ng girls was in those aged 11 in 2005- 06 and in the
same year amon g boys o f the sam e age grou p.
d The same pattern is fo u nd across both genders and in bo th periods, with fruit
consumption clearly d eclining with age.
e In conclusion, it is clear th at girls ten ded to eat more fruit than boys, with 11-year-olds
eating the m ost in both years, 2001 - 02 and 2005- 06.
Unit 5 A healt li.~

4 Add data from the chart to at least two of the sentences in exercise 3.
a Among boys and girls alike for both years, the younger children are, the more fruit
they eat, just over 35 per cent and 36 per cent and approximately 40 per cent and
45 per cent respectively.
S Write an introduction using these words.
chart
information
propornon
consume
fruit
two periods
children
age group
gender
6 Write an answer for Writing Task 1 below. When you have finished, swap your answer with
a partner. Underline the number of comparisons your partner makes.
The chart below shows the number ofpractising physicians per thousand people in
selected countries in the EU, along with the EU average. The chart also shows the
change in percentage terms ofphysician density between 2000 and 2008.
Practising physicians per 1,000 population

2008 ( or nearest year available)
Change 2000-08 ( or nearest year available)
Germany
@@
Denmark
Estonia
EU
3.3
France
Ireland
United Kingdom
7 Check your answer for mistakes and then make a checklist of the features of your answer.
Work in pairs and take turns to describe your answer using the checklist.
paraphrase of the introduction
examples of data
companson
Review
Vocabulary: Collocations related to health
1 Complete the sentences in your own words. Then compare your answers with another
student.
1
2
3
4
5
6
7
8
In order to promote a healthy lifestyle among .. .

The best way to keep health costs down is to ...
It is likely that healthcare in the future ...
Health professionals such as doctors and nurses should be paid more than ...
Healthcare should be financed by ...
Running a health service requires .. .
The economic health of any country ...
Health expenditure in my country ...
2 Write five sentences about your own lifestyle. Explain them to a partner.
Language focus: Degrees of certainty

1 Rewrite the sentences about the future using the words in brackets.
1
2
3
4
5
I might study medicine at university. (possible)

People probably won't have a lot of personal space. (unlikely)
In the future, the world should be a better place to live in. (likely)
People won't need to work long hours each week. (unnecessary)
In my home country, the next generation of young people should have a better standard
ofliving. (probable)
6 It won't be possible for people to live in the countryside. (impossible)
7 Finding a good job may become very difficult in coming years. (possible)
2 Work in pairs. Take turns to say the sentences or your answers in exercise 1. Your partne r
then transforms the sentence.
3 Write at least three sentences about possible developments in your country in the near
future or distant future. Write about health, transport, education or technology.
4 Compare your sentences with other students.
I ELTS Writing Task 2

1 Work in pairs. Study the Writing Task 2 question below from page 58 and write at least
two adjectives to evaluate each function of healthcare systems, 1 and 2.
Some people think that healthcare systems should focus on curing disease and
illnesses. Others believe that the true function ofa healthcare system should be to
prevent diseases and illnesses through health education and preventive measures.
What, in your opinion, should be the main function ofa healthcare system?
1 Focus on cure: desirable, ...

2 Focus on prevention: worthwhile, ...
2 Compare your adjectives with those below. Do the adjectives favour prevention or cure?
Focus on cure: wasteful, uneconomical, impossible, extravagant, too expensive, wasteful,
inefficient
Focus on prevention: essential, valid, crucial, achievable, economical, effective, highly
desirable, productive, sensible
3 Give a reason and an example to support the evaluations in exercise 2. Use the following
ideas if necessary.
quicker
le'is expensive
... :
:ji:
.;:
::;
peopleprobably'happier
not all diseases can be prevented
ih
4 Write a paragraph supporting either prevention or cure. Use the adjectives and ideas
above, or your own ideas.
Srh~ping the world ~nd beyond

Vocabulary: Words related to space and place
1 Work in groups. Describe the photos A- D and explain how they are linked to the title of
the unit. Give examples from your own country and experience.
Circle the incorrect alternative in each question.

1
2
3
4
5
6
7
8
Is there any room/ space/ place for more satellites around the earth?
Is there room/ space/ a gap for any more rice terraces in photo C?
Is there much gap/ distance/ room between the buildings in photo B?
Which of the images is related to man's attempt to control his surroundings/ environment/
setting?
Are cities the best spaces/ locations/ places for people to live and work?
Can human beings bring order/ organization/ systems to the world around them through
coopera tion or individually?
Does infrastructure such as bridges a nd roads seek to bring order to the chaos/
organization/ disorder of nature?
Why do we need systems/ infrastructures/ organizations such as a satellite and transport
networks? \Vhat other networks can you think of?
3 Work in pairs and compare your answers. Then answer three of the questions giving
reasons and examples. Compare your answers with another pair.
4 Make adjectives from the alternatives in exercise 2. Use these endings: -al, -ious, -y, -t, -ed, -ly,
-tic, -atic. You may not be able to use all the alternatives.
1 roomy, spacious
(I} 1.1 0 Complete the dialogue in your own words. Then listen and check your answers.
Examiner: Do you think we rely (1) .... ................... ............ ... . such as satellites?
Candidate: Yes, I think there is a tendency to do so. For example, if the
(2) .. ............. ........... ........... .. on cars or a communication satellite broke down for a long time,
it would have a huge impact on social order. It would result not only in financial costs for
businesses, but it could also lead to loss oflife and (3) ...... .................................. In fact, I think
it would be (4) ................. ..... ................. .
Examiner: In what way?
Candidate: Well, while GPS systems are not used that much in my country,
(5) ............. .............. ........... . would be affected and maybe other communications, so
supermarkets might not be able to order food , which could lead to (6) ............ .... ................. ..... ,
and people in (7) ..... ..... .. ........................... might be cut off. I think we should always .. .
6 Work in groups and discuss one of the following, giving reasons and examples. Compare
your ideas with groups who chose a similar item.
an example of a network o r system rhat you use frequently
an example of chaos when a system or n etwork broke down
Unit 6 Shaping the world and be~ond

a scientific place or location that is helping the d evelopment of the world
a landscape in another world you'd like to visit
a setting or location that fires your imagination
1 Make a list of the questions an examiner might ask a candidate in Speaking Part 1 relating
to:
1 name What is your name?
2 hobbies/ interests
~ infrastructure changes that affect p eople's b eh aviour in yo ur home town
4 technological d evelopments, e.g. CCTV in the town
5 space in your town for future development
6 facilities for young people
7 new systems/ infrastructure such as broadband
8 changes to physical surroundings such as sa tellite dish es and m o bile telephone m asts
2 Work in pairs. Take turns to ask and answer your questions from exercise 1.
3 Work in pairs and discuss how one or more of the types of teams/ groups below affect
people's lives.
1.fil Speg,~i~g Part 1,

. the exam iner asks you
to a nswer q t;jestio ns
a bo ut yo ur fa mi ly;
, fr,iends, ho bbies and
t1}pics df ge ~eral
ir:iterest. In, Part 2., you
t~lk about ~"cask card
,uf,9 r 1~~\m inutes, using
ri'otes you have made.
Ii .
ft~:~t nt~:: ;~ch.o ol,

~ g. sctl!nce groups
l a ~ing xpe~inients; o r
i! tgams you would li ke
c'~"work with, e.g.
scientists de,~igning
robots'o r space
r!:)ckets.
space scientists
computer software d esigners
research scientists
engineers
4 Work in pairs and discuss the task card below. Use the notes 1- 3
to make lists. Compare your answers with other students.
Describe a team that you have been part of or would like to
be part of.
You should say:
when you joined/would like to join the team
what the team was/is
why you joined/would like to join the team
and explain why you enjoyed/would enjoy being part of the
team.
...
ttjpes of teaVv1.s t viat ijO(;(. eC!VI- beLoVl-g to: ----- - - - - -------------- - ------- - ----~ beV1.e-f,,ts lp(;(.r-poses ofjoLV1.LV1.g teC1Vv1.S: - - -------------- --- ----------- ------- -3 wviat Vli\.C! ~es betV1.g tV1. t elAVII\.S el/1,jO!jlAbLe: --- ----- - ------ --------- ------------ 1
Spend one minute making your own notes for the task card in exercise 4, selecting words
where appropriate from the list in exercise 3. Then take turns to talk about the card.
6 Give feedback about the reasons/ purposes used b y your partner. Were they clearly
signposted?
a,'{hen,y,ou talk about

the last part of the
'ea.rd , in.t roduce
reaso ns wit h because,
ds, since,, the main reason
is, this is because, which
means'?'Introd uce
purpos..e s with to,)n
aider so (that), so as to.
to:
Unit 6 Shaping the world and beyond

t,ELTS Listening Sed:idh 2
1 Scan questions 1- 10 below and find evidence for a- g. Compare your answers in pairs and
discuss what you think the listening will be about.
a
b
c
d
T he listening section is about organizing some kind of event.

Money is discussed.
There are plans to invite large numbers of p eople
Different parts of the school buildings are going
to be used for specific purposes.
e The organization of the event is divided among
different teams.
f The teams have different targets.
g The targets have deadlines.
(I} 1.11
Listen and answer questions 1-10.
Questions 1-3
1 The running costs for the celebration have been exceeded by
A
B
C
2 The celebration will be attended by

A no special guests.
B several well-known people.
C many former pupils.
3 The number o f invitations printed will be

A 2000.
B 3000.
C 5000.
Questions 4-6
What does the speaker say each of the locations is going to be used for?
Write the correct letter A, B or C next to questions 4- 6.
A
displays
B
C
the
for student work and college

for refreshments
for organizations from outside
college
4
S
6
sports block
arts block
scien ce block
Questions 7-10
Complete the table below.
Write NO MORE THAN TWO WORDS OR A NUMBER fo r each answer.
Team
Action
Dates
John's
(7)
arrangements finalized
29'h of this month
(8) ........................,.....................
History displays ready
lO'hofnext month
Angus's
Student displays completed
(9) ....................................... May
Sara's
Selection of the design of the

(10) ............................................
14'h May
Unit 6 Shaping the world and- --~beyond
Language focus 1: Hypothesizing
Grammar
focus
1 Work in pairs. Read the extracts from Listening Section 2 and decide whether they are
examples of first, second or third conditionals.
* To form the first

conditional we use If+
present simple+
future with will. We
use it to talk about
things that are
probable in the
future.
1 I think if we I hadn't had the individual meetings up to now, things 2 wouldn't have gone
so smoothly.
2 If more 3 were to turn up, thac 4 'd be great.
3 If anyone 5 has any questions about chis, chey 6 '11 be able co see me afterwards.
2 Match the parts of the sentences 1-6 in exercise 1 with a-f.

a future with will
b past perfect
c would+ infinitive without to in the result
clause
d verb in the subjunctive in the if clause

e a present tense (present simple)
f would+ have+ past participle for an
imaginary result
If travel companies
arrange trips to the
moon, many people will
pay to go there.
3 Expand the notes in italics to complete the sentences. Check your answers in pairs.
* To form the second

past simple + would+
infinitive without to.
We use it to talk
about situations in
the present or the
future which are
imaginary or which
are unlikely.
O IfI/play more team sports/ school, I'd have been much more of a team player at work.
If I had played more team sports at school, I'd have been much more of a team
player at work.
1 Provided international space scientists pool their resources, more more/ breakthroughs/ occur.
2 Unless primary schoolchildren are caught basic scientific processes through projects such
as learning about space travel, they/be/disadvantage/ later on/ life.
3 If/ be/fewer rules and regulations, more young people would set up their own businesses.
4 Even if we managed to explore the moon and ocher planets in the near future, not be/
possible/exploit them easily.
5 If international governments cooperated on standardizing electronic products, many /
scientific goods/ such as/ computer hardware/ be cheaper.
If the moon were

colonized in the near
future, very few people
would live there.
With the verb to be,
the subjunctive is
used: If I were you, I'd
work as a research
scientist.
4 Discuss the Speaking Part 3 questions below. What is each question asking you to do?
Is it asking you to evaluate something?
Is it asking you co give several criteria, factors or ch aracteristics and explain?
Is it asking you to compare several items or ideas?
* To form the third

past perfect + would
have + past participle.
We use it to describe
situations or events
that didn't happen in
the past.
Working in teams
1 What do you think makes someone a good team member?
2 Do you chink we are part of different types of teams throughout our lives? In what ways
are these teams different?
3 How easy is it to work together with people as part of a team?
International cooperation
4 How important is it for countries to be able co work together in areas such as space
research?
5 In terms of priority, do you chink governments.should cooperate on eradicating poverty
or on space exploration? Why?
6 Do you chink countries will work together on major scientific projects more in the future,
or less?
Ifinternational
governments had
cooperated on space
research from the outset,
space travel would have
been more advanced by
now.
5 Match the answer below to one of the questions about working in teams in exercise 4.
It's not always easy, certainly, but if people want to gee on in life, they will have to learn to
work together.
6 Write a statement using if, provided, unless or if... not for each of the questions 1- 6 in
exercise 4. Compare your answers with a partner.
Work in groups of three. Take turns to ask and answer the questions 1-6 in exercise 4.
Read more about

hypothesizing in the
online Grammar
Reference.
Grammar focus
* To form the passive, we use to be 1n the same tense as the active verb+ the past participle of the
active verb.
Scientists help society enormously. (active) Society is helped enormously by scientists. (passive)
* We use the passive to focus on the action, rather than the person doing the action. We also use the
passive when we do not know or it is not important who the person doing the action is.
* We do not use intransitive verbs in the passive. The spaceship rose into the sky. NOT The spaceship was
risen into the sky.
* We do not use stative verbs like look, have, seem in the passiye. The astronaut looks worried: NOT The
astronaut is looked worried.
1 The maps show changes in the area around Welton between 1995 and 2012. Make a list of
changes between the two maps.
Welton, 1995
Welton
space
centre
school
.N
-t-
farmland
farmland
farmland
2 Decide which sentences below contain factual mistakes. Then correct them. Compare
your answers in pairs.
1 The town increased in size slightly with the forest in the southwest almost disappearing.
2 The hospital north of the river was turned into a space theme park.
3 Some of the farmland south of the river vanished.
4 Some of the farmland made way for the construction of science laboratories, and some
for the construction of a science academy.
5 A bridge was built across the river linking the new developments in the south to the
north.
6 The lake remained the same, but in 2012 it is partially surrounded by the village.
.
7 Part of the forest was given over to the creation of a sports complex.
8 The area changed beyond all recognition with the expansion of the space centre and
additional facilities and the disappearance oflarge parts of the farmland and the forest.
Unit 6 Shaping the world and be)1olild

3
Identify the verbs in the sentences in exercise 2. Decide whether they are transitive or
intransitive. Decide which verbs can be used both transitively and intransitively.
focus
Transitive: A bridge was built ...

Intransitive: The town increased in size slightly
Write sentences about the following.

1 an introduction mentioning the transformation of the area
2 the replacement of the school with the space museum
3 the shrinking of the forest to construct the science academy and the sports complex
south of the river
4 the expansion of Welton space centre in the northwest by 2012
Follow the same procedure as in exercise 1 for the maps below.
The diagrams below show the transformation ofthe area around

Tumbledown between 1995 and 2010.
Summarize the information by selecting and reporting the main
features, and make comparisons where relevant.
,,
* Transitive verbs are

always followed by an
object. The scientists
built a new space rocket.
* Intransitive verbs do
not have an object.
The transformation
occurred very slowly.
* Some verbs are both

transitive and
intransitive. The
astronauts flew the
spaceship to Mars.
(transitive) The
spaceship flew across the
sky. (intransitive)
Grammar
'
Tumbledown, 1995
Tumbledown, 2010
park
farmhouse
wood
farmland
seience l'aboratories
Work in groups. Compare your answers using the checklist below.

Does the introduction paraphrase the
rubric?
Have you used paragraphs?
Have you written at least 150 words?
Have you used transitive and intransitive

verbs correctly?
Have you used the passive correctly?
Have you ch ecked the answer for
mistakes?

IELTS Reading
- .......
--------------------~~~~~~~~~~-
1 Read the title of the reading passage. Discuss questions 1-4 in groups.
1 There is an enormous amount of debris in space around the earth. Where do you think it
comes from?
2 What do you chink happens when fragments of the debris collide just like cars?
3 How do you think the debris in space can be got rid of?
4 Do you chink the debris could be dangerous? How?
2 Skim the passage and the questions that follow and check your answers in exercise 1.
3 Think of at least one synonym of the words debris, fragments, dangerous.

Cleaning up Earth's orbit: A Swiss satellite to tackle space debris
beyond mere rhetoric and take immediate action to get this
stuff out of orbit, the Swiss Space Center at EPFL is launching
CleanSpace One, a project to build the first prototype in a
family of "de-orbiting" satellites.
One satellite, three technological hurdles

The cleanup satellite has three major challenges to overcome,
each of which will necessitate the development of new
technology that could, in turn, be used down the road in
other applications.
Size: 30x lOx 10cm

Predicted launch: 2015-2016
Mission: De-orbit an obsolete satellite
--=:.1=====:::::==::....--L--'~ h!al~~lrPrLd
The growth of debris orbiting the Earth - primarily jettisoned
rocket and satellite components - is an increasingly pressing
problem for spacecraft, and it can generate huge costs. To
combat this scourge, the Swiss Space Center at EPFL (Ecole
polytechnique federale de Lausanne) is announcing today the
launch of CleanSpace One, a project to develop and build the
first installment of a family of satellites specially designed to
clean up space debris.
The Earth's orbit is full of all kinds of floating debris; a

growing crowd of abandoned satellites, spent rocket stages,
bits of broken spacecraft, and fragments from collisions are
rocketing around the planet at breathtaking speeds. NASA
keeps close tabs on at least 16,000 of these objects that are
larger than 10 cm in diameter. When an operational
spacecraft such as a satellite collides with one of them,
serious, costly damage can result; often the satellite is
completely destroyed. And the collision itself then generates
thousands more fragments, further exacerbating the problem.
" It has become essential to be aware of the existence of this
debris and the risks that are run by its proliferation," says
Claude Nicollier, astronaut and EPFL professor. To move
After its launch, the cleanup satellite will have to adjust its
trajectory in order to match its target's orbital plane. To do
this , it could use a new kind of ultra-compact motor designed
for space applications that is being developed in EPFL
laboratories. When it gets within range of its target, which
will be traveling at 28,000 km/h at an altitude of 630-750 km,
CleanSpace One will grab and stabilize it - a mission that's
extremely risky at these high speeds, particularly if the
satellite is rotating. To accomplish the task, scientists are
planning to develop a gripping mechanism inspired by a plant
or animal example. Finally, once it's coupled with the
satellite, CleanSpace One will "de-orbit" the unwanted
satellite by heading back into the Earth's atmosphere, where
the two satellites will burn up on re-entry.
Although its first model is destined to be destroyed, the
CleanSpace One adventure will not be a one-shot deal. "We
want to offer and sell a whole family of ready-made systems,
designed as sustainably as possible, that are able to de-orbit
several different kinds of satellites," explains Swiss Space
Center Director Volker Gass. "Space agencies are increasingly
finding it necessary to take into consideration and prepare for
the elimination of the stuff they're sending into space. We
want to be the pioneers in this area."
The design and construction of CleanSpace One, as well as its
maiden space voyage, will cost about 10 million Swiss francs.
Depending on the funding and industrial partners, this first
orbital rendez-vous could take place within three to five
years.
About space debris

16,000 objects larger than 10 cm in diameter and hundreds of
millions of smaller particles are ripping around the Earth at
speeds of several kilometers per second. From the beginning of
the Space Age, Earth's periphery has been increasingly

encumbered by all kinds of debris, primarily concentrated in
Low Earth Orbit (less than 2000 km in altitude, where the
International Space Station is orbiting) or Geostationary Orbit
(35,786 km in altitude) . Many of these objects are spent rocket
stages or satellites that have broken up in orbit. If they collide
with another orbiting object, say a functioning satellite, they
can cause massive damage, or even destroy it. The financial
consequences of these collisions are enormous, particularly for
insurance companies involved in the space sector; a sum
currently estimated at $20 billion to insure existing satellites.
Cases such as this one are bound to increase in number. Even

in the immensity of outer space, the increasing density of
human-generated waste is becoming a problem. It' s
expanding exponentially, because each collision generates in
turn several thousand more fragments, which , although
smaller, are no less dangerous than a large, abandoned
satellite. NASA, which tracks 16,000 of these objects, can
only monitor the largest ones (greater than 10 cm in
diameter) - but at these incredible speeds even a simple paint
chip can seriously damage a solar panel or the window on a
shuttle.
Questions 1-6
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Floating debris
Around the earth there is a (1) ........................................ of space rubbish consisting of disused
satellites and rocket parts along with pieces of broken spacecraft of varying sizes, flying around
earth at (2) ......................................... NASA monitors a large number of the of bigger
(3) ........................................ , as collision with one of them can destroy a
(4) ........................................ , at huge cost. In addition, the impact can lead to the creation of many
(5) ........................................ , which in turn makes the (6) ...... ....... ....... .................... worse.
Questions 7-10
Complete the flow chart below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Satellite cleanup
the launch of the satellite
~-ch_an_g_e_in_r_h_e_d_i_r_ec_t_i_o_n_t_o_t_h_a_t_o_f~th_e_o_b_je_c_t_'s_(_7_)_._.._.. _.. _..._.._.._.._.. _.. _..._.._.._.._.. _.. _..
near target
__J~
moving at speeds of28 000 km/h and 630-750 km high
use of new type of motor
very dangerous operation if

satellite is rotating
(8) ................................... and .... ............................... the target

a (9) ................................... ..
(10) ................................... with the satellite
head back to Earth
being developed to enable

craft to do this
bum up in Earth's atmosphere
Questions 11-14
Do the following statements agree with the information in the reading passage?
Write:
TRUE
FALSE
NOT GNEN
if the statement agrees with the information

if the statement contradicts the information
ifthere is no information on this
11 There will be only one type of clean-up satellite produced in future.
12 The smaller particles of debris in space are moving faster than the bigger ones.
13 Collisions between debris and working satellites are likely to become more common.
14 !tis possible for even the smallest pieces of debris created by collisions to cause problems
m space.
,,,.,,,~Unit 6 Sh.={ping the worlo and beyono
Language focus 2: Cause and effect verbs and nouns

1 In the extract below from the reading passage, there are two causes and two effects. What
are they?
And the collision itself then generates thousands more fragments, further exacerbating the
problem.
2 Which two verbs below do not describe cause and effect?

shape
cause
create
improve
affect
impact
lead to
result (in/from)
influence
link
show
make something happen
transform
produce
change
3 Identify the causes and effects in the sentences below. Then rewrite the sentences using
the words and phrases in brackets. Compare your answers with a partner.
1 The sharing of technology between the different companies resulted in considerable cost
savings. (resulted from)
2 Early advances in science by people like Aristotle led to many discoveries we take for
granted today. (were brought about by)
3 The scientific knowledge in many countries is developed by international collaboration.
(shapes)
4 The choice oflocation for new science and engineering companies is often influenced by
considerations such as the availability of skilled workers. (have an impact on)
5 The present world has been shaped enormously by the thinking and writing of many
scientists such as Einstein and Stephen Hawking. (considerable influence over)
6 The establishment of new industries such as software companies can transform the
economy for the better. (improve)
7 The building of a new science complex had a positive impact on the behaviour of young
people in the community as employment increased. (made better)
8 It has been suggested that the internet is altering the way users think. (is being affected)
4 Think about three recent events that have made your life better/ easier.
buying a piece of technology, learning to use something, meeting someone
Work in pairs. Take turns to describe the three events, giving reasons. Talk for a maximum
of four minutes each.
Read more about cause and effect verbs and nouns in the online Grammar Reference.
1 Work in pairs. Think of one idea for each of the two views in the writing task below.
Some people think that it is wrongfor humans to search for new worlds in space when we
have so many problems on our own planet. Others believe such searches help mankind to
,develop.
to~tecr1eF, usually
linking,devices such as
because, while, although.

Note that complex
does ..ni;itmean
co;,pliltkef,ql
'
Discuss both views and give your own opinion.
2 For each of your ideas, provide

1 a purpose or reason
2 an impact of the idea
3 an example from your own country or

part of the world
4 a reservation you have about the idea
5 a conclusion
3 Work with another pair and compare your answers in exercise 2.

4 Look at the underlined text in sentences 1-8. Decide whether it describes a result, a
reason, a purpose, a concession or a condition. What words are used to do this?
1 If new technologies are discovered while developing spacecraft, life on earth can be
improved.
2 Although space research is valuable, many problems such as famine and disease need to
be addressed here on earth.
3 Surely the human race needs to explore space in order to learn more about our world and
our past.
4 Climate change and natural disasters are affecting the planet enormously, so that more
money is needed to tackle these problems.
S It is difficult to support funding for space research because it appears unethical when
there are large numbers of people dying from hunger in the world.
6 People tend to ignore the benefits of space research, resulting in demands for it to cease.
7 Provided problems such as overcrowding in cities and ignorance are dealt with, research
carried out in space is acceptable.
8 Unless scientists are allowed to continue with space research, advances in technology will
slowdown.
1 result, 'If'
S Skim the sentences in exercise 4 and say which view in exercise 1 they relate to.
6 Choose at least two sentences in exercise 4 and make them more specific by adding
examples and reasons.
1 If new technologies such as new materials or medical applications that can be used
in medical treatment are discovered while developing spacecraft, life on earth can be
improved. because the quality of people's lives everywhere will be enhanced.
7 Work in pairs. Note down ideas for each of the two views below very quickly.
Then do the same for vour own opinion.
Some people think that we should be more careful about sending satellites into space because
they show where we are in the universe and we may attract the attention ofdangerous aliens.
Others believe that contact with other species may bring enormous benefits to humanity.
Discuss both views and give your own opinion.
8 Write an answer for Writing Task 2 in exercise 7.
Write five paragraphs:

an introduction , a
body paragraph for
view 1, a body
paragraph for view 2,
a paragraph for your
own opinion and a
conclusion .
Useful
language
Some people feel ...
Others feel ...
The former/latter view
is more acceptable.
Personally, I feel/
believe ...
Review
Vocabulary: Words related to space and place
1 Work alone and name
1
2
3
4
5
6
a system that you use every day.

a place in the solar system that you would like to visit, if you could.
a technology network that you use more now than in the past.
an example of a type of infrastructure that will benefit from space research.
a landscape in a science-fiction film that you liked or disliked.
a location that is special, because it seems from another world.
2 Write three questions you would like to answer about one of the answers in exercise 1.
1 Why do you use this system? Do you think it is necessary in your life/in people's
lives in general? How easy is it to use the system?
3 Work in pairs. Take turns to ask and answer your questions from exercise 2.

1 Complete the sentences so they are true for you.
1
2
3
4
5
6
7
8
Ifl hadn't played ...

Provided I work hard ...
Ifl don't manage to .. .
Even if it takes me .. .
Ifl hadn't studied ...
Ifl were to have the chance again, ...
Unless something happens, ...
Provided I find a job I ...
1 If I hadn't played the violin in the local orchestra, I wouldn't have met Sally.
Work in pairs and compare your sentences. Then ask each other questions about one or
more of the sentences.
1 Draw a box or a circle to represent each item a-ion the map of Riverton, and label the
items. You can also add your own items to the map. Then choose a date for the town,
either 1990 or 2010.
a
b
c
d
e
f
g
h
i
theatre
houses
woodland
factories
school
fields
hospital
car park
airport
Review
Riverton
-, A new airport was built in

t l. ,e southeast.,,,
f.Sc
:iii
2 Find a partner who chose a different date and compare the maps, d escribing the changes.
Language focus 2: Cause and effect verbs and nouns

1 How do A-D affect people's lives? Make a list.
2 Work in pairs. Compare your lists and write several sentences about one of the photos.
Railways transform the economy because they speed up the movement of people and
goods.
Vocabulary: Words related to consumer
1 Work in groups and describe the photos A-E. Then choose one of the pictures and explain
how it might relate to your way of shopping. Use the phrases below to help you.
Useful words and expressions
consumer
pay by
carry cash
use cards
afford
just look/don't buy
impulse buying
compulsive buying
careful
go window shopping
browse
2 Complete the sentences using one word from each box. There may be more than one
answer and you may use the words more than once. Use a dictionary, if necessary.
A household
B habits
government
consumer
basic
boycott
expenditure
goods
necessltles
spending
behaviour
demand
spending
confidence
Household expenditure depends on the income of the various people in a dwelling.

An increase in ........... ......................... often boosts the economy.
Shops and advertising companies are very sensitive to .................................... patterns.
People sometimes do without ...... .... .......... ................ to fund small luxuries.
.......................... .......... is driven by different factors and can easily fuel a country's economy.
With globalization, the same .................................... such as the latest mobile phones are
available everywhere.
6 ................................... . vary from person to person and community to community.
7 .................................... is usually affected by financial news and the weather.
8 A ..................... ............... happens when people stop buying products made by a particular
company or country.
O
1
2
3
4
5
3 Work in pairs. Explain the meaning of the phrases you created in exercise 2.
Household expenditure is the amount of money that people living in a household spend
in a particular period such as weekly, monthly or yearly.
4 Check that you understand the phrases 1-7. Choose a phrase for your partner to talk
about for one minute.
1 doing window
shopping
2 browsing the internet
3 earning and saving
money
4 cutting back personal

spending
5 understanding
consumer preferences
6 people's consumer
habits
7 consumer attitudes
As a class, make a list of about 7 words and phrases that relate to one of the items 1-3.
Then make sentences using the words and phrases.
1 being a green consumer pollute, avoid, ...
2 spending money
3 consumer spending
As green consumers are careful not to pollute the environment they avoid products and
services that might cause pollution. They ...
1 Work in groups and discuss at least two of the questions 1-4.

1 What do you spend money on each day?
2 Do you prefer to buy things online or in a shop? What about your friends?
3 Is purchasing online becoming more common? Why do you think so?

4 What do you spend most of your money on?
tw9, three or four

sp~akers. The
,m cooversation is usyalJy
Jiii
subject of '~J".
. llla<;:a' emic natu re,. th e
spe'ii'kers can be a
tur.o-r a nd students, or
jll~t ~tudents, talking
2 Which questions 1-10 relate to a) Angela, b) Adam, and c) possibly both of them?
3
(I} 1.12 Listen and answer questions 1-10.

Questions 1 and 2
1 What has Adam already done?
A background reading and an introduction
B background reading and the selection of his topic
C the selection of his topic and an introduction
2 Adam's topic is restricted to
A a comparison of attitudes to online shopping in European countries.
B the difference between attitudes in the UK and the USA to online shopping.
C the attitude to online shopping among young people in the UK.
Questions 3 and 4
Choose TWO letters, A-E.
What TWO types of purchases is Adam going to focus on in his questionnaire?
A the food that teenagers consume
B the range of publications that teenagers read
C the music that teenagers purchase
D different electrical equipment that teenagers buy
E the travelling patterns of young people
sec:tion or a ny sect.ion
" .. e ll;LTS listeni cig
iHlisten td 1tri~'!i('!
di ng again ari~
read the au d ioscript.
Alternatively, read the
s.c ript and t hen listen
Questions 5 and 6
Choose TWO letters, A-E.
What are the TWO main problems that Angela
has encountered?
A starting to organize the working schedule
B deciding on the schools to carry out the study
C getting though the initial reading phase
D choosing the age group to focus on
E choosing the items she is going to ask about
;;~~:,,tlop
mg skiHs.
Questions 7-10
Complete the table below.
Choose NO MORE THAN THREE WORDS for each answer.
Points related to:
Reason
Advice
Permission letter
send the letter early
a reply could take a (7)
Data
point out the data will be (8)

and for research purposes only
to make pupils feel (9)

about filling in the questionnaire
Questionnaire
use a clear and simple (10)

the questionnaire
because of the age of the groups
Unit 7 A consumer society
Language focus: Countable and uncountable nouns
1 All of the nouns below from Listening Section 3 are uncountable. Can you use the phrases
a piece of!a type of with all of the words?
footwear
clothing
accommodation
software
music
recreation
research
2 Work in pairs. Decide which nouns below are countable, uncountable or both countable
and uncountable. Give an example of a countable noun that relates to each of the
countable and uncountable nouns below.
electronic equipment
cash
music
computer software
news
car
traffic
homework
medicine
information
job
furniture
scenery
travel
tree
work
change
advice
entertainment
food
recreation
electronic equipment: tablet, iPhone

When you talk about
specific countable
nouns you can use
phrases such as a/ the
piece/ bit of, e.g. a/ the
piece ofadvice, electronic
equipment, or a/ the
type/ sort/ kind ofmusic,
etc.
3 Decide on at least three of the goods or services in exercise 2 that you would like to have,
receive, use or do. Work in pairs and explain why.
The piece of
electronic equipment I would
like to have is an ebook reader
because I think they are
very convenient.
fl
Read more about countable and uncountable nouns in the Grammar Reference.
IELTS Speaking Parts 1 and 2

1 Work in pairs. Expand the notes to create questions.
In Part 1, do not
overdevelop your
answers. Use one or
two sentences for your
answer.
O what types/ shops/ popular/ your country?

1 shops/ markets/ more popular/ your country?
2 shopping malls/ more popular/ small shops/ your country?
3 people prefer/ use/ cards/cash nowadays?
4 you/buy/ books/ music/ online?
5 you/ prefer/ buy things/ shops/ online? Why?
6 you/ spend/ lot/ money/ media/ books, films or music or electronic equipment?
7 you/ think/ cost of/ certain electronic items/ come down/ future?
O What types of shops are popular in your country?

2 Choose at least three questions from exercise 1 and ask them to your partner.
3 Match the words and phrases A-D to the relevant part of the Speaking Part 2 task card.
Describe a website (for shopping, information or
entertainment) that you like using.
You should say:
what the website is D
what the website provides
how often you visit it
and explain why you like visiting the website.
:::
daily/once a
week/every other day/
now and again/ every
other week/as often as
lean
::ii
'
'"
;.
:::,,
;--
E~i1:~;t~=~~fr~:gJ~jj~~J~6r
iii'
iii
,m,nm
iiJ~=~~~~J,i~t~r:jt/
"'
gci,ods/ checkand compare infur,n1ati9n/ '

cqntacts/ advicf;/~qci;tl/ sh9.pp~ngf:,,
entert~nment/ information/ videos/
'''mii~ic/ filrn: dowril.oaH:~ '"' ....
.rm (:;m'
'" "
:::;.
.entertaining/fun/ meet
newfrieud~; relaxing/leve range
a social website called

.../ a music site called .../ an
entertainment site called .../ a site
providing news/information
called .
~shopping/adti:te?"!I'
W;
;~
11
tj//i 11 i!lh: 1nm1:i: i!J;: .
4 Make notes for your answer to the task card in exercise 3. Use words and phrases from
A - D to help you. Compare your notes in pairs.
S Work with a different partner and take turns to talk about the card. When you have
finished, show your notes to your partner. Check how closely your partner followed his/
her notes.
1 Work in pairs. Describe the contents of the charts and table extracts A-D. Then check
your answers with another pair of students.
A
Buying or ordering goods or services over

the Internet: EU comparison, 2009
Selected activities performed in free time:

by age, 2007/08
Percentages
England
UK
Denmark
Sweden
Netherlands
0
20
10
30
so
40
60
70
16-24 25-34
Watch ing television
82
83
Spending time with friend s and family
83
84
Listening to music
83
74
Shopping
69
67
Participation in voluntary activities:

by age, 2009
Proportion of total amount given to charity:

by cause, 2008/09, UK
England
Percentages
At least once a month

Informal
Volunteering
Formal
Volunteering
16- 25
40
25
26-34
34
.22
Education
Overseas
Children and
young people
2 Match 1- 6 to the charts and table extracts A-D.
~~~~"
as ~n ~ 11i:h'~~gihg ;:~1,,
H1;.vords. Jl!st;11;12~f,o,g,mt ,,111ii\
,t)iffi"~ ~ti:H1 !I
'~i):i
&
1jj1 0 1f lOt;jn ~ ~~ii
"'111iii
paraphrase. For. .... ''"

\\~ liiii'p l~';wd WH~ l~mII! '!ifin
,J?;i'-~htei p u~f'?JJi,,1,.i
1
'i ,~fr!~lfJCh~i~t
1
1 ljke ~t'nfo~ afi!H' iii\!li,
'!~1
inil11
Iy0luntaii'Y activities'
!
,11 ,;,;11, iii!'" '!iii"
imi tliW aw tiUi,mm1ilii.,t:iili!!kii!lli\iJ1
!~h;~C?
1 Spending time with family and friends was almost equally important for 16-24- and
25- 34-year-olds, 83 per cent and 84 per cent respectively.
2 Forty percent of 16-25-year-olds are involved in informal voluntary activities compared to
25 per cent for formal activities.
3 Listening to music was more significantly popular among 16- 24-year-olds compared to
those aged 25- 34 (83 per cent against 74 per cent).
4 Shopping was the least popular activity, 69 per cent for 16- 24-year-olds and 67 per cent
for 25-34-year-olds.
5 At 12 per cent of the total, overseas donation accounted for more than any of the other
areas.
6 More people in the UK order or buy goods or services over the internet than in the other
three countries.
3 Paraphrase the statements in exercise 2 using these notes.

1 spending time with family and friends/ as important for/ as/ at 83 per cent compared to
84 percent
2 more 16- 25-year-olds/ participate/ informal voluntary activities/ formal activities
3 greater proportion/ those aged 25- 34/ listened to music
4 Sixty-nine per cent/ 16- 24-year-olds/ 67 per cent/ 25- 34-year-olds/ consider/ shopping/
less interesting/other activities
5 exceed/ other causes/ with 12 per cent/ compared to/ respectively
6 web/ use/ for ordering and purchasing/compared to
1 Spending time with family and friends was as important for 16-24-year-olds as for
25-34-year -olds, at 83 per cent compared to 84 per cent.

4 Work in groups. Write one sentence about an aspect of each of the
tables and charts A-D. Then give your sentences to another group to
paraphrase.
5 Compare your sentences and the paraphrases with the whole class.
Tl,e table beloUJ shows tl,e total consumer spending in the

United,Kmgdom by method ofpaymem.
S m ~ tbe in.format.um by selecting and repo,rting the
main features, and make comparisons wbere relevant.
Total consumer spending: by method of payment
United Kingdom
Percentages
2005
2006
2007
2008
Debit cards
29.5
33.6
34.6
36.3
Credit, and charge cards
19.4
19.8
20.1
19.7
Cash
33 .1
31.2
30.4
29 .2
Cheques
15.9
12.9
14.1
12.0
2.1
2.6
0.8
2.8
494.5
503.0
510.6
524.6
Other
Total spending(= 100%) ( billions)
7 Compare your answer in pairs.

1
@ 1.1 3 Listen and complete questions 1-6 in note form. Then make your notes into
full sentences.
Purchasing goods
1 .......................................................... purchasing the latest fashionable goods?
2 .......................................................... do peo ple purchase on the internet?
3 .......................................................... purchasing goods on the internet?
Are there any disadvantages?
lnHuences on spending
4 .......................................................... on people's spending habits?
S .......................................................... makes people content? Why/Why
not?
6 .......................................................... to control people's spending habits?
2 Work in groups of three. Check your answers and discuss what each
I thLvdz Lt depeL-"vds.
OL-"v the cige group, but, t)es.,
t)OUL-"vg peopLe cire certciLL-"vL!j ver!j
coL-"vs.cLous. of or eveL-"v obs.es.s.ed b!j
the Lcites.t treL-"vds. LL-"v coL-"vs.uVvler
goods. such cis. tcibLets. ClL-"vd
trC!LL-"vers..
question is asking you to talk about. Think of a suitable beginning to

the answer and an example.
3 Take turns to ask and answer the questions in exercise 1. The third student should
monitor the candidate's answer, giving prompts such as becauseJar example (if) , in order to
and so at appropriate places.
IELTS Reading
1 Work in groups and discuss at least two of the statements 1-4. Say whether you agree with
them.
1 Changing fashion means many clothes are thrown away as waste.
2 People are too self-conscious to wear secondhand clothes nowadays.
3 Consumers are more conscious of throwing away materials nowadays compared to the
past.
4 Charities provide a valuable service for society.
2 Scan the text and find 1-5. Compare your answers in

pairs.
1 a rise in sales despite hard times
2 how one charity is competing with shops selling
inexpensive clothes
3 a reference to a criticism of fast fashion
4 a rejection of fast fashion
5 a reference to income decline
Answer questions 1-13 about the reading passage.
Charity shops are reporting rising sales thanks to

the credit crunch. But it's not just about picking
up a bargain - they 're attracting shoppers
lookingfor ethically sourced fashion. Sarah Butler
reports
A Last week, the House of Lords science
committee criticised a culture of fast fashion
for contributing to the growing amount of
domestic waste in Britain. Textiles make up
3 % of the 30m tonnes of waste collected from
households by local authorities every year,
and the committee accused retailers of
'encouraging consumers "to dispose of clothes
which have only been worn a few times in
favour of new, cheap garments which
themselves will also go out of fashion and be
discarded within a matter of months."
B But with the average household's disposable
income down 2,500 in the past 12 months
- the first drop for 11 years - it is unlikely
that shoppers are about to swap regular
purchases from the lower end of the high
street for expensive well-made and ethically
sourced fashion.
C However, in these lean times, another sector
is experiencing a surge in sales: charity
shops. It was revealed last week that sales at
Oxfam stores across the country have risen
7 % in a year. Indeed, Charity Finance
magazine reports that profits across 72
charity shops are up 7.4% this year, and that
sales have risen 5.7%. The British Heart
Foundation, one of Britain's biggest chains of
charity shops with 560 stores, says sales are
up by as much as 6% . While many high
street stores are pulling back on their
84
expansion plans, the BHF plans 40 more

stores this year. Age Concern is also bringing
forward plans to open more stores after
recording a 9 % increase in sales last year.
D Fashion experts are also noting a shift in our
approach to charity shopping. For a new

breed of ethical and fashion-conscious
consumers, secondhand purchases are not
just driven by thrift. "I get a feeling that
people are trying to become more individual
at the moment, and buying secondhand
clothes is a way to do that," says Jane
Shepherdson, the former boss of Topshop
who now heads the Whistles clothes chain.
"There has been exposure of certain high
street retailers who have not been as clean as
they should be in their supply base, so if you
want cheap clothes and a clean conscience
then a charity shop is an obvious route."
E With the popularity of eBay and schemes
such as the recent Visa Swap clothes
exchanging event in London, fronted by
Lindsay Lohan, there is Jess stigma than ever
in wearing secondhand goods. "For shoppers
who love the dig-and-delve experience of
shops like TK Maxx, there is really not much
difference in going to a charity shop - it is all
about enjoying the experience of finding a
bargain," says Lorna Hall, executive editor of
fashion trade journal Drapers. "A certain
section of consumers are turning their back
on fast fashion and like the idea of recycling."
F For their part, charities have noted the
increased competition from cheap clothing
stores such as Primark and Peacocks and
have stepped up their act. Oxfam has been
particularly innovative, experimenting with

specialist book, furniture and boutique clothing
stores. The latter, which are being tried out in
central London, sell a mix of fairtrade fashions,
items made from recycled fabrics and vintage
clothing picked to appeal to the fashion
conscious. The charity is using Shepherdson as
an adviser to get its stores right. As David
McCullogh, deputy chief executive of Oxfam,
says, "We are not in that place where charity
shops used to be, where people come to us
because they have no money and nowhere else
to go. We think we are much more attractive as
somewhere where you can find unusual,
interesting and one-off pieces of clothing. Sales
are driven by that and we have put a lot of
work into getting better quality and interesting
donations."
G As demand for secondhand clothes grows, a

big issue is increasing competition in the hunt
for quality donated goods, particularly from
professional companies which collect
secondhand clothing for sale overseas.
H The price of secondhand clothing on the
international market has soared by more than
70 % in the past two or three years. That
increase in value has helped charities raise
money; 50% of clothing donations unsuitable
for sale in UK charity shops go on to be sold
in developing countries, or are recycled into
new products such as stuffing for mattresses.
But it has also fuelled an increasing number
of professional secondhand clothing traders,
or "rag merchants".
Questions 1-5
The reading passage has eight paragraphs, A- H . Which paragraph contains the following
information?
1 the rise of the fashion shopper with a conscience
2 some uses for clothes not sold in charity shops
3 the different types of goods on sale in Oxfam shops
4 how many charity shopping outlets are owned by one organization
5 the impact of retailers on the growth of clothes waste
Questions 6-10
Choose FIVE letters, A- I.
NB Your answers may be given in any order.
Below are listed some common features of the latest charity shops.
Which FIVE of these features are reported by the writer of the text?
A They have become more profitable.
B They have started charging more for goods.
C They offer clothes for fashion-aware shoppers.
D Items on sale are cheaper than before.
E Shop assistants are paid more than before.
F The shopping experience is now similar to other shops.
G They only sell clothes made from recycled fabrics.
H They are no longer places for poor shoppers.
I They are places where shoppers might find unique items.
Questions 11 and 12
Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for
each answer.
11 The interest in secondhand clothes is driven in part by the collections by
_ _ _ _ _ _ _ _ which export the clothes.
12 There has been a
increase in the value of secondhand clothes.
Question 13
Choose the correct letter A, B, C or D.
Which alternative below is the best title for the reading passage?
A The importance of recycled clothing
B How charity shops made a profit
C The expansion of charity shops
D The rise of the ethical consumer
1 Work in pairs. ~ead Writing Task 2 below, then discuss whether you agree with statements
1-7. Rank the statements from 1 (I totally agree) to 5 (I totally disagree).
Advertising campaigns on TV ibat ,ar,e targeted at children sbould be '1anned..

T:o what ,e xtent doya,u ,agree or disagree?
1 TV ad\l'ertisement's targeted at children put pressure on parents.

2 Banning TV advertisements targeted at children won't have any effect.
3 Children are too young to understand manipulation by TV adverts.
4 TV adverts aimed at children are unethical.
S Children don't notice the adverts on TV.
6 Children should be protected &om exposure to consumer advertising.
7 Children have the right to be aware of consumer goods that are available.
1
1
1
1
1
1
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
4
4
4
4
4
4
4
2 Answer questions a-e ,. uhout statement 1 in exercise 1. Then compare your answers in
groups.
a
b
c
d
Are TV adverts targeted at children acceptable? Why/Why not?

What example can you give relating to consumer goods such as toys?
What is the effect if parents don't buy the consumer goods?
Why is this the case?
,e What is the solution for the parents?
5
5
5
5
5
5
5

3 Work in pairs. Underline the parts of the text that the words in bold refer to.
Fi.YS.t of ciLL, TV adverti.s.ew..ell\.,ts targetevl at ci--lLLdrell\., ewe Mt acceptable because the~
put pres.sure Oii\., pare111,ts. to buk:j i.teVIA.S, suc,l,1 as ti--le Latest CDVvtputer gac!gets Li.k>,e
gaw..es CDll\.,SoLe.
Cl
if thLS eqw.t-pme.....t LS Mt bougnt bk:j pare111,ts., cnLLDlre111, VvtCik:j trei to
persuade them to buk:j i.t. ToLS LS partLk:j beccius.e tne av!verts IAre repeated e~Les.sL~
duri.~ cni.Ldrell\.,'s. prograVvtVvtes. Toe~ ewe snowll\., IAt sucn ti.Vvtes because the~ are
tvie pri.w..e ti.w..e for a k:jOU~ auG!LeV\.,C,e. Tue 0111,LtJ opti.0111, to tack>,Le thLS -problem i.s
for parell\.,ts. to ba!A, tvie prograVvtw..es ell\.,ti.reLtJ. ToLS, noweve~ affects. tvie cnLLG!reV\,'s
deveLopw..eV\,t. Perna-ps. i.t's ti.w..e for autnori.ti.es to deciL wi.tn thLS sttw.att.o'1\..
4 Complete the text using the words in the box. There may be more than one answer.
these products
those
children
this
this view
they
they
them
them
them
they
Some people, however, feel that young children between three and ten years of age don't
notice the adverts (1)
see on TV during programmes such as cartoons or
(2)
shows with special characters for children. (3)
argue that when
there is a commercial break, ( 4)
stop watching and don't take any notice of the
adverts aimed at (5)
. However, (6)
is surely mistaken. In TV,adverts,
toys like dolls or the latest computer gadgets or sweets are usually presented in such an
attractive way to children that it makes (7)
want to have (8) _ _ _ __
Children, even at an early age, are sophisticated enough to watch adverts and know what
(9)
want. Moreover, children have ways ofletting their parents know
(10)
and put enormous pressure on (11)
, as a walk around any
supermarket or toy department will show.

Using cekbriries to advertise consumer goods that are attractive to teenagers sbou"/J be
banned.

w
1 Answer the questions 1-8.
1
2
3
4
5
6
7
8
What effect does consumer spending have on a nation's economy?

What types of things are included in household expenditure?
Why does business have to be sensitive to consumer behaviour patterns?
What kinds of consumer goods do you think you will buy in the next year?
Do you think your spending habits are the same as orher people? Why/ Why nor?
What kinds of events affect consumer confidence?
Do consumer boycotts work?
Why do governments make spending cuts and what is the impact on services?
2 Make a list of words that you associate with one of the following.
browsing in department stores

buying goods online
finding a job you like
earning lots of money
surfing the internet
3 Work in pairs. Talk about the item you chose in exercise 2, using as many of the words in
the list you made as possible.
Language focus: Countable and uncountable nouns

1 Decide if the words below are countable, (C) uncountable (U) or both (U/C). Then add
them to the correct list.
PE (C)
slippers
accommodation
medicine
bedsit
vegetables
Jumper
fruit
electronic equipment
footwear
(1) :
clothing:
(4) ...................... :
music:
(6) ...................... :
(8) ...................... :
furniture:
food:
syrup
shoes, trainers, (2) ..................... .

shirr, coat, (3) ..................... .
flat, (5) ...................... , house
jazz, pop, blues
(7) PC, laptop, tablet
tablets, (9) ...................... , capsule
chair, table, bed
(10} ...................... , (11} ...................... , meat
2 Prepare a brief description of no more than one minute about either a) the way you like to
shop orb) how advertising influences your life. Work in pairs and take turns to talk about
your chosen topic.
Review
1 Work in groups and complete one of the texts 1-3 in your own words relating to IELTS
Writing Task 2 in exercise 1 on page 86. You can adapt the outlines if you wish.
1
Banning TV advertisements won't have any effect on children. This is because

..................................................................... For example, if ............................................... .
..................................................... So .................................................................................... .
Moreover, these advertisements ....................................................................................................... ,
which is why ...................................................................................................................... Thus, TV
advertisements have little .............................................................................................. .
2
TV adverts aimed at children are unethical because they are too young ............................................. .
....................... .................. . They know that they .................................................................................... ,
but do not understand that their ............................................................................................................... .
For example, if a child sees ................... ........................................ and it is very attractive, he/ she is
likely........................................................................................................... . So it is wrong to put pressure
........................................................................................................ through TV adverts. Therefore, they
3
TV adverts should ..................................................................... to protect children from exposure to
consumer advertising. The purpose of this kind of advertising is to
......................................................................................... As it is the duty of parents to protect their
children, they ....................................................................... For example, they can switch
.................................................................. . They can also restrict
2 Work with a group who completed a different text. Take turns to ask each other questions
about the text you completed and make notes about the answers.
Work alone and complete the text you heard about in exercise 2. Compare your completed
text with a student from the group you took the notes from.
Vocabulary: Collocations with culture

1 Work in groups and describe the pictures A-E. J:?iscuss how they might relate to the
exchange ofideas between countries in the modern world.
Discuss questions 1-4 and check your answers with other groups.
l What do you understand by 'culture'?
2 Is culture dynamic or static? What factors make it so?
3 What do you understand by the term 'business culture'?
4 What is the difference between traditional culture and workplace culture? Give an
example to illustrate each.
Complete the definitions with words from the box. Then check your answers in pairs.
enterprise
modern
mainstream
football
l .................................. culture is the main or prevailing ideas and activities in a nation or
society.
2 .................................. culture is to do with the beliefs, ideas and customs of fans and players
ofgroups of the sport.
3 .................................. culture is the arts, literature and music of the world we live in today as
opposed to traditional culture.
4 .................................. culture is the ethos or behaviour behind the making of money
through the creation of new companies and businesses.
Work in pairs. Explain_at least two of the following terms in your own words. Use a
dictionary if necessary.
celebrity culture
street culture
mass culture
contemporary culture
Work in pairs. Change the position of two words in 1-7 to make the sense of the sentences
clear.
O Mainstream ~
e is vibrant and exci,ting and has an impac~
treet culture.
l In the present age of diverse information, national cultures are being transformed
gradually by instant influences.

2 Mainstream culture is affected by a host of factors and changes gradually over time. It is
static, not dynamic.
3 Business culture can sometimes seem to be slow to embrace the changes that are
occurring in the real world, especially the academic world.
4 Sadly, global culture is often eroded by local influences.
5 Young culture is an important influence on the media, yet it is often thought that it is the
media that influences the youth of today.
6 Strong culture is a consumer force which drives the econ
today's world.
O Street culture is vibrant and exciting and has an impact on mainstream culture.
Categorize the meaning of the word 'culture' in the sentences in exercise 5. Decide
whether it relates to a) the arts such as music, literature, etc.; orb) the ideas of a group of
people or an organization.
7 Think of three positive aspects of one of the topics below relating to your own experience
or a country you know well
popular culture
celebrity culture
materialistic culture
Find a student or students who chose the same topic and discuss your topic.
1 Work alone and make questions about your national culture using 1-4.
1 the kinds of cultural activities/ experiences a visitor to your country would expect to see
(Whatkind(s) of... ?)
2 the frequency of celebrations and festivals (How often ... ?)
3 the time of year of celebrations and festivals (When/ At what time ofyear ... ?)
4 whether you take part in them actively/ passively (Do yvu take part in ... ?)
Work in pairs and swap your questions. Take turns to ask and answer the questions. Then
discuss the questions as a whole class.
3 Work in pairs. Discuss the cultural activities 1-10 and assess their value. For example, are
they valuable experiences for young people?
1
2
3
4
5
6
7
8
9
10
going to the theatre/ cinema

doing artwork such as painting or drawing
going to a museum/art gallery
visiting a historical site
visiting other countries
learning another language
watching a film with subtitles
watching the news in another language
going to a local, national or international festival
going to a street market
Do rjOU
. tviLV\,R goLV\,g to tvie ...........

the;t~e orcLvtewlr~WLs ii:iJ14fri]i~ibLe
experLeV\,ce fo ; pj;uV\,g -peo~t~?
yes, I do bew use ...
4 Make notes for the task card below. Compare your notes in pairs and explain what you are
going to talk about. Make changes to your notes, if you wish.
Describe a cultural experience or event you enjoyed or
didn't enjoy attending.
You should sa,,y:

when and where the event or experience took place
who you were with
what happened at the event or experience
and explain why you enjoyed or didn't enjoy the event or
experience.
S Work in different pairs and take turns to talk about the task card.
Give feedback about how well you think you partner followed his/her notes.
you
followed H,e Vlotes
logLwllrj. you gL4Vlced Cit
tl,ie V\,otes rC!tvier tl,,14 V\, tr!j LV\,g
to reVM.eVM.ber tvieVM..
.. :'unit 8 Gulture on the n1ove

0
:;;;__,
1 Work in pairs. Look at the picture and answer questions 1 and 2.

1 Do you like art in the street such as street performances and 30 street art? Why/Why not?
2 What criticisms do you think people might have of such street art?
2 Look at the questions 1- 10 below and decide what the talk is about.
3 @1.14 Listen and answer questions 1-10.
Questions 1-6
Complete the notes below.
Write NO MORE THAN THREE
WORDS AND/OR A NUMBER for
each answer.
Art lectures
art for therapeutic purposes
art classes to promote creativity in
schools
various ways to promote participation
in art in (1) ......................................... .
Mainstream methods
colouring books TV programmes school art classes
trips to art galleries - running (2) .......................................... for various age groups
Non-mainstream methods
highlight art through (3) .......................................... with street art
street performers, e.g. jugglers, singers
astonishing form of street art - ( 4) .......................................... art
dramatic visual impact - stops people
shows vast holes in the ground with such (5) ......................................... .
difficult to replicate in a gallery
past artists used similar effects
Problem: Pavement art is (6) .......................................... and disappears.
Questions 7-10
7 As regards the criticism of street art for
not b eing mainstream, the speaker
A agrees with it.
B disagrees with it.
C accepts it.
8 To overcome reservations about street
artists causing graffiti, it is suggested
that
A a monitoring system could be
introduced.
B a fine could be administered fc
damage.
C a licence could be issued.
9 Street art acts as a means to

A make people's lives brighter.
B provide employment for artists.
C bring tourists to various areas.
10 The speaker concludes that street art is
A not yet mainstream art.
B a misunderstood art form.
C a legitimate form of art.
Language focus: Defining and non-defining relative

clauses
Read more about defining and non-defining relative clauses in the online Grammar
Reference.
1 The three extracts from Listening Section 4 below contain relative clauses. Underline the
clauses and answer questions 1-3.
a One non-mainstream way of drawing people's and especially children's attention to art,
which is really intriguing, is random encounters with art in the street, so-called street art.
b Cities have always been full of street performers such as jugglers and singers, who add
colour to otherwise drab environments, sometimes as part of festivals such as the
Edinburgh Festival in Scotland.
c We've looked at ways that art can be used for therapeutic purposes with patients.
1 Does the relative clause tell us essential information?
2 Does the sentence still make sense if we remove the relative clause?
3 Is there a comma before and after the clause?
2 Complete the sentences 1-8 with the phrases a-h. There may be more than one answer.
Add any necessary punctuation.
1 The music concerts _ _ _ _ _ _ _ _ are very colourful.
2 Popular culture _ _ _ _ _ _ _ _ is frowned upon by some people.

3 Street art _ _______ _ is very exciting.
4 Media
is invaluable.
5 Any language _ _ _ ______ needs to be saved.
6 Foreign language lessons _ __ _ _ _ _ _ are not always taken seriously.
7 Countries _ _ _ __ _ _ _ often enjoy many economic benefits.
8 The site for rock art _ _ _ _ _ __ _ was just breathtaking.
a
b
c
d
e
f
g
h
which is a relatively new form of art to me

that helps spread an appreciation of art
which is in danger of extinction
which includes soap operas and light entertainment like musicals
which are essential in any school curriculum
which promote an enterprise culture
I visited in the desert
which are held in my home town in the spring
3 Think about one of the following. Then work in pairs and take turns to talk about the
item you chose.
A piece of contemporary or traditional art I like is ...
A TV programme I first saw as a child is ...
The book I like best is ...
/
It
Grammar
focus
Defining clauses
1 You can use defining
relative clauses to
provide information
which cannot be left
out as the information
identifies who or what
is being referred to.
Such clauses do not
have commas at the
beginning and end of
the clause.
The artist who painted tht
pictures in this gallery has
used very vibmnt colours.
2 You can omit the
relative pronoun ifit is
the object of the
clause, but only in
defining clauses.
3 When speaking,
some people use that
instead of who/whom.
Non-defining clauses
1 You can use
non-defining relative
clauses to provide
additional information
which can be left out.
Such clauses have
commas at the
beginning and the end
2 You cannot leave out
the relative pronoun in
non-defining clauses
when it is the object of
the clause.
3 You cannot use the
word that to introduce
a non-defining clause.
You use which with
prepositions rather
than that.
You use whose to
describe possession.
Unit 8 Culture on the move

JELTS Writing Task:1
1 Work in groups. Discuss:
whether reading is popular among your friends and family.

what kinds of things the different people you know read.
whether reading is valued in your country/ country's educational system.
whether the value of reading is declining and, if so, why.
2 Look at Writing Task 1 below. Then discuss questions 1-7.

1
2
3
4
S
6
7
Does the chart show trends?

Can you call the bar chart a graph?
Are the patterns among boys and girls similar?
What is the most/ least popular reading material among both boys and girls?
Who tends to read more, boys or girls?
In which categories does the proportion ofboys exceed girls?
In how many categories does the proportion of girls exceed boys?
Type of reading material read 1 by children 2 outside of school 2007
You should spend about 20

minutes on this task.
The bar chart opposite shows

the type ofreading material
read more than once a mont:b by
9-14-year-olds outside ofschool
in England in 2007.
Summarize tbe information
by selecting and reporting
the main features, and make
England
Magazines
Websites
Emails
Newspapers
Biogs or networking websites
Fiction books
Comics or graphic novels
Manuals or instructions
Factual books
Poetry
Percentages
Boys -
Girls
..illllilllll!I
O
1
15
30
More than once a month.
45
2
60
15
Children aged 9 to 14.
90
3 Work in pairs. In each pair of sentences 1-4, decide ifb is a correct paraphrase of a.
Correct any factual information in sentence b which is incorrect.
1 a The reading patterns for both genders differ significantly.
b There is a vast difference in the reading patterns for boys and girls.
2 a The mosr popular reading material among both boys and girls is magazines,
approximately 65 per cent and 80 per cent respectively.
b Magazines are more popular among both genders than the other materials, with a
greater proportion of girls than boys (approximately 80 per cent and 65 per cent
respectively) reading such material.
3 a Almost as many girls as boys read websites, approximately 55 per cent and 58 per cent
respectively.
b Not as many boys as girls read websites, approximately 58 per cent and 55 per cent
respectively.
4 a The most noticeable difference between boys' and girls' reading habits is seen in
magazines and newspapers.
b Magazines and newspapers stand out as the two rypes of reading materials in which the
difference between boys and girl is striking.
4 Write three sentences ofyour own about biogs or networking websites, fiction books or
factual books in the chart, as in exercise 3. Then compare your sentences in pairs.
5 Write an introduction and overview for the bar chart in exercise 2.

You should spend
about 20 minutes on
this task.
Selected types of television programmes viewed: by sex, 2007/ 2008

England
The bar chart opposite

shows sekcted types of
television programmes
viewed by sex in
England in 2007/8.
Summarize the
information by
sekcting and reporting
the main features, and
make comparisons
where relevant.
Write at least 150
words.
News
Films
Comedy
Live sport coverage
Wildlife
Soaps
History
Food and cookery
Contemporary or period drama
Quiz shows
Current affairs or politics
Percentages
Men -
10
20
30
40
Women
7 Compare your answers in pairs. Check how you have described/ compared individual rypes
of programmes.
50
60
70
80
1 Work in groups. Decide whether you think the statements below are true.
1
2
3
4
Newspapers contain more positive than negative words.

The words used on Twitter are more positive than negative.
Food was considered a ' happier word' than laughter in happiness studies.
There is a universal human tendency to use positive words.
2 Scan the text and find answers to the questions in exercise 1. Do they match your answers?
Answer questions 1-13 about the reading passage.
We May Be Less Happy, But Our Language Isn't

News is bad news and the worst news gets the big story on the front page.
In the new study, Dodds and his colleagues gathered billions
of words from four sources: twenty years of the New York
Times, the Google Books Project (with millions of titles going
back to 1520), Twitter and a half-century of music lyrics. "The
big surprise is that in each of these four sources it's the same,"
says Dodds. "We looked at the top 5,000 words in each, in
terms of frequency, and in all of those words you see a
preponderance of happier words. " Or, as they write in their
study, "a positivity bias is universal," both for very common
words and less common ones and across sources as diverse as
tweets, lyrics and British literature.
So one might expect the New York Times to contain, on

average, more negative and unhappy types of words - like
"war," " funeral," "cancer," "murder" - than positive, happy
ones - like "love," "peace" and "hero." Or take Twitter. A
popular image of what people tweet about may contain a lot of
complaints about bad days, worse coffee, busted relationships
and lousy sitcoms. Again, it might be reasonable to guess that
a giant bag containing all the words from the world's tweets
- on average - would be more negative and unhappy than
positive and happy. But new research shows just the opposite.
"English, it turns out, is strongly biased toward being
positive," said Peter Dodds, an applied mathematician at the
University of Vermont.
This new study complements another study the same Vermont
scientists presented previously on patterns of happiness and
information in a global social network. That work attracted
wide media attention showing that average globai happiness,
based on Twitter data, has been dropping for the past two
years. Combined, the two studies show that short-term average
happiness has dropped - against the backdrop of the long-term
fundamental positivity of the English language.
Why is this? "It's not to say that everything is fine and happy,"
Dodds says. "It's just that language is social." In contrast to
traditional economic theory, which suggests people are
inherently and rationally selfish, a wave of new social science
and neuroscience data shows something quite different: that
we are a pro-social storytelling species. As language emerged
and evolved over the last million years, positive words, it
seems, have been more widely and deeply engrained into our
communications than negative ones. "If you want to remain in
a social contract with other people, you can't be a ... ," well,
Dodds here used a word that is rather too negative to be fit to
print - which makes the point.
This new work adds depth to the Twitter study that the
Vermont scientists published in December that attracted
attention from different media outlets. "After that mild downer
story, we can say, 'But wait - there's still happiness in the
bank;" Dodds notes. "On average, there's always a net
happiness to language." Both studies drew on a service from
Amazon called Mechanical Turk. On this website, the UVM
researchers paid a group of volunteers to rate, from one to
nine, their sense of the "happiness" - the emotional
temperature - of the 10,222 most common words gathered
from the four sources. Averaging their scores, the volunteers
rated, for example, "laughter" at 8.50, "food" 7.44, "truck"
5.48, and "greed" 3.06.
The Vermont team then took these scores and applied them to
the huge pools of words they collected. Unlike some other
studies - with smaller samples or that elicited strong
emotional words from volunteers - the new UVM study, based
solely on frequency of use, found that "positive words strongly
outnumber negative words overall."
Unit 8 Culture on the .~o~~~~i

lX
This seems to lend support to the so-called Pollyanna

Principle, put forth in 1969, that argues for a universal human
tendency to use positive words more often, easily and in more
ways than negative words. Of course, most people would rank
some words, like "the," with the same score: a neutral 5. Other
words, like "pregnancy," have a wide spread, with some
people ranking it high and others low. "A lot of these words
- the neutral words or ones that have big standard deviations
- get washed out when we use them as a measure," Dodds
notes. Instead, the trends he and his team have observed are
driven by the bulk of English words tending to be happy.
If we think of words as atoms and sentences as molecules that
combine to form a whole text, "we're looking at atoms," says

Dodds. "A lot of news is bad," he says, and short-term
happiness may rise and fall like the cycles of the economy,
"but the atoms of the story - of language - are, overall, on the
positive side."
Questions 1-5
Do the following statements agree with the information given in th e reading passage?
Write:
YES
ifthe statement agrees with the claims ofthe writer
NO
ifthe statement contradicts the claims ofthe writer
NOT GIVEN ifit is impossible to say what the writer thinks about this
1 People might expect the New York Times and Twitter to have more positive than n egative
words.
2 According to Dodds, English people prefer using positive words.
3 Dodds' second study is linked to an earlier one.
4 Dodds' first study was mainly ignored by the media.
5 According to Dodds' studies, there has been a fall in the positivity of English along with a
rise in short-term average happiness.
Questions 6-9
Complete each sentence with the correct ending, A-H, below.
6 The source materials used in the second study were
7 According to traditional economic theory, people are
8 Using the Mechanical Turk, the most common words were
9 The new study focused on words that were
A essentially social.
B used frequently.
C rarely spoken.
D graded on a scale.
E different from each
other.
F emotional.
G similar to one another.

H basically self-centred.
Questions 10-13
Complete the summary using the list of words and phrases, A-1, below.
The Pollyanna principle

The work done by Dodds and his team seems to confirm (10) ................................. the
Pollyanna Principle. This states that people generally use positive words more than negative
words. (11) ................................. such as 'the' have a neutral ranking with others such as
' pregnancy' being ranked both high and low. However, (12) ................................. that have been
noted are driven by the bulk of English words tending to be happy. Dodds compares words
to atoms and sentences to molecules. While bad news affects short-term happiness (in effect
the molecules), the atoms in the news item are (13) ................................. .
A generally positive
D the main trends
G the existence of
B the trend in
E partially negative
H special terms
C doubts about
F the general ideas
I common words
Reaction
4 Work in groups. What is your reaction to the text? Do you agree with the contents?
Do you find them surprising/funny?
,'IJ}'Jf#,
,J,J,J,,t;
1 Work in pairs. Match the notes a - c to the questions about world culture 1- 3.
World culture
1 Do you think it is important for schoolchildren to learn about other cultures in school?
Why/Why not?
2 In what ways.can children be taught about culture?
3 Do you think that one day there will be one world culture? Why/ Why not?
n evwLc.vi, LV1Aprove, tenc.n, shV1AuLnte

b LV1ApossdJLe, uV\,LLReL~j, possLbLe, fensLbLe
c. LnV\,guCTge, fi,LVIAS, boo~s, tvClveL
2 Think of two words (either verbs or adjectives) you associate with each question 1- 3
below. Write notes as in exercise 1.
Cultural activities
1 Some people think that cultural activities should not be subsidized by the government.
What is your opinion?
2 What is the effect if the cost of cultural activities such as theatre or cinema visits is too
high?
3 What kind of cultural activities do you think will be popular in the future?
Work in groups of three and take turns to discuss the questions in exercises 1 and 2 in
pairs. The third student should give general feedback. Avoid looking at any notes.
1 Give at least one cause for each of the situations below.

1
2
3
4
5
6
7
8
Useful
language
Talking about
solutions:
should/could/a good
idea is to/one
solution/measure/
step/way/answer/
option is ...
II...-~~~~~~~......
In some parts of the world traditional festivals and celebrations are disappearing.
Film attendance in some counties is on the decline.
Cultural activities such as theatre performances are becoming expensive to attend.
Languages such as English are spreading while other local languages are dying out.
Newspaper sales are declining.
International travel is increasing with more people flying long distances than in the past.
Young people are losing interest in traditional skills and crafts.
The number of people working in traditional manufacturing jobs is declining.
2 Work in groups and compare your answers to exercise 1. Then choose one of the
statements and:
state the cause and describe it from a national and/or international perspective.
provide and explain the examples and effects.
give at least one solution in each case.
1 In some parts of the world traditional festivals and celebrations have disappeared
or are disappearing. From an international perspective, this is the direct result of
globalization. For example ...
Unit 8 Culture on the move

3 Select the three main causes of one of the problems 1-8 in exercise 1, and three measures
that could be taken to reverse the problem.
Causes
the adoption of a new (second/ third)
language
globalization
travelling for leisure
migration
the use of modem technology
young people's informed views
social change
Measures
an economic boost to local/ rural areas
cultural centres
more local museums
schoolchildren participating in local
fes tivals
education/school trips
learning local languages
inviting people into the school
Work in groups. Compare your answers to exercise 3 and discuss one of the causes and
one of the measures in detail.
In excercise 5, think
about: singular/
plural, missing words,
subjec~verbm
agreement , articles,
adjectives, spelling,
prepositions, the form
of words, and
punctuation in
relative clauses.
5 Read Writing Task 2 below. Then find and correct the mistakes in paragraph 1, which is
part of the answer to the task. Compare your answers in pairs.
You should spend about 40 minutes on this task. Write about the following topic:
In some parts ofthe wor.lJ traditional.festivals and celebrations have disa]!peared or are disappearing.
What do you think are the causes ofthis development and what measures could be taken to solve it?
Give reasons for your answer and include any relevant examples from your own knowledge and
experience. Write at least 250 words.
..
Paragraph 1
There are many cause of this situation, but perhaps the main is the migration of people away from rural areas to the
cities, tends to occur mainly among young people. This process of urbanization is very damaging to local communities,
as it means that only the older generations are left behind. With movement of people, there is a good chance that many
of those who move away will loose contact with their home towns and tradition practices. They may also learn new
languages and new customs, which may further erode the old customs and traditions. This may then make them feel their
'former culture' is old-fashioned and of less value than the new cultur they are experiencing. (7 mistakes )
6 Work in pairs and find examples of the following in the answer in exercise 5.
--
Paragraph 1
1 a topic sentence
(see page 51)

2 an evaluation of the
situation
3 a explanation of the
evaluation
4 a relative clause
Write an introduction for the essay in exercise 5.
5 a second cau se
6 a conclusion
Interest in traditional skills and crafts among young people worldwide is declining.
What do you think are the causes ofthis development and what measures could be taken to solve it?
Give reasons for your answer and include any relevant examples from 'your bwn knowledge and
experience. Write at least 250 words.
9 Work in pairs. Use the lists of items in exercise 6 to help you analyse one or more of your paragraphs.

vew
1 Provide an example of behaviour and activities for 1-4.
O
1
2
3
4
football culture
business culture
consumer culture
workplace culture
mainstream culture
O going to matches, wearing the colours of the football teams, going on trips to
support teams
2 Provide an example of the arts relating to 1-5.

1
2
3
4
5
traditional culture
popular culture
street culture
modern culture
3 Work in pairs and compare your answers.
IELTS Writin Task 1 (Using defining and non-defining clauses)

1 Combine the pairs of sentences using a defining or non-defining relative clause.
O
1
2
3
4
5
6
The tickets for the ballet sold out overnight. They cost more than 100 euros each.
Concerts are very expensive. They don't attract students or poor people.
Culture is very important for all of us. It is often undervalued by the government.
Films often show a lot of violence. They should be banned.
Museums are centres of education. They should be free.
People read a lot of books and newspapers. They are often well informed.
The arts need to be subsidized. They reach a lot of people.
The tickets for the ballet, which cost more than 100 euros each, sold out overnight
2 Work in pairs. Read the extracts from the writing task on page 94. Which contains a
defining relative clause and which a non-defining relative clause? How do you know?
1 The least common type of reading material among boys was poetry (approximately 10 per
cent), which contrasted with manuals or instructions at around 12 per cent.
2 While the proportion of girls who read emails exceeded boys (about 60 per cent against
45 per cent), the reverse was the case regarding newspapers, with boys at just under
45 per cent and girls about 28 per cent.
Write two alternative sentences about three items in the chart opposite.
1 The main association that was made with the word 'culture' was arts, accounting for
nearly 40 per cent of respondents.
Arts, which accounted for nearly 40 per cent of respondents, was the main
association made with the word 'culture'.
4 Compare your sentences with other students.
Review
Associations made with the word 'culture', persons aged over 14 years, EU-27, 2007
Arts (performance and visual arts, - architecture,
painting, art galleries, etc.)
Literature, poetry, playwriting, !iuthors
Traditions, languages, customs and social or cultural
communities
~======
Education and family

Lifestyle and manners
Knowledge and science (research)
History
Civilisation (Western, Asian, African, Arab, etc.)
Museums : : : : -
Values and beliefs (including philosophy and religion)
Leisure, sport, travel, fun
Not interested, not for me
Too elite, snobbish, posh , boring, (negative things)
Percentages O
10
15
20
25
30
35
40
45
50

1 Work in pairs. Describe the graph below and make a list of factors that might influence
the trend in cinema-going.
Cinema admissions United Kingdom
1,800
1,600
1,400
1,200
1,000
800
600
400
200
0
Millions
1933
1948
1963
1978
1993
2008
2 Compare your answers with another pair of students.

3 Read Writing Task 2 below. Then write a paragraph of about 80 words describing one or
more cause.
Cinema attendance in some countries is on the decline.
What do you think are the causes ofthis development and what measures could be taken
to solve it?
4 Compare your paragraph with the whole class.

Additional material
Unit 1
I ElTS Speaking Parts 1 and 2 page 7
1 Make questions using the prompts 1-8.
O
1
2
3
4
5
6
7
8
enjoy/ studying/English?
enjoy/ living in a city?/ Why/ Why not?
how often/family/go/ trips/ away from home?
you/ like/ modern towns or cities?/Why/ Why not?
kinds/ places/you/visit/your country?
recommend/these places/ tourists to visit? Why/Why not?
most modem/city/visited?
old buildings/ important/ your culture? Why/ Why not?
prefer/ modem buildings/ old buildings?
O Do you enjoy studying English?
2 Compare your questions in pairs. Then take turns to ask and answer the questions. Your
answers should be no more than two or three sentences.
3 Work in groups and choose a task card, A or B. Make a list of at least five reasons why you
might dislike a city or town, or reasons for liking a modem building.
A
Describe a city or town that you do not like.
Describe a modern building you like.
You should say:
You should say:
where the city or town is
where the modern building is
when you first visited the city or town
when you first saw the modern building
what the city or town is like
what the modern building is like
and explain wby you do not like the city or town.
and explain why you like the modern building.
4 Work in pairs with a student who chose the same task card. Take turns to talk about the
card. Compare your reasons and discuss which reasons were best.
Vocabulary: Collocations with nouns page 11

1 Think of a place that you know-or are familiar with for at least three of 1-8.
1
2
3
4
5
6
a place that has/has not yet undergone enormous change

a place chat has/ has not yet undergone industrial change
a place where transport expansion has accelerated development
a place which has been/ has not been improved by economic development
a place where a reduction in traffic jams has/ has not been achieved
an area undergoing development in your country where you think more progress needs to
be made
7 a place where you think economic development would help
8 an area oflife where rapid advances in technology have taken/ need to take place
2 Work in pairs. Talk about three of the places in exercise 1 giving reasons, examples and
purposes.
Write 50-100 words about one of the places in exercise 1.
The area around the village where I come from has not undergone enormous change
in the last 20 years. In fact, there has been very little economic or industr ial
development. The main reason for th is is ...
Unit 2
Vocabulary 1: Collocations - multiple combinations page 18
1 Answer the questions below. In some cases there may be more than one answer. Use words
and phrases from page 18.
1
2
3
4
5
6
7
8
What do you collect, examine, study as part of research?

What do you keep, destroy or update in a business or your studies?
What can governments conduct, fund or support in the field of science?
What can the authorities conduct, pursue or lead if there has been a crime?
What can you study if you are a student?
What can you carry out, conduct or do for essays or dissertations?
What can you make or perform if you have collected a lot of data?
What can companies conduct to find out about their products?
Compare your answers in pairs. Take turns to ask and answer the questions.
Spend five minutes thinking about explanations for the statements below.
1
2
3
4
5
It is important to carry out archaeological research.

People keep personal records such as diaries.
Studying history is as important as studying business or law.
Scientific studies are essential even if they cost a lot of money.
Customer surveys need to be carried out.
Work in groups. Discuss one statement from exercise 3, giving reasons and examples. One
member of the group then summarizes your discussion for the whole class in one minute.
IELTS Writing Task 1 page 21

1 Work in pairs. Study the pie charts below for two minutes. Close your books and write
down as much information as you can about the charts.
Occupational structure of the employed population, by age group, EU, 2007 (%)
B
15-24
25-29
Glossary: Elementary occupations: light manual labour
30-54
Skilled non-manual
Skilled manual
Low skilled non-manual
Elementary occupations
Others
Additional material
2 Compare your answers with another pair of students.
As a whole class, collate the information on the board. When you have finished, look at
the pie charts again and check if there is anything you want to add to the list on the board.
Language focus: Using nouns to build ideas page 26

1 Work in pairs. Create a noun phrase for each set of words in italics. Write full sentences.
O There has been dramatic fall cost travelling in recent years.
1 dramatic increase new technology products has made the choice for consumers difficult.
2 regeneration old parts towns is needed to ensure preservation important buildings historical interest
impact study history young people's lives must not be underestimated.

difference conducting research any subject university nowadays past is enormous.
recent decline reading newspapers books paper form has been attributed to rise ebook readers
range products available sale internet sites major stores is increasing on a daily basis.
rise number tourists visiting national monuments temples country houses is causing considerable
harm fabric buildings
8 number TV programmes history outnumbers programmes about other subjects.
3
4
5
6
7
O There has been a dramatic fall in the cost of travelling in recent years.
2 Write a sentence about one of the following.

1
2
3
4
5
a dramatic change in your life in recent years

the impact oflearning English on your life
the number of electronic gadgets you possess
the d ifference between life nowadays and previous generations in your country
the cost of education now compared to the past
Work in pairs and explain your sentence to your partner.
Unit 3
Language focus: Prepositions page 33
1 Use a preposition to continue the' sentences in your own words.
O
1
2
3
4
Overusing computers can result ...

People often associate technology ...
If someone wants to specialize ...
The rise of the information age stems ...
It's not always easy to comply ...
5 My home town differs ...
6 As far as libraries are concerned, we should insist ...
O Overusing computers can result in physical problems.
2 Compare your answers in pairs. Prepare three questions for two of the statements you
completed in exercise 1. Take turn to ask each other questions about the statements.
Why does this happen?

Are there any ways to combat this situation?
Do you think the situation will become worse in the future?
As a whole class, make a list of the main effects relating to sentence 3 in exercise 1.
Discuss how the information age might develop in the future.
1 Work in pairs. Look at photos A-D and say which type of process they represent: natural,
manufacturing or both.
2 Match the list of stages 1-4 to the pictures A-D.

1 the planting of the tree, the care of the tree, the growth of the tree, the production of the
fruit, the ripening of the fruit, the harvesting of the crop, the transportation to the
factory, the grading and sorting of the fruit, the packaging, the shipping overseas, the
storage, the sale

2 the laying of the eggs, the hatching of the eggs, the emergence of the caterpillar, the
growth of the caterpillar, the formation of the chrysalis, the emergence of the butterfly,
the repetition of the cycle
3 the construction of the windmill, the connection to the electricity grid by underground
cables, the blowing of the wind, the turning of the blades, the production of energy
4 the planting of a tree, the growth of the tree, the maturity of the tree, the chopping down
of the tree, the selection of the wood, the cutting to size, the assembly of the pieces of
wood, the attachment of the legs to the seat, the attachment of the back to the seat, the
painting of the wood, the storage, the sale, the use
3 Work in pairs. Choose one of the lists of stages in exercise 2 and, without preparation,
describe to your partner the process or cycle. Use verbs, or a mixture of verbs and nouns.
After the planting stage, the tree is taken care of ...
Unit4
Vocabulary: Leisure and entertainment page 43
1 Make as many noun phrases as possible using the words below.
street
tLeLsure
gooo{s
vicHvLt les/
-pursuLts
street entertainment, leisure centre, ...
Decide what the purpose is of at least five of the items you made in exercise 1.
The purpose of street entertainment is to bring pleasure to the public and also to earn
money.
Work in pairs and explain your answers in exercise 2, giving reasons and examples.
Unit 5
1 Decide how you would evaluate 1-10. Use one or more of the adjectives in the box.
highly desirable
invaluable
prohibitive
essential
achievable
wasteful
sensible
uneconomical
1 cutting the funding for healthcare

2 improving the healthcare of the
country
3 ridding the world of disease
4 walking to work
5
6
7
8
impossible
extravagant
effective
ineffective
joining a gym
employing more doctors
increasing the salaries of nurses
eating a healthy diet
9 investing in the best medical technology money can buy

10 making medication and operations free for all
2 Work in groups. Compare your answers and discuss your evaluations, giving reasons and
examples.
The diagram below illustrates item 3 in exercise 1. In groups, complete the diagram with
notes.
(1)
(6) .................................... .
(2) ............. ....................... .
(5) .... ;.iL. .. , .........
(3) .................................... .
4 Compare your completed diagram with other groups and then the whole class.
S Discuss and write the introduction and first paragraph of Writing Task 2 below.
Some people think that ridding the world ofdisease should be the priority ofhealthcare systems.
Give reasons for your answer and include any relevant examples from your own knowledge
and experience.
Additional material
Unit 6
Useful
language
1 Work in pairs, A and B. Student A: study the map for Tanton from 1985. Student B: study
the map for Tanton from 2010. Do not look at each other's map.
2 Student A: describe the map. Student B: each time Student A describes something that
differs from your map, interrupt and describe the difference.
Student A
... was constructed ...
Tanton,1985
farmland
farmland
Student B
farmland
Tanton, 2010
...."'"....
farmland
- ....,,... -
--
+
airport
f woo
an
3 Compare the two maps.

4 Complete the text below describing the two maps. You can make changes to the words in
the outline, if you wish.
The maps show the transformation (1) .............................................................................................. .
During this time, a number of developments occurred. By 2010, a (2) ......................................... .
.................................................... , preventing (3) ............................................................................. .
................ As the village spread ( 4) .............................................................................................. , the
woodland (5) ............................................................................................... West of the village, a
(6) .............................................................................................. with the old airfield (7) .................... .
........................................................................ . Northeast of the village, farmland (8) ..................... .
....................................................................... . By 2010, north of the village close to the motorway,
more farmland had been lost as (9) .............................................................................................. .
Overall, it is clear that the area around Tanton changed dramatically over the period with
(10) .
Between 1985 and

2010,
By 2010, a ... had
been constructed.
... had been lost
Additional material
Unit 7
1 Work in pairs. Rewrite sentences 1-5 so there is less repetition. Use it, this, they and this + a
suitable noun. Compare your sentences other students.
O Children are exposed to a considerable number of adverts which are harmful from a very
early age, so parents should be careful to protect children from adverts which are harmful.
1 Browsing the internet can be fun, but browsing the internet also wastes a lot of time.
2 People tend to be led by advertising when people shop, but advertising doesn't always
affect people's shopping habits.
3 TV adverts during children's programmes should be banned, but banning adverts during
children's programmes is not going to stop the problem.
4 Some people think that children don't notice the adverts on TV, but children do. So
parents need to be aware of the fact that children notice adverts on TV.
5 Companies such as supermarkets carry out surveys to gauge shoppers' preferences.
Carrying out surveys to gauge shoppers' preferences is not the only practice that
companies use to engage with shoppers.
O Children are exposed to a considerable number of adverts which are harmful from a
very early age, so parents should be careful to protect them from this.
2 Work in pairs and write three sentences about one of the following. Write on a large sheet
of paper to display to the class.
the time wasted by people of all ages
playing on computers
the time saved by using computers
the best electronic gadget that I own

the power of advertising
3 Display your answers and check each other's work for repetition.
Unit 8
Useful
language
Noyn phrases
those aged 15-24
those in the 15-24
age group
15-24-)lear-o,as
those who are 15-24
(years old)
the 15-24 (~year-old)
age group
Verbs
take part in
participate in
do
be involved in
1 Work in pairs. Write at least five questions about the bar chart below.
Participation rates in artistic activities, by age group, EU-27, 2007
Decorating, handicrafts, gardening
Dancing
r ;;; ' . ' ' '" : ' ;'.<;?J':::t". . ....~ - --.~- - - - - - .
Photography/film
[ ; ;; ;';
Acting
Ill I I I-
Singing
f&f'i" " r
Writing
----
15-24
25-39
40-54
None (spontaneous)
Otheractivities
Percentages
- . . _
O
10
15
20
25
30
35
40
45
50
2 Work with another partner. Take turns to ask and answer your questions from exercise 1.
3 Write several sentences comparing the participation of the different age groups in one of
the artistic activities.
Writing bank
;f . ::::::..-
11:_US Writi~ask 1
Line graphs
Unit 1, page 10

The graph below shows annual cinema admissions by age in the UK.
Summarize the information by selecting and reporting the main
features, and make comparisons where relevant.
Annual cinema admissions:
by age
United Kingdom
70
60
Three main
trends:
flat
downwards
upwards (x2)
50
~
40 ~~~--~----~~-"'
30
20 -=..-:::::::::::::_,......:::::;:,-10
Aged 15-24 - -
Aged 25-34 - -
Aged 35-44 - -
Aged 45 and over - -
0
Millions 1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
Model answer
The chart provides information about cinema attendance
among a range of age groups in the UK between 1997 and
2009.
summarismg statement 1---+----,There was a noticeable rise in cinema admissions for those
aged 45 and over. Between 1997 and 2009, admissions more
than doubled from approximately 20 million to around 43
comparison
million, peaking in 2008 at about 50 million. Similarly, the
comparison
trend for those aged 35-44 was upwards, rising from 20
million admissions to just over 30 million, an increase of
approximately 50 per cent.
By comparison, for those in the 15-24 age group, the most <-(- -o----; comparison
frequent cinema-goers, the overall trend is flat, fluctuating
NB: million not millions 1 - -. -.... between about 60 million and 62 million a mission..,.___
As regards those aged 25- 34, this was the only group
summarising phrases
where there was a decline in admissions with a fall from
approximately 40 million in 1997 to about 36 million in
2009.
overview
1--+--""7 Overall, it is clear that while cinema adm issions within the
four age groups fluctuated, the general trend was upwards
from approximately 140 million in 1997 to 170 million in
f - -- 1 -- - > 2009.
complex sentence
paraphrase of the rubric
{'l
Introduction
Comparisons
the graph shows/illustrates/ provides/gives

information about/provides/gives a
breakdown of ...
Nouns: More/fewer (people/teachers) ...

in :'.-. than in, as many ... as ...
Trends
Verbs: rises/declines
Adjectives: experienced a bigger rise than ...

Adverbs: (rose/fell) Jnore slowly/qui.ckly
than...
,,.
Linking devices
Nouns: There is a (slight/moderate/

dramatic) rise/decline in ...
Adverbs: by comparison, by contrast, in

comparison
The trend in ... is upward(s)/
Conjunctions: while, whereas, although
downward( s )/flat.
Noun phrases
There is a(n) (upward/downward/flat)

trend in ...
Those aged 15-24
Verbs
Those in the 15-24 age group
rise: go up, increase, soar, climb, leap,

jump, improve, stage a recovery, grow
25-24-year-olds
fall: decrease, decline, drop, plummet,

plunge, dive, go down
remain flat: be steady/stable
fluctuate: be erratic, go up and down,
experience some fluctuations
Task
The graph below shows the number offoll-time qualified teachers in state schools in the
United Kingdom.
Full-time teachers: 1 by sex and type of school
United Kingdom
200
160
120 - - -~
-=-
80
0
Thousands
1981/82
Women - nursery and primary

1
1986/87
1991/92
Women - secondary
Qualified teachers in public sector mainstream schools.
1996/97
Men - secondary
2001 / 02
2007/ 08
Men - nursery a nd primary
Writing bank
Pie charts Unit 2, page 21
The pie charts below show the expenditure oftwo technology companies ofsimilar siz:.e in the
UK in 2012.
Expenditure for Aim One Ltd 2012
Expenditure for ZTA Ltd 2012
Model answer
II
Equipment
Equipment
Training
Training
Managers' salaries
Managers' salaries
Employees ' salaries
Employees' salaries
Consultancy fees
Consultancy fees
Research & Development
Research & Development
synonym for expenditure

/
'
The charts provide al reakdown of sp~ ding by two

similar-sized tech ~ ogy companies in the UK in 2012.
--+---,~ Employment costs made up the bulk of expenditure
for ZTA Ltd with employees' salaries accounting for the f - ~ collocation: account for
... proportion of. ..
1--- +----->~ largest proportion of such expenditure (30 per cent)
statistical evidence for
and managers' salaries and consultancy fees absorbing a
summarizing phrase
further 6 per cent and 15 per cent respectively. Spending
on equipment constituted a slightly larger proportion of
expenditure than research & development (21 per cent
and 20 per cent respectively), whereas training amounted
to 8 per cent.
phrase linking two 1 - - - - --1-----'> This contrasts with the expenditure for Aim One
sets of data
Ltd, where employment costs for employees' and
managers' salaries accounted for 40 per cent and 5
a striking feature/
per cent respectively, with 9 per cent being allocated to
summarizing phrase
consultancy fees. Likewise, there was a difference in the ....~ ---;a;,------1
breakdown of other costs. While training comprised 20 ~
~==========a
per cent of expenditure, more than twice the ZTA Ltd
complex sentence
amount, research & development and equipment both
combining data
accounted for less than they did at ZTA Ltd, 11 per cent
about two items and
and 1 S per cent respectively.
a comparison of both
overview of both 1--- 1---; Overall, it is clear that while the expenditure breakdown in
pie charts
charts
both companies is different, employment costs constitute
the main expenditure.
a striking feature/
summarizing phrase 1--~ -- - - - - - - - ~
Writing bank
Useful language for pie charts

'
Verbs to use with proportion

account for, comprise, constitute, consist
of, make up, form, total, represent
Other verbs
spend on, allocate, devote, apportion,
amount to
Synonyms for proportion
amount, share
Phrases connecting data

(This) contrasts (sharply) with (the
expenditure for) ...
(This) compares/reflects/mirrors/
correlates with/corresponds with/relates
to ...
(This) is reflected in/mirrored in /related
to ...
There is a similar/different pattern/trend
in ...
Phrases
The bulk of
A similar/(slightly/totally) different pattern

is seen/witnessed in ...
The majority of
The main part of
A small/large/sizeable proportion of
Task
The pie charts below show the production offruit and vegetables in the 27 countries ofthe
European Union in 2009.
Summariz:.e the information by selecting and reporting the main features, and make
Production of vegetables, EU, 2009 (%)
Production of fruit, EU, 2009 (%)
57 million tonnes
36 million tonnes
Tomatoes
Onions
Carrots
Lettuces
Others
Apples
Oranges
Peaches
Pears
Strawberries
Others
Bar charts Unit 5, page 63; Unit 8, page 95
Minutes per day using each medium: by age, 2009/10 United Kingdom
Hours and minutes per day
4.30
4 .00
3.30
16-24
2.30
25-44
2.00
45-54
1.30
55 and over
3 .00
All aged 16 and over
1.00
0.30
0
Television
Compute.-
Radio
Model answer
paraphrase of the
rubric: the minutes
summary of data relating to TV
per day spent
by different age
groups
,___,___, The chart illustrates the amount oftim various age groups
devoted to selected media on a dail asis in the UK in 2009/10.
More time overall was spent on watc ing television than t P
companson
other two media, with the oldest age rouR lln= ng more than
four hours to this activity. The 45-54 ge group apart, viewing
increased with age, at nearly 3 and a half hours for those aged '<
16-24, 3 hours 20 minutes for those aged 45- 54 and nearly 3.30
hours for the those aged 25-44.
phra .: to draw
As regards using the computer, there is a clear pattern of time
atLntion to the
use, which declined with age from just over 3 and a half hours for
computer
the youngest age group to about 75 minutes for the oldest group.
The least popular medium was radio. The 45-54 age group
listened to the radio the most Uust under 90 minutes), while for
the other age groups listening ranged from less than 30 minutes
to 70 minutes, increasing generally with age.
overview
f - -----l>~
Generally speaking, television is clearly the favourite medium.
range of noun phrases
summary of data
relating to the
computer
Writing bank
Useful language
Synonyms
Referring to items on the chart
enjoy: like/take (considerable) pleasure
as regards, regarding, with regard to, as

for, when it comes to, turning to, as far
as ... is concerned
In
do not enjoy: dislike/have no/do not

have a liking for
Ways of adding data

With ( + noun) + verb in -ing form +
object
Describing attitudes
what (people) think about ... , people's
perception of/view on/position on/
thoughts about/views on
With the oldest age group ...

,. with more girls than boys reading a lot, 28
per cent and 17 per cent respectively.
Noun phrases
those/ children aged 8-16, boys/ girls
aged 8- 16, boys/girls in the 8-16 age
group, those who enjoy reading quite a
lot/who take considerable pleasure in
reading
Task
The bar chart below provides information about children's attitudes to reading in the United
Kingdom in 2009.
Write at le.a st 150 words.
Children Is 1 attitude towards reading, 2009

England
Enjoy reading very much
Enjoy reading quite a lot
Like reading a bit
Do not enjoy reading at all

Percentages
O
Boys -
Children a ged 8 to 16
10
15
Girls
20
Gffilllllllffl
25
30
35
All c hildren 111111111111111
40
45
Writing bank

Unit 1, page 15; Unit 6, page 75
Some people believe that educatiqn is the key to tackling hu~ge,r worldwide, while others feel,
that the answer lies in food aid. ,;, "'
'" iH ? ,1, ,I .i ,l!! ,,!' "
I! II
,Hi
"
experience.
Write at least 250 \y'ords.
Model answer
brief introduction
evaluation of
education
evaluation of
food aid
conclusion
1--- +-->
1---+~
There is no denying that education and food aid both play a vital
part in fighting hunger on a global basis.
The role of education is important because by providing
view 1
education to impoveri shed communities, they can be lifted out
of poverty and hence hunger and be able to fend for themselves
without outside aid. Teaching people, both chi ldren and adults,
explanation
to read and write can give them the power to take control of their
own lives, eventually setting up businesses, trad ing arid perhaps
teaching others.
Food aid can also have an impact on alleviating hunger through
view 2
rich countries giving food at times of dire need, such as during
famines or at times o f droughts . Such a id can be a matter of life
and death, as it can bring whole communities back from the brink
of disaste r. For example, food aid can be used to provide shortterm help after a disaster such as an earthquake or flooding.
Both education and food aid do have an important role to play
in alleviating hunger throughout the world. However, the latter is
more ofa short-term measure that works in times of hardship,
personal view
but, if it becomes a long- term meas ure , it can create dependency
and have a negative impact. Education , by contrast, is likely to
have a more lasting effect. In fact, education could be combined <--"""------< p ersonal view
with food aid by teaching people how to protect food production
by planting trees and conserving water. This could lead to greater
self-reliance, and even food exports.
In conclusion , food aid and education have their part to play in
d ealing with the phenomenon of hunger around the world , but
perhaps the key does lie with education.
Writ ing bank

Useful language
Stating a view
Introducing your own view
The role of ... is importa,nt/crucial, vital

etc, because ...
'"
Both .. , play an importantrole/ have an

important role to play/,are'~flvaluable/
effective,in, but ...
,,
Some people think/argue/ believe that ,.:' is

important because ...
, I feel, however, .. .
Other people think that ... is important

because ...
I personally feel .../ Personally, I feel ...
There is little doubt/ nj) dinying that ...

impo~nt because ...
Admittedly>both ...
Having said this, however, I feel ...

; may both be important, I feel ...
Although both are ... , I feel ...
Task
Some people feel that young people fhould be made to work for a year before they go to
university while others think that they should go straight to university from school.
experience. Write at least 250 word s.
l
In what ways ... ? Has this become a positive or negative development?

Unit 3, page 39
Nowadays the way modern society is developing is being shaped by people's migration to
large cities.
In what ways~ migration to large cities affecting society?
Has this become a positive or negative development?
expenence.
Writing bank
Model answer
general idea, or
~hook'
topic sentence
positive impact
examples
another positive
impact
evaluation/
conclusion
Cities have a lways been an engine of development worldwide, attracting people

and resources, but nowadays the pace of change is increasing rapid ly. As a . :
--" result, modern society is now more urbanized than at any time in its history.
As part of th is urbanization process, societies are experiencing both negative
and positive changes. A possible negative development is the danger that . ::
through migration , society may generally become more selfish, using up
resources in terms of energy, food and faci lities at a faster rate than in the
countryside. Moreover, once people lose contact with the values, traditions,
and possibly languages of the communities they left behind , society undergoes
further change.
~
The negative impact of urbanization on society generally cannot be ignored.
H However, migration benefits society. This is because large cities are dynamic (
and in a state of flux, offering people opportunities such as jobs and the ,
chance to try out new ideas. The contribution of such ideas to the wealth of
any country can transform society enormously, funding more fac ilities in fields
H such as health and education.
H As well as transformation through new ideas, innovative ways of living, for (
example eco-houses and flexible working practices like partially working
from home , can in turn affect the whole of society. The quality of life for
city inhabitants can then be sign ificantly improved, which , in turn , can
stimulate growth and improvements in rural a reas.
H on balance, the contribution made by migration to society is positive. The
transformation is not restricted to cities alone, but can stimulate developments
beyond city boundaries, creating wealth , ideas, jobs and improvement in society
at large.
-1
1~
'
-- -
Useful language
Verbs
As a co nsequence,
affect, effect, bring about, influence, cause,

change, create, produce, lead to, play a role/ part
in, have an effect/impact on, have an influence
over, shape, contribute to, result in, damage,
destroy, benefit
Consequently,
The main cause/ effect/development (ofthis).is ...
Describing change
Another/One cause/effect/development is ...
transform, develop, revolutionize, alter, adjust
Giving reasons
... is now ... , ... then ... , And so/So ... , Thus,
A/One negative/ positive impact is .. .
Nouns
.. because/ as/since ...
effect, influence, impact, changes,

transformation, benefit
This is because ...

The (main)/One reason for this is ...
Other phrases
As a result,
Task
Nowadays the way that people ofall ages interact with each other is being shaped 1,y social media.
In what way is social media affecting the re'Jationships that people make?
Has this become a positive or negative development?
Give reasons for your answer and include any relevant examples from your own knowledge
or experience. Write at least 250 words.
general impact I
n egative impact
it!
'
I
,-
I
I
":I
reason
examples
examples
results
I
I
Writing bank
To what extent do you agree or disagree? What other measures do you think
might be effective?
Unit 4, page 51; Unit 5, page 59; Unit 7, page 87
mYou should \,pend :about\:io minut'es on ~his task.
:ii
Enco'uragingthe developme'nt ofci,'eative 'industries suih as the pibduction ofvideo

games and computer software is the best way to reduce youth unemployment.
To wl,at extent ~o Y'?.u agr~f or di~agree? !!
What other measures do you think might be effective?
Givereasons for your answ~r and)nclude any r,~levan t examples from your own
expe'i-ience.
''''
' '
'"
'"
'!"
ii..
Model answer
answering first
question: evaluation
of'the best way'
explanation of
evaluation
reason
topic sentence
R Investing in the growth of creative industries making exciting new
~H
other ways
conclusion
referring back to
the introduction
products is certainly"a worthwhile strategy for creating employment

opportunities for young people.
Such an area is likely to appeal to young people a nd it is an area
that is attracting considerable attention and is likely to expand in
the near future . ith new developments in technology such as
apps and advanced ebooks, and even interactive books where the
readers engage with the content, the creative industries are ideal
places to absorb youth unemployment.
As with all situations, there is rarely one course of action that
offers a panacea. Other approache~ offer eq ually suitable solutions.
Investment in la rge infrastructure projects such as building houses,
hospitals and transport facilities could reduce unemployment o n a
large scale. Makin2 fundin2 and advice available for young people
to set up their own businesses is another effective employment
strategy. With mentoring support from successful entrepreneurs and
businesspeople, the energy and enthu siasm of young people could
be harnessed to generate work for other yo ung people and other
members of society.
As skills shortages in vocational fields such as construction and
engineering seem to be chronic problems, boosting apprenticeship ~
schemes offering training in vocational skills such as building and
plumbing would also be helpful. Another area where skilled workers
are required is engineering, a field where there is a dire shortage of
qualified workers in many countries.
So while encouraging the d evelopment of creative industries is a
worthwhile strategy to reduce unemployment, it is not the only way.
..
=-.
the adverb shows the

writer's position
example
synonyms of
'way'
I
I
ocher ways
l.Jsefal language
Plan
,
f
Synonyms for ~av/measure '
1,
'approach, step, stra,tegy, c,o urse

method, mea"ns; scheme
Ui'' :,
,:j>
ii
Introduction
i 2 Evaluation
t3
Introducing measures'
Explanation of
evaluation
4 ~0ther measures:
Task
Investing in major infrastructure projects such as motorways and other

transport systems is the best way to reduce unemployment and boost economic
development.
What other measures do you think might be effective?
own expenence.
What do you think are the causes of these problems and what
measures could be taken to solve them?
Unit 8, page 99
You should spend about 40 minutes on chis task.
In some countries, employers think young people nowadays lack verbal and nonverbal communication skills such as body language compared to the past.
What do you think are the causes ofthis problem and what measures could be
taken to solve it?
own expenence.
' 1 (e.g. investment in

l~rge infrastructure
projects)
\. , 2 ( e-.g. making fonding ."' ,

a nd advice available for
young people to set up
their own ,businesses)
3 ( e.g. bo.o sting

' apprenticeship schemes)
bank
Model answer
introduction with
restatement of the
problem
nouns indicating the
organization of the
essay
a synonym for factor/
cause, linking the
paragraph to the
introduction and the
writing task
solutions from
two angles
more solutions
conclusion with a
comment on the
future
Given the vitality of youth culture, it seems strange that there should
be shortcomings as regards young people's verbal and non-verbal
co mmunication skills. However, there is no doubt that they do exist.
There are varirni ">factors behind this and, of course, a number of
H approaches exist to tackle the situation.
I
One majo~ eason is the nature of many leisure pursuits in which young f
/ people take part nowa days. Take video games, for instance. Although (----- ...___
more than one participant can take part in these simultaneously,
they are played mainly by solitary individuals, especially young men.
Moreover, by spending up to four hours or more per day on computers
- communicating by email and on social networking sites - the
ability to interact verbally and non-verbally through body language is
being lost. This shows up clearly when some young people go for job
interviews or when they are in a job and start interacting with other
people.
- ~ The situation can be dealt with from different angles. At home, parents
can be encouraged to talk to their c hildren more. This, however, may
prove difficult in all circumstances if parents are working. Schools
and employers then need to play a key role. Schools, for example, ,
could introduce communication classes or better still ensure that
schoolchildren interact with people and organizations outside the
classroom.
H Older students can also go on visits to employers and do work
placements. Employers could also have t hei r own in-work ~
communication training sessions using actors and actresses to simulate I
real-life scenarios.
' The problem of a lack of communication ski lls does exist and may even ~
become a greater problem in the future, but it can be managed if the
~
t
right strategies are used .
example followed
by explanation as
evidence
example
more solutions \
Useful language
Stating causes
Ii: Sy!'lonyms'ifor cau{~ of. ( uri,8er1ing!co'\ltri.putil!lg) ,. ''
factor, reason (forjbehind)
Statin.g solutions
i\f The s~lutionfl<ey/ans~er/to the problem( '

situation is ...
can/co\Jld/~hould
Jllhrases_
: play(s) a f?_art/role in, coAuib,ute(,~) to,
if~t: li f1 :jl it' :1~11
~s/are t~'e"rJsult of, 11~es~lt(~) fr6'm, lliapperi'f~)/'
It is possible to ...
occur(s), because, come(s)/arise(s) from, is/are
Another way/measure is to
r~sponsiqle for
.
1
;l}ti
'ft,
~:::
mea~ffire.t11 :Iuh:
is another way/
tf{fl!
... ca~"be solved/resolved by ...
Task
You should spend about 40__ minutes on this task.
Write about the follci1&,in'g t~pic:
'
All countries throughout the world are facing health issues related to modern lifestyles.
What do you think are the causes ofth~se proble#Js and what measurefrould be taken to solve them?
Give reasons for your answer and include any relevant examples from your own experience.
Listening scripts
1 A very modem world
IELTS Speaking Parts 1 and 2,
Exercise 3
Iii\
1.1
The view that I'd like to describe is one

which is etched on my memory and that
is ... mmm ... the view of the Acropolis in
Athens at night, which I saw for the first
time ... when I was staying there with my
grandmother. I was only fourteen years
old at the time. The hotel we stayed in
had a ... mmm ... roof terrace like many
buildings in the area and we watched
the sun setting on the Acropolis. It was
really magical and ... mmm ... certainly
worth visiting Athens to see. I wasn't
very keen on going there, because ...
mmm ... I thought it, would be really
boring, but I will always remember ...
sitting there, watching the city darken
and the Acropolis shining our. I enjoyed
looking at the view, because the remains
of the ancient buildings were very ...
striking at night when everything was
lit up. One thing I regret not ... mmm
... doing is taking photographs on that
first evening as the sun was setting,
but I managed to get ... mmm ... a
few photographs later in the evening.
I love this view because every time I
think ofit or see it, it reminds me of
my first trip abroad, ... mmm ... and my
grandmother. I keep thinking about the
view, as it reminds me that some things
can stay the same in a changing world.
IELTS Listening Section 1,

Exercise 4
{I) 1.2
(W = woman; M = man)
W: Hello. Can I help you?
M: Yes, ... mmm ... Hi, I got your
telephone number from your
newsletter for the Skyline Club. Are
you the secretary, Mary Lloyd?
W: Yes, I am. How can I help you?
M: Hi, my name's Paul. I'm enquiring
about the walking club and I'd like
some more details.
W: Well, we meet once a month
throughout the year, weather
permitting, and the walks are
usually either Tuesday evening or
Saturday morning.
M: Oh, OK. Both those days suit me.
W: Well, we've tried arranging other

days and times and those are the
two that suit the lifestyles of nearly
everyone in the group.
M: I see. And who leads the walks? Is it
you?
W: Oh, no. We don't have the same
guide each time. And if we can't get
someone, one of our members is
usually able to do it.
M: OK. It says in the newsletter that
the walks are generally at least two
hours long and that you have a
wide range of different walks with
different themes.
W: Well, yes, it depends on ... who we
can get, but the theme is usually
historical. Most of the walkers
in the club are interested in the
changing cityscape of London in
one form or another and we like to
photograph the skyline of different
areas being transformed.
M: It sounds really quite exciting.
W: Yes, we think so.
M: And how many people do you get
going on the walks?
W: Anything up to twenty. After that,
it's too large.
M: And do you pay the guides?
W: We pay leaders of the walks out of
the newsletter subscription and
sometimes people give rhe walk
leaders rips, but that's really up to
the individual.
M: How much is the newsletter
subscription?
W: Ir's twenty-five pounds a year. We
produce the newsletter twice yearly
with the dares and the themes of the
walks and we have a new website.
M: OK.
W: And for the twenty-five pounds a
year, we normally manage to send our
rhe newsletter by email twice yearly.
And at the moment, there are ninety
members on the newsletter list.
M: Do you send the newsletter by post?
W: No, it's all electronic. We don't send
out paper copies.
M: How do I join?
W: Well, if you come to one of our
walks, you can pay by cash or
cheque. We don't have the facilities
to accept payment in any other way
at the moment.
M: When is the next walk and what is

it?
W: It's on the fourteenth of May.

M: Next Saturday.
W: Yes. It's worth coming on that one.
It's a ... river walk along the south
side of the River Thames from
London Bridge, looking at the
enormous changes that have taken
place there in recent years.
M: That sounds really interesting. I'll
aim to come to that. Where are you
meeting?
W: We are meeting at a place called
Hays Galleria by the old telephone
boxes at 9.30 am. Do you want to
give me your email address?
M: Yeah, it's p.rrimble765g@thomas.
com.
W: Is that all lower case?
M:Mmm.
W: And is tharT-R-I-M-B-L-E?
M: Yes, that's right. And I'll give
you my mobile number. It's
07899875543.
W: We can text you walk dates.
M: See you on Saturday.
2 The past - public and

private
Exercise 3
(I) 1.3
Good morning and welcome to White
Bay Coastal Park, which has just
celebrated its first anniversary. The
park covers a huge area along the coast,
spreading over approximately 1000
hectares, so there are lots of things to
see; in fact, it is unlikely that you'll
see everything on one visit alone. The
opening of the park has led to increased
interest in local historical issues among
children and adults alike, and also
in our research, with visitors arriving
daily from all over the world, including
academics coming to see the work being
done. The park is essentially divided
into two parts: the area where all the
research and excavations are taking
place at the moment and the open
parkland, which includes the beach and
the coastal area.
You can see here on the plasma
screen that we are in the foyer of the
Listening scripts
educarional centre. When you leave chis
centre rhrough chis door over here you
will go sourh pasr rhe souvenir shop,
where you can also sir down and have
light refreshments. Immediately afrer
this building is ... rhe minibus stop.
The minibuses leave from here every
ten to fifreen minures, if you don't feel
like walking rhrough rhe firsr part of
rhe park and wish to go srraighr to
the coasral area to explore rhe beach
and rhe rocks. You can see here on the
screen char afrer the minibus stop, the
path goes east, parallel to the coast. The
first place you come to on the north side
of the path is the remains of an ancient
marketplace. East of that and still on
the north side of the path is a very good
example of an open-air rheatre.
in the renovared fishermen 's cottages.

Apart from the usual souvenirs, you
can buy books on rhe local area and on
rhe work we do ar rhe park, as well as
picrures painted by anises living in rhe
area.
And one lase rhing: remember your
entrance ricker to rhe site is nor jusr
valid once. It allows you to come back
again any rime wirhin rhe nexr rwelve
monrhs , so make sure you do nor rhrow
ir away or lose it.
If you follow the path along here on

the sourh side you can see rhe remains
of a harbour, which is in very good
condition considering how old it is. And
the next area is rhe ruins of an ancienr
village, which rhe path goes through.
Afrer this rhe path goes sourh again and
stops jusr west of a row of preserved
fishermen's cottages.
As you walk around, please do follow
rhe signs and don 't remove any plants
or artefacts from the site, even stones,
as this mighr affecr rhe analysis
being carried our by researchers. The
oldest objects discovered till now by
the researchers in the archaeological
digs are small rings and necklaces
dating from rhe 7,1i century AD. So
if you remove even rhe smallest piece
of material you mighr be removing
valuable historical evidence, which will
affect rhe historical records. On the
route, you will come across areas which
are being prepared for excavation, or
where surveys are going on. These
areas are restricted to prorect chem, as
rhey are very fragile . Some ruins of old
buildings are dangerous because rhey
are unstable and so, I'm afraid, rhere
is no access to protecr the buildings.
All areas which are dangerous or where
research is going on are also protected
by electronic barriers which will sound
an alarm if you cross beyond rhe signs.
When you leave rhe preservation area
you will reach the beach in less than five
minures, even if you walk slowly. The
beach is well known for its white sand
and rocks, which on a day like today will
be dazzling. There is a refreshment area
just before rhe beach, with a cafe and
some souvenir shops, which are housed
I'm going to describe a museum char

I visired in the neighbourhood where
I live. My firsr visir took place six
months ago, ... mmm ... even rhough
I have been living in the area for rhe
past rwo years. The museum con rains
exhibirs and displays about the local
history. There is also a large exhibition
of early black and white phorographs
... mmm ... showing how rhe buildings
have changed over rhe years, along wirh
examples of cloches and rooms from
people's houses of different periods.
The phoros were fascinaring as rhey
showed old forms of transport like
horses and carts, ... mmm ... and rhere
were no cars on rhe roads and houses
didn't have television aerials or sarellire
dishes. There were also rooms with
displays of objecrs chat have been found
on consrrucrion sires, like old pors and
vases and some jewellery. These displays
all contained minor objects bur rhey
were very effecrive. I've been back to rhe
museum several times because iris very
old-fashioned and doesn'r have a lor of
interactive exhibirs .... mmm ... I don't
really like interacrive exhibits. Alrhough
rhe displays and exhibirs are very simple
and srraighrforward, I found chem
very effective and ... mmm ... quire
compelling. The simpliciry of the way
people lived in rhe pasr in this area was
very moving when you compare ir co rhe
stress of today. Also, as few people visir
the museum in the afrernoon, iris a
good place to relax.
IElTS Speaking Parts 2 and 3

& Vocabulary 2: Adjectives of
evaluation, Exercise 2
@1.4
3 The age of information

Exercise 4
@1.s
(D = David; M = Martha)
D: Hi, Martha. You've found a quiet
place.
M: Hi, David. Yes, bur I chink ir's just
because we're early.
D: Have you done much on collecting
marerial yer for your long essay?
M: Mmm, yeah. I've done quire a lot
of research. I planned to have it all
finished by roday. And I chink I've
just about succeeded in doing so.
D: Mmm. I'm not there yet. I'd like
co get rhe research rime down
considerably.
M: Ir's difficulr making yourself do ir
on time. But now I'm so used to
purring notes and materials into
order as I do it. Everything's stored
elecrronically and ... I also print
our and annorare a paper copy of
journals, and everything.
D: You're always so organized.

M: Nor always. When I was in
my firsr couple of years as
an undergraduare, I used to
accumulare so much information I
became overwhelmed by ir.
D: I still do char! I don'r know when

co stop. I wish I knew how to be so
organized.
M: Ir's not char difficult. I chink ir's
possible to do ir quicker rhan I have.
The next time round, I'm planning
to gee rhe searching down to about
a couple of weeks inirially.
D: I'm not sure I could do that.
M: Well, I chink we all can. When you
scare off, it's about analysing the
essay ride thoroughly and collecting
ideas. Then keep rhe tide in mind
as you search for evidence and have
particular rargets co aim for. So
let's say you're using the internee
co do a journal search. Rather than
searching ar random, stick to a
narrow range of key terms co search
for. Maybe jusr one or rwo, and if
necessary rhen broaden rhe search
by adding more.
D: I think that's my trouble: I
go straight in and download
everything I can find even vaguely
Listening scripts
related co the subject and don't
know when co stop.
M: Maybe, as well as narrowing down
your search initially, you could
restrict yourself co examining a
certain number of sources.
D: Wouldn't that be artificial? And
what happens ifI miss something?
M: No, just aim for it and then if you
don't find what you want then set
more targets and m aybe change
your search words.
D: OK. It might m ake the process a bit

more organized than it has been.
M: And then you might wane to throw
in a bit of random searching. Bue
just like targets, give yourself a time
limit and cry co stick co it and also
review what you are do ing as you
collect the informati on.
D: It all sounds a lot less haphazard
than what I've been doing.
M: There're obviously loads of
different ways co h elp keep yourself
focused and find interesting
material, but also don't forger
co look at the bibliography
accompanying each article when
you're searching, and also who has
quoted the articles.
D: I do chat but I tend to do ic after I
should' ve fini shed searching, and
then scare another search.
M: Remember, t he search goes on
all the way through the writing
process of the essay as new things
come up. But the aim is to organize
yourself, and cue down on wasting
rime and overloading yourself with
information.
D: I do some of this, but I'm nowhere
near as organized as yo u are,
generally.
M: Bue you get good grades for yo ur
essays.
D: Yes, but getting there is not always
easy. I chink I create extra work
for m yself and often seem to be
struggling with the essay when
everyone else has finished.
M: Yes, but you're good at constructing
an argument within an essay.
When you state something, yo ur
supporting evidence is normally not
only clear but also compelling. The
strength of your argume'n ts is ...
D: Maybe, yes. I find it easy to integrate
information and present ideas. I get
really abso rbed in it and before I

know it I've finished, but it's getting
co chat point chat is difficult.
4 Leisure and the

environment
IELTS Speaking Part 2,
Exercise 2
@1.6
I'd like co d escribe a day chat I didn 't
go to work a few m onths ago ... ahh ...
when my flatmate and I cook a day off
work. We decided co make good u se of
the time and go somewhere we no rmally
wouldn't go. We borrowed bicycles from
friends who live nearby and headed off
on a cycling trip along the canal, which
runs for miles through the city into the
countryside. When we got tired, we, ...
ahh ... stopped for a while and watch ed
the canal boats go by. As the first part
of the canal was built up, we were able
to stop for lunch before going on and it
was much more peaceful than the city ...
ahh ... as we watched people passing by
slowly o n their boats and taking their
time doing thi n gs. When we reached the
countryside, we locked up the bicycles
in a safe place and ... ahh ... walked for
a while along the canal. I remember
the day well, because ... ahh ... I really
enjoyed the day out, and because it was
... mmm ... so relaxing co be outdoors
rather than being stuck in a sh op in
the middle of the city. We saw loads of
wild animals and birds and watched
birds catching insects on the water.
The people o n the boats were frie ndlier
than the people in the city and waved
to us. T he journey back was tiring, but
it didn't matter as we had s uch a great
day out.

Exercise 3
@1.7
Good m o rning, my name is Dr Hammer
from the Business D epartment at the
university and welcome co all of you
who have come co chis lunchtime
lecture on Leisure and entertainment:
A rosy future. Before I look at a few
predictions fo r the leisure and
entertainment industry worldwide in
the next few decad es, I'm going to talk
briefly about past predictions that were
wrong and some statistics comparing
the situatio n in the UK and the USA.
So, fi rst of all let us look at som e general

past predictions, which some of you
may already be familiar with, mainly co
show yo u how forecasting in any field is
n otoriously difficult. The past is littered
with strange predictions relating to all
fields, from the ra ilways to the motorcar
and the electric light. Many of these
seem outlandish co u s now. More
recent p redictions about devices such
as television and the h ome computer,
for example, m ay surp rise you. If we
look at ch is first slide we can see a quote
fro m Darryl Zanuck, a film producer at
20th Century Fox, from 1946. H e said
chat television wouldn't be able co hold
on co any market it captures after the
first six m onths. People wi ll soon get
tired of scaring at a plywood box. Next
we have chis quote by Tho mas Warson,
ch airman o f IBM , in 1943, who said: ' J
chink there is a world market fo r maybe
five computers.' And then much later,
in 1977, according co Ken Olson, the
president, chairman and foun d er of
Digital Equipment Corporation (DEC),
there was no reason anyone would want
a computer in their home.
If we look at predictions regarding the
telephone we find similar scepticism as
co its practicality. A news item in a N ew
York newspaper in 1868 reported char:
'A man has been arrested in New York
for attempting to extort funds from
ignorant and superstitious people by
exhibiting a device which he says will
convey the human voice any distance over
metallic wires so chat it will be heard by
the listener at the other end. He calls this
instrument a telephone. Well-informed
people know chat it is impossible.'
A brief comparison of statistics relating
to media in the Un ited Kingdom and
the Un ited States will sh ow how wro ng
these predictions have been. We can see
from t he chart on chis next slid e chat
acco rding to the World D evelopment
indicators database for 2002, in the
United Kingd o m alone there were
84.49 mobile phones per 100 people.
By comparison , in the USA, fo r the
same year, the corresponding figure
was m uch less at 48.8 1. It has recently
been repo rted that there are now more
m obile phones on the planet than
human beings. If we loo k at television
ownership, the figures for both
countries were ve ry similar. The Uni ted
Kingdom, ranked l S'h in the world in
2001, had 97.5 per cent ownership. The
USA, ran ked 11 '\ had 98.2 per cent.
Listening scripts
As regards personal computers, the gap
between the UK and the USA is more
striking, with 599.8 per one thousand
people in the UK owning a PC, ranked
12' 11 in 2004; with the corresponding
figure for the USA (ranked 4,1, place)
being 762.2 per one thousand people.
This was 27 per cent more than in the
United Kingdom.
So, it is with some timidity chat I come
co my predictions for the future of the
leisure industry. My first prediction is
in the area of h o m e entertainment. I
forecast that the area where the most
noticeable developments in the leisure
and entertainment industries will be
is in home entertainment. With high
definition o r HD television, 30 TVs
and more sophisticated sound systems
becoming more widely available, h ome
entertainmen t will become ch eaper
and more attractive to families. As with
predictions about the demise of the
cinema when videos and DVDs came on
the market, I do not chink that this will
lead to a downturn in cinema-goin g. In
fact, I chink th e opposite will occur with
ever more sophis ticated films being
released.
My second predictio n is linked with
mobile technology. I predict that the
mobile will replace credit cards, travel
cards and tablets with the end of th e
personal computer in the long term. I
predict that chis will come about in the
n ext d ecade.
My third predictio n relates co the
internet and ...
5 A healthy world
Exercise 3
@1.8
(M
m an; W
woman)
M: Good afternoon, Dover House. Cliff

speaking. How can I h elp you?
W: Oh, hi. My n am e's Sh aron Diaz.

M:Hi.
W: Mmm, I'm phoning about the

advert for volunteers to work with
elderly p eople who are living on
t heir own.
M: Oh , yes. Was t h at in the local
paper yesterday or was it the on line
advert for volunteers on o u r website
n oticeboard?
W: I saw it in t h e local pa per. Actually,
a friend pointed it out to me, as
I've been looking into doing some

volunteer work.
M: OK, the local ... paper. We just
keep a record of where potential
volunteers saw informatio n about
the o rganization. It helps with
advertising.
W:Mmm.
M: OK. Is there anything in particular
you'd like co ask about?
W: Mmm, ... basically I'd like to know
what's involved in the volunteering
programme for the elderly.
M: Well, we are looking for volunteers
for different things. We have three
different schemes. First, there's
volunteer work h ere in the office
helping with mainraining our
database o f m embers.
W: Do you need any sp ecial skills for
that?
M: Well, you n eed to be familiar with
using a computer and completing
record sheets.
W: Mmm ... T hat's n ot really t h e sore of
t hing I was looking for.
M: OK. T hen there's the second
volunteer sch em e which involves
raising money, running events and
sending out letters.
W: Is there anything that involves

working with people?
M: Well, there's ... mmm ... th e third
sch eme where you m ake friends
with an old person who lives on
their own and you h elp them with
various things.
W: Mmm. T h a t's more appealing.
What sort of things would I be
expected to do?
M: N othing very difficult. If elderly
people can 't get ou t o f the h ou se for
one reason o r another, volunteers
can do t h e sh opping for th em.
W:Mmm ...
M: ... or accompany them wh en th ey
h ave a hosp ital appoinrm ent.
W: Yes, that's th e sort of th ing I've been
looking fo r, but I won't have to deal
with m edication or anything like
th at, will I?
M: Oh, no. T h at 's for qualified h ealth
visitors. We don't get involved
in anyon e's medication . Is th ere
anything else?
W: So how can I become a volunteer?
M: You 'll need to send in a very brief

application form along with a copy
of your CV and ... give the names
of two referees and then o nce that
h as been processed , ... you have a ...
brief induction course which lasts a
mormng.
W: OK.
M: You can complete and submit the
application online.
W: OK, I'll do it online. What's the

website address?
M: It's www.doverhouse.co.uk.
W: I'll do that right away ... And how
much time do you expect p eople to
volunteer for?
M: At least two hours a week.
W: Oh, that's fine. I've got plenty of
time at the moment. I'm available
every weekday except Wednesday
mc:-ning and Friday afternoon, and
I can't do weekends.
M: That sounds fine.
Language focus: Degrees of

certainty & I ElTS Speaking
Part 3, Exercise 1
@1.9
(E = examiner; C = candidate)
E: Do you think the world will be free
of disease in the future?
C: I'm n ot sure really. It is possible in

the dis tant future, but it's unlikely
in the n ear future. Mmm, for
exam p le, in order to h ave a world
free of disease we need to get rid of
poverty and educate p eople as well
as finding cu res for illnesses.
E: And in the distant future?
C: Mmm, in one hundred years' time,
it's likely that th ere will be no more
illness.
6 Shaping the world and

beyond
Vocabulary: Words related to
space and place, Exercise S
@1.10
(E = examiner; C
candidate)
E: Do you th ink we rely too much on

system s su ch as satellites?
C: Yes, I think there is a tenden cy to
do so. Mmm, for example if t h e
GPS naviga tion systems on cars or
a communication satellite broke
Listening scripts
down for a long time, it would have
a huge impact on social order. It
would result not only in financial
costs for businesses, but it could
also lead to loss oflife and social
chaos. In fact I think it would be
chaotic.
E: In what way?
C: Well, mmm, while GPS systems are
not used that much in my country,
phone networks would be affected
and maybe other communications,
so supermarkets might not be able
to order food, which could lead
to huge problems, and people in
remote areas might be cut off I
think we should always ...

Exercise 2
(!)1.11
Welcome everybody, good morning
and thanks for coming. The reason for
arranging the meeting is to make sure
that we are all up-to-date about the
progress for the preparation for the
college's anniversary in two months'
time, which is focusing this year on
our scientific achievements over the
past year, especially the Young Rocket
Scientist Team of the Year Award.
As you all know, we've been having
individual meetings, but now that
everything is firming up I thought it
would be wise to have a meeting and
make sure that everyone knows where
we all are. I think if we hadn't had the
individual meetings up to now, things
wouldn't have gone so smoothly.
First of all, just a few general details.
The sponsorship that we were hoping
for from the various sources has now
been confirmed and with the support
from former pupils, I can now confirm
that we have raised all of the costs of the
anniversary celebration plus SO per cent
to spare. So we don't need to worry on the
money front! We have a number of special
guests coming to the event. In fact, we .
have the Mayor, Doris Jackson, along with
several famous footballers and actors and
TV stars. I'll reveal the names when we
have the invitations printed.
As for the invitations, we are sending
out five thousand, but expect to have
about two thousand guests on the day.
If more were to turn up, that'd be great.
We can cater for up to six thousand
with the marquee, but we agreed to
limit it to about two thousand.
There are just a few things that need

to be pointed out. The first one is the
organization of the various events.
These are now all in hand. The
refreshments will be in the sports block
because we can attach a large tent to the
side doors in the cafe there. We can't
use the sports halls for any of the stalls
as people walking around chem would
mark the newly laid floors, so they'll be
out of bounds on the big day. The stalls
will be in the science and arts blocks.
In the arts block, there'li be publishers'
exhibits and exhibits from local
businesses and sponsors. In the science
block will be the stalls for students'
work, with posters about the visit to
the Space Research Centre, the meeting
with astronauts and of course the award
presentation, plus work items from
all subjects along with displays o_n the
history of the college. The organ1zat1on
of this is all well advanced. The pupils
will help set things up, as will the
maintenance staff If anvone has any
questions about this, th~y'll be able to
see me afterwards.
As always, there are still a few things
that need to be finalized . They are not
serious, bur I have provisional dates for
them and would like the various teams
to come back to me by the end of the
week with confirmation. First is John's
team, which is dealing with catering and
refreshments for the whole day - a big
and important job, I might say. We need
co check that all catering arrangements
are finalized by the twenty-ninth of
May. As regards the history display
of the college, that's, mmm, Mary's
team, and this needs to be done by
the tenth of next month. The student
displays, that's Angus's ream, have to be
finished by the end of this week, that's
the seventeenth of May. The dare for
choosing the design of the invitations,
is tomorrow, the fourteenth. And thats
Sara's team. We would like to send them
out early next week so people can have
the date in their diaries.
We have a busy time ahead, but we've
got so far without too many hiccoughs.
Let's hope it continues chat way.
Exercise 3
(!) 1.12
(T = tutor; Ad= Adam; An = Angela)
T: OK, shall we start now that you ' re
both here? Who wants to go first?
Angela? Adam?
Ad: I'm happy to start.

An: Yeah. That's fine by me.
T: So, Adam. How far have you got
with everything?
Ad: I'd say I'm further along than

I thought. I've done a lot of
background reading and I've
decided on a topic for my research
project.
T: Mmm.
Ad: Yeah. I've read ... closely ... about
twenty articles so far and about ten
marketing books on the general
booklist and those three articles you
suggested on digital expenditure.
I've decided to do my research
project on online shopping,
specifically young consumer's . .
perceptions about such shopping m
the UK.
An: It sounds interesting. I'm relieved

it's so different from mine.
T: Have you decided to narrow it down

to a particular place and age group?
Ad: I'm thinking of ... teenagers, late
teens, say eighteen- to nineteenyear-olds.
T: OK. That's probably a good group
to work on. Have you thought of
the products you're going to ask
about?
Ad: I've selected twelve items and

I've got five questions. I've been
looking at spending in various
areas such as music ... and films,
clothing and sports goods, holiday
accommodation, publications like
books, magazines and journals, and
tickets for events and electronic
equipment, computer hardware
and software ... and food. But in
my questionnaire I think I'm going
to just concentrate on what music
teenagers buy online and their
spending on computers, mobiles .
and the like on the internet and their
perceptions about purchasing items
there compared to, say, in a shop.
Listening scripts
T: And your questions?
Ad: They're fairly straightforward ... I
think. Three are about amount with
a scale from one to five, with one
being the least frequent and five
being the most. I've got them here if
you want to see them.
T: These look fine.
An: Yes, I like them.
T: You seem to have been working
hard, with the preparation you've
done already.
Ad: Thanks.
T: And Angela, how far have you got?
An: Mmm, I think I'm at about the
same stage really.
T: That's good.
An: I'm looking at children's
expenditure in the UK on selected
items, that is children aged eleven
to fifteen at secondary school,
provided that is that they get pocket
money. I'm going to ask about
spending on recreation and culture,
and things like snacks, clothing
and footwear, communication and
transport.
T: What would you say the challenges
have been for you so far?
An: Mmm, there've been many. I
initially thought I'd never finish
reading around the subject. There
seemed to be so much to read ,
but perhaps the two biggest that
I have faced have been narrowing
down the items to ask about and
... I suppose picking the schools to
approach to conduct the study.
Ad: And it's been the same for m e.
T : There are a couple of points that
you need to be aware of when you're
conducting the surveys.
Ad: OK.
An: All right.
T: First, you need to get permission
from the schools where you are
going to do the resea rch p roject.
Ad: We've both got our letters ready if
you want to look at them. But can
you say how long it's going to take
to get permission?
T: That's the point. It's difficult to say.
You need to get them out as early as
possible. You might get a reply by
return of post or you might wait a
couple of weeks. If you don't hear
anything after a couple of weeks, I'd

contact the headmaster's secretary.
Ad: OK.
T: Secondly, you need to make sure

that everyone, including the
children, realize that the data is
anonymous and that it will not
be used for any other purposes
than your research. This will make
the pupils feel comfortable about
completing the questionnaire. Make
sure that you are very polite and
d on 't interfere in any way with the
data collection.
An: I think we are going to be all right
on all of this because we both have
the questionnaires ready to go out.
T: And finally make sure the
questionnaire layout is clear and
simple, given the age groups you're
both aiming at. If it's too long it'll
be off-putting.
An: We can give them to you now as
we've finished them.
IELTS Speaking Part 3,

Exercise 1
1.13
1 Do people attach too much value

to purchasing the latest fashionable
goods?
2 What kinds of goods or services do
people purchase on the internet?
3 What are the advantages of
purchasing goods on the internet?
Are there any d isadvantages?
4 What kind of influence does

advertising have on people's
spending habits?
5 Do you think having lots of money

to spend makes people content?
Why/ Why not?
6 How important would you say it is
for governments to control people's
spending habits?
8 Culture on the move

Exercise 3
1.14
Good m o rning everyone, and welcome
to the third in the continuing series of
lectures on using art to raise people's
cultural awareness. We've looked at ways
that art can be used for therapeutic
purposes with patients, and how art

classes can h elp promote creativity
in other classes in schools. This week
we ' re going to look at different ways to
encourage people of all ages to become
involved in art in all its forms.
It's never too soon to introduce children
to art, especially drawing. There are
many mainstream methods that are
effective in attracting young children
to art early on in life, such as using
colouring books at home, watching
TV programmes, going to art classes
at school and even going on visits to
art galleries, which these days have
educational programmes for children
at both second ary and primary level.
However, som e children never h ave
opportunities like this, even if they are
living in big cities.
One non-mainstream way of drawing
people's and especially children's
attention to art, which is really
intriguing, is random encounters with
art in the street, so-called street art.
Cities have always been full of street
performers such as jugglers and singers,
who add colour to otherwise drab
environments, sometimes as part of
festivals such as the Edinburgh Festival
in Scotland.
A form of street art that is literally
breathtaking is 30 pavement art,
which has a dramatic visual impact, so
much so that it is almost impossible
to stop oneself from interacting with
it. When people first encounter it, they
stop short on the pavement. Some 30
pavement art shows vast holes in the
ground with such realistic perspective
that it almost dares you to walk across
it. It would be difficult to replicate
this effect on a canvas in a n art gallery,
which is perhaps why it is so suited to
the street. However, many of the great
artists of the past employed similar
techniques in architectural paintings, as
have interior decorators in large houses,
creating paintings to look like doors or
crea ting doors that look like bookcases.
But, apart from some modern st atues
in public places, few have the ability
to startle you and bring you up short
even when you know it is a pavement.
These works of art on pavements are
temporary and disappear, unless they
a re done on canvasses that are spread
out over the pavement, which is not
really the same.
Such art comes in for a lot of criticism,
as it is not seen as part of mainstream
Listening scripts
culture, which I think is unjustified.
Another complaint is that street art, like
3D art, encourages graffiti and damage
to property. Damage to property cannot
be condoned in any way, but if artists
restrict themselves to pavem ents, what
is the harm? In fact they are brightening
up public spaces. If necessary, street
artists can be given a licence by local
authorities to paint in the street and
be encouraged to do so rather than
discouraged. Some local utilities
like rubbish bins might benefit from
decoration by street artists, as might
derelict buildings - just like the frescoes
by the great artists of the past.
In fact, instead of thinking of the
negative aspects of street art and thus
street culture, it would perhaps be
better to think of the positive. Street art
is an important part o f street culture.
It brightens up people's lives. It also
has the potential to encourage people
of all ages, but especially young people,
to engage with art. It might change
people's attitudes and show them that
art in galleries and museums is not
just for rich people, but for everyone. If
street art breaks this barrier, even for a
small number of people, and inspires
one future great artist, it is worthwhile.
So I think street art is an important
form of street culture which is a
valid art form that can bring art to
the people, and h as the potential to
influence people's lives.
Answer key
5/6
Student's own answers

1/2
3
1 memory 2 no synonym 3 at night
4 no synonym 5 magical 6 no synonym
7 wasn't very keen 8 remember 9 regret
10 no synonym 11 keep
4
1 yes 2 yes 3/4 Student's own answers
5/6
Language focus: Verbs followed by -ing
and/ or infinitive
1
1 both - with the -ing form the emphasis
is on the process of the sun setting,

with the infinitive without to, the
emphasis is on the point at which the
sun secs.
2 both - with the -ing form the emphasis
is on the period of time chat the person
spent sitting. You could not use to sit
here, but you can say I remembered to
buy some milk where the emphasis is on
the act of buying.
3 -ing 4 infinitive 5 both - see 1
2
-ing;.
enjoy, ~ slike, miss, mind
infinitive: afford, lielp, fail, appear
both:
love, ly<,e, continue, seem, hate
remember, forget, stop, start
3
1 studying, to leave 2 going, to visit
3 working, co pay 4 co reduce, rising
5 co take up, doing 6 (to) overcome,
meeting 7 studying, co wait
8 to be, staying 9 sightseeing, co see
4
1 ./ 2 avoid buying 3 ,/ (can be either

like to work or like working) 4 afford not co
adjust 5 re updating 6 helps co find
7 ,/ 8 stop co think
5

1
A walking club
2/3
4
1 C 2 B 3 A 4/5/6 B, D, E 7 14th May
8 9.30 9 p.trimble765g 10 07899875543

1

2
lb2f3e4c5a6d
Combined text as model answer

The graph shows the proportion of the
population in the 27 European countries
along with selected countries who have
never used the internet between 2005 and
2010.
Overall, there is a clear downward trend
in the proportion of those who have never
accessed the internet with the European
average of27 countries almost halving
(from approximately 45 per cent co 25 per
cent). As regards Denmark and the UK,
which had the two lowest rates of nonusage of the internet, there was a marked
fall from approximately 15 per cent co just
under 10 per cent and from about 30 per
cent co around 12 per cent respectively.
Germany followed a similar pattern to the
United Kingdom with a drop from about
30 per cent co 15 per cent, while France
experienced a more marked decline from
approximately 48 per cent in 2006 to
about 18 per cent in 2010.
Likewise, Spain, the only country above
the European Union average, mirrored
the decline of the latter falling to
approximately 32 per cent from around
50 per cent.
3
4
Model answer
The chart shows the proportion of those
using the internet who download and use
a range of entertainment media in various
European countries compared co the
European Union average.
Overall, there is a clear upward trend in
downloads across Europe, although at
varying degrees. For example, in Bulgaria,
the country with the highest proportion
of downloads among internet users,
there was only a small increase over the
period from about 50 per cent co 52 per
cent with a peak of about 58 per cent in
2009. By contrast, France experienced
the most striking increase from about 20
per cent to 35 per cent between 2006 and
2011. In Germany, likewise, the rise in the
proportion of downloads was gradual,
from approximately 24 per cent in 2004 to
just about the same level as France in 2011.
Although internet users in the UK did

not follow exactly the same pattern as
the European Union average, fluctuating
around the 40 per cent level, the
proportion of downloads among the
former was the same as the latter in 2011 ,
at about 40 per cent.
Vocabulary: Collocation with nouns

1
enormous:
huge/ substantial/
considerable
have taken place: have occurred/
happened
Model answers
1 Unfortunately, very limited
progress is being made in preparing
schoolchildren for the modem world.
2 Enormous change is taking place in
people's lifestyles at the moment.
3 The introduction of high-speed rail
links between cities will promote
the economic development of the
continent.
4 A substantial reduction in traffic can
only be achieved if and when the focus
of transport moves away from the
private car.
5 As cities develop, the gradual evolution
of new ways ofliving and working will
follow.
6 Huge advances in design technology
have improved the world we live in.
3
Model answers
1 Unfortunately, progress is being made
slowly in preparing schoolchildren for
the modem world. / Unfortunately,
the preparation of schoolchildren for
the modem world is being m ade/ is
occurring/ happening slowly.
2 People's lifestyles are changing
enormously at the moment.
3 The introduction of high-speed rail
links between cities will develop the
continent economically./The continent
will develop economically as a result
of/ because of/with the introduction of
high-speed rail links between cities.
4 The traffic can only be reduced
substantially if and when the focus of
transport moves away from the private
car.
5 As cities develop, new ways ofliving
and working will then evolve gradually.
6 As design technology h as advanced
hugely, it has improved the world we
live in.
4-6
IELTS Reading
1
Model answers
1 This is a large proportion of young
people and the numbers are likely to
mcrease.
2 I can't say I am always happy but it is
interesting to be online for a while, but
after an hour or so it is boring.
3 This can be true but if you have a lot of
friends online it takes away time from
developing face-to-face friendships,
which are more important.
4 I'd agree with chis. We are used to
using different media simultaneously,
because we have grown up with them.
2
Young people in the modern
technological age.
3
4
1 0 2F 3A 4G SC 68 7C SA
9 C 10 A 11 reach and conneccivi cy
12 face-to-face communication
13 hybrid (lives)
5
1
!d2c3e4f5b6a
2
Kenya to learn about the language and

the culture. This can increase contact
between countries and bring about better
understanding and development with jobs
in poorer regions of the world, including
thos~ in rich countries.
IELTS Reading: Understanding noun

phrases
Trade is also certainly a crucial factor in

poverty reduction worldwide, because
just like improving relationships with
other nations, trade can also help to break
down barriers. Through trade, different
countries can learn to trust each other
and build working relationships that lead
to jobs. Rich countries, for example, can
import agricultural goods from north and
east Africa, thus leading to job creation
and a reduction in poverty.
2 theldevelopmentlof different types of
In my opinion, both the factors described

above are important, but perhaps, another
element is also crucial, namely a trade in
skills and know-how. If poorer countries
are always at a disadvantage through
a lack of skills such as technological
expertise, the imbalance between rich and
poor will continue and poverty levels will
remain the same.
As we have seen, building relationships
and trade are both equally important, but
the latter needs to include skills as well as
goods.
1 theieffect!of a university education on

the earning potential of graduates
vocational courses for young people
3 the/progress/made by young people in

the field of education in recent years
4 suggestionslabout how to promote the
growth of creative industries

5 aniawarenessiofthc impact of
technology on improving the way that
people work
6 aireductionlin the amount of time
spent studying for a university degree
7 an lexplanationiof the relative
importance of knowledge and
experience
2
Review
Language focus: Verbs followed by -ing
and/ or infinitive
3
1 altering 2 to save 3 to save 4 keeping

5 looking 6 to protect 7 constructing
8 living 9 working
1 Fortunately, substantial progress has

been made in educating young people
about the demands of the 21" century.
2 c 3 b 4 a 5 a 6 c 7c 8 c
3/4
2
3
4
5
6
This phenomenon is happening as a

result of
enable people to change working
practices
Good examples of this are
are able to access their main place of
work
The consequence of this is that
airports
6
Model answer
A reduction in, and perhaps the
elimination of, world poverty is a highly
desirable aim. While some feel that the
key is a shift in the perception of other
countries, others feel that the most crucial
impact is made through trade.
If nations around the world build better

relationships, this can have a positive
effect on world poverty. Countries can, for
example, have cultural exchanges such as
art exhibitions or plays. At an educational
level, young people from Australia or the
UK can also go on visits to places like
2 ,I
3 The evolution of transport has
occurred steadily over the past hundred
years.
4 Changes that take place gradually
tend to achieve more than abrupt
transformations.
5 A substantial reduction in ignorance
can only be achieved through
education.
6 The enormous advances in medicine in
recent years are improving the lives of
everyone.
7 Too much control of the way children
behave and think can hinder the
development of creativity.
8 ,I
The text or paragraph describes what

effects or impact having a university
education has on graduates' earnings
in the future when they start working.
The text or paragraph describes how
the different types of vocational
courses for young people are created
and then how they grow; or just how
the courses grow.
The text or paragraph plots the
progress that young people have made
in education generally in the recent
past.
The text or paragraph describes two or
more ways that will encourage creative
industries to grow.
The text or paragraph talks about
an understanding of what effect
technology has on making people's
working methods better.
The text or paragraph talks about
how the time devoted to studying at
university is reduced or cut.
The text or paragraph compares the
importance of knowledge with that of
expenence.
IELTS Writing Task 2: The negative

viewpoint
1
1
2
The development (2 of home working)
may be attractive to employees, but to
some people the idea that such working
practices give people freedom is an
illusion. They quote the negative aspect of
these practices (5 to the workers), namely
Answer key ,, ,
the social impact of people worki ng a lone
and the increased costs of having to pay
for heating, lighting and equipment. (3 In
latter case, the costs can be considerable
in both hot and cold climates, and
if essentials such as computers o r
telephon es break down.) This (1 situation)
benefits companies, because less o ffice
space is needed (4, thus reducing costs for
employers).
Unit 2 The past - public and

private
Vocabulary 1 : Collocations - multiple
combinations
3
1 A 2 minibus stop 3 harbour
4 village 5 C 6 A 7 A 8 A 9 B 10 C
4

1
account for, consist of, comprise,

consti tute
2
lb 2d 3a 4g Sc

2
1 A 2 B/D 3 B/ D 4 A/ C 5 AjC
3
do
verb
verb
carry out
1nro
preposition
sea rch fo r
verb
rake part in
verb
verb
undertake
historical
adjective
g roundbreaking adjective
market
noun/ verb
compelling
adjective
4
carry out
into
search fo r:
take part in
undertake
historical
groundbreaking
market
compelling
6f 7e
Archaeology rep resents 15 per cent of

the total student body in 2000.
Social history made up a smaller
proportion of students in 2000
compared to 2010, 5 per cent and 20
per cent res pectively.
Histo ry of warfare co nstituted 10 per
cent o f the student body in the history
departmen t in 2000.
An cient history comprised a smaller
proportion of the student body in 20 10
compared to 2000, 10 per cent and 25
per cent respectively.
The propo rtion/students stu dyin g
archaeology was equal to tha t of the
history of warfare in 2010, 10 per cent
in each case.
4
5
2, 4,5, 6, 7
4 , 5, 7
1, 3 , 5, 6, 7, 8
4 ,5 , 6, 7
2 , 4 , 5, 6, 7
1, 2, 3,4,5,6, 7
1, 2, 4,5, 7
2,5
1, 4 , 5, 7, 8
1 fund ; studies/ resea rch

2 carrying out/ conducting/ doing/
pursuing
3 undertaking/ doing/ conducting/
carrying out; research
4 research surveys
5 evidence
6 analysis/study
6

1
Possible answers: research, walk , coastal

area, ruins, route o f walk, m erchandise in
shop, features o f rhe beach
2
1 changed 2 a reliance o n small

individual gifts 3 accounted for
4 co nstitutin g 5 came fro m 6 t he largest
propo rtion of the total 7 20 per cent and
20 per cent respectively 8 15 per cent 9 a
much smaller proportion 10 a d oubling
in the propo rtion contributed to total
income 11 20 per cent
6
Model answer
T h e charts provide in form a ti o n abo ut
how much money was received by
different museums in a European country
111 two separate years.
Overall, it is clear chat half of the

museums experienced a rise in their
fundin g and h alf a d ecline. Wh ile for
the Museum of the Ancient World th e
am o unt of money fe ll fro m 20 p er cent
of the total budget to 15 per cent, a 25
per cent drop, the Museum of M edieval
Art was given a 25 per cent increase in
fundin g from 20 per cent to 25 p er cent
of the total. The proportion o f fundin g
allocated co bo th the Natural History
Museum and the Tran sp o rt M useu m also
went up from 10 per cent to 15 p er cent
and 5 per cent to 10 per cent, respectively.
By contrast, the fundin g for the

Technology Museum accounted for 15 per
cent in 2000 against 10 per cent in 2010,
a fall of one-third, whereas the National
Museum saw on ly a reductio n of one-sixth
of its fun di n g as chis decreased fro m 30
per cent to 25 per cent.
IELTS Speaking Parts 2 and 3 &
Vocabulary 2: Adjectives of evaluation
1
Studen t 's own answers

2
1 local h istory
2
3
4
5
6
b lack and white pho tographs

old fo rms of t ranspo rt
on construction sites
it is very old-fashioned
very simp le and straightforward
3
3 The photos were fascinating as they
sh owed o ld form s o f transpo rt like
horses and carts.
5 it is very old-fashioned
6 very simple and straigh t forward / very
effective and quite compelli n g
4
1 ineffective
2 reasonab le
3 a ppropriate 4 impract ical 5 m ino r
6 crucial 7 unimpo rtant 8 significant
9 straigh t forward
5
1 The changes that took p lace in my
ho m e town were unim portant to the
people.
2 Taking part in a survey isn 't pointless./
It isn 't pointless to take part in a
survey. It's a confidence-building
experience.
3 Studying history is irrelevant to the
m odern wo rld .
4 It isn 't sen sible to ignore the experi ence
o f the past.
5 So m e peop le t hink t hat it is impractical
to rely so lely on sponsorship for the
arts.
6 In novation in industry has been
effect ive in developing new p roduc ts.
7 D o you think qualificat ions are more
worthwhile n owadays compared the
past?
8 The evidence fro m the study was
unconvm cmg.
6
7/8
Model answers
A
1
a people travel, have busy lives/ more

impo rtant in the past, especially as it
was difficult to communicate quickly/

people lived long distances apart
b Yes, it's crucial, because ...
c business/studying requires the
internet, people expect more instant
contact
2
a use of mobiles, videophones, Skype,

videoconferencing, text messages,
emails all are commonplace and fast
b Even compared to a decade ago, it is
very efficient and convenient.
c it is possible to contact anyone
anywhere very quickly; send data easily
3
a head offices and production in

different parts of the world; people can
chat by videoconferencing - there is
less need to travel
b Definitely, the speed of communication
between businesses anywhere is the
world is now almost instant.
c Car manufacturers can send prototypes
to other parts of the world to be
produced; products can be made more
quickly as the different stages are
faster.
B
1
a access to more information, views,

ideas compared to the past; in many
ways more mature at an earlier age
b I think it depends, but many seem to be
more confident.
c young people travel more, e.g. going
abroad to study and work; they set
up businesses; use the internet to
communicate
2
a meeting people, studying abroad ,
learning through working
b Yes, if possible, but it is not always easy.
c work in a cafe, work as an au pair,
brings the language to life as have to
solve problems instantly
3
a internet/technology affecting young
people's social skills; necessary in the
modern world as job market is very
competitive; need to be articulate to get
on
b Nowadays, yes, I think that that is
definitely the case.
c job interviews self-expression very
important; most jobs not for life short-term so easy to get rid of workers
- need to be able to promote oneself
IELTS Reading
1

3
1 v 2 iii 3 vii 4 i 5 vi 6 Yes 7 No
8 Not Given 9 No (the frames were made
of different materials) 10 Yes 11 glare
12 image 13 rays
Language focus: Using nouns to build
ideas
1
la 2c 3b 4c Sc6b
2
The history of sunglasses
the effect of the sun's glare
The very first actual recorded evidence of
the use of sunglasses
any expressions in their eyes
the end of each trial
flat panes of quartz
prescription glasses for the public
A Blessing to the Aged
The longest noun phrase: The (very first
actual recorded) evidence of the use of
sunglasses
3
various reasons for climate changes
in the past/ various reasons for past
changes in the climate
2 the range of consumer products on sale
3 the most dynamic period in the
country's history
4 the answer to the problem of
overcrowding in cities
5 a brief description of different types of
ancient buildings
6 the impact of war on people's lives
4
2 This refers to different consumer

products that a re being sold.
3 This refers to the fact t hat there was
a period in history that was m o re
dynamic than other periods.
4 This refers to the solution to a
problem that exists in cities, namely to
overcrowding.
5 This refers to the fact that there are
different types of ancient buildings and
they are being described .
6 This refers to the effect war has on
people's lives.
5
There was a dramatic increase in the
population of the world in the latter
half of the 20'h century.
2 The advent of new technologies such
as CDs DVD, iPads and tablets has led
to a decline in the popularity of the
radio./There has a been a decline in t he
popularity of the radio with the advent

of new technologies such as CDs DVD,
iPads and tablets.
There was a huge difference between
the Medieval and Renaissance periods
in European history.
The pace of development of TV
technology in the past decade has
been considerable./The development
of TV technology has occurred at a
considerable pace in the past decade.
The Industrial Revolution had a
significant effect on the economic
development of the whole world.
Extreme interest was shown in the
launch of the latest ultra-thin laptop./
There was extreme interest in the
launch of the latest ultra-thin laptop.
The rise in the establishment of
cities was due to developments
in agriculture./Developments
in agriculture gave rise to the
establishment of cities.
Analysis of the data from the site was
then carried out by the archaeologists.
6
1

2
lB 2A 3C 4C SB 6C 7A 88
3
A
4
When any school subject is made a (8)
mandatory pare of the school curriculum,
it does not necessarily mean that it will
increase enough interest in the subject for
students to go on to study it at university.
In fact, sometimes it might have the
opposite effect.
Compulsion regarding history will
certainly bring (5) the attention of these
subjects to pupils, many of whom might
not have considered it (6) a worthwhile
subject to study. Admittedly, this would
in some cases encourage interest in the
subject, but on its own as (7) a means
of encouragement it is not en o ugh. For
history, there are m any st rategies that can
be implemented to encourage its uptake
at university.
History could be made compulsory for
the first few years of secondary school.
During this time lessons could be made
interesting and absorbing for students
by (1) visits not just to museums, (2) but
to historical sites oflocal and na tio nal
interest. (3) Visits to museums such as
t he transport museum in London are
a good way to encourage even primary
schoolchildren, because many exhibits are

interactive, and engage the students. (4)
Modern facilities such as the internet and
computers can be used to bring history to
life by carrying out simple research into
local history or conducting social surveys.
5
Model answer
C In many parts of the world, a university
education is now becoming out of reach
financially for many students. Many
factors have contributed to this situation,
but there are steps that can be taken to
address the problem.
The main factor is the increased
cost ofliving worldwide. As student
numbers have increased in recent years,
accommodation and construction
costs along with salaries have risen for
universities, especially in large cities like
London. Many governments have also
reduced their expenditure in areas such as
education, which has meant the burden
of funding further education at university
level has been transferred from the
taxpayer to students.
More sponsorship of university students
would go some way to addressing the
problem. Many of the larger universities
in the USA and the UK, such as Harvard
and Oxford and Cambridge, attract large
sums of money to their endowment
funds to help students facing hardship.
Such funding can be sought from large
companies and philanthropists, as well as
former university students. To encourage
such donations, the government could
increase tax breaks for donors.
Another possible step is the use of
distance learning. With modern
technology, especially through the use of
videoconferencing (via telephone lines
and over the internet), webinars, and
tutorials using Skype, university costs
can be reduced. Students can be further
helped by making courses more intensive,
thus reducing accommodation costs.
Alternatively, courses could be made more
modular and spread over a longer period
of time, allowing students to finish the
courses when they can afford to do so.
In conclusion, while the rising cost of
university education is making it too
expensive for many prospective students,
much can be done to offer help.
Review
Vocabulary 1
lb 2a 3h 4d Sf 6c 7g Se
IELTS Speaking Parts 2 and 3 &

Vocabulary 2: Adjectives of evaluation
1
1 sensible 2 practical 3 trivial

4 important, not immaterial 5 simple
6 most significant 7 definitely worthless
8 effective
2
Students' own answers
ideas
Various important factors contributed

to the fall of the Roman Empire.
The effect of studying history on young
people's critical skills must not be
underestimated.
An analysis of world history can help
us in the development of a better
understanding of modern life.
The improvement in the infrastructure
of the city played a major role in
economic development.
There is a clear link between an
awareness of history and being able to
function in the modern world./A clear
link exists between an awareness of
history and being able to function in
the modern world.
A general knowledge of many different
subjects is better than a detailed
knowledge of one field.
Extensive research has been done into
the relationship between education and
happiness.

1
2
2, 4, 5, 6
True:
False:
1, 3, 7
1 The study of history plays an
important role in the education
process of all young people.
2 While there may be some discussion as
to its main purpose in the education
system, to impart knowledge or skills
for life,
3 I personally feel that the latter is its
main function, but that the former is
also relevant.
The study of history could not be more
relevant nowadays to young people's
lives.
4 and 5 because the modern workplace
demands that employees understand
the processes oflife and skills that
studying history teaches them. Take for
example ...
5 This process can teach young people
of the effect of consequences of change
and developments, which they can
then personalize by relating them to

developments in their own lives.
6 At the same time, factual information
like dates, names and places can be
learnt to help put the developments
into context and also to personalize
the process. While important, this
aspect oflearning about history is of
secondary importance.
7 While there may be some discussion as
to its main purpose in the education
system, to impart knowledge or skills
for life,
3
Model answer
An introduction and first paragraph
supporting the teaching of historical
facts:
The study of history plays an important
role in the education process of all young
people. There may be some discussion
as to its main purpose in the education
system, whether to impart knowledge or
skills for life, but I personally feel that the
former is its main function, but that the
latter is also relevant.
The study of historical information could
not be more relevant nowadays to young
people's lives, as it gives young people an
awareness of their past and of the world
Such awareness can also help workers as
they solve work problems and problems in
their personal lives, because knowledge of
the past can help people avoid mistakes
Another reason for studying historical
facts is that it helps to enrich people's
lives by making them aware of their
environment, both physical and social.

1
1A203B4C
2
3
The listening section is about students
discussing how to do research.
1 research habits -Question 1
2 flow chart - Questions 5- 7
3 journal article search - heading in
Questions 5- 7
4 a detailed analysis of the essay tide first item in Questions 5- 7
5 specific targets - second item in
Questions 5- 7
6 Organize, reduce time wasting and
don't overwhelm yourself with
information. - last item in Questions
5-7
133
Answer key
7 struggling with the essay after everyone
else has finished - after Question S
4
1 B 2 B 3 A 4 C 5 key terms 6 time
limit 7 bibliog raphy S good grades
9 a n argument 10 supporting evidence
5/6
IELTS Speaking Part 3 & Language

focus: Prepositions
1
1 in 2 in to (also in) 3 to 4 for 5 with
2
1 specialize in 2 associate with 3 benefit
from 4 result in/ from 5 stem from
6 elaborate o n 7 coincide with S insist
o n 9 concern with 10 a rgue with
11 arise from 12 comply with 13 suffer
from 14 depend on 15 distinguish from
3
1 result 2 succeed 3 is associated
4 benefit 5 differs 6 be distinguished
7 arise/stem S comply/ struggle
9 insisted 10 depend
4
Studen ts' own answe rs
5
Model answer
7 Many social and rela ted problems
seem from illi teracy and innumeracy.
For example, if yo un g people a re
unable to read or write properly or d o
basic mathematics, they may find it
difficult to find a job. T h ey may n ot
even get past the firs t hurdle in a job
app lication, which involves form-filling
or writing a CV.
6
Model answers
1 I think it differs enormously from the
past, because ...
2 First of all, I t hink t h ey will benefit
from even m ore advanced systems
where they can locate information
ins tantly, just like the way we switch on
a light.
3 I partially agree. Universities are
o ften associa ted with learning factual
knowledge, a nd work a nd the real wo rld
require the use of skills a nd experience,
but the situatio n is ch an ging ...
4 Mmm, they have I t h ink resulted in
students accessing knowled ge much
faster than the gen eratio n before and
in making it easier to 'ca rry' knowledge
around wit h th em.
5 Yes, th ey are s uffering from h avin g so
much kn o wled ge to learn th a t t here
isn 't rime to focus o n o n e pa rticu la r
area. It 's a superficial age.
6 Definitely and the overload mainly

stems from technology and the
number of b ooks publish ed each year.
7 I actually don't think it differs th at
much fro m the past, except perhaps
th at students m ay not n eed to learn so
much by heart if they know where to
find information quickly.
7

1
Model answers
1 a new car: an idea for a new car is
conceived; the idea is developed ; the car
is d esig ned; a prototype is m ade; th e
prototype is tested
2 a mobile phone app: see answers for
Exercise 3
3 a docum entary: a topic/ area is chosen,
the people involved are selected, the
camera crew are prepared, the story
board is written, th e locacio n(s) is/
are selected, the fi lming is done,
the editing is carried out and t h e
documentary is sh own
2
1 conception 2 submissio n 3 approval
4 d esign 5 prod u ction 6 testing
7 refining S u ploading
3
The idea of the app is conceived.
The proposal is submitted.
The proposal is a pproved .
The prototype is design ed .
T h e prototype is produced.
T h e prototype is rested.
The prototype is refin ed.
The app is uploaded.
4
5
Model answer
1 the idea is conceived/ the concept is
discussed/ discussion of a concept/ the
concept is app roved/the a pp is created /
it is checked , proofread, reviewed/
the p rototype is tested/ t h e d esign is
finalized/ the app is uploaded o nto the
web/ it is downloaded/ it is u sed
6
Students' own a n swers
7
l f 2e 3 i 4 c S b 6d 7g Sa 9 h
8
Model answer
T h e illustra tio n o utlines the steps in th e
production of newspapers. It is clear that
this process involves two main phases, one
where paper is produced from wood a nd

the och er from recycled newspapers.
First of all, when the pine trees in the
pla ntatio n are cu t down, the logs are
ta ken to a plant where th e removal o f the
bark occurs. At the next stage, the logs are
turn ed into chips of wood, wh ich are put
into a th ermomechanical refiner, wh ere
the wood chippings are refined and th e
mois ture is extracted. Then the refined
wood chippin gs are fed into a m ach ine
wh ich turns them into paper.
Once the newspaper h as been print ed
and read, it is left o utside for recycling
collection. The n ewspapers are taken
to a recycling p lant where they are
processed. The ink is rem oved fro m th e
pa per and subsequently it is cleaned and
checked. The blending o f the pul p fro m
the thermomechanical refi n er and t h e
recycled p ulp takes p lace next and the
mixture is fed into the paper-making
machine. T he recycling process is then
repeated.
IELTS Reading
1
Model answer
The modern information age has made
studying considerably easier in one
way by providin g lots of information
electronically. On the down side, there is
now so much available it is difficult to
choose what to read.
Slow reading has h elped m e to look at
information carefu lly in my studies,
as sometimes I tend to look a t things
t oo quickly and cannot take in all the
information.
Nowadays it's important to be able to read
fast when stud ying, working and even for
leisure as there is so much info rm a tion
aro und u s. But sometimes it b eco m es
overwh elming.
It's easy to get lost on the internet as o n e
surfs from o ne page to another. I often
forget what I scarred off looking for and
was te a lot o f time.
2
Students' own an swers
10
2 G 3 B 4 J S J GA 7 C SB 90
10 C 11 bewilderment 12 valid opinio ns
13 crea tive process
Vocabulary: Verbs related to

connections
1
1a 2 b
2
a) ch ange/ transformation : translate,
transform, d evelop
Answer key
b) a cause/effect relationship: affect,
develop, interfere with, create
c) a connection without any relationship
indicated: link, connect, associate,
correlate, liaise, involve, correspond,
belong to, conflict with, match,
combine
3
link, translation, connection, association,
transformation, effect, development,
correlation, liaison, involvement,
correspondence, belonging, conflict,
match, combination, interference,
creation
4
1 c, d , e 2 c, d, e, f 3 a, b 4 b
5 b, c, d, f 6 e
5/6
1
Similarities: same subject, similar
ideas can be used - advantages and

disadvantages can be expressed as ways
and vice versa, ways can be positive and
negative
Differences: different focus/ topic, Basks
for an evaluation of the development
whereas A doesn' t. Students need to write
a paragraph co express this and then give
evidence to support the evaluation. Some
students tend to state the evaluation in
one sentence or using a phrase or word
without supporting it.
2
They relate to both A and B.
3
B
4
Introduction: Recent years have seen
increasing volumes of knowledge coming
into the public domain. While such
a flood of information has an impact
on people's lives in various ways , both
positive and negative, the trend, I feel, is
harmful.
Conclusion: In conclusion, despite the
obvious positive effects of the availability
of large amounts of information
nowadays, the impact of increasing
volumes of knowledge is harmful to
everyone.
5
Model answers
1 Having access to information on the
internet outside library hours makes
life convenient for students.
2 The availability of knowledge in
electronic form nowadays results in a
less stressful life for students.
3 Studying is often associated with stress.

4 Students and workers alike can suffer
from stress due to the overwhelming
amount of information.
5 Studying and writing essays at
university depend on having access co
the relevant information.
6 Information overload stems from
not being able to select, control and
organize information.
7 If anyone is faced with too much
information, it usually means that
they cannot read and examine the
information closely.
8 The way information is packaged in
software such as apps is transforming
our lives.
9 Many libraries and museums around
the world are linked to the internet.
6
2 1, 2, 5, 8, 9
3 and 4 4, 6, 7
7
Model answer
Recent years have seen increasing volumes
of knowledge being made available
in the public domain. Such a flood of
information has had a huge impact
on people's lives, both positively and
negatively, but, on balance, I think the
trend is harmful.
There is no doubt that having access

to large amounts of information is
beneficial. Take students studying outside
library hours, for example. Having access
to the internet makes life easier for them,
as they can research journals and articles
24 hours a day. The availability of such
knowledge nowadays also results in a
reduction in travelling to libraries and
saves students and researchers lots of
time. So the benefits are enormous.
Being overwhelmed by information,
however, is a major negative consequence.
It is difficult for everyone, including
shoppers, students and researchers, for
example, to find the right information,
as there is now too much available. For
example, a shopper looking for a fridge or
clothes may be hindered by the amount of
choice available. Likewise, not being able
to examine the information closely is also
a problem. Students, for example, may
not have time to read details they come
across on the internet, or indeed in paper
journals, carefully enough to examine
whether they are correct.
There are some positive aspects of having
access to large amounts of information,
but it is largely a dangerous trend. Apart
from the negative impact mentioned
above, it is easy for people to waste time
searching through large volumes of
information. In addition, the information

load is increasing daily both in paper form
and electronically, so the problem is due
to worsen.
In conclusion, despite the obvious positive
effects of the availabilty of large amounts
of information nowadays, the impact
of increasing volumes of knowledge is
harmul to everyone.
Review
Language focus: Prepositions
1
1 from 2 in 3 from 4 in 5 from 6 on

7 with 8 from 9 on 10 about
2
1
Once the concept is arrived at, it is

discussed with interested parties
and a proposal is submitted to the
publishing company involved in
developing the app. Afrer that, the
proposal undergoes a process where
it.is approved both conceptually and
financially.
2 Once the concept is arrived at
3 The illustration shows the process of
producing a language app for mobile
phones and tablets.
4 Before being tested, the contents of the
app are checked, edited and reviewed.
5 A prototype is then produced, which is
tested and refined.
6 The next stage is the writing of the app
itself.
producing a language app for a mobile
phone and tablets. Before being tested,
phones and tablets.
9 Generally speaking, the production
process involves three main phases: the
creation of the concept of the app and
its development, the production of a
prototype and the launching of the app
on the web.
phones and tablets.
2
select, design, include, write, add
2 select, include, write, add
3 select, design, include, write, add,
apply, monitor
4 select, design, include, add, monitor
5 design, include, add (monitor)
Sample noun phrases for 1: the
selection of the information; the
Answer key
writing of the leaflet ; the d esign of the
leaflet; the inclusion of statistics; the
adding cf illusrratio ns
3
Model answer
the dumping of the computer, the
transportation of the computer, the
removal of reusable compon ents, the
crushing of the plastic, the recycling of the
plasti c, the reusing/ reuse of components
such as m etal, th e ren ovation , repa ir,
resale, do nation , reuse of the computer
4
Sample verbs for writing a n ewspaper
article: select, research, check, write,
include, add, edit, publish
Sample stages: the selection of the news
item subject, research for the news item/
subject, the checking of derails, the writing
of the article, the inclusion o f quotes a nd
illuscracions/images, the addition of any
relevant information, the editing of the
article, t he publication of the article
5
Student 's own answers
Vocabulary: Verbs related to

connections
1
la 2c 3a 4b Sa 6b 7b
2/3
Model answers
1 Reliable information is associated
with/ means better ch oice.
2 Footballers are associated with h uge
sala ries.
3 Happiness can result in good health.
4 Money transforms people's lives.
5 Water shortages stem from human
acnv1nes.
6 T h e way we read has been transformed
by tech nology.
7 Rote learning is linked to good
m emory.
Unit 4 Leisure and the

environment
1
Students' own a nswers
2
C an d E potentially yes - harming t h e
environ m ent, also A - u se of electricity/
energy
3
1 entertainment venue 2 leisure
activities/pursuits 3 leisure centre .

4 entertainment industry 5 street
entertainment 6 lig ht entertainment
7 leisure goods 8 popular entertainment
4
b6 cl d3 eS f4 g2 hS
8 more common/ commoner, the most

common/ common est
5
3/4
6
Model answers
1 Leisure pursuits such as surfing the
internet and going on to networking
sites are really relaxing. All ages can
spend hours on the internee each day.
2 The cinema especially n ow with all the
specials effects includ ing 30 brings
enjoyment to a lot of people.
3 Leisure activities su ch as going to the
gym increase people's general wellbeing by making them healthy and
boosting their immune system .
7

1
2
1 who live nearby and headed off on a
cycling trip along th e canal wh ich runs
for miles through the city into the
countryside.
2 we, ... mmm ... stopped for a while and
watched the canal boats go by.
3 much more peaceful than the city ...
mmm ... as we watched people passing
by slowly on their boats and caking
their time do ing things.
4 I really enjoyed the day out
5 it was so relaxing to be outdoors rather
than being stuck in a shop in the
middle of the city.
6 loads of wild animals and birds and
watched birds catching insects o n the
water. The people on the boats were
friendlier than the people in the city
and waved to us.
1 difficult, more/less difficult, the most/

least difficult 2 cold, colder, the coldest
3 useless/ineffective, m ore/ less useless/
ineffective, the most/ lease u seless/
ineffective 4 cheap, ch eaper, the cheapest
5 rich, richer, the richest 6 loud, louder,
the loudest 7 good, better, the best 8
rare, rarer, the rarest
5
Refer to the online G rammar Reference
for furth er inform ation about
compara tive and superlative adjectives.
6
Model answers
1 Cities are less friendly than t he
countryside.
2 C hess is more interesting than video
games.
3 Days out are much more exciting than
long breaks.
4 Leisure pursuits such as team sports
a re the most thrilling activity of all.
5 O u tdoor sports such as football and
rugby are much more rewarding to
play than those in leis ure centres.
6 The most entertaining film ever is.
7 Reading books is not the m ost boring
leisure activity.
8 Computer skills are one of the most
crucial skills to possess nowadays.
9 Video games are more harmful to
young people than fi !ms.
10 Active leisure pursuits are more
beneficial for physical well-being tha n
passive activities.
7
Students' own a nswers
1
3 six h esitations
Model answers
4
Leisure time
Do you think it's good to have days off
during the week? Why/why n ot?
example: a half o r whole day off in t he
middle of the week
reason: important fo r m ental and physical
h ealth not to work all the time
purpose: to h elp t h em recharge their
batteries
In terms of relaxation, is it better to h ave
long or short breaks from work?
example: sh ort breaks e.g. for a weekend
up to 4 days
reason: can have more breaks/ less di fficult
coming back to work
purpose: to make it easier to come back co
work/ for more variety
What are th e ben efits of going away for
long breaks?
Language focus: Comparative and

superlative adjectives
1
Boch use the comparative. Peaceful has
two syllables and requires the words more
or less to form the comparative adjective.
The comparative adjective offriendly can
be formed with more o r less and can also be
formed by changing they to i and adding
-er.
2
1 easier/ the easiest 2 hotter/the hottest
3 more/ less effective, t he most/ least
effective 4 more/ less expensive, the most/
least expensive 5 poorer/the poorest
6 quieter/the quietest 7 worse/ the worst
example: complete relaxation/escape

reason: forget work completely
purpose: to replenish energy and to clear
the mind
Time and work
Which should be more important for
people: earning money or having time to
spend with friends and family?
example: time is more valuable - spending
time with friends and family or alone
reason: healthier attitude to life
purpose: to relax/ be creative
People seem to spend longer hours at
work than in the past. Why do you think
this is?
example: young professionals, long hours
reason: life more expensive/ need more
money for basics
purpose: to earn more
How can work affect people's leisure time?
example: young professionals don't stop/
no leisure time
reason: becomes automatic
purpose: to keep pace with modern life/
colleagues
2
1

Leisure and Entertainment
2
1 (adverb) adjective 2 noun 3 noun
4 number probably with a decimal point
7 number 8 noun/ noun phrase 9 noun
10 noun phrase/ abbreviation
3
1 notoriously difficult 2 television
3 home 4 84.49 5 48.81 6 599.8
7 4'h/fourth 8 home (entertainment)
9 downturn 10 personal computer/ PC
1

2
3 There is a chance that leisure pursuits
such as outdoor skiing will have
disappeared by the middle of the
century. (This can be changed to: There is
a chance that leisure pursuits such as outdoor
skiing will disappear by the middle ofthe
century. The future perfect emphasizes
the completion of the action.)
5 The characters in video games are
projected to become almost lifelike
in the very near future. (This can
be changed to: It is projected that the
characters in video games will become almost
lifelike in the very near future. There is no
difference in meaning.)
7 The world will have changed

dramatically by the end of the century.
(This can be changed to: The world
will change dramatically by the end ofthe
century. The future perfect emphasizes
the completion of the action.)
3
Model answers
1 According to the UN, the global
population is expected to rise to
between 7.8 and 10.5 billion people in
2050.
2 Egypt's population and the
populations of Ethiopia, Sudan and
the remaining countries of the Nile
basin are projected to double by 2050.
3 The UK population will rise to around
73 million in 2050, according to the
Office for National Statistics.
4 As urban areas, particularly smaller
towns and cities, continue to grow in
size, about 5 billion people are expected
to live in cities by 2030.
4
1 6,051 , residential 2 2030, industrial
and commercial, 3,021 3 industrial
and commercial, residential 4 2025 ,
residential, industrial and commercial
5 residential 6 974
5
1 5
2 3
3 expected, estimated; others: predicted/
anticipated/ envisaged/ set to
4 simple present (is expected to) , simple
future (will be required) , future
perfect (will have risen, sentence 4 - to
emphasize that the fact that the rise
will have happened by that time)
5 (3) future industrial and commercial
and residential construction on land
char is already in use between 2011 and
2030.
6 1, 2, 5
7 2
6
Model answer
The data illustrates how much
undeveloped land in hectares will be
needed for a range of uses in England up
to 2030.
As regards industrial and commercial
purposes, it is estimated that there will
be a dramatic rise in demand between
2011 and 2015 from 330 to 702 hectares,
followed by a decline to 549 hectares
in 2030. By contrast, the demand
for undeveloped land for residential
purposes, although considerably greater
than that for industrial and commercial,
is expected to decline, falling to 2,030
hectares in 2030, afrer a peak of2,373 in
2015.
While it is projected that the need for

undeveloped land for both transport
& utilities will be greater than that for
community services, the demand for the
former is expected to rise only marginally
in 2030 to 916 hectares afrer hitting a
high of 1,084 in 2015. The demand for
land for community services is anticipated
to fluctuate, falling to 452 hectares
compared to 485 in 2011.
Overall, it is clear that the demand for
undeveloped land is projected to increase
marginally over the period with the
highest demand expected in 2015 in all
four areas.
IELTS Reading
1
It's about leisure activities related to

snow and the effect these have on the
environment.
2
I plant life/ vegetation may be destroyed,
animals may be driven away or become
extinct, people might take plants, ere. as
souvenirs and destroy the environment,
rubbish left by people might pollute
the environment, if certain areas are
overused, they will be destroyed, noisy
machines for building or carrying
people around will drive off wildlife
3
Usually towards the end, because the
problem/ cause and effect need to be
discussed first.
4
1 A 2 B 3 D 4 C 5 C 6 natural water
flows 7 animals/wildlife/ (local) fauna
8 biodiversity, habitat 9 B 10 E 11 H
12 F 13 A
5
1
To maintain tour business revenue and

viability
2
Model answers
1 to compete against others/to win/
to engage with other people/ to learn
strategies
2 to relax and to obtain information
3 to relax/ to enjoy oneself
4 to learn cooperative and team skills/ to
meet people
5 to enjoy oneself/ to relax
6 to build up stamina/ to relax/ to see the
sights and views
7 to relax/ to build up knowledge
8 to meet other people
9 to relax
so that people will be encouraged to

adopt a more active lifestyle.
3 To bring performances such as plays
and musical concerts to a wider public,
4 in order to help promote fitness and
reduce health costs.
5 so as to attract people to such facilities.
8 to have a break and relax.
9 to discourage overuse of air travel.
10 in order to meet new friends as well as
to learn something.
Model answer
Model answers
1 to encourage people to use the facilities
2 to reduce health costs by keeping
people fit mentally and physically/
to improve people's lives/to entertain
people/to improve well-being
3 very beneficial - see the purposes/
reasons in 2; it can keep elderly/young
people fit/promote an awareness of
the environment/promote responsible
behaviour, etc
4 by taking money away from other vital
areas such as health to pay for theatres/
concerts/leisure facilities
5 education/teaching at school when
young/TV advertising/promotions/free
vouchers
6 only rich can afford/increase in obesity,
etc
7 No - good value for money and costeffective
8 agree with a few reservations - people
do not always appreciate things which
they do not see the full value of in
monetary terms
5
Model answer
Some people believe that supporting
activities such as entertainment and
leisure pursuits using public money
is wasteful. However, while I accept
that financial help can lead to a lack of
appreciation of the facilities provided,
there are clearly many benefits to be
gained from financial subsidies.
Topic sentences:
1 There is no denying that some people
think that entertainment and leisure
p ursuits should not be subsidized.
2 However, financial subsidies of art
exhibitions and public leisure complexes
t hrough sponsorship or grants can help
encourage people to use the facilities.
3 Subsidies also provide access for people
such as students to entertainment and
leisure.
2
However, financial subsidies of art
exhibitions and public leisure complexes
through sponsorship or grants can help
encourage people to use the facilities.
Such support has added benefits such as
reducing health costs by keeping people
fit mentally and physically and improving
people's lives generally. For example, if
people are happier they are less likely to
be stressed and a drain on public health
resources. Moreover, ...
8
Review
1/2
Language focus: Comparative and

superlative adjectives
1/2
Model answer
There is little doubt that modern
technology such as the latest televisions
and other modern gadgets are affecting
people, mainly the younger generation,
but, at the same time, the benefits cannot
be ignored.
Model answer
1 Do you think leisure activities have a
positive effect on people's health? If so,
how?
In terms of health, do you think leisure
activities have a positive effect?
How do leisure activities affect people's
health?
Modern entertainment devices, such as

TVs and the internet, can affect people
physically because they can make people
lazy, leading to obesity-related problems,
or worse. For example, if young people
spend hours each day using the computer
for playing games, studying or watching
TV, they are missing out on valuable
exercise. Even worse, long periods of time
sitting using the computer or watching
TV can have serious consequences
for your health. Other consequences,
which are harmful for young people,
are a reduction in social interaction and
isolation.
Despite such negative impacts, modern
TVs and other modern technology
can enhance people's lives enormously
because they provide valuable
information, and also entertainment.
Take the latest TVs. Not only do they have
3D technology, but they can be connected
to computer screens and even be used to
connect users directly to the internet. As a
result, a wide range of entertainment and
information sources such as news websites
can be made available in the home.
A further positive impact is the
convenience of technology like tablets.
These devices are very useful, especially
for students, because they are so compact
that they can be easily carried around.
Further, they can function not just as
computers, but as ebook readers and data
stores for information, photographs,
music and study materials. So they are
ideal for the modern youth in education.
As we have seen, there may be negative
consequences arising from the
use of modern entertainment and
communication devices, but still the
beneficial impact cannot be overlooked.
2

1
Model answers
The 15-29 age group is projected to
increase in number from 12.471 million
to 13.543 million.
There is expected to be an increase in the
number of those in the 30- 44 age group
from 12.725 million to 13.644 million
over the period.
It is forecast that numbers in the 45-59
age group will rise less than the younger
age groups, from 12.126 million to 12.986
million.
The 60-74 age group is set to grow in
number from 9.163 million to 11.981
million.
It is estimated that the number of those
75 and over will almost double over the
period from approximately 4.9 million to
8.9 million.
Overall, it is forecast that there will be a
substantial increase in the population of
the UK.
2

Vocabulary: Collocations related to
health
1
A physical exercise improves health/

prevents illness/improves mental wellbeing
Answer key
B a motorcycle m edic can get to a n
accident more quickly than an
ambulance in th e city
C h ealthy eating - the benefit of fruit a nd
vegetables
D p hysical activity - t he benefit of
st a rting at a n early age
2
3
service: n oun/ verb care: noun/verb
financed: pas t pa rticiple ea t ing: n o un
(gerund) way: n oun education: n o un
lifestyle: noun econ o mic: adjective
exp enditu re: n o u n public: adjective
1 eating, way 2 educa tion 3 lifes tyle
4 care 5 service 6 econ o mic 7 fi nanced
8 expenditure 9 Pu blic
4/5
Stu dents' own a n swers

1
1, 3 and 8 are probably the h ealthiest, if
d o ne properly
2
Model answers
All a re good for m ental an d p hys ical
fi tness.
1 good for fitness, get s individuals o u t o f
the house, m eeting peo ple, helps figh t
obesity, etc.
2 good fo r all-round fitn ess, relaxing
3 good fo r gen eral fitness, m eeting
people
4 meeting people, gets o n e out of t h e
ho use, may involve walking o r do ing
gen eral phys ical exercise
5 general fitness, losing weight, meeting
people
6 physical exercise a t h om e, d on't n eed a
gym
7 meeting people, gen eral fi tness
8 very good exercise, weight loss
3/4
Students' o wn a n swers
1
2
3
4
It's a d ialogu e between som eone

m aking an en q u iry about volu ntee ring
of som e kind, a nd a recep tion ist.
Yes, there a re referen ces to volunteering
in questions 1- 6 a nd 8 and 10.
Where did you see the advert?
T he recep tionis t
Students' own answers, but p roba bly C
or A
2
Model answers
4 What words go with the word raise?
5 Wha t activit ies can you su ggest?/ Ca n

you m a ke a list o f possible activities?
6 Can you m a ke a few suggestions a bout
t hings th a t volunteers sh ouldn 't h elp
people with?
3
1 B 2 A 3 C 4 m o n ey 5 (thei r)
sh o pping 6 medicatio n/ m edicine
7 two/ 2 refe rees 8 m o rning 9 o n line
10 two/ 2 (hours)
4
Studen ts' own an swers
Language focus: Degrees of certainty &

1
Do you t h ink the world will be free of

disease in the future?
2 No. He says 'but it 's unlikely in the
near fut ure' a nd 'I'm n o t sure really. It
is possible in the d istant futu re.'
3 And in th e distant futu re?
4 Yes. H e says ' in o n e hund red years'
time, it's likely that th ere will be n o
more illness.'
2
1 probability 2 possibility 3 n ecessity
4 probability 5 (weak) possibility
6 certain ty 7 impossibility 8 lack of. ,
n ecessity 9 probab ility
3
Model answers
1 It is possible tha t children will be
en co uraged to d o m o re exercise at
sch ool in fu ture.
2 It's possible tha t coo many adverts
about food o n TV are h a rm ful to
people's h ealth.
3 no rewrite p ossible
4 It's p robable/likely tha t in 50 years'
time, foo d shortages will be a thin g o f
the past.
5 It's possible tha t in future, th e world
will be m ore wo rried abou t the lack of
clean wa ter tha n o il.
6 It's certain t hat cities will be mo re
overcrowded than now.
7 no rewrit e possible
8 In the d istant future, it won 't be
n ecessary fo r p eople to work.
9 It's possible th a t wo rking less (can )
reduce(s) stress a n d make people
happier.
4
Model answers
1 It's extrem ely likely th a t robots will
look a fter child ren a n d old people in
100 years' tim e.
2 It's impossible fo r machines to
replace docto rs and nurses in the n ear
future.
3 It's certain t hat all m edicines will b e

free in 20 years' time.
4 It's likely tha t p eople will n o longer
work in 50 years' time.
5 I t hink we sh ould all be living in a
stress-free world in four or five decades'
t ime.
6 People a re likely to live twice as long as
today in the dista nt future.
7 In abou t 30 years' time, I thi nk
m achines m ay repair people's bodi es in
their hom es.
5/ 6
Model answer
Diet and exercise
D o yo u think peo p le worry coo much
abo u t diet a nd exercise nowadays? Why/
W hy not?
Yes, becau se p eople are bombard ed by
p rogrammes and h ealt h warnings every
day.

1
l A 2C 3 B
2
Positive: 2, 3, 5, 8
N egative: 1, 4, 6, 7
3
Model answers
O essentialjvalid/ cru cialjachievable
1 extremely
2 basic hum a n rig h t, not jus t for th e rich
3 j ust like foo d a n d water
4 to make th e population healthy a n d
productive
5 no
6 it is essential wha tever the cost
4
5
Model answers
3 so 4 like/s uch as/ for instan ce/ take
(for example) 5 as a con sequen ce/ so
6 alt ho u gh/tho u gh 7 n evertheless
6/7
Students' own a n swers
8
Model answer
T h ere is n o d o ub t that both advertising
a nd fami ly a nd friends have an en ormous
impact on young people's eating h a bits,
but I th ink tha t the former has a m uch
m ore powerful effect t han the la tter.
T h e effect th at fam ily a nd frien d s h ave o n

young people's d iet is not inconsiderable,
because young people spend a lot of time
wit h both grou ps. So the possibility of
bei ng influen ced by them is great. T h e
former gro up can be beneficial as well as
Answer key
harmful, depending on the diet that the
family has. For example, if junk food like
hamburgers instead of healthy food such
as vegetables and fruit is commonly eaten
within the family, the chances of any
young person doing anything different are
small. Inside and outside school, in order
to fit in, young people are likely to follow
the eating patterns of their friends.
Advertising for unhealthy food such
as junk food is difficult for everyone,
especially young people, to avoid. For
example, adverts for junk food, which are
found on TV programmes, in cinemas,
and on street billboards, are often
designed to attract young people. The
adverts are often very alluring, making the
junk food highly desirable. As such, the
adverts are very effective. Take cinemas,
for example. The food that is offered for
sale is often made up of sugary drinks,
sweets, hamburgers and popcorn. It is
difficult to resist the temptation of these,
especially when they are advertised on
screen as well before a film starts.
The convenience and the cheapness of the
food such as fizzy drinks and junk food
are also highlighted by advertisements, as
is its trendiness. For example, the actors
are young and attractive. So they appeal
to a young audience, which is crucial for
advertisers, but dangerous for young people.
So as we can see, despite the influence
of family and friends o n young people's
diets, advertisements exert much greater
influence.
9
IELTS Reading
1

2
1 gadgets 2 aro und 3 integrating
4 components 5 liable 6 track
3
lJ 2H 3C 4E SA 60 7B SA
9 C 10 B 11 False 12 True 13 Not
Given
4

1
Model answers
1 generally more girls than boys eat/ate
fruit in both perio ds
2 the order/pattern is the same in both
years for both boys and girls
3 consumption decreases with age
4 boys: roughly the same; girls: upwards
slightly
5 approximately 45 per cent for 11-yearold girls in 2005/ 06; approximately

38 per cent for 11-year-old boys in the
same period
2
3
le2d3a4b5c
4
Model answer
c The highest consumption of fruit
among gi rls was in those aged 11
in 2005-06 and in the same year
among boys of the same age group,
approximately 45 per cent and 38 per
cent respectively.
5
The chart provides information about the
proportion of children by age group and
gender who consume fruit in two specific
periods.
2 The best way to keep health coses

down is to invest money in preventive
medicine.
3 It is likely that healthcare in the future
will be very different from today.
4 Health professionals such as doctors
and nurses should be paid more than
footballers and similar celebrities.
5 Healthcare should be financed by the
taxpayer.
6 Runn ing a health service requires a lot
of talent and resources.
7 The economic h ealth of any country
depends on many factors, including the
health of the population.
8 Health expenditure in my country is
increasing year by year.
2
language focus: Degrees of certainty

1
6/7
Model answer
The chart provides information about the
number of doctors per capita in vari ous
countries in the European Union and
the European average, together with the
proportional increase in the ratio between
2000 and 2008.
While Germany, Denmark and Estonia

had the highest doctor numbers per
capita, exceeding the European average
of 3.3 in 2008 with 3.6, 3.4 and 3.4
respectively, the pattern of change
between 2000 and 2008 was very different
across the three countries, comprising 1.1
per cent, 2.3 per cent and 0.3 per cent
By comparison, whereas France matched
the per capita average for the EU in 2008,
the ratio rose by a smaller proportion,
amounting to 0.2 per cent, compared to
the EU average of 1.5 per cent. Physician
numbers in the Irish population were only
slightly lower than the EU average, but
the increase in the ratio between 2000 and
2008 constituted 4.8 per cent, by far the
largest increase.
Generally speaking, while the numbers of
physicians per capita are generally similar
among the selected countries, the rate of
increase in the ratio varies considerably.
Review
Vocabulary: Collocations related to

health
1
Model answers
1 In order to promote a healthy lifestyle
among people of all ages, health
education should be started at school.
2
3
4
5
6
7
It is possible chat I will study medicine

at university.
It's unlikely that people will have a lot
of personal space.
In the future, it is likely that the world
will be a better place to live in.
It will be unnecessary for people to
work long hours each week.
In my home country, it is probable that
the next generation of young people
will have a better standard ofliving.
It will be impossible for people to live
in the countryside.
It is possible that finding a good job
will become very difficult in coming
years.
2
3
Model answers
1 It is possible that healthcare will
become more expensive.
2 It's unlikely that transport will become
cheaper.
3 Education should become much more
technologically driven.
4

1

2
They favour prevention.
3
Model answers
Focus on prevention: effective, less
expensive, saves money
Focus on cure: costly, not worthwhile, not
all diseases can be prevented, quicker
Answer key
4
Model answer
Paragraph supporting prevention.
Prevention of diseases is clearly better
than focusing resources on cures. For
example, if people are encouraged to
take responsibility for their own health,
through health education in schools
and TV adverts, then many illnesses
such as diabetes, heart disease and joint
problems will be prevented. This will save
considerable sums of money in health
budgets as doctors will not have to resort
to expensive medicines and operations.
1/2
Model answers
1 What's your name?
2 Do you have any hobbies/ interests?
What are they?
3 Have there been changes to places in
your home town recently? Like what?
4 Have there been any positive or
negative developments in the town?
5 Is there any space for future
development( s)?
6 Is there any room for facilities for
young people in your home town?
7 What kind of systems/ infrastructure
are needed most?
8 Are the surroundings in your home
town/ neighbourhood in recent years
pleasant? In what way?
3
Model answers
Space scientists spend most of their time
out of the public eye, but they have a huge
impact on people's lives as the technology
they develop finds its way into fields such
as medicine and satellite technology.
Computer software designers impact
on our lives enormously, providing for
example games for entertainment and the
technology we use on our computers.
Research scientists help improve our lives
through new developments in all fields
such as food production and preservation,
transport and medicine, especially in
finding new medicines and cures for
disease.
People often think of engineers in the
traditional sense of building bridges,
but engineers now work in all fields,
from building bridges to technology
for sportswear such as sports shoes and
computing.
Unit 6 Shaping the world and

beyond
Vocabulary 1 : Words related to space
and place
1
Model answers
A Satellites help humans connect with
each other.
B example of control and shaping
of the physical working and living
environment
C shaping of the environment to control
food production
D preparing a space shuttle to explore the
world beyond us
2
1 place 2 a gap 3 gap 4 setting
5 spaces 6 systems 7 organization
8 organizations
Model answer
5 No, as they are crowded and not always
pleasant. Take a city like London. There
are too many people and the transport
system will soon not be able to cope
with everyone.
4
roomy, spacious, distant, environmental,
spaced, located, local, orderly, organized,
organizational, systematic, chaotic,
disorderly
5
1 too much on systems 2 GPS navigation
systems 3 social chaos 4 chaotic
5 phone networks 6 huge problems
7 remote areas
6
Model answers
a telephone system
the transport system
my home town
The coast where I was brought up in ...
Leptis Magna in Libya
Model answers
1 sports (e.g. football) , work,
volunteering
2 meeting people, learning new skills,

socializing, spending time usefully
3 the social aspect, meeting new people,
becoming involved in new situations
5/6

1
a
b
c
d
e
See the stem in question 1.

See questions 4- 6.
See the first column of the table in
questions 7- 10.
See the second column of the table in

questions 7- 10.
g See the last column of the table in
questions 7- 10.
2
1 A 2 B 3 C 4 B 5 C 6 A 7 catering
8 Mary's 9 17,h (of) 10 invitations

1
1 third 2 second 3 first
2
a 6 b 1 c 4 d 3 e 5 f2
3
Model answers
1 Provided international scientists
pool their resources, more and more
breakthroughs will occur.
2 Unless primary schoolchildren are
taught basic scientific processes
through projects such as learning
about space travel, they wi ll be at a
disadvantage later on in life.
3 If there were fewer rules and regulations,
more young people would set up their
own businesses.
4 Even if we managed to explore the
moon and other planets in the near
future, it wou ld not be possible to
exploit them easily.
5 If international governments
cooperated on standardizing electronic
products, many scientific goods such as
computer hardware would be cheaper.
4
Model answers
Working in teams
1 to give some criteria, factors,
characteris tics 2 to give some criteria,
factors , characteristics 3 compare several
items or ideas 4 evaluate something
5 evaluate something 6 evaluate something
5
3
6/7

1
1 space centre larger, with admin offices

2 school inside town replaced with space
museum 3 lake almost surrounded by
town 4 bridge built 5 forest shrunk
6 new sports complex 7 town expanded
8 most of farmland gone 9 science
academy built on farmland 10 hospital
converted to space theme park 11 science
laboratories built on farmland
2
Mistakes in bold: 1 southeast 2 south
3 Most 6 mostly
Answer key
3
Transitive:
was turned into, made way for, was built,
linking, surrounded, was given over to
Intransitive:
increased, disappearing, vanished,
remained , changed
Both: increased, changed (elsewhere)
4
Model answers
1 The maps show the transformation of
the area around Welton between 1995
and 2012.
2 The school was replaced with a space
museu1n.
3 The forest shrank considerably as
trees were chopped down to make way
for a science academy and the sports
complex.
4 Welton space centre expanded, with
additional admin offices.
5
Model answer
1 park replaced with science park and
museum 2 school replaced with hotel
and spa 3 shops built 4 most of wood
gone 5 hospital replaced with hi-tech
cen ere 6 size of town increased
7 farmhouse and farmland made way for
science academy and science laboratories
6
Model answer
The maps illustrate the developments that
occurred around Tumbledown be tween
1995 and 2010.
Generally speaking, it is clear that the area
saw significant changes over the period
with old buildings being transformed and
new ones being constructed. For example,
the park in the northwest became a
science park and museum with the school
to the east of the park being turned into
a hotel and spa. Near the hotel, along the
north bank of the river, running from the
west to the northeast, shops were built.
South of the river some noticeable
changes took place. The town itself
expanded in size and the hospital east of
the town disappeared. Another addition
to the area east of the town was the
construction of a hi-tech centre, for which
a large pare of the wood was chopped
down. The farmland south of the town
was replaced with science laboratories
with the farmhouse being converted into
a science academy.
As a result of these changes, the area is
less green and less open.
7
IELTS Reading
1/2
3
debris
fragments
dangerous
rubbish/waste
bits/ pieces
risky/hazardous
4
1 growing crowd 2 breathtaking speeds
3 objects 4 satellite/spacecraft 5 more
fragments 6 problem 7 orbital plane
8 grab, stabilize 9 gripping mechanism
10 coupled 11 False 12 Not Given
13 True 14 True
Language focus 2: Cause and effect
verbs and nouns
1
Cause:
Effect:
Cause:
Effect:
And the collision itself then

generates
thousands more fragments,
thousands more fragments,
further exacerbating the problem.
2
link and show
3
The sharing of technology between the

different companies (cause) resulted in
considerable cost savings. (effect)
Early advances in science by people
like Aristotle (cause) led to many
discoveries we take for granted today.
(effect)
The scientific knowledge in many
countries (effect) is developed by
international collaboration. (cause)
The choice oflocacion for new science
and engineering companies (effect)
is often influenced by considerations
such as the availability of skilled
workers. (cause)
The present world has been shaped
enormously (effect) by the thinking
and writing of many scientists such as
Einstein and Stephen Hawking. (cause)
The establishment of new industries
such as software companies (cause) can
transform the economy for the better.
(effect)
The building of a new science complex
(cause) had a positive impact on the
behaviour of young people in the
community as employment increased.
(effect)
It has been suggested that the internet
(cause) is altering the way users think.
(effect)
Rewrite
Considerable cost savings have resulted
from the sharing of technology
between the different companies.
2 Many discoveries we cake for granted

today were brought about by early
advances in science by people like
Aristotle.
3 International collaboration shapes the
scientific knowledge in many countries.
4 Considerations such as the availability
of sk illed workers have an impact on
the choice oflocation for new science
and engineering companies.
5 The thinking and writing of many
scientists such as Einstein and Stephen
Hawking have had considerable
influence over the present world.
6 The establishment of new industries
such as software companies can
improve the economy.
7 The behaviour of young people in the
community was made better by the
building of a new science complex as
employment increased.
8 It has been suggested that the way users
think is being affected by the internet.
4/5
1/2/3
4
1 a result (If) 2 a concession (Although)
3 a purpose (in order co) 4 a result (so
that) 5 a reason (because) 6 a result
(resulting in) 7 a condition (Provided)
8 a condition (Unless)
5
View 1:
View 2:
2,4,5
1,3,6, 7,8
6
Model answers
2 Although space research such as
going by spacecraft to other planets
is valuable, many problems such
as famine and disease need to be
addressed here on earth. This is
because human life is too precious to
waste.
3 Surely the human race needs to explore
space such as the moon and the planets
in our solar system in order to learn
more about our world and our past.
7
Model answers
View 1: aliens/destructive, want our
resources
View 2: new technologies, help with
diseases
Own opinion:
many reservations because of the
dangers, but curious to find if
anyone is out there
Answer key
8
Model answer
In recent decades, the human race
has been launching satellites into
space for various purposes, including
communication and exploration.
While there is a fear that we may attract

unwelcome visitors from many planets,
ocher species may not be as bad as people
often imagine.
People are sometimes afraid that they
might draw the attention of ocher
species, because they are perhaps afraid
of the unknown and they then give such
species negative human qualities. Take,
for example, science-fiction fi lms. In
most cases alien worlds and creatures are
portrayed in a negative light, as bei.ngs
who want to destroy or control the earth.
Very rarely are they depicted positively.
Even when chis does happen, as in the
film ET, some human beings are shown as
antagonistic.
Yet, if there are ocher beings in ocher
worlds they may not be as terrifying as
some people imagine. They may be very
similar to ourselves and even if they
aren't they may have the same fears as
some human beings. We may be able to
exchange ideas and technology with chem
and trade with chem just as different
nations have done over the millennia
on earth. They may have very advanced
knowledge that could benefit human
beings enormously.
Some people may think chat it is naive
to believe that aliens from another world
will be harmful to the human race, but
I agree chat we may have much to offer
each ocher. They may be able to give us the
means to remove disease and poverty from
our own planet.
In conclusion, there may be monsters out
there in space which have the potential to
cause us harm, but there may also be other
creatures that can be of benefit to us.
Review
Vocabulary 1 : Words related to space

and place
1
Model answers
1 a system that you use every day:
telephone.
2 a place in the solar system that you
would like to visit, if you could: the
moon.
3 a technology network chat you use
more now than in the past: the
internet.
4 an example of a type of infrastructure

that will benefit from space research:
the health system.
5 a landscape in a science-fiction fi lm
chat you liked or disliked: a planet in
Dune - liked.
6 a location that is special, because it
seems from another world; the Giant's
Causeway in Northern Ireland.
2/3
Language focus 1 : Hypothesizing

1
Model answers
2 Provided I work hard, I'll be able to go
to university.
3 If! don't manage to manage to pass my
exams, I'll look for a job.
4 Even if it takes me several attempts, I'll
pass the IELTS.
5 If! hadn't studied English when I was
younger, I wouldn't be here now.
6 IfI were to have the chance again, I'd
study science as well as languages, if I
co ul d.
7 Unless something happens, I'll be
going to the countryside at the
weekend.
8 Provided I find a job I'll be ab le to
travel around Europe later.
2

1/2
Language focus 2: Cause and effect

verbs and nouns
1
A helps people to travel and visit people;

develops the economy B helps people
relax; makes cities less threatening and
hostile C makes people stressed; makes
chem feel lonely D helps people to relax,
clear their minds
2
Model answer
Parks in cities are important for a
number of reasons. They not only make
the concrete environments of cities
less threatening, but provide places for
workers and people living there to relax.

1
Model answers
1 consumer spending/ government
spending 2 consumer behaviour/
consumer spending 3 basic necessities
4 Consumer demand/ Consumer
confidence/ Consumer spending/
Government spending/ Government
expenditure 5 consumer goods
6 Spending habits/ Basic necessities
7 Consumer confidence/ Consumer
spending 8 consumer boycott
3
Model answers
1 Consumer spending is the money chat
consumers spend when they shop,
government spending is the money
raised by taxes or borrowing chat the
government spends.
2 Consumer behaviour is the way that
consumers or shoppers behave when
they buy things such as clothes items
or new technology.
3 Basic necessities are items such as food
and water.
4 Consumer demand is what consumers
want to buy. Consumer confidence is
to do with how well consumers feel,
which is then related to how much they
spend. If they are confident, they spend
more. Government expenditure is the
same as government spending in 1.
5 Consumer goods are items which
consumers buy, such as TVs, cloches,
etc.
6 Spending habits are the habits people
have when they spend, whether they
buy the same items or new items and
where they shop.
7 Consumer confidence/ Consumer
spending as in 4 and 1.
8 A consumer boycott is to do with
avoiding the purchase of certain items
for particular reasons, such as political
reasons.
4
Model answer
1 Window shopping is an enjoyable
pastime for many people. Sometimes,
shoppers or consumers do it before they
buy something, They just look to see
what is available. It is in fact a good way
of getting exercise, if you can bear the
crowds of people in the streets. Window
shopping may not suit everyone's
personality, as some people prefer to
go into the shop and look at items that
they want to buy immediately. They
may consider the seeming aimlessness
of window shopping a complete waste
of time. Perhaps the main advantage of
window shopping is that it is cheap if
Answer key
you don't get seduced into the shop.
5
Model answer
I pollute, avoid, products, services,
hab its, careful, carbon footprint
As green consumers are careful not co

pollute the environment they avoid
products and services that might cause
pollution. They will change their habits
and are careful with things like their
carbon footprint.
1

2
a questions 5 and 6 b questions 1- 4
c questions 7- 10
3
l B 2 C 3/4 C, D 5/ 6 B, E 7 couple of
weeks 8 anonymous 9 comfortable
10 layout
Language focus: Countable and
uncountable nouns
No: accommodation and recreation only go

with a type of
2
electronic equipment (U)
cash (U) music (U) computer
software (U) news (U) car (C) traffic
(U) homework (U) medicine (C/U)
information (U) job (C) furnitu re
(U) scen ery (U) travel (U) tree (C)
work (C/U) ch ange (C/ U) advice
(U) entertainment (U) food (C/U)
recreation (U)
Examples:
cash: coins, paper money music: jazz,
pop computer software: video/computer
games news: sport, political car:
convertible, electric traffic: cars lorries
vans homework: essays, tasks :riedici~e:
tablets, capsules, syrup information:
data in charts, knowledge in books job:
role, position furniture: chair, cable
scenery: mountain, woodland travel: by
air, car, boat tree: oak, ash work: in an
office, school, outside, paintings ch ange:
developments such as new infrast ructure,
bridges, etc. advice: verbal, written
entertainment: TV, concerts, shows food:
vegetables, meat, fish recreation: games,
TV, sport
3
Model answers
1 For entertainment, I'd like co receive
tickets for a live TV show, because I
have always wanted to be part of a TV
audience.
2 I'd like to walk through a very pleasant
woodland area, because su ch places

are very relaxing and far away fro m the
stresses of life.
3 Like many o ther people, the piece
of equipment I'd like to receive is
the latest tablet with couch screen
techno logy, because you can do many
t hings with them su ch as draw and
score notes and photographs easily.
Model answers
1 Are shops or markets more popular in
your country?
2 Are shopping malls more popular than
small shops in your country?
3 Do people prefer to use cards o r cash
nowadays?
4 Do you buy books and music online?
5 Do you prefer ro buy things in sh ops or
online? Why?
6 Do you spend a lot of m o ney on m edia
such as books, films or music, or on
electronic equipment?
7 Do you think the cost of certain
electronic item s will come down in
future?
2
3
what the website is
what the website provides
how often you visit it
and explain why you
like visiting the website
D
C
A
B
4/5
1
Model answers
A This chart sh ows the percentage
of people o rdering goods over the
internee. The extract only gives four
countries. It's clear that the UK exceeds
the other countries, at around 70 per
cent, although there is little difference
seen between the four countries.
B The cable shows four types of activities
chat people of different age groups in
England do in their spare time in 2007/ 08.
Apart from the third item , listening to
music, where the younger age group listen
more, the proportions of people doing the
activities are very similar.
C The table is about the participatio n
in percentage terms of different age
groups in different types of voluntary
activities (formal and informal) in
England in 2009. The rates vary
considerably.
D The pie chart extract shows the amount
given co different charitable cau ses in

the UK in 2008/09. The amount given
to overseas causes is la rgest proportion
in the extract, with children and young
people coming second.
2
lB 2C 3B 4B SD 6A
3
Model answers
2 More 16-25-year-olds (40 per cent)
participated in informal voluntary
activities than formal activities (25 per
cent).
3 A greater p roportion of 16-24-year-o lds
(83 per cent) than those aged 25-34 (74
per cent) listened co music.
4 Sixty-nine percent of 16-24-year-olds
and 67 per cent of 25-34-year-olds
considered shopping less interesting
than the ot her activities.
5 Don ations co overseas charities
exceeded other cau ses with 12 per cent
compared to 11 per cent for chari ties
dealing with children and young
people, 5 per cent for animal charities,
and 4 per cent for educational charities
respectively.
6 The worldwid e web is used fo r ordering
and purchasing goods m ore in the
United Kingdom compared co the
other three countries.
4
Model answers
A The proportion of people ordering
or buying item s onlin e is remarkably
similar (at around 63 per cent) with
the United Kingdom being marginally
higher at about 65 per cent.
Paraphrase: Fewer goods were acquired
online by people in D enmark, Sweden
and the Netherlands compared co the
United Kingdom (approximately 63
per cent on average and 65 per cent
respectively).
B The proportions of people in b oth age
groups spending time with friends and
family were very similar (83 per cent for
the younger group and 84 p er cent for
the older).
Paraphrase: A slightly larger proportion
of people (84 per eerie) in the 25-34 age
grou p th an the younger (83 per cent)
spent time with their family and friends.
3 Forty percent of chose aged 16-25
were engaged in informal voluntary
activities compared to 25 per cent for
formal activities.
Paraphrase: Informal voluntary
activities seem ed co be more popular
than formal activities in the 16- 25
age group, 40 per cent and 25 per cent
respectively.
4 Education attracted less support than
Answer key
the other three causes.
Paraphrase: The support for education
was lower than the other three causes.
5
6/7
Model answer
The data provides a breakdown of the
expenditure by consumers in the United
Kingdom according to different ways of
paying between 2005 and 2008.
Debit card payment was the top method

of payment in 2008, increasing fairly
gradually from 29.5 per cent to 36.3 per
cent, to capture just over a third of the
market, while that for credit and charge
cards barely changed over the period,
rising to 19.7 per cent in 2008 from 19.4
per cent in 2005. By contrast, there was
a decline in payments by both cash and
cheques with the former dropping from
33.1 per cent to 29.2 per cent and the
latter falling proportionately more from
15.9 per cent to just 12 per cent, a fall of
almost 25 per cent overall.
Other payment methods, while much
lower than the other means of payment,
amounted to 2.1 per cent in 2005
compared to 2.8 per cent in 2008 with a
low of0.8 per cent in 2007.
It is clear that while overall expenditure
increased gradually over the period {from
494.5 billion to 524.6 billion), the
methods for making payment changed,
with cash and cheques becoming less
popular.
lELTS Speaking Part 3

1
I
2
3
4
Do people attach too much value to

What kinds of goods or services
What are the advantages of
What kind of influence does
advertising have
5 Do you think having lots of money to
spend
6 How important would you say it is for
governments
2
Model answers
2 Beginning: These days people buy
everything from food to cars to
collectible items. (The question is
about 'what', not primarily about
evaluation, but it is good to give
reasons and examples.)
3 Beginning: The main advantages are
that they are often cheaper ... {Again
the question is about 'what', not
primarily about evaluation, but it is
good to give reasons and examples.)
4 Beginning: Advertising can affect
consumer habits in different ways. (This

question is about what and how and
requires a cause and effect development
not just listing ideas and then giving
reasons and examples. However, reasons
and examples are also need ed.)
5 Beginning: I don't think it's always
necessarily the case. (This question is
asking for an evaluation - does it make
people content or not? Supporting
evidence for the student's evaluation is
required as in an argument essay.)
6 It is crucial, because ... (This question,
like 5, is asking for an evaluation.)
3
IELTS Reading
1

2
1 paragraph C 2 paragraph F
3 paragraph A 4 paragraph E
5 paragraph B
3
1 D 2 F 3 F 4 C 5 A 6-10 A, C, F, H, I
11 professional companies 12 70 per cent
/% 13 D
1/2
3
this equipment = the latest computer
gadgets like a games console
them = parents
it = the latest computer gadgets like a
games console
This = children may try to persuade them
to buy it
They = adverts
they = during children's programmes
this problem = the face chat the adverts
are shown at the prime time for a young
audience
This = ban the programmes entirely
chis situation = TV advertisements
targeted at children are not acceptable
in the first line (and then the supporting
evidence in the rest of the paragraph)
4
1 they 2 those 3 They 4 children

5 chem 6 this view 7 them 8 these
products 9 they 10 this 11 them
5
Model answer
Celebrities such as sports stars and TV
personalities are used to advertise all
kinds of consumer products to people
of all ages. T he need for a ban on such
advertising directed at young people in
their teens is an idea that I agree with to
a certain extent, but I have reservations
about a total ban.

Adverts where sports stars advertise
particular sportswear or cloches is one
area which can cause problems for young
teenagers especially, and their parents.
Footwear such as trainers is a good
example. If a sports star advertises a
pair of trainers, they can become highly
desirable among young teenagers. This
can then lead to the youngsters putting
pressure on their parents to buy them ,
especially if friends have them. In a family
with more than one teenager th is can
cause friction and financial problems for
the family.
Young adults in their lace teens may
be under similar pressure. Even if they
are working and have their own money
to spend, they may feel compelled to
keep up with the latest trends in clothes
and. accessories like expensive watches
advertised by famous personalities. Being
trapped into keeping up with t he latest
gadgets can then lead to debt.
Yet, celebrity endorsement of consumer
goods in adverts is not all harmful,
because stars can act as role models,
promoting a h ealthy lifestyle. If buying
the latest trainers advertised by a football
star encourages teenagers to be m ore
active then that is beneficial. Likewise,
consu'mer products such as healthy food
and drinks can lead to a greater awareness
of health issues.:'
In conclusion, when considering a ban
on celebrities advertising products, we
also need to bear in mind the benefits in
certain cases and consider whether a total
ban might not be harmful.
Review
1
Model answer
1 It helps to boost the economy. As
people spend, businesses increase
their profits and the government can
raise taxes/revenue/ money from the
spending and businesses.
2/3
Language focus: Countable and

uncountable nouns
1
1 footwear (U) 2 slippers (C) 3 jumper

(C) 4 accommodation (U) 5 bedsit (C)
6 electronic equipment (U) 7 PC (C)
8 medicine (C/U) 9 syrup (U)
10 vegetables (C) 11 fruit (C/U)
2
1/ 2/3
Model answers
1
Banning TV advertisem ents won't h ave any

effect on children. This is because children
are not sophisticated enough to distinguish
between what is a commercial and what is
part of the programme. For example, if a toy
wh ich is a character from a TV programme
is advertised during a commercial break,
then it will probably seem like part of the
programme. So they will not notice any
difference. Moreover, these advertisements
are often very good entertainment, which
is why parents do not need to worry about
them. Thus, TV advertisements have little
negative impact on children.
2
TV adverts aimed at children are unethical

because they are coo young co appreciate
what the purpose of the adverts is. They
know that they can possibly obtain the
products though, but do not understand
that their parents will have to buy them
and that they are not free. For example, if
a child sees a coy like a doll or a train and
1t is very attractive, he/ sh e is likely to want
it and put pressure o n his/ h er parents to
buy the item, especially whilst in shops.
So it is wrong to put pressure on children,
and hence families, through TV adverts.
Therefore, they should be carefully
monitored o r even banned.
3
TV adverts sh ould be carefully ch ecked by
parents to protect children from exposure
to consumer advertising. The purpose of
this kind of advertising is to sell products
such as toys and sweets to a largely
unsoph isticated audience. As it is the
d uty o f parents to protect t h eir children,
they need to monitor all adverts during
t he TV programmes t heir children watch.
For example, they can switch off adverts
when they come on during programmes.
T hey can also restrict the amount of T V
programmes their children watch.
3 what happens inside a business - t he

behaviour, ideas, etc.
4 traditional culture is to do with the crafts
and festivals, e.g. handicrafts, artwork
and art of a commun ity as opposed to
say modern cu ltu re. Workplace culture
is to do with the practices and ideas in
workplaces, e.g. in a bank.
3
1 Mainstream 2 Football 3 Modern
4 Enterprise
4
celebrity culture is the lifestyle that
surrounds fam ous people such as
singers, artists, footballers and actors
street culture is th e way of life of people
on the street, such as activities related
to the behaviour of young people
mass culture is to d o with the
traditions and customs of the all t h e
people in society
contempo rary culture is traditions and
customs or way of life that are current
at the present time
Model answers
1 In the present age of instant
4
5
information, national cultures are

being transformed gradually by diverse
influences.
Mainstream culture is affected by a
host of factors and changes grad ually
over time. It is dynamic, not static.
Academic cul ture can som etimes seem
to be slow to embrace the ch anges
that are occurring in the real world,
especially the business world.
Sadly, local culture is often eroded by
global influences.
Youth culture is an important
influence on the media, yet it is often
thought th at it is the media that
influences the young of today.
Consumer culture is a strong force
which drives the economy of many
countries in today's wo rld.
6/7/8
U nit 8 Culture on the move

1

2
Model answers
1 culture in an organization and culture
vis-a-vis th e arts
2 dynamic: techno logy, travel,
communication, advertising, media,
cultural exchanges
Model answers
1 What kinds of cultural activities/
experiences would a visitor to your

country expect to see?
2 How often do celebrations and festivals
take place in your country?
3 When/ At wh at time of year d o
celebrations an d festiva ls take place?
4 Do you take part in celeb rations and
festivals actively/ passively?
2/3/4/
5
Model answer
I'd like to describe a large country hou se
with extensive gardens in the southwest
of England that I went to see with a
friend last month. The house is situated
by the sea and the gardens stretch down
gently to the seashore. We wen t th ere
by car, as it is q uite difficult to reach by
public transport. It was a g reat experience
becau se we were able to visit the house,
which was full of art deco furnitu re and
artwo rk. The inte rior d esign of the house
was really am azing with views looking
out over the gard ens to the sea. After
visiting the h o use we wande red round
the garden s, which were m ore spectacular
than the h ou se itself and very large.
We really enjoyed wandering round the
different typ es of garden s and taking
pictures of t he landscapes and the trees.
We didn' t walk right down to the sea
and see very much of the gardens as that
would have taken us a couple of h ours
more. But what we did see we really liked.
It was good exercise climbing back up
through the gard en s again to the shop
where we bought postcards and gifts. It
is certainly a place to visit for som eon e
who wants to h ave some exercise and a
pleasant experience in the fresh air.
1/2
3
1 all its forms 2 educa tio n al programmes
3 rando m enco unters 4 3D pave m ent
5 realistic persp ective 6 tempora ry 7 B
SC 9A lOC
Language focus: Defining and nondefining relative clauses

1
a, b: no; c: yes
2 a, b: yes; c: no
3 a, b: yes; c: no
a O n e n on-ma inst ream way of d rawing
people's and especially children's
attention to art, which is really
intriguing, is random en counters with
art in the street, so-called street art.
b Cities have always been fu ll of street
performers such as jugglers and .
singers, who add colour to o therwise
drab environ m ents, sometimes as part
of festivals such as the Edinburgh
Festival in Scotland.
C We've loo ked at ways that art can be
used for t he rapeutic purposes wit h
patients.
2
lh 2d 3a 4b Sc 6e 7f 8g
3

1

2
1 no 2 yes 3 no 4 magazines, least for
boys: poetry, least for girls: manuals or
instructions 5 Equal re the types, but it
seems girls read more overall. 6 websites,
newspapers, comics and graphic novels,
manuals or instructions and factual
books 7 (the ocher) five
3
There is a 'va:St significant difference in
the reading patterns for boys and girls.
similar, 52 per cent compared to SO per

cent. While the proportion of women
viewing soaps exceeded men by more
than twofold (58 per cent compared to
29 per cent), the reverse pattern was seen
regarding live sport coverage (72 per cent
for men and 37 per cent for women).
As regards comedy, history and current
affairs programmes, the proportion of
male viewers surpassed female viewers,
64 per cent and 54 per cent, 44 per cent
and 34 per cent and 36 per cent and 29
per cent respectively. By comparison, the
programmes that were more popular
among women compared to men were
food and cookery (46 per cent as opposed
to 30 per cent) contemporary or period
drama (45 per cent as opposed to 25
per cent) and quiz shows (37 per cent as
opposed to 31 per cent).
2 b is more expansive, but the paraphrase

works
3 Not as many More boys as than girls
read websites, approximately 58 per
cent and SS per cent respectively.
4 correct
Generally speaking, there appears to be

great variation in viewing taste between
men and women, except for the news,
films and wildlife programmes.
IELTS Reading
7
Model answers
There was a noticeable difference between
the proportion of girls compared to boys
who read biogs or networking websites with
approximately SO per cent for the former
and just over 40 per cent for the latter.
Fiction books were more popular among
girls than boys, approximately SO per cent
and 40 per cent respectively.
2
1 See paragraph
2 See paragraph
sentences
3 See paragraph
4 See paragrc:p h
While factual books were the second least

popular form of reading material for boys,
they were less popular among girls than
poetry.
3
1 No 2 Not Given 3 Yes 4 No S No
6 E 7 H 8 D 9 B 10 G 11 I 12 D
13 A
Model answer
The chart compares the extra-curricular
reading habits of boys and girls in
England in the year 2007.
Overall, it is clear that there is a difference
in the attraction of reading materials with
the exception of websites.
6
Model answer
The chart provides information about
a range of programmes on television
watched by both genders in England in
2007 /8.
Slightly more men watched the news and
films, the most popular programmes
for both genders, than women, 73 per
cent against 71 per cent and 68 per cent
against 64 per cent respectively. Likewise,
the viewing tastes for men and women
as regards wildlife programmes were very
1
1T2T3F4T
1, the first sentence

1, the second and third
5, last sentence
6, last sentence
1
la 2c 3b
2/3

1
Model answers
1 media/technology 2 technology/video
games 3 running costs - fewer people
attending 4 internet/ business culture
5 internet/free newspapers
6 low cost of travel/people more mobile
7 technology/ loss of interest in manual
jobs 8 technology
2/3/4
5
There are many cause (causes) of this
situation, but perhaps the main (one) is

the migration of people away from rural
areas to the cities, (which) tends to occur
mainly among young people. This process
of urbanization is very damaging to local
communities, as it means that only the
older generations are left behind. With
(such/the) movement of people, there
is a good chance chat many of those
who move away will loose (lose) contact
with their home towns and tradition
(traditional) practices. They may also
learn new languages and new customs,
which may further erode the old customs
and traditions. This may then make them
feel their 'former culture' is old-fashioned
and ofless value than the new cultur
(culture) they are experiencing.---
6
Paragraph 1
1 a topic sentence: There are many
causes of this situation, but p erhaps
the main one is the migration of people
away from rural areas to the cities,
which tends to occur mainly among
young people.
2 an evaluation of the situation: This
process of urbanization is very
damaging to local communities,
3 an explanation of the evaluation: as it
means chat only the older generations
are left behind. With such movement
of people, there is a good chance that
many of those who move away will lose
contact with their home towns and
traditional practices.
4 a relative clause: which tends to occur
mainly among young people/those
who move away/ which may further
erode the old customs and traditions
5 a second cause: They may also learn '
new languages and new customs, which
may further erode the old customs and
traditions.
6 a conclusion: may then make them feel
their 'former culture' is old-fashioned
and of less value than the new culture
they are experiencing.
7
Model answer
All areas of people's lives all over t he world
are undergoing rapid change and none
more so than traditional ways oflife such
as festivals and celebratio~s which are
vanishing rapidly. This trend is the result
of many factors and while the situation is
serious, much can be done to address the
situation.
8
Model answer
Most older people have seen life change
dramatically compared to the younger
generation, with some things emerging
Answer key
and others such as traditional skills and
crafts declining. A number of causes have
contributed to this latter situation, but it
can be addressed by various steps.
T he main cause, perhaps, is the rapid pace
of development in modern life brought
about by globalization. The world is now
more connected than before, so new ideas
and ways of doing things are spreading
arou nd the world rapidly. For example,
while in the past basic materials like
furniture and other household utensils
were made by hand and the skills passed
down from generation to generation,
now these items like many others are
mass-produced by machines in one or two
locations and shipped around the world.
Anot her factor is that young people
are required to learn new skills mainly
revo lving around technology and so older
traditional skills lose their value. Hence,
yo ung people have no interes t, as there is
less need to learn these skills.
To help maintain the interest in
traditional crafts and skills, the answer
lies in focusing on the problem at school
level. Like languages, if the skills a re not
used, they will d ecline and disappear. So,
if children are taught crafts like making
traditional items such as carpets and
furniture by hand, there is a chance
interest in th ese will survive.
Great value is often attached to items
such as clothing, carpets and furn iture
that are hand-made. Therefore, with
careful marketing and advertising coupled
with apprenticeships a nd targeted
funding, attention can be drawn to
traditional skills and crafts and in many
cases revived.
In conclusion, with care and attention
there is no reason why traditional crafts
an d skills within all cultures should not
survive, and indeed thrive.
9
Review
1
Model answers
1 meetings with clients, wearing special
clothes like suits, going to conferences,
atte nding parties, travelling nationally
and internationally
2 shopping in person, shopping online,
ad vertising, wasting resources such as
packaging
3 ream working, working with colleagues,
making friends with colleagues,
worki ng practices
4 going to the cinema, theatre, attending

sporting events, going to pop concerts,
watching TV
2
Model answers
1 modern dance, popular music, video
games, soap operas on TV, light
entertainment
2 festivals related to the seasons,
e.g. spring and harvest, wedding
ceremonies
3 music such as hip-hop, modern jazz,
music videos, video games
4 street dancing, street art, street
sculpture, performing music
5 technology in all aspects oflife such
as tablets and smart phones, street
culture as in 4
3
Student's own answers.
IELTS Writing Task 1 (Using defining
and non-defining clauses)
1
1 Concerts that/which are very expensive
don't attract students or poor people.
2 Culture, which is very important for
all of u s, is often undervalued by the
government.
3 Films that/which show a lot of violence
should be banned.
4 Entry to museums, which are centres of
education, should be free.
5 People who/that read a lot of books
and newspapers are often well
informed.
6 The arts, which reach a lot of people,
need to be subsidized.
2
The least common type of reading
material among boys was poetry
(approximately 10 per cent),
which contrasted with manuals or
instructions at around 12 per cent.
(Non-defining: additional information
added to the sentence)
2 While the proportion of girls who read
emails exceeded boys (about 60 per
cent against 45 per cent), the reverse
was the case regarding newspapers,
with boys at just under 45 per cent and
girls about 28 per cent. (Defining: to
identify which proportion)
3
Model answers
1 Only a small proportion of people
thought culture was too elite, posh or
boring, which was quoted by about 2
per cent of people.
The idea that culture was too elite,

posh or boring, which came at the
bottom of the list, was quoted by only
about 2 per cent of people
2 Literature, poetry, playwriting and

authors, which was the second main
association of the word culture, was
cited by just under 25 per cent.
The second most popular association
was literature, poetry, playwriting and
authors, which was cited by 25 per cent
of respondents.
3 History, which was quoted only by
about 12 per cent of respondents, came
seventh in the list.
Only a small proportion of people ( 12
per cent) quoted history, which came
seventh in the lis t.
4

1
Model answers
the rise of technology, better
home entertainment, video games,
entertainment on the internet, social
networking, online games
2
3/4
Model answer
Perhaps the main factor contributing
to a fall in people going to the cinema
is the rise of personal entertainment
systems. Nowadays, for example, people
can watch high-quality films on laptops,
tablets and mobile phones for less cost
than going to the cinema. The latter can
still have the 'wow' factor with 3D and
large screens, but 3D televisions are now
becoming more common and cheaper,
thus increasing the appeal of home
entertainment. Being able to watch a film
on personal devices at any time is very
convenient. So it is not surprising that
cinema attendance is being affected.
Additional material
Unit 1
Speaking Part 2
1
Model answers
1 Do you enjoy living in a city? Why/Why
not?
2 How often does your family go on trips
away from home?
3 Do you like modern towns or cities?
Why/Why not?
4 What kinds of places do you visit in
your country?
5 Would you recommend these places to
tourists to visit? Why/ Why not?
6 \Xlhat is the most modern city you have

visited?
7 Are old buildings important in your
culture? Why/Why not?
8 Do you prefer modern buildings ro old
buildings?

ideas
2
3/4
Model answers
rown/city: noisy, overcrowded, dirty, roo
modern/old-fashioned, too many cars,
poor transport system, too expensive,
costly
modern building: bright, cheerful,
welcoming, attractive, colourful, brightens
up everything, made of glass and concrete,
beautiful at night
3
4
Vocabulary: Collocation with nouns

1
Students' own answers - related ro where

they live or work or have visited, e.g. London
2/3
Unit 2
Vocabulary 1: Collocations - multiple
combinations
1
1 evidence 2 records 3 studies/research

4 an investigation S history 6 research
7 analysis 8 (a) survey(s)/research
2
3/4
Model answer
1 It is important ro carry out
archaeological research because ir can
tell us a lot about the past and confirm
historical events such as battles and
natural disasters such as earthquakes and
floods. Such research is viral ro help build
an understanding of how civilization
began and its development. This can
improve our understanding of the
modern world and develop and lead to a
greater appreciation of the consequences
of our actions. As archaeology is so
important, funding at university level is
essential to provide the experts that are
needed in this field. Volunteers are useful
to help do the basic groundwork, bur
training experts is essential.
1/2/3
2/3
The dramatic increase in neu, technology

products has made the choice for
consumers difficult.
The regeneration ofold paits of towns is
needed to ensure the p1-eservation of
important buildings ofhistorical interest.
The impact ofthe study ofhistory on young
people's /iz,es must not be underestimated.
The difference betu,een conducting research
on any subject at uniuersity nowadays and
in the past is enormous.
The recent decline in reading newspapers
and books in paper form has been
attributed to the rise m ebook readers.
The range ofpmducts amilable for sale
on the internet sites of major stores is
increasing on a daily basis.
The 1ise in the number oftou1ists l'isiting
national monuments such as temples and
country houses is causing considerable
harm to the fabric of buildings.
The number of TV programmes about
histol'y outnumbers programmes about
other subjects.
2/3
Unit 3
Language focus: Prepositions
1
1 wirh 2 in 3 from 4wirh 5 from
6 011
2/3
Unit S
1/2
3/4
Model answers
happier people
higher costs of care
greater demand on housing
overcrowding
longer working life
unhappier population
higher taxes
5
Model answer
Eliminating disease around the world
is undoubtedly a worthwhile aim for
all healthcare systems, bur surely the
prevention of illness and alleviating pain
and suffering are also just as important.
Large sums of money are spent annually on
finding cures for diseases such as malaria
and lifestyle health problems such as heart
disease and diabetes. Diseases like rhe
former deserve to have money invested in
them, because they are responsible for large
numbers of illnesses and fatalities each
year. Other health problems such as heart
disease can also benefit from research to
find a cure, bur these illnesses are sometimes
caused by people's lifestyles and can often be
prevented through health education rather
expensive research programmes.

1
1 natural 2 both 3 both

4 n1anufacruring
2
1B2A3C4D
3
Unit4
1
Model answers
street entertainment, leisure goods, leisure
centre, leisure industry, entertainment
industry, popular entertainment, leisure
activities/pursuits, light entertainment
Unit 6
1/2/3
4
Model answers
1 rhar took place around Tanron
between rhe years of 1985 and 2010.
2 motorway had been built through the
farmland
3 rhe spread of rhe town to rhe north
4 southwards
S to rhe southeast mainly disappeared
6 shopping complex was constructed
7 being turned into a car park
8 was given over to rhe construction of a
theme park
9 factories were constructed, while ro
the southwest of rhe village more
farmland disappeared to build an
airport
ll"ll!Gl!f}J}~'J!&'?',A/f%'je.['--,l''"-=;,~'i1Pffl>J/!f,/!~11fa#Jlllf?nJ}/
Answer key
10 farmland and woodland being lose co
d evelopment.
3 Of the three age groups, d ecorating,

handicrafts and gardening
(approximately 40 per cent) was the
most popula r among 40- 54-year-olds.
Unit 7
Writing bank
Browsing the internee can be fun , but it

also wastes a lot of time.
People tend co be led by advertising
when they shop, but it doesn't a lways
affect people's shopping habits.
TV adverts during children 's
programmes should be banned, but
chis (strategy) is not going co stop the
problem.
Some people chink chat children don't
notice the adverts on TV, but they do. So
parents need co be aware of chis (problem).
Companies such as supermarkets
carry out surveys co gau ge sh oppers'
preferences. This is not the oi1ly
practice that companies use co engage
with shoppers.
2/3
Unit8
fELTS Writing Task 1
1
Model answers
l Which age group is/ are involved in
acting the most?
2 Which is the most popular artistic
activity for each age group)
3 Which is the least popular artistic
activity for each age group?
4 What is the proportion of those aged
40- 54 who do not participate in any
artistic activity?
5 How does writing compare across the
three age groups?
2
3
Model answer
Decorating, handicrafts gardening:
1 Decorating, handicrafts and gardening
were popular among the three age
groups, with chose aged 40-54 forming
the largest proportion Uusc over 45 per
cent).
2 While just under 30 per cent of the 1524 age group cook part in decorating,
handicrafts and gardenin g, it was the
second most popular activity in chis
group after photography and film at
JUSt over 30 per cent.
Line graphs
The chart provides information about
the number of teachers of both genders
in nursery and primary and secondary
schools in the United Kingdom between
1981/82 and 2007/ 8.
As regards nursery and primary level,

while there were fewer teachers of both
genders than secondary teachers overall
for m ost of the period, female teachers
constituted the largest number of teachers
throughout at around 165,000 in 1981/ 82
and 175,000 in 2007/ 8. By contrast, there
was a fall in male nursery and primary
school teacher numbers from about
45 ,000 co about 35,000.
The pattern for the secondary level
was markedly different with an mverse
relationship between the cwo genders. For
example, male teacher numbers declined
substantially from about 155,000 in
1981/82 co about 100,000 in 2007/ 8,
whereas there was a clear upward trend
in female secondary school teach ers
from abo ut 125,000 at the beginning of
th e period compared co approximately
135,000 in 2007/ 8
Overall , it is clear chat while nursery and
primary school teacher numbers remained
flat throughout the period, numbers at
the secondary level declined, but with
more teachers overall at chis level.
Word count: 172 words
Pie charts
T he charts provide a breakdown of the

proportions of various types of frui c and
vegetables produced along with the total
amounts in millions of tonnes in the
European Union in 2009.
Generally speaking, in term s of volume it
is clear chat considerably more vegetab les
(57 million tonnes) were produced m the
EU than fruit (36 million tonnes). O f the
former, the 'Ochers' category represented
almost half of total production (46. 7
per cent) with tomatoes at 29.5 per cent
making up t he greatest proportion of the
vegetables listed. By comparison , wh ile
onions and carrots accounted for a lmost
similar amo unts ( IO per cent as against
9 .6 per cent), the production o flecmces
was much smaller at 4.2 per cent.
Among fruit, apples accounted for th e

greatest proportion by far, amounting
co 33.5 per cent of the total, clearly more
than the proportion relating co 'Ochers'
(30.2 per cent). The production of o ranges
( 17.8 per cent), by contrast, was half chat
of apples, wi t h fewer peaches and pears
being produced, 8.2 per cent and 7.7
per cent respectively, while strawberries
comprised 2.6 per cent of total frui c
production.
Bar charts
The chart shows what ch ildren aged 8- 16

in the United Kingdom though t abo u t
reading in 2009.
There was a greater proportion of gi rls
than boys who enjoyed reading very much,
approximately 28 per cent and 17 per cent
respectively, with the latter being noticeably
below the average for the age group of
approximately 23 per cent. By contrast,
regarding chose who enjoyed reading quite a
lot, the difference between boys and girl was
less marked, although girls in chis category
still exceeded boys, at just over 30 per cent
and 26 per cent respectively.
Approximately 43 per cent of boys enioyed
readin g a bi t, while 35 per cent of girls
did so, with girls being below t he average
of around 38 per cent. The proportion of
boys and girls aged 8- 16 who d id not cake
any pleasure in reading was small, around
14 per cent and 7 per cent respectively,
with boys n o ticeably above the average of
10 per cent.
Generally speaking, it appears chat girls
in the 8- 16 age gro up li ke reading more
than boys, with the latter clearly disliking
reading compared co girls.
IELTS W riting Task 2

Discuss both t hese views and give your
own opinion.
Gaining experience in the field of wo rk
is considered by some as man d atory
for prospective university smdents, but
there are o thers who feel chat going co
university immed iately after finishing
school is a m uch better option.
There is liccle doubt chat gaining

experience of work is important. Some
people argue chat such work gives young
people valuab le knowledge of the world,
wh ich in mrn helps chem co appreciate
their studies and decide what they wane
co do in life. For example, if you ng
people work fo r a year abroad learning a
langu age, or in their home country in a
foreign bank, it might give them a better
understanding of the world and their
aims in life . They should then see t he
significance of a university education.
- ~-
Other people feel that prospective

students will benefit from going straight
to university, beca u se they will fini sh
their studies earlier than those who rake
time off Mo reover, th ey will enter the job
market m ore qualified than chose who
delay their studi es fo r a year and will earn
more. Pros pective s tudents might also
lose momentum by delaying their s tudi es.
For example, they might not want to go
back to studying, thus missing out o n a
worthwhile ex perience.
In my own opinion, exp erience of wo rk
is crucial in the modern world, if a nyone
is to find a JOb. So I feel the soon er
yo un g people find out what work is
like the better. However, I do nor agree
with work prior to university being
made compulsory. Instead it should be
en couraged , as it may not suit everyone, .
and also th ere m ay not be en o ugh JObs to
accommodate every young person.
In conclusion, while work prio r to going
to university gives invaluable experi ence
to young people, it should be optional
rather than obligatory.
In what ways ... ? Has this become a

positive or negative development?
Social m edia sires are a rela tively recent
phenomenon which have had a major
impact on the way p eople communicate
with each other.
The most importa nt effect is th a t such
media sites as Facebook have brought
people togethe r in ways never seen
before. A good example is a student from
Au stralia living, working, stu dying or
travelling around the world. He o r s he is
able to keep in contact with family and
friends and to m ai nta in friendships made
during his/ h er travels. If recent photos
and updates a re post ed on t h e sire, this
can then help keep friendships alive.
As with all good developments, t h ere are
negative impacts. Devoting too much rime
to developing 'electronic relations hips' on
social media sites can result in less time
being spent o n maintaining and starting
' real-life' relatio nships. The result can be
a loss of social skills. This is a p roble m
for people of all ages, but m ore so a mong
you ng people, who sh ould p erha p s be
developing more real friendships. Another
effect is that social m edia sites can be
addictive and interfere with studies and
even work.
While social m edia sires m ay be o pen to
criticism, on balance, I feel that they a re
a good developm ent. They o pen up t he
world to people of all ages a nd h elp to
bring peo ple together. It is now possible
to have friends all over the world, which
for the young generation is very beneficial,
as they can learn to interact with people

from different cultures. Such sites can
also be educa tional as people can contact
each o ther in different languages such as
Spa nis h a nd German.
As we have seen, d espite t he obvious
n egative con sequen ces of social media,
their use is a p ositive development.
To what extent do you agree or

disagree? What other measures do you
think might be effective?
Investm ent in infrastructure can certainly
have a n impact on employment and
h ence enhance econ omic activity, bur it is
perhaps n o t necessarily th e best method
of doing so.
Large railway a nd road buildin g
progra mmes obviously stimulate
econ o mic act ivity, because they employ
la rge numbers of people. For example,
if roads a re built, o r imp roved , between
m ajo r cities, th is can lead to em ploym ent
during the construction process. Further,
as a co n sequence of better connection s,
there is a good chance economic activity
between th e cities will increase, leading to
increased employm ent. The same applies
to the constru ctio n of railway lines.
Another equally u seful m easure is to
invest m o n ey in education at all levels.
An educated workforce, for example in
the car industry, can s upply the skilled
workers modern economies n eed , because
even in times of unemploym ent t here is
always a sh o rtage of skilled workers such
as engineers, plumbers and electricians.
Likewise, having a s killed work force can
increase p roductivity, as workers are
likely to work more independently and
efficiently.
Giving companies tax incentives to
employ and t rain young people fresh
from sch ool or university is a lso very
effective. Just li ke a pprenticeshi p schemes,
a business cou ld be offered tax h olidays
if i r rakes on a young worker for say six
months o r m ore. If the job becomes
perma nent, then the business could be
given furth er tax refunds. The same could
also apply to businesses in a reas of h igh
unemploym ent to stimulate g rowth, but
for both to work m entors to en courage to
busin esses are also n ecessary.
As we have seen, while investin g in
m ajor infrastructure programmes is
certainly a sound measure to h elp tackle
unemployment and help the econo my, it
is one of many eq ually effecti ve solu tions.
What do you think are the causes of

these problems and what measures
could be taken to solve them?
Some serious health proble ms such as
heart disease, o besity and diabetes are
a direct result of modern life, wh ich
.,_,.
.....
--,.-~
-~-
Answer key
arise d ue to a range of di fferent factors.

However, t his is a situation ch at can be
d ealt wi t h.
A m ajo r facto r is tech nology at wo rk a nd
in th e h o m e, which has led to a sed enta ry
lifestyle. T his is clearly con nected with
obesi ty an d , in turn , h eart disease a nd
diabetes. At work, for instance, people
in many jobs such as banks spend large
amounts o f time at their d esks looking
at computer screens. This can mean that
th ey rarely h ave to move aroun d th e o ffic e
a nd, due to m o d ern pressures, they m ay
also spend their lunch break in the o ffice.
Ho rne life is little diffe rent with remote
controls, meaning people d o n 't have to
m ove to watch TV. Anoth er factor is the
endless h o me labour saving devices, for
example, robotic vacuum cleaners.
Fortunately, there is m uch t hat can be
done to solve these problems. Workers
a nd students can be encouraged to rake
their lunch away from th eir des ks. Even
simple exercise routines like walking up
s tairs rath er than taking lifts or escalators
can help reduce the threat of m odern
diseases. Another measure is fo r all
organi zation s to offer exercise throug h
subsidized gym m embership, which
will pay back the investment through a
healthy a nd productive workforce.
As increased wealth in many cou ntries is
also a reason behind m odern diseases, it
is essential to make su re that peo ple do
no r overeat, and tha t they are con scio us
of the calorie con tent and the ha rmful far
a nd salt in food such as processed m eals.
Proper labelling, advertisi ng a n d educatio n
from an early age can help with this.
As we hav.e seen, th ere a re certai nly
m odern-day h ealth issues, but with some
en couragement the problem can be
tackled.
Macmillan Education
Between Towns Road, Oxford OX4 3PP
A division of Macmillan Publishe rs Limited
Companies and representatives throughout the world
ISBN 978-0-230-43994-8 (+ key)
ISBN 978-0-230-43995-S (- key)
Text Sam McCarter 2013
Design and illustration Macmillan Publishers Limited 2013
The author has asserted his rights to be identified as the author
of this work in accordance with the Copyright, Design and
Parents Act 1988.
First published 2013
All rights reserved; no part of this publication may be
reproduced, stored in a retrieval system, transmitted in any
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Design by xen
Illustrated by David Banks, Oxford Designers & Illustrators,
Seb Camagajevac
Cover d esign by Designers Collective
Author's acknowledgements
The author would like to thank the freelance editor for her
patience and guidance.
The publishers would like to thank Stephanie Dimond-Bayir,Jo
Preshous and Rachael Roberts.
The author and publishers would like to thank the following
for permission to reproduce their photographs:
Apple Inc p80(tr), Alamy/Arcaid Images p52(A); Bananastock
ppS 1, 59, 79, BrandX pl 7; Corbis p54(D), Corbis/Matt Gibson/
Loop Images p77(D), Corbis/Franz Marc Frei p68, Corbis/CDC
Phil p65, Corbis/Image China pl8(D), Corbis/Richard Rancier
p86, Corbis/Alberto Lowe/Reuters p lOS(B), Corbis/Mario Secchi
p91 , Corbis/David Sutherland p90(C), Corbis/Ron Watts p90(B);
Digital Stock p42(C); Digital Vision p81; Ecole Polytechnique
Federale De Lausanne (EPFL) p72; Getty pp46(B), 48, 52(C),
SS, Getry/AFP pl8(C), Geery/Henk Badenhursr p36, Geery/
Scott R Barber p78(B), Getty/Dan Bayley p74, Geery/Bloom
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Source pp6(C), 24, 53, Gecry/Kidstock p42(A), Gecry/Mixa
p83, Geery/Leon p94, Geery/Norah Levine Photography p62,
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p66(D), Superstock/Stock Connection p46(A), Supersrock/Tips

Images pp66(B), 89, 91 , Supersrock/Marka plOS(D), Supersrock/
Giovanni Mereghetti p90(D), Superstock/Anton Vengo p30(C),
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Imagebrok p45.
The author and publishers would like to thank the following
for permission to reproduce their graphs:
ONS/DEFRA/ Costing potential actions to offset the impact of
development on biodiversity - final report p46, 47
ONS/ Lifestyles and Social participation: Social trends 41/Carla
Seddon pp 108, 109
ONS-Social Trends No 40 2010 edition p82 (all), 84, 94, 95,110
Eurostar/European Commission/ Digital Agenda for Europe
201 - 2020 plO(c,b)
Eurostar/European Comission/ Youth In Europe: a statistical
portrait 2009 edition pplOl(t,b), 103, 113
OECD.org/Health at a Glance Europe 2010 p62, 63
The author and publishers are grateful for permission to reprint
the following copyright material:
YouthNet UK for an extract adapted from 'Life Support: Young
People's needs in a digital age' www.youthnet.org, pp.4, 5, 10.
Reproduced with permission ofYouthNet. Registered charity
number 1048995;
Stephen Jenkins, Watson andJenkins Opticians Ltd for an
extract from "The History of sunglasses" by Stephen Jenkins,
05/08/2008, www.articlesbase.com. Reproduced with kind
permission of Stephen Jenkins, Optometrist;
Guardian News & Media Ltd for an extract from "The art of
slow reading" by Patrick Kingsley, The Guardian, 15/07/2010,
copyright Guardian News & Media Ltd 2010;
NationMaster.com for statistics from "Media stats: United
Kingdom vs United States" copyright NationMaster.com
2003-2012. All Rights Reserved
UNEP DTIE for material adapted from United Nations
Environment Programme, 2007, Tourism and Mountains - A
practical guide to managing the environmental and social impacts of
mountain tours, www.unep.org. Reproduced with permission;
AAAS for an extract from "'Electronic Skin' Grafts Gadgets to
Body" by Jon Cartwright, ScienceNOW, 11/08/2011, http://news.
sciencemag.org. Reprinted with permission from AAAS;
Guardian News & Media Ltd for an extract from "Swiss create
'janitor satellite' to clean up space" by AlokJha, The Guardian,
08/03/2012, copyright Guardian News & Media Ltd 2012;
Guardian News & Media Ltd for material from "Cheap clothes,
clean conscience" by Sarah Butler, The Guardian, 28/08/2008,
copyright Guardian News & Media Ltd 2008;
Joshua E. Brown for an extract adapted from "Study: We May
Be Less Happy, But Our Language Isn't" by Joshua E. Brown,
12/01/2012, www.uvm.edu. Reproduced with kind permission of
Joshua E. Brown.
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TASK1
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nat1onal newspaper1noneEurope:)ll country11'l 1992.
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Student's Book

The IELTS Skills Apps

Wrong word Collocations

Written by Sam Mccarter, the author of the

A detailed overview of the IELTS exam

Learn more at the Macmillan Education Apps website:

2 The past - public and

Verbs followed by-ing and/ or

Collocations with nouns

Using nouns to build

Comparative and superlative

Multiple choice, completing

Words related to space and

Countable and uncountable

Words related to consumer

Defining and non-defining

Collocations with culture

3 The age of information

4 Leisure and the

6 Shaping the world and

8 Culture on the move

Cause and effect verbs and

Task 1: describing line graphs

Section 1: multiple choice,

Part 1: general questions about

Section 2: multiple choice,

Parts 2 and 3: adjectives of

Section 3: matching letters

Part 3: beginning and developing

Section 4: completing notes

Part 2: Describe a day off

Task 2: Discuss both these views

Task 1: describing pie charts

Task 1: describing a process

Task 1: describing tables

Part 2: Describe a view that you

Part 3: giving examples, reasons

Task 1: describing changes in

Section 1: multiple choice,

Part 2: Describe a leisure activity.

Section 2: mutiple choice,

Parts 1 and 2: answering general

Section 3: multiple choice,

Parts 1 and 2: answering general

Part 3: Degrees of certainty

Part 3: talking about spending

Section 4: completing notes with

Parts 1 and 2: answering general

preparing to take the academic version of the IELTS

Accompanying the course is a Website, which has

Academic Reading (1 hour)

IELTS Speaking Part 2

llli1 Sp'F-,~kini !Pan:Jlil dlasts''

Unit 1 A very modern world

Listen to a candidate speaking

4 Work in groups and answer the questions.

1 Does the candidate talk about all the

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