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PART 1 - COMMUNICATION AND THE ARTS
LISTENING EXERCISES 1.1 - 1.9

1.1 S P E E D L I S T E N I N G : Note only the essential details of what you hear:
(Refer to the tapescript for confirmation.)
a. Edinburgh is
b. The city is
c. The annual
d. The centre
e. The New Town
f. The Old Town
g. The Festival
h
i
j
1.2 NUMBERS AND LETTERS: (Refer to the tapescript for confirmation.)

A i ii iii iv v :
vi vii viii ix x
В i ii iii iv
v vi vii viii
ix x
С i ii iii. iv
v vi vii viii
ix x
D i ii ;.. iii iv v
vi vii viii ix x
1.3 G E N E R A L I N F O R M A T I O N : Listen to Radio Items 1 & 2 and complete the

chart with the basic details: (Refer to the tapescript for confirmation.)
What? Where? When? Who? How? Why?
Radio
Item 1
Radio
Item 2
202 Useful Exercises for IELTS
1.4 G A P F I L L : Listen to Radio Item 1 again and complete the gaps in the summary
of the passage below with the correct word or phrase you hear:
Violent video (1).. could be responsible for a rise in violence by children in
society, but not enough (2). has been done to prove it. Although a disturbed
child may (3).............. violently after playing a (4).... computer game, it is
possible that he or she will react similarly after a less violent stimulus. There is a great
amount of violence on TV and in computer games because violence <5)............... well.
Young (6) however, play less violent games than young males, but this may
be because of the way in which (7).... companies package their products.
Computer games are (8)........... . . . . ; unlike TV, playing games is not a passive activity.
Perhaps children can relieve their (9) harmlessly in this way. Or maybe such
games reward violence instead of punish it. If you agree, telephone (10)
1.5 MULTIPLE C H O I C E QUESTIONS: Listen to Radio Item 2 a second

time and answer the following questions:
i. 'zines can be read: iii. The 'zine called 'Fill Me In' is sold in:
a) on a word-processor a) supermarkets
b) online b) alternative bookshops
c) in a comic c) second-hand bookshops
d) none of the above d) all of the above
ii. Jean has published: iv. The publishing team's office is:
a) two issues of the 'zine a) at home
b) three issues b) in the Design College
c) four issues c) in an alternative bookshop
d) none of the above d) in the front room of a bookshop
1.6 SPECIFIC INFORMATION: Listen again to the radio items:

i. Who believes violent video games increase child violence?
ii. In the first section of the talk, violent video games are also described as being
'video games _'.
iii. How are the video games that appeal to female players described?
iv. What may software companies be guilty of in the way they market games?
v. What are the onscreen rewards for violence in video games?
i. Ordinary magazines fortunes' ebb and flow'. What do you think this means?
ii. Jean's 'zine is described as 'another desk-topped magazine clone'. The
word clone means a replica, or something modelled exactly on the original'.
What is her 'zine a replica of?
iii. How many 'zines has Jean already sold?
iv. Where did Jean meet the other members of her publishing team?
v. What does Jean say is the reason for the success of her 'zine?
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PART 1 - COMMUNICATION AND THE ARTS
1.7 P R E D I C T I O N A N D P R E P A R A T I O N : In the Listening Sub Test you

are given very little time to look at the questions before the tape begins. However,
you must use what time you are given wisely. Try to predict as much as you can
about the content of a section you are about to hear, and circle key words and
phrases that you should listen for.
Look at the questions in Exercises 1.8 and 1.9 and circle the keywords and phrases
to listen for. Take no longer than 30 seconds.
Try to predict what you will hear on the tape. Ask yourself:
- who is probably talking and to whom?
- what is the precise topic that the person is likely to be talking about?
1.8 T R U E / FALSE / N O T GIVEN: Listen to Lecture 1 on the tape:

a. No-one actually knows how one's first language is learnt. T F NG
b. There are very few facts known about how language is learnt. T F NG
с Subliminal language learning can only take place overnight. T F NG
d. You do not need to listen closely to the words on the tape. T F NG
e. You learnt your first language quickly because you were exposed T F NG
daily to new words.
f. Watching TV or playing the radio in a foreign language is useless. T F NG
g. The words on the subliminal tape must be spoken softly and slowly. T F NG
h. You should restrict the number of new words when starting to T F NG
learn a language.
i. Reading a foreign newspaper is never a waste of time. T F NG
j. The author thinks that learning a new language in six weeks is possible. T F NG
1.9 S H O R T - A N S W E R Q U E S T I O N S : Refer to Lecture 1 on the tape.

Note that the answers below have a MAXIMUM NUMBER OF FOUR WORDS:
i. Who have many theories to explain language learning?
ii. Name two suggested times for playing subliminal learning tapes:
1
2
iii. What do babies react to in the mother's womb?
iv. A vocabulary of how many words is required to learn basic English?
v. What important difference is there between people who speak other languages?
..... .....
(ANSWERS ON PAGE 111)
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2.1 SPEED LISTENING: Note only the essential details of what you hear:
a. Cardiff has
b. This city
c. Wales
d. More than
e. Nuclear
f. The major
g. Cardiff
h
i
j

A i ii iii iv v
vi vii viii ix x
B i. -x
C i ii iii. ... iv. .
v vi vii. ... viii.

ix x
D i ii. iii. .. iv v.
vi vii. viii. .. ... ix X
2.3 GENERAL INFORMATION: Listen to Radio Items 3 & 4 and complete the
Radio
Item 3
Radio
Item 4
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PART 2 - THE ENVIRONMENT
2.4 G A P F I L L : Listen to Radio Item 3 again and complete the gaps in the
summary of the passage below with the correct word or phrase you hear:
The Earth's surface is two-thirds water, yet most of this is undrinkable or unusable
because it is either seawater or (1) Of the 1% that is available as
(2) water, most is used for (3) or goes to industry. Freshwater
contamination is the major problem since it is all too easy to pollute rivers and streams
with pesticides, industrial waste, and (4) In poor and (5)
countries, the addition of sewage to sources of water leads to (6) and death.
In China, a United Nations report estimates that over 7 8 % of people drink from
(7) water supplies. Although humankind has made enormous efforts to control
the supply of fresh water by constructing more than (8) dams throughout the
world, falling water (9) , shrinking rivers and lakes, and loss of wildlife are the
result. School project kits are available by telephoning this number: (10)
2.5 M U L T I P L E C H O I C E QUESTIONS: Listen to Radio Item 4 one more

i. Residents believed the explosions were: iii. The problem's solution involves:
a) caused by gas a) blasting the jellyfish out of the sea
b) caused by storms b) trapping jellyfish in the rock shelf
c) planes nose-diving into the sea c) changing the patterns of the tides
d) all of the above d) none of the above
ii. Professor Blunt was asked to help by: iv. More than half the rock shelf:
a) the University of Queensland a) will remain

b) the Shire Council b) will be blasted away
c) the Biology Department c) is the result of global warming
d) the Port Charles resort d) is protected by environmentalists

i. What is the name of the environmental radio programme?
ii. What are you told about the distribution pattern of fresh water in the world?
iii. What percentage of fresh water is available for personal use?
iv. What do rivers and streams feed that supply us with fresh water?
v. Why are trees, plants and wildlife at risk?
i. Where did the explosions take place?
ii. What does the town rely on for its survival? (oil rigs? fishing? etc.)
iii. What can you no longer do in the waters off Carrsville?
iv. What is Professor Blunt's solution to the problem?

v. For what is global warming thought to be partly responsible?
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2.7 PREDICTION AND PREPARATION: In True/False question tasks

it is sometimes possible to predict the likely correct answers based on either
your common knowledge or on logic. (Of course, it is impossible to determine
beforehand if something is not given.)
Look at the questions in Exercises 2.8 and 2.9 and try to predict what you will
hear on the tape. Ask yourself:
- who is talking and possibly to whom?
- what is the topic that is to be discussed?
Circle the keywords and phrases to listen for. Guess the answers to the True/False/
Not Given questions before you listen, and later check your accuracy.
2.8 TRUE / FALSE / NOT GIVEN: Listen to Lecture 2 on the tape:

a. We live in the most technologically advanced period in history. T F NG
b. Greenpeace will probably continue to keep a close watch on T F NG
government policies.
c. The levels of Greenhouse gases will soon decrease. T F NG
d. The environment was not always considered an important T F NG
political issue.
e. 'Green' parties are mainly supported by young voters. T F NG
f. Hardwood forests are being destroyed for long-term profit. T F NG
g. The best recipe for environmental protection is poverty. T F NG
h. Technology and economic growth assist conservation. T F NG
i. There will soon be soon be cheaper food and cleaner cars. T F NG
j. The environment will benefit if we help the economy to grow. T F NG
2.9 SHORT-ANSWER QUESTIONS: Refer to Lecture 2 on the tape.

All the answers below have a MAXIMUM NUMBER OF FOUR WORDS:
i.
At the start of the new millenium, what is beginning to be reversed?
ii.
Two 'watchdog' organisations are named. Greenpeace and
iii.
According to the speaker, what is the most encouraging sign?
iv.
What is given as a direct cause of 'environmental ruin'?
v.
Which high-tech solution is given that will conserve natural resources?

PART 3 - TECHNOLOGY

a. Manchester,
b. Situated
c. Technological
d. Unfortunately
e. The rise
f. Eventually
g. Liverpool
h. The Liverpool docks
i
j

A 1 ii. ... iii. .. iv v
vi vii. ... viii. .. ... ix x
B i ii iii. ... iv. .

v vi vii. ... viii.
ix x
C i. ....... ii. iii. ... iv. .

v . .. . vi vii. ... viii.
ix x
D i ii. ... iii. .. iv v

vi vii. ... viii. .. ... ix x
3.3 GENERAL INFORMATION: Listen to Radio Items5&6 and complete the

Radio
Item 5
Radio
Item 6
41
3.4 G A P F I L L : Listen to Radio Item 5 again and complete the gaps in the summary
of the passage below with the correct word or phrase you hear:
An electronic (1) giving information on more than (2) of the actors
registered in Britain, is now available on CD-ROM. Some theatrical <3) have
over (4) actors on their books and it is difficult to remember all their details.
The database lists information on over (5) actors and can be searched for details
such as past (6) they have appeared in, special skills they might have, and even
the colour of their (7) The database can quickly locate persons with particular
(8) and, although some actors feel it is too impersonal to be of much use, it
is certain to change the way actors are chosen for (9) in theatrical shows. Ring
the following telephone number for further enquiries on the product: (10)
3.5 M U L T I P L E C H O I C E Q U E S T I O N S : Listen to Radio Item 6 a second

i. The size of the sound device is: iii. Susan believes the device would:
a) twice that of the remote control a) not sell well
b) half that of the remote control b) sell better than her other invention
c) about the size of one's thumb c) sell better if it was inside the TV
d) bigger than your thumb d) none of the above
ii. The only problem with the device is: iv. The telephone answering machine:
a) the remote must be pointed at the TV a) is called the 'Ad Subtracter'
b) it is expensive b) was invented by Susan's husband
c) the sound levels cannot be preset c) has sold very well
d) the sound cannot be cut out completely d) automatically switches callers

i. What is the name of the show that tells of the latest software on CD-ROM?
ii. What is this particular CD-ROM called?
iii . Who would use this actor's directory?
iv . From where did Mr Harkney get the idea of a database of actors?
v. Why are some actors unhappy about the concept of this database?
i. What is the name of the show that looks at clever inventions?

ii. How long did it take to invent the sound reduction device?
iii. Why did Ms Schofield invent this device?
iv. Why do we not know how the device works?
v. What other invention has Ms Schofield marketed?
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PART 3 - TECHNOLOGY
3.7 DICTATION PREPARATION: In dictation exercises it is important

not to get left behind. Although the IELTS Listening Sub-Test does not include
a dictation, it is easy to get left behind and miss the answers to the next questions.
This is usually because you are not fully prepared for what you are about to hear.
Look at the following words and phrases taken in sequence from the dictation
in Exercise 3.8:
Modern world —• threat —• air —> filtered —• nose and lungs —• big city
—• cigarettes —• components —• invisible gases —• cannot smell —• exhausts
—• cars —• bloodstream —> breath —• future health —• development —• safer —• engine.
What is the topic of the dictation text? Does it help you to know where the dictation
is leading? Should you predict the direction of a listening? (YES!)
Use the dictation practice in the following exercise (Exercise 3.8) to practise
moving on to the next phrase spoken, even if you miss the previous phrase.
3.8 DICTATION: Refer to Dictation 1 on the tape:
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •
(Check your words, spelling and punctuation with the tapescript on page 105.)
3.9 T R U E / FALSE / NOT GIVEN: Listen to Lecture 3 on the tape:

a. Most people think the solution to city air pollution will be the T F NG
electric or solar-powered car.
b. According to the lecturer, solar-powered cars are impractical. T F NG
c. The diesel engine was first produced in 1824. T F NG
d. The diesel engine costs more to run. T F NG
e. Diesel engines emit fewer air pollutants than petrol-driven engines. T F NG
f. The new diesel engines will release poisonous nitrogen and oxygen. T F NG
g. If all cars had diesel engines, traffic jams would disappear. T F NG
h. Diesel engines are noisier and vibrate more. T F NG
i. Car manufacturers were afraid that they would lose customers if T F NG
they produced diesel-powered cars.
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a. London is
b. The Romans
c. The city
d. London
e. The Houses
f. The City
g. Most
h
i
j
4.2 N U M B E R S A N D LETTERS: (Refer to the tapescript for confirmation.)

i. . . .. ii. iii. .. iv v
vi vii. viii. .. ... ix x
i ii iii. ... iv. .

v vi. .. . vii viii
ix x
c i ii iii. ... iv. .

v . . .. vi vii. ... viii.
ix x
D i ii. iii. ., iv v
vi vii. viii. .. ... ix x
4.3 G E N E R A L INFORMATION: Listen to Radio Item 7 and complete the

Radio
Item 7
60
PART 4 - POLITICS IN BRITAIN
4.4 GAPFILL: Listen to Radio Item 7 a second time and complete the gaps in
the summary of the passage below with the correct word or phrase you hear:
Research by linguists from a top (1) has resulted in a call for an increase in
funding for English language training programmes. The research indicates that in certain
(2) areas of Britain, (3) is no longer the dominant language. Mr.
David Thorpe, a government representative, denies that there is a lack of (4)
for English language programmes and has stated on radio that the reason for immigrants
taking (5) to learn English is that there has been a slight (6) age
shift in new migrants to city areas, and it is more difficult for (7) people
people to learn a language. Obviously, English will remain the main language in
(8) because the number of immigrants is only (9) every year.
Enquiries for English language courses can be made by telephoning: (10)
4.5 SPECIFIC INFORMATION: Listen again to Radio Item 7:

i. According to the announcer, what has happened on a large scale in Britain
since the 1950s?
ii. What has recent university research called into question?
iii. Who misrepresented the work conducted by a group of university linguists?
iv. According to Mr. Thorpe, what has happened to funding for English
language training programmes?
v. What two reasons does Thorpe give to dismiss the suggestion that English
will ever become a second language in Britain?
4.6 STATISTICS: Study the diagrams below before listening to Radio Item 8.
Then choose the diagram that describes the situation you hear on the tape:
Now listen to Radio Item 8 again in detail and answer the following questions:
i. When will the full tax increase be applied to luxury cars?
ii. Why is the government increasing the cost of a television licence?
iii. Which manufacturers of alcoholic beverages are not to be taxed?
iv. How is the government going to pay for its increased spending in health care?
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4.7 DICTATION PREPARATION:

Look at the following words and phrases taken in sequence from the dictation in
Exercise 4.8:
Democracy —• three principles —• representation —• voting rights —• minority
views —• tolerated —• developed nations —• economic success —• democratic
foundations —• fair government —• stability —• prosperity —• Nevertheless —•
government —• arguing —• issue —• rather than —• producing —• result.
What is the likely main idea behind the dictation text?

Use the dictation practice in the following exercise (Exercise 4.8) to practise
moving on to the next phrase spoken, even if you missed the previous phrase.
Pay particular attention to listening for the little words (articles, prepositions etc.)
which are so easy to miss when taking down a dictation. Also, make sure your
work is punctuated correctly.
4.8 D I C T A T I O N : Refer to Dictation 2 on the tape:
4.9 TRUE / FALSE / NOT GIVEN: Listen to Lecture 4 on the tape:

a. Britain and the United States have a similar voting system. T F NG
b. In British elections the winner is the candidate with the most votes. T F NG
c. Proportional representation requires voters to state their T F NG
preference for candidates.
d. In Britain, all people must vote. T F NG
e. There are 2 main types of proportional representation voting T F NG
systems.
f. France has a system of proportional representation. T F NG
g. Germany has an old-fashioned voting system. T F NG
h. Italy has a small number of political parties. T F NG
i. Proportional representation requires voters to be well-informed. T F NG
j. The lecturer is in favour of compulsory voting. T F NG
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5.3 TRUE / FALSE / N O T GIVEN: What do you remember from listening

to Lecture 5? Answer the following questions before listening again:
a. Most visitors to England arrive at Heathrow International Airport. T F NG
b. Family houses in the city are usually only partly detached. T F NG
c. Family accommodation is more expensive than sharing with friends. T F NG
d. The English language college is chosen when you arrive in London. T F NG
e. The Underground train system is more expensive than the buses. T F NG
f. Students choose their programme on the first day of the course. T F NG
g. The price of food at restaurants in London is usually quite expensive, T F NG
h. During the first lesson, students find out about their classmates. T F NG
5.4' DICTATION: Refer to Dictation 3 on the tape:
5.5 MULTIPLE CHOICE QUESTIONS (1): Listen to Conversation 1

and choose the correct answer to the following questions:
i. Before the IELTS test Erica:
a) did not do any practice c) studied the library
b) took a short practice course d) studied vocabulary
ii. The IELTS Writing Tasks were:
a) 250 words long c) extremely hard according to Erica
b) 2000 words long d) both to do with computers
iii. Erica's IELTS Listening Test was:
a) slow enough to catch the words c) faster than lisa's Listening Test
b) the most difficult Sub-test d) none of the above
iv. Erica's Speaking Test included:
a) a 3 minute role play c) a speech about her family
b) a role play about the weather d) questions about buses and trains
V. In 3 months Erica's overall Band Score:
a) increased by one band c) will increase by one band
b) should increase by one band d) will be the same as lisa's
5.6 MULTIPLE CHOICE QUESTIONS (2): Discover why each of the

wrong answers in Exercise 5.5 is incorrect. (See page 126 for a list of reasons
why possible answers to multiple choice questions can be incorrect.) You might
want to do the same with the other multiple choice exercises in this book.
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PART 5 - YOUTH AND EDUCATION
5.7 D I R E C T I O N S (1): Listen to Conversation 2, and follow the direction

of the tour Linda will give her students on the map below:
As you listen, fill in the missing names of the buildings ...
... and the time she must arrive at or leave each destination.
5.8 D I R E C T I O N S (2): Next, try to answer the following questions from

memory before listening again to the conversation:
a. Which group of students will Ross show around the university?

b. In which direction will Ross take his students?
c. Why are the student photo sessions taking place in the Sports Centre this semester?
d. When can Linda show her students the Student Centre?
5.9 D I R E C T I O N S (3): With a partner if possible, give the directions of the tour
that Ross will give. Remember, he will go in the opposite direction to Linda.
81
Contents
UNIT 1 ACADEMIC WRITING TASK 1 2
UNIT 2 TYPES OF QUESTIONS 5
UNIT 3 SKILLS FOR REPORT WRITING 6
UNIT 4 LINE GRAPH 7
UNIT 5 BAR CHART 18
UNIT 6 PIE CHART 23
UNIT 7 TABLE 29
UNIT 8 MAP 32
UNIT 9 PROCESS/DIAGRAM 38
UNIT 10 MIXED 46
ngeIELTS | Writing Task 1 Module |1

UNIT 1 : ACADEMIC WRITING TASK 1
For academic modules, the answer is worth 33% of the available marks for writing, so you
should allow 20 minutes to complete task 1 .
 This assesses how you could make a report / essay

 It spends maximum within 20 minutes
 It has limit a minimum word of 150
In order to obtain higher score in this section, we have to know what kind of criteria will be
assessed.
There are four criteria of the assessments :

1. Task Achievement (TA)
This criterion assesses you to appropriately, accurately and relevantly organise your report
based on the requirement set out in the task, using the minimum of 150 words. Academic
writing task 1 is a writing task in which has a defined input and largerly predictable output.
It is basically an information-transfer task which relates narrowly to the factual content of
the input data or diagram and not to speculated explanations that outside the provided
diagram or data. These are some questions to fulfil this criteria:
 Have you organised your report / essay appropiately based on the main features
presented?
 Have you made the clear overview or or summary for the report?
 Have you summarised the report by selecting and properly reporting the main
features?
 Have you arranged the report based on the standard of writing IELTS?
2. Coherence and Cohesion (CC)

 Coherence : each sentence, word anf paragraph should be well-related.
 Cohesion : the uses of linkers/connector, pronoun, and reference will be evaluated.
Several Examples of linkers :
Addition Contrast Comparison Examplification
In addition By contrast Alike For example
Moreover Although identical For instance
Furthermore Even though Compared to / with Particularly
As well as However Same as Like
And Oh the other hand Similar to Such as
Equally important While Different from To demonstrate
Additionally But Equal to To illustrate

This assesses :
 How you use reference
 How coherent your main features are
 How you use linkers/connectors
3. Lexical Resources (LR)

This focuses on how you use the range and the availability of your vocabularies.
 Academic Vocabulary  it is more recommended than daily vocabulary.
Daily Academic
A plenty of / a lot of
Near by
Get rid of
New
Go up and down
Go up
Go down
 Collocation  a writer will be said a native in writing if she could be able to use
collocation, registre and metaphore as well in her essay.
Daily Collocation
Very cheap
Take / find a decision
Big family
High building
Legal document
Old furniture

 Phrasal Verb  it is about you make a combination of verb+prep. However, it is quite
uncommon to use compared to collocation and academic vocabularies.
Daily pharasal verb Academic vocabulary
Wake up
Blow out
Take after
Look after
 Idiomatic language  it is less common to use in writing IELTS mainly for academic
module.
 Formation (Derivation of word)

Daily Academic
Consume
Manage
Alter
Difference
Changes
 Spelling  it is a must to correctly spell the words.

e.g. Goverment  Government 
4. Grammatical Range and Accuracy (GRA)

This assesses the variety of your grammatical structures.
1. Have you used a variety of sentence structure? How often have you used compound
sentences?
2. Mistakes :
a) Variety of sentence structure :
 Simple sentence
 Compound sentence
 Complex sentence
 Compound-Complex sentence
b) Punctuation :
Comma, full stop, hyphen, and capital letter

UNIT 2 : TYPES OF QUESTIONS
1) Variable :
Single Variable Multi Variable
2) Task :
Single task Multi task
Essay organisation : Essay organisation :

Paragraph 1  Intoduction & overview Paragraph 1  Opening & Body chart 1
Paragraph 2&3  Body Paragraph 2&3  Opening & Body chart 2
Paragraph 4 conlusion chart 1. Moreover,
Paragraph 4 conlusion
conclusion chart 2

UNIT 3 : SKILLS FOR REPORT WRITING
A. Introduction / Opening
a) Paraphrase
b) Place
c) Time
d) Subject
e) X-Y of the graph / chart
B. Overview / General Statement

It is a simple / short conclusion based on the graph / chart (main features)
a) Trend
b) Data / table
c) Alteration
d) Increase / decrease
e) Process
f) Material
C. Body
Types of charts and kinds of tenses are typically used :
 Line graph : past tense
 Bar chart : past tense
 Pie chart : present tense
 Table : past tense
 Process, cycle : present (always)
 Prediction : perfect – present – future
 Map : past tense
D. Conclusion
Kinds of words you can use :
 We can therefore see that…
 Together, the graph and the bar chart show…

UNIT 4 : LINE GRAPH
1. INTRODUCTION
A. Paraphrase Statement
You should spend about 20 minutes on this task.
The graph below compares the changes in the birth rates of China
and the USA between 1920 and 2000.
Summarise the information by selecting and reporting the main

features and make comparisons where relevant.
Write at least 150 words.
B. Overview
How you could pick the main features and the significant data only generally.

2. BODY
The following points must be included in your body paragraph :
1. Transition words
2. Grouping main features
3. Describing increase and decrease
4. Describing trend
5. Incorporating data
6. Approximation expression
7. Variety of sentence – subjects
8. Variety of time periods
Explanation
1. Transition words
 Introduction part  Overview
 Starting  Verb In general
The given Show In common
The presented Represent As is presented
The supplied Depict As is illustrated
The showed Reveal Generally speaking
The provided Elucidate As is observed
Illustrate As an overall trend
 Presentation type Present
Diagram Outline
Table Describe
Figure Provide
Illustration Highlight
Presentation
Bar chart  Description
Line chart The comparison of
Graph The differences
Chart The number of
Flow chart Information of
Picture Data on
Pie chart The proportion of
Data The amount of

2. Grouping the main features
3. Describing increase and decrease (as a verb and noun)

 Verb + adverb  Adj + noun
e.g. increase + dramatically e.g. a dramatic + increase
 The adverb of the verb :

 Based on degree  Based on the alteration of time
i. Dramatically i. Rapidly
Quickly
Enormously
Steeply
Highly
Hurriedly
tremendously Sharply
ii. Significantly Swiftly
Considerably ii.Steadily
Noticeably Gradually
Substantially Slowly
Remarkably Progressively
iii. Slightly Sequentially
Moderately iii. Suddenly
Markedly Erratically
Unexpectedly
Marginally
Abruptly
Fractionally

 The vocabularies of alteration :
 Increase  Decrease
(v) Rise (n) a rise (v) fall (n) a fall
Increase An increase Decrease A decrease
An upward trend Decline A reduction
Uplift
A growth Plummet A drop
Rocket
A progress Plunge A downward
Climb
Drop A decline
Double
Upsurge
Soar
Jump
 Gradual increase  Gradual decrease

(n) an upward trend (n) a downward trend
An upward tendency A descending tendency
A ceiling trend A descending tendency
An ascending trend
 Stability
(v) level off (v) Stay uniform (n) immutable
Reveal out
Remain constant
Plateau
Remain unchanged
Prevailed consistency
Remain stable
 Rapid ups and downs

(v) wave (n) wave (n) vacillation
Fluctuation Palpitation
Oscillate
Oscillation Variation
Fluctuate
Inconsistency Dissimilarity
Palpitate
Vacillate
 The vocabularies of presenting comparison in the graph

 Similar  Just Over  Just beyond  Much more  Much less
About Just above Just below Well above Well below
Approximately Just across Just beneath Well beyond Well under
Nearly Just beyond Just under Well across Well short
A little over Just a little Well over Well beneath
Just about
Almost Just little over
Roughly
Around
Very nearly

4. Describing trend
Upward
Trend Fluctuation
Downward
5. Incorporating data (Mathematic language)

 Preposition
o From … to
it decreased ten to three
10
o At
7 It started at three
It reached the most enormous number to seven
o By / of / to It decreased by seven
10 It decreased to three
3
It was a decrease of seven
It was a decrease to three
 Comparison and contrast

o Comparison Comparative degree
Positive degree … adj + er + than …
… more + adj + than …
… as … as
… twice as many as …
Superlative degree
… same as … … the + adj + est …
… different from … … the most + adj …

o Contrast
In contrast But While
Although Whilst
Contrarily
On the other hand Nevertheles
However
 Percentage and proportion

o Percentage
80% : 40% :
35% :
75% :
30% :
70% :
25% :
65% : 20% :
60% : 15% :
55% : 10% :
50% : 5% :
45% :
o Proportion
> 85% :
(75-85)% :
(65-75)% :
(35-45)% :
(10-15)% :
<10(3%) :
<10(5%) :
o Fraction
 Numerator = ordinal – cardinal + s
Denominator (>2)
 Numerator (numerator > denominator) = ordinal – cardinal
Denominator
 Numerator (>100) = ordinal over ordinal
Denominator
e.g
 2/3 =
 3/2 =
 125/132 =
 Double (verb), three times, as…as

 The unemployement in the UK doubled from 2001 to 2005.
 The increased three time as 2001 as 2005.
 Bracket / parantheses / (…)

It is recommended for bar chart and pie chart.
 Adjective clause

 Theft is the most common crime with 94 cases per 10,000 people.
 Theft, of which these are 94 cases per 10,000 people, is slightly more common
than violence (65 cases)
 Theft, which accounts for 94 cases per 10,000 people, is just under four times
more common than other crimes (25 cases)
 Not including theft, there are nealy three times more violent incidents than other
crimes.
100 94
80 65
60
40 25
20
0
violence theft others
Crime (cases / 10k people)
6. Approximation expressions
Just over Approximately A minority
Well over Moe Well under
Roughly The majority about
7. Variety of sentence subject

o There + be
There was a slight increase of unemployed people in the UK from 2010 to 2013.
o Time
From 2010 to 2013 the unemployement in the UK increased slightly.
o What subject
The number of unemployement in the UK increased slightly from 2010 to 2013.
o Number
About 25 per cent the unemployed people in the UK increased from 2010 to 2013.
o Linkers
While unemployed people increased in the UK, a decrease occurred in the US from
201o to 2013.

8. Variety of time period
o From … to …
o From … through to …
o Between … and …
o A millennium
o In thousands of years
o At the third quarter of 2010
o Over five years period
o Over a-five-year of periods
o In the first three months
o A decade century

The graph below gives information on the differences in clothing exports
from three different countries.
Summarise the information by selecting and reporting the main features, and
make comparisons where relevant.
Full Sample Essay (Band 9):
The line graph compares the amount of clothing exported by three countries from 1999
to 2003.
Overall, clothing exports from both Colombia and Myanmar had increased from their
initial values by the end of the period shown. Japanese clothing exports, on the other
hand, had slightly declined. Interestingly, Colombian and Japanese exports showed
relatively small fluctuations from 1999-2003 whereas exports from Myanmar were
extremely volatile.
Looking in more detail, in 1999 Myanmar exported approximately 5 million dollars of

clothing compared to about 450 million dollars for Colombia and 575 million for Japan.
However, from 1999 to 2000 Myanmar clothing exports skyrocketed, surpassing both
countries for a total of 800 million dollars’ worth. The relatively small gap between
Japan and Colombia, on the other hand, narrowed even further with both countries
exporting around 530 million dollars of clothes in 2000.
From 2000, Myanmar clothing exports continued to increase, reaching a peak value of
920 million dollars in 2001 before plummeting and then recovering slightly in 2003 for
a final value of 400 million, the lowest among the three countries. Colombia, having
surpassed Japan in the period from 2000 to 2001, ended up with the highest total
exports in 2003 at 600 million dollars.

EXERCISE 1
The line graph below shows changes in the amount of coffee exported from
three countries between 2002 and 2012.
Summarize the information by selecting and reporting the main features and

EXERCISE 2
The graph below gives information from Annual Energy Outlook 2008 about
consumption of energy in the USA since 1980 with projection until 2030.
Summarize the information by selecting and reporting the main features and make
comparisons where relevant.

UNIT 5 : BAR CHART
The language of Bar Chart :
1. Transition word
2. Grouping data (the highest, the lowest)
3. Do not describe all the data presented
5. Comparison and contrast
Grouping data :
 With the same subject

 With the different subject

The chart above shows the number of men and women in further education in
Britain in three periods and whether they were studying full-time or part-time.
Complete Essay (Band 9):

The bar chart compares the enrolment of men and women into full-time and part-time
British further education programs in the 1970, 1980, and 1990 school years.
Overall, part-time education was several times more popular than full-time education
throughout the entire period. In addition, while initially men had larger enrolment
numbers in both part-time and full-time programs than women, by the end of the period
women had surpassed men in part-time study and matched them in full-time.
In regards to part-time education, male enrolment started in the 1970 school year at 1
million before dipping to around 850 thousand in the 1980 school year and making a
slight recovery to around 900 thousand students in 1990/91. In contrast, females started
lower initially at about 775 thousand and rose steadily, finally surpassing males in the
1990 school year for a final total of about 1,100,000.
The trend for full-time education was only slightly different. Females numbers again
started lower in the 1970 school year at under 100,000 students but had already
surpassed male totals by 1980. From this period, females experienced slower growth
than their male counterparts resulting in a matching final number of around 220
thousand students in the 1990-91 school year.

The graphs below compare the number of cosmetic procedures performed on males and
females in Korea in 2004.
Summarise the information by selecting and reporting the main features, and make

EXERCISE 3
The chart below shows information about changes in average house prices
in five different cities between 1990 and 2002 compared with the average
house prices in 1989.

PIE CHART
Language of pie chart :

1. Transition word
2. Grouping data (the most, the lowest)
 Precentage / proportion
 Fraction
 Adjective clause
 Parantheses ()
 Double, twofold, three times
Grouping data :
 Single task different subject
o Each item
d. Pass is the most common …
highest …
e. Merist is the second popular …
common …
f. C is the lowest …
most uncommon …
unpopular …
o All items
a. Pass is more than a third of the items.
33.3%
b. B is more than a quarter.
25%
c. C is less than a fifth of all items.
20%
 Multi task different subject
o Essay Organisation
g. Paragraph 1  intrduction + body of
revenue resources (pie chart 1)
h. Paragraph 2  introduction + body of
expenditures (pie chart 2)
i. Paragraph 3  pie chart 1. Moreover,
pie chart 2

 Single task same subject
o Essay Organisation
j. Paragraph 1  intrduction : opening / paraphrase and overview /
general statement.
k. Paragraph 2  body : increase and decrease; incorporating data;
comparison and contrast.
l. Paragraph 3  conclusion.
Language of comparison :
1. Describing one part of the chart

 The most common energy used in 1995 was coal.
2. Comparing two parts of the chart
 Ga was substantially more common than nuclear energy in 1995.
considerably
a lot
much
somewhat
significantly
slightly
fractionally
 Gas was about three times as popular as nuclear energy in 2005.
Note :
We cannot say “the least common energy was other” since other is not the sort of energy.

The pie charts show the average consumption of food in the world in 2008 compared
to two countries; China and India.
Write at least 150 words

Model answer:
The graphs illustrate the consumption of 4 types of food used in the word in 2008. The
figures are compared to the amounts of food used in china and India in the same year.
As an overall trend, the two countries showed different food consumption from the
world average, while processed food consumption still had the largest percentages in all
the three charts.
In particular, processed food consumption was the highest in the in the world,
accounting for 41%, which was followed by vegetables and fruits at 29% and animal
food at a quarter. Only 4% consisted of nut and seeds consumption.
Likewise, China used processed food in the largest proportion of 39%. Animal food
showed the same figure as the world’s average, 25%. Vegetable and fruits was used at
23% while nuts and seeds showed less than a half figure.
In India, both vegetable and processed food were used the most in the year 2008 with
percentages of 34% and 32% respectively, nuts and seeds used in this country showed
the largest proportion among the three charts given, making up 19% at this time.

EXERCISE 4

The charts below give information on the ages of the populations of Yemen and
Italy in 2000 and projections for 2050.
Write at least 150 words

TABLE
1. Transition word
2. Grouping data (the most, the lowest)
 Precentage / proportion
 Fraction
 Adjective clause
 Parantheses ()
 Double, twofold, three times
Grouping data :
Do not describe all of the data presented. Look at the following and determine :
o How you would group the data.
o What significant data points you would describe.
most popular holiday activities amongst Britis senior high school students in 2003

Model answer : (band 7)
The table shows the sales figures of Fairtrade-labelled coffee and banana in five
countries,namely,U.K,Switzerland,Denmark, Belgium and Sweden in the years 1999 and
2004. The sales are represented in millions of euros.
Overall, the sales increased in all the countries except for Bananas in Belgium and
Sweden,after the five year period. While the U.K. had a leading market in the fairtrade-
banana sales in both the years, that of coffee was led by Switzerland in 1999, but, in
2004,again theU.K. had its top figures. Also, the trades were less significant in Belgium and
Sweden, in both the years.
In case of the fairtrade-coffee, an exponential increase in sales occurred in the U.K.,that is,
from 1.5 million euros in 1999,it reached 20 million euros in 2004.Also, in Switzerland,the
sales figures doubled from a top selling figureof 3 million euros in 1999 to 6 million euros in
2004. However, the sales remained under 2 million euros in both the years ,in Denmark,
Belgium and Sweden.
When considering the fairtrade-banana ,the sellings were the highest in the U.K. in both the
years. Also, it met with more than a two-fold increase in 2004, to reach 47 million euros.
Nevertheless, a surge in sales also exhibited in the figure of sales of Switzerland and
Denmark ( from 1 and 0.6 million euros to 5.5 and 4 million euros respecively). In contrast,
there was a dwindling in sales in Belgium and Sweden,which accounted for 1.8 and 2 million
euros in 1999 and 1 and 0.9 million euros in 2004 respectively.

EXERCISE 5
The table shows the Proportions of Pupils Attending Four Secondary School Types
Between Between 2000 and 2009.
Secondary School Attendance
2000 2005 2009
Specialist Schools 12% 11% 10%

Grammar Schools 24% 19% 12%
Voluntary-controlled Schools 52% 38% 20%
Community Schools 12% 32% 58%

MAPS
1. Transition word
2. Grouping the alteration of the maps
3. Describing direction and compass
4. Idescribing scale
5. Vocabulary for maps
6. Comparison degree (map comparison)
There are two kinds of map :

1. Comparison map
2. Development map
Vocabularies of Map :
 Based on the alteration
Reshape Deforest Remove
Relocate Additional building Develop
Pave Change
Diminish
Build Erect
Construct
Expand Demolish
Replace
Link Connect

Proximity
 Direction
Near by / adjacent to At the top / bottom
On the right / left side
Beside
In the right / left hand corner
Close to / next to
In the middle
Across
Opposite
Along
 Compass
In / to the east In northern of … South east …
In / to the west In eastern of … Nort east …
In / to the north In western of …
In / to the south
 Scale
10 miles from … 10 miles north of …
10 miles to the right of … 25 metres from …
 Position
… is situated + around … … is covered with …
Located above ... is connected to … via …
Through …
Sited below
By means of …
Positioned inside
Next to
 Place
Residential area Parking lot Park
Supermarket Warehouse
Industrial area
Museum Street
Commercial area
Factory intersection
Hospital
Wood land
Zoo
River
Post office
Essay organisation
 Comparison map
a. Overview  grouping changes of the main features.
b. Body  describing scale, position, and direction as well as comparison language.
c. Closing  more detailed information.
 Development map
a. Overview  how developments of the map are.
b. Body  the sequence of each facility (comparison & contrast).
c. Closing  the best position / location and the alterations of facilities.

Model answer :
The map shows the development and increase in population of Chorleywood, a village near
London in between 1868 and 1994.
Chorleywood park and golf coast lies in the centre of layout. To the south of this is the
Chorleywood station. To the south of the Chorleywood Park, the darkly shaded area was
developed in between 1922 and 1970. The horizontally shaded area around the station was
developed in between 1883 and 1922. The area north of Chorleywood station and the west of
Chorleywood park and the golf course developed in between 1868 and 1883.
The north, south and east of the Chorleywood Park, which is the diagonally shaded area,
developed in between 1970 and 1994. On the west and north of Chorleywood Park and golf
course, the dark line represents the main roads which run from north to south and west to
east. On the east of Chorleywood Park and the golf course runs the motor way, which was
built in 1970. The railway line south of Chorleywood Park and the golf course was built in
1909.
Moreover, it can be seen that there has been development around Chorleywood station and
along the motorway which runs from south to north.
Hence, it is observed that there has been a considerable development in the village
Chorleywood during the period of 1970 to 1994.

Below is a map of the city of Brandfield. City planners have decided to build a new
shopping mall for the area, and two sites, S1 and S2 have been proposed.
Map of Brandfield with two proposed sites for a shopping mall
Model answer :
The map illustrates plans for two possible sites for a shopping mall in the city of Brandfield.
It can be seen that the two sites under consideration are in the north and the south east of the
town.
The first possible site for the shopping mall, S1, is just north of the city centre, above the
railway line, which runs from the south east of the city to the north west. If it is built here, it
will be next to a large housing estate, thus providing easy access for those living on the estate
and in the city centre. It will also be next to the river, which runs through the town.
The site in the south east, S2, is again just by the railway line and fairly close to the city
centre, but it is near to an industrial estate rather than housing.

There is a main road that runs through the city and is close to both sites, thus providing good
road access to either location. A large golf course and park in the west of the town prevents
this area from being available as a site.
EXERCISE 6
The map below shows three proposed sites for a new hypermarket (A, B and C)
in the city of Pellington.
Summarise the information by selecting and reporting the main features and making

EXERCISE 7
The maps below show the village of Stokeford in 1930 and 2010.

PROCESS, CYCLE, PROCESS DIAGRAM

1. Transition word
 Step and sequence First
The first… Next
The second… Then
After that
The next…
… and the cycle / process begins again.
The further…
The final…
Pass a long a pipe

From here it travels through to a …
Moves via chamber
e.g. From here, there are two possible routes
If the sample is approved, then it moves onto…
If the sample fails the test, then it…
2. Grouping process
 Grouping features / main steps

e. Heating the sea e. Rotating the turbine
f. Forming the cloud f. Collecting the electricity on
g. Collecting the water to reservoir high voltage cable
h. Feeding the water g. Transforming the electricity
h. Supplying the electricity
 Grouping materials (generating electricity)
a. Sea a.
e. Turbine
Turbin
b. Cloud b.
f. Cable
c. Reservoir c.
g. Transformer
d. Pump d.
h. Underground cable
e. Valve
 Overview (main features) :

The most significant trend : collecting the water, rotating the turbine and supplying
the electricity.
Two main materials : from natural resources (water / sea) and human-built equipment.
3. Describe all the data presented

All the data presented in the picture must be revealed in the essay.
a. The sea water is heated
b. The small clouds are emerged to form a bigger cloud because of the thunder
storm or wind movement.
c. The water falls as rain behind the hill and collects the water in reservoir.
4. Passive form
We use active form when the focus is on people and their action, but we use passive
form when the focus is on the result not on what people do.
e.g. (a conference brochure may say)
Lunch is served at 01.00 a.m. (the chief interest is “lunch” not the people serving it)
5. Adjective clause (describing or saying condition)

e.g.
… into a container along which
… to a chamber through in which
A mixing chamber via during which
The next stage involves the three main elements

includes polishing, brushing and packaging
6. Determine what the first step  last steps is (sequencing)
e.g.
The process of photo booth :
a. Taking a picture a. Getting into the coins
b. Preparing your appearance in front of mirror b. Getting into the box
c. Setting the size and colour c. Pulling the rope until clicking
d. Closing the trail / window d. Waiting within 60 seconds
e. Pressing the button e. Waiting within 3 minutes
Model answer:
The flow chart shows the main feature of a coin-operated photo booth, which allows the user
to take large or passport-size self-portraits.
Two buttons on the outside of the booth allow you to select the size of photo (large format or
passport size). If the large format setting is chosen, you will only receive one photo. Passport-
sized photos are issued in sets of four. Two buttons below these let you choose colour or

black and white, although you must choose colour for passport photos. There is also a slot on
the outside of the booth for the insertion of coins, and a larger slot where the photos are
delivered.
Inside the booth, there is an adjustable seat to sit on. The seat should be adjusted so that your
eyes are level with the arrow on the screen. A mirror allows you to check your appearance
before the photos are taken.
The curtain in the doorway should be closed when the photos are taken. A light to the right of
the screen comes on, telling you to prepare. After this, the flash goes off after three seconds.
The photographs are delivered outside within sixty seconds.

The illustration below shows the process of tying a bow tie.
Model Answer (Band 9.0)
The diagram illustrates how to knot a bow tie in eight stages.
To begin with, the tie should be placed around the neck, with one end slightly longer than the
other. Then place the longer end over the other and pass it upwards and behind the point
where the two ends cross.
Next, take the other end of the tie and bend it twice to form an ‘S’ shape. Bring the longer
end down and in front, so that it holds the ‘S’ curve in place. Now comes the trickiest part of
the process. Take the long end of the tie and form a similar ‘S’ shape before passing it
through the narrow gap behind the other end. This creates a knot and the bow should now be
held securely in place.
Finally, adjust both sides of the bow to make it symmetrical and prepare to be the envy of
your friends.

The diagram below illustrates the carbon cycle in nature.
Model Answer (Band 8.0)

The diagram shows how carbon moves through various stages to form a complete cycle. This
report will give a brief description of the main stages in this cycle.
First, we can see that energy from the sun is transformed into organic carbon through a
process in plants known as photosynthesis. This organic carbon is then transferred
underground when plants, and the animals that feed on them, die and decay. Some of this
carbon is trapped underground in the form of fossils and fossil fuels.
Carbon is also released back into the atmosphere, however, through various means. One is
when animals and plants respire, and another is when humans burn fossil fuels in cars and
factories. All this carbon enters the atmosphere as CO2. It is then reabsorbed by plants, and
the cycle begins again.
Overall, we can see that carbon moves in a natural cycle, although human factors may now be
affecting the balance.

EXERCISE 8
The diagram illustrates the process that is used to manufacture bricks for
the building industry.
The Brick Manufacturing Process

EXERCISE 9
The diagram shows the procedure for university entry for high school
graduates

The table shows the percentage of journeys made by different forms of transport in four
countries, the bar graph shows the results of a survey into car use.
Journeys made by Canada Belgium Germany Netherland

Car 90% 72% 68% 47%
Bicycle 1% 2% 2% 26%
Public transport 3% 12% 18% 8%
On foot 5% 11% 11% 18%
Other 1% 3% 1% 1%
Most cited reasons people travel to work by car (Canada)
Model answer :
The table compares modes of transport used in four countries: Canada, Belgium, Germany and the
Netherlands. Percentage of journeys made by car, bicycle, public transport and on foot are given. The
bar chart shows the results of a survey into reasons people in the Canada travel to work by car.
As can be seen from the table, cars were the most frequently used from of transport in all four
countries. However, the proportion of journeys made by car ranged from a low of 47 per cent in the
Netherlands to a high of 90 per cent in the Canada. Figures for the other forms of transport also varied
considerably. Not surprisingly, in the Netherlands, a high proportion of trips were made by bicycle
(26%) and on foot (18%). The highest rate of public transport use was in Germany, where nearly one
in five journeys was made by public transport.
The bar chart provides information that may help explain why car use in the Canada. The most
frequently cited reason was lack of any other alternative (38%). Although a sizeable percentage said it
was more convenient (12%), the other factors listed appeared to relate more to need than preference,
e.g. working night shift.

Overall, the figures show considerable variation in modes of transport used, though the car continues
to dominate in most contexts.
EXERCISE 10

Contents
UNIT 1 INTRODUCTION 2
UNIT 2 ACADEMIC WRITING TASK 2 7
UNIT 3 TYPES OF QUESTIONS 7
UNIT 3 SKILLS FOE ESSAY WRITING 11
UNIT 4 SKILLS FOE ESSAY WRITING 13
UNIT 5 OPINION-LED 15
UNIT 6 ARGUMENT-LED 36
UNIT 7 PROBLEM-ISSUE 47
7.1 CAUSES-SOLUTIONS 48
7.2 CONSEQUENCES-SOLUTIONS 57
7.3 CAUSES-CONSEQUENCES 64
UNIT 8 ADVANTAGE/DISADVANTAGE 73
8.1 OPINION-TYPE 73
UNIT 9 ADVANTAGE/DISADVANTAGE 82
9.1 DISCUSSION-TYPE 82
UNIT 10 MIXED 92
REFERENCES 101
ngeIELTS | Writing Task 2 Module | 1

UNIT 1 INTRODUCTION
An academic writing IELTS-style is used when writing to large audience about a topic. Academic
may describe, explain, or inform. A semi-formal/neutral style is used when writing to a
colleague or associate. It is also used when writing to someone who is older or in a different
social group.
…………………………….. Style …………………………….. Style

1. Contradictive and abbreviations not used 1. Avoidance if gender-specific words as
2. Passive voice frequently used spokesman or sir and he as the neutral
3. High percentage of longer, multi-syllable pronoun unless the gender of the
words, particularly words of Latin and recipient is known
Greek origin 2. Occasional use of whom in object position
4. Phrasal verbs generally less common 3. Adherence to correct business letter for
5. Longer sentences with more complex and punctuation for greetings and
grammatical structures closings
6. Which and who rather than in restrictive 4. Variety of transition words and
clauses connectors
7. Whom in object position, though not 5. Contractions used frequently
universally used 6. Exclamation points and semi-colons rare
8. Full clauses as opposed to reduced clauses
9. One, one’s, oneself instead of second
person (you) forms
10. First person (I) is avoided
11. Longer, more formal transition words
and connectors such as consequently,
therefore, whereas, nonetheless
12. Transitions such as firstly, secondly,
lastly, but first, second, last strongly
acceptable
13. Variety of vocabularies strongly
preferred
14. Semi-colons used frequently
exclamation points rare

A formal-style is used when writing to someone in a position of authority. An informal-style is
used when writing to a friend or someone you know well.
…………………………….. Style …………………………….. Style

1. Use of contractions varies depending 1. Contractions used frequently
on purpose of writing 2. High frequently of informal language,
2. Word choices generally neutral including slang and idiom
(highly informal or highly academic 3. Frequent use of phrasal verbs
generally avoided) 4. Shorter words preferred over longer
3. Slang normally avoided, but idioms multi-syllable words
sometimes used to make a point. 5. Shorter sentences with more reduced
4. Mix of single and phrasal verbs, clauses
especially when the single verb may 6. That rather than which is restrictive
be perceived as too academic/ clauses
formal. 7. Who rather than whom is object
5. Variety of sentence lengths; both position
reduced or unreduced clauses 8. You and I forms used
6. That or which in restrictive clauses 9. Common transition words and
7. All pronoun forms used, though one, connections such as first, next, then,
one’s, or oneself somewhat less and, but, or, because, as opposed to
frequents firstly, lastly consequently, therefore,
8. Whom in object position rare whereas
9. Variety of transitions words or 10. Exclamation points and semi-colons
connectors rare
10. Exclamation points a semi-colons rare

Exercise:
Purpose/Reader Academic Informal Neutral Formal

1. A letter of complaint to the mayor of
your town
2. Some suggestions to your friend for
his vocation
3. An article for a professional journal
4. An e-mail inviting your cousin to visit
5. A letter to a hotel manager about a
problem with your bill
6. A notice reminding students not to
use the faculty parking lot
7. An e-mail to your parents’ friends
asking to stay at their house
8. Your opinion on how money should
be spent in public school
9. A letter to a company inquiring about
possible positions
10. A description of a new computer for a
technical magazine
11. An explanation of the advantages and
disadvantages of cell (mobile) phones
12. A report on the effects of TV on the
society

Exercise:
ACADEMIC
It has been proven in numerous/many that television has bad/negative effects on academic
achievement. A recent study by National University recorded the television viewing habits of
primary school children. They found it/ it was found that children watching two hours or less of
television a day had higher grades in school than their peers. Children who/that watched more
than three hours of television a day tended to do poorly in school. The type of television
programs viewed also affected children’s performance in school. Viewing educational program
correlated with higher academic achievement. While reviewing programs that/which violence
correlated with lower academic achievement. So/therefore, it can be concluded that television
influences children’s school performances.
INFORMAL
Dear Lee,
I’m so happy about your visit. I can’t wait/ am eager to see you. I have planned a lot of things
for us to do while you are/ you’re here. We’ll have lots/ a great deal of fun. Firstly/ first,
there’s happy party at my friend’s house the day after you get here. Then, we’ll go horseback
riding the next day, if you like that. On the other hand/ or, we can go bike riding instead. It’s up
to you. There are also some good movies in town we can see. There’s so much to do, we’ll be
busy every day from the time we awaken/get up until the time we go bed. I hope you weren’t
planning to rest much. See you soon.

NEUTRAL
Dear Mr and Mrs Smith
First, I would/I’d like to thank you for letting me to stay at your residence/house last week. I
also hope you will accept my sincere apologies for the trouble. I am very sorry I broke your
vase. That was out of line. People whom/who you invite to your home should treat your things
respect. You don’t/ one doesn’t normally expect guests to break things. I am prepared to pay
you back/ reimburse you for the vase I broke. Please let me know the cost, and I will send you a
check right away.
FORMAL
Cell phones are widely used these days. In fact, statistics show that close to 85% of the urban
population uses cell phones on a regular basis!/. Certainly, cell phones have many advantages
but there are disadvantages as well. One disadvantage is cost. Eager salesmen/sales people get
customers to sign up for plans that that can’t/ cannot afford. The customers who suddenly
theirs/his or her cell phones unexpectedly disconnected because of unpaid bills is certainly at a
disadvantage.

UNIT 2 ACADEMIC WRITING TASK 2
For academic modules, the answer is worth 66% of the available marks of writing, so you
should allow 40 minutes to complete task 2.
Assessment Criteria
Every report is read four times by an examiner and each time, it will be marked on one of the
following criteria:
a. Task Response (TR)

b. Coherence and Cohesion (CC)
c. Lexical Resource (LR)
d. Grammatical Range and Accuracy (GRA)
EXAMINER’S USE ONLY

UNDERLENGTH NO OF PENALTY
WORDS
EXAMINER 2 TR CC LR
TASK 2 UNIT 3 TYPES OFGRA
RA
QUESTIONS
UNDERLENGTH NO OF PENALTY
TR CC LR GRA WORDS
EXAMINER 1 RA
TASK 2
THE ANSWER SHEET
The last two pages of the IELTS writing answer sheet are dedicated to task two and together 40
lines. Although you may ask for extra sheets to write your answer in, it is likely to become
necessary since the space you are already provided with is way more than sufficient.
FOCUS ON ACADEMIC REGISTER
 Use longer sentences (about 20-30 words)

 Use subordinate clauses
 Use formal linkers (subordinators and transitions)
 Use academic words
Avoid contractions
 Avoid “get” phrases where possible
 Avoid personal tone except when giving personal opinions or talking of personal
experiences
 Avoid phrasal verbs where possible

 Avoid over-generalisation
Non-absolute statements
Introducing probability/possibility
1. TASK RESPONSE (TR)

In both academic and general training writing test, task 2 requires the candidate to
formulate and develop a position in relation to a given prompt in the form of a question or
statement. Ideas should be supported by evidence, and examples may be drawn from the
candidates’ own experience. Responses must be at least 250 words in length.
The examiner has the following questions in mind when assessing this aspect of your report:
1. Have you sufficiently addressed all parts of the task?
2. Have you presented a clear response to the questions asked?
3. Have you presented well-developed ideas by presenting, extending, and supporting
them?
4. Have you avoided over-generalisation and absolute statements?
5. Have you avoided repetitive conclusions or vague/under-developed ideas?
2. COHERENCE AND COHESION (CC)

This criterion is concerned with the overall clarity and fluency of the message: how the
response organizes and link information, ideas, language. Coherence refers to the linking of
ideas through logical sequencing. Cohesion refers to the varied and appropriate use of
cohesive devices (for example, logical connectors, pronouns, and conjunction) to assist in
making the conceptual and referential relationships between and within sentences clear.
The examiner has the following questions in mind when assessing this aspect of your report
1. Have you organized your information logically?
2. Is there an overall flow or progression in your report?
3. Have you organized the text in paragraphs logically and sufficiently?
4. Have you used linkers correctly, properly and sufficiently?
5. Have pronouns been used correctly and do they have clear references?
6. Have you avoided linker over-use/under-use?

3. Lexical Resource (LR)
This criterion refers to the range of vocabulary the candidate has used and the accuracy and
appropriacy of that use in terms of the specific task.
The examiner takes the following points into account when assessing this aspect of your report
1. Words
a. Range and flexibility

b. Level
d. Style
e. Collocation
2 Vocabulary mistakes
a. Spelling
b. Word choice
c. Word formation
Note: when evaluating mistakes, the effect each has on the reader and the intelligibility of your
report is taken into account
4. Grammatical Range and Accuracy (GRA)
This criterion refers to the range and accurate use of the candidate's grammatical resource as
manifested in the candidate's writing at the sentence level.
The examiner has the following questions in mind when assessing this aspect of your report
1. Have you used a variety of sentence structures?
2 How often have you used compound structures?
3. Mistakes
4. Grammars
5. Punctuation
Note: when evaluating mistakes, the effect each has on the reader and the intelligibility of your
report is taken into account.
For Academic modules, the answer is worth 66% of the available marks for writing, so you
should allow 40 minutes to complete task 2. You are presented with a discussion topic and
asked to discuss it and present your own opinion on it. The question may vary, but the task
requirements always remain the same, which are

Academic Module Task 2 Requirements
1. Use the correct tone and essay format (an introduction to TIP: Every essay question will
the have at least two possible
topic, an analysis of both sides of the argument and a views- for and against the
conclusion discussion topic. To gain top
where the writer gives their own opinion marks you need to present
both view sides providing you
2. Always use paragraphing own view point in the
3. Write at least 250 words. (Less than 241 words will lose conclusion.
marks)
this doesn't include the essay title. So do not copy the essay
title
to gain extra word length
Examples of essay questions:

It is more important to invest in further education rather than to gain experience after finishing
university in order to find a good job.
To what extent do you agree or disagree?
Give reasons for your answer and include any relevant examples knowledge or experience.
Write 250 words or more

Before writing your answer you should spend five minutes planning. These are steps that you
should go through
1. Read the questions and the instructions carefully
2. Analyse the topic and focus (the keywords)
3. Decide what you think about the question
4. Brainstorm ideas to be used in your answer
5. Fit these ideas into an essay plan divided into paragraph
6. Begin writing your introduction

UNIT 3 SKILLS FOE ESSAY WRITING
WRITING TASK 2
1. Opinion-led:
Some people believe that television programmes are of no real value for children
How far do you agree or disagree?
2. Argument-led
Some encouraged others believe that children who are taught to co-operate rather people
think that a sense of competition in children should be than compete become more useful
adults
Discuss both these views and give your own opinion
3. Advantage/Disadvantage (Discussion Type):
In some countries, it is usual for young people who graduate from high school to spend a year
working or traveling before going to university
What are the advantages and disadvantages for young people who decide to do this?
4. Advantage/Disadvantage (Opinion Type):
While some people prefer to live in apartments, others do not think an apartment is a suitable
form of accommodation.
Do you think the advantages of living in an apartment outweigh the disadvantages?
5. Problem Issue (Causes + Solutions):
Housing and accommodation has become a major problem in many countries around the
world.
What are some of the main factors that have contributed to this problem?
What can be done to help reduce the number of homeless people?
6. Problem Issue (Consequences + Solutions):
While mobile phones have many advantages, a number of problems have also resulted from
them or the ways in which they are used.
What are some of these problems?
What solutions can you suggest for solving these problems?

7. Problem Issue (Causes+ Consequences):
In many countries today insufficient respect is shown to older people

What do you think may be the reasons for this?
What problems might this cause in society?
8. Mixed:
Universities should provide students with the skills they will require in order to succeed at their
future jobs.
How far do you agree or disagree with the above opinion?
What are some of the job skills that employers look for in new employees??
Those types of questions above have difference in Task Response (TR) and Coherence &
Cohesion (CC) each other. Then you must pay attention for how could you make the essay
organisations:
1. Introduction Paragraph
2. Body
3. Conclusion

UNIT 4 SKILLS FOE ESSAY WRITING
A well-planned answer will score better in the first categories, Task Response and Coherence &
Cohesion
1. The Essay Organization (TR & CC)
When you are writing a Task 2 answer, a structure based on the following elements could be
used
a. An introductory paragraph
b. Body paragraph
c. A concluding paragraph
Below is the basic organization :
1. INTRODUCTION (3-4 sentences)
a. Paraphrase (general statements)
b. Thesis Statements (TST)
2. BODY (2-3 Paragraphs)
Paragraph 1: (4-6 sentences)
Topic Sentence 1 (TS1), which is the main point of the paragraph (Including an appropriate
connective word
Supporting sentence 1 (SS1), (logical inference 1)

Supporting Detail 1 (SDI), examples
Supporting Detail 2 (5D2), examples
Supporting Detail 3 (SD3), examples
Concluding Sentence (CS)
Topic Sentence 1 (TS1), which is the main point of the paragraph (Including an appropriate
connective word



3. CONCLUSION
Three types of conclusions:
1. Reparaphrase TST
2. Restatement Body (mention TS in different words)
3. Recommendation

UNIT 5 OPINION-LED
Task Response (TR) and Coherence & Cohesion (CC
1. INTRODUCTION
The introduction is the first paragraph of an essay. It introduces the essay and arouses the
reader's interest.
a. Purpose
The introduction is aimed at letting the reader know
1. The topic
2. A restatement of the question (paraphrase)
3. Your opinion
4. What and how you are going to discuss the question (TST)
When you write your introduction do not:
1. Copy the question word by word

2. Give a lot of background information
A. Analyse the topic and focus (the keywords)
1. If countries are serious about solving traffic problems, they should tax private cars very
heavily and use the money to provide free or very cheap rail travel
Answer (Question 1):
1. Read the questions and the instructions carefully
2. Analyse the topic and focus (the keywords)
3. Decide what you think about the question
4. Brainstorm ideas to be used in your answer
5. Fit these ideas into an essay plan divided into paragraph
6. Begin writing your introduction

Key points (Keywords)
 keyword 1: solving traffic problem

 keyword 2: tax private cars heavily V
 keyword 3: provide free/cheap rail travel
 Agree or disagree? : should tax private cars heavily?
 Your opinion : Environmental Damage
 Paraphrase: Many nations are facing massive traffic congestion in the cities. This both
makes travel difficult and causes environmental damage in order to solve this problem it
is necessary to establish alternative transportation systems such as railways.
 TST (weak point): In my opinion the best way to finance the development of public
transport is to tax car drivers.
Therefore, its Introduction Paragraph is;
Many nations are facing massive traffic congestion in the cities. This both makes travel difficult
and causes environmental damage. In order to solve this problem it is necessary to establish
alternative transportation systems such as railways. In my opinion the best way to finance the
development of public transport is to tax car drivers.
Exercise
1. It is more important to invest in further education rather than to gain work experience after
finishing university in order to find a good job
Key points (Keywords):
 keyword 1:
 keyword 2:
 keyword 3 :
 Agree or disagree? :
 Your Opinion (why)
 Paraphrase
 TST:

Exercise:
1. Food can be produced much more cheaply today because of improved fertilizers and better
machinery. However, some of the methods used to do this may be dangerous to human health
and may have negative effects on local communities
Agree/Disagree:
Your Opinion:
TST:
2. Leisure is a growing industry, but people no longer entertain themselves as mush as they
used to because the use of modern technology has made them less creative.
Do you agree or disagree?
Agree/Disagree:
Your Opinion:
TST:
3. The advantages brought by the spread of English as a “global language” will outweigh the
disadvantages?
To what extent do you agree or disagree with this view?
Agree/Disagree:
Your Opinion:
TST:
4. Some people think newspaper is the most effective way to obtain the latest information
because it has more influence than other forms of media.
Agree/Disagree:
Your Opinion:
5. Some people argue that it is not wise for an industry to replace its experience with new and
young yet inexperienced individuals

Agree/Disagree:
Your opinion
TST:
6. Some people say that it is the responsibility of individuals to save money for their own care
after they retire.
Agree/Disagree:
Your opinion:
TST:
7. As we are facing more and more problems which affect the whole planet, good relationships
between different countries are becoming more important than ever before.
Agree/Disagree:
Your opinion:
TST:
8. In the last, lecture lectures were used as a way of teaching large numbers of student, but
now with the development of technology for education, many people think there is no
justification for attending lecture.
Agree/Disagree:
Your opinion:
TST:
9. In many countries traditional foods are being replaced by international fast foods. This is
having a negative effect on both families and societies.
Agree/Disagree:
Your opinion:
TST:

10. Some people claim that public museums and art galleries will not be needed because
people can see historical objects and works of art by using a computer.
Do you agree or disagree with this opinion?
Agree/Disagree:
Your opinion:
TST:
11. Some people believe at se unpaid community service should be a compulsory part of high
school program (e.g. working in a charity, improving the relationship of neighborhood or
teaching sports to children)
Agree/Disagree:
Your Opinion:
TST:
12. Modern buildings change the character and appearance of towns and cities. The
government should insist that new buildings be built in (traditional styles) to protect cultural
identity.
Agree/Disagree:
Your opinion:
TST:

BODY
The body is at the heart of an essay. It contains several photographs. The purpose of the body is
to explain, illustrate, discuss, or prove the thesis statement (TST). There are three things to
remember in writing, developmental paragraphs in the body:
1. Each paragraph in the body discuses one aspect of the main topic
2. The controlling idea in the developmental paragraph should echo the central idea in the
thesis statement
3. The developmental paragraphs should have coherence and unity
1. TOPIC SENTENCE (TS)
The topic sentence is the main sentence of a paragraph. Which describes its content and
direction. It has two important functions. It details controlling idea of the paragraph. It also sets
the tone for the organization of supporting sentences that that further explain the concept
established by the topic sentence. Therefore every topic sentence has two parts: a topic and a
controlling idea. The topic is usually the subject of the sentence while the controlling idea is the
predicate of the sentence.
a. A good topic sentence is neither too broad nor too specific
Exercise: 1
1. Many people keep pets
2. Many old people keep pets to get rid of boredom
3. Many people keep pets because of several reasons
In the above examples:
The first sentence:
The second sentence:
The last sentence:

Exercise: 2
1. Music is enjoyable-
2 Rock music can be too loud for old people
3. Fast music can be stimulating while gentle music has a calming effect
In the above examples:
The first sentence:
The second sentence:
The last sentence:
b. A good topic sentence (TS) has a controlling idea-words or phrases that help guide the flow
of ideas in the paragraph.
A controlling idea limits the topic by concentrating on a single aspect of it.
c. The topic sentence must be a complete sentence. It can be a statement.
d. The topic sentence must have absolute statement (idea) and generalization idea
2. SUPPORTING SENTENCE (SS)
Supporting sentences have the following features:
1. They should directly be tied to the topic sentence
2. There are 24 supporting sentences in a paragraph
3. They develop the main idea
4. They are arranged in a logical order
5. The supporting sentence must directly be linked to the topic sentence of the paragraph
ensure unity.
6. They should be proven by cause and effect relationship

Example
Topic: Mass media
Topic Sentence (TS): The mass media are often badly uses
Supporting sentences:
1. Newspaper only gives sensational
2 Radio programmes are usually superficial
3. Television has bad effects on people
Exercise:
Topic: Television
Topic Sentence (TS): Television has bad effects on people
1.
2.
3.
4.
5.
Exercise
Topic: Television commercials
Topic Sentence (TS): Television commercials distort the truth about products
1.
2.
3.
4.

3. SUPPORTING DETAIL (SD)
They should be proven by using exemplification.
For example, namely, like, for instance, in the following manner, A (good) case in point, take ….
As an example, as an illustration, in particular, particularly,
Example
Television has bad effect on people. For example, television commercials distort the truth
about products.
Example:
Some people argue that it is not wise for an industry to replace its experienced but ild workers
with new and young yet individuals.
Brainstorming:
 Keyword 1:
 Keyword 2:
 Keyword 3:
 Agree or Disagree? :
 Your Opinion (why):
 Paraphrase:
 TST:
Reason 1/TS 1 Reason 2/TS 2 Reason 3/TS3
(Absolute) (Absolute2) (Generalization 3)

Sample Answer:
In the past people often worked in their businesses until they died or were no longer able to
continue, whereas today most industries have set a definite retirement age for their
employees. I personally disagree that replacing elderly staff would be unwise. (45 words)
First and foremost, a large majority of workers lose their strength as they become older. This is
mainly because the human body has limits and working for-a long time, say, 30 or 35 years, can
affect negatively. For example, young industrial workers tend to work for five to six hours
before they take breaks while older ones usually ever one or two hours. This means that
productivity levels would certainly decline. (76 words)
Furthermore, new employment opportunities for young people do not offer more than a few
new jobs every year and try not to increase their staff members dramatically to keep expenses
low. Consequently, they should definitely lay off some of the older personnel to make room for
youths, especially those around 20 to 30 years old who are about to form families nd support
them. (69 words
Exercise:
1. Develop the Supporting Sentence from Topic Sentence given
a. Topic Sentence: Prison works by stopping criminals from committing more crime.
Supporting Sentence: Murderers who commit murder again when released from prison
b. Topic Sentence: The media chase famous people and take private photos to make money,
not for moral reasons.
Supporting Sentence: …
c. Topic Sentence: Celebrities become successful through publicity. They are successful because
there lives a kind of soap opera.
Supporting Sentence
d. Topic Sentence: Poor diet can cause illness.

Supporting Sentence
2. Develop the Supporting Detail from Topic Sentence given
a. Topic Sentence: Providing free health care is expensive.
Supporting Detail:
b. Topic Sentence: prison is expensive for the country
Supporting Detail:
c. Topic Sentence: Prison works.
Supporting Detail:
d. Topic Sentence: Many prisoners simply want to go back to the prison when released they
because they cannot cope with normal lifestyle anymore.
Supporting Detail:
Generalization Paragraph
Sample answer
Finally, although some people might argue that the experience and skills of old workers would
be lost when they retire, they should remember that this experience is mostly with outdated
equipment and technologies. As a result, it is less likely that their employers will need their
abilities in the long run and younger workers can be trained to work with modern machines
such as computers and lasers. (69 words)

Exercise:
Make the Generalization paragraph:
In the last, lecture lectures were used as a way of teaching large numbers of student, but now
with the development of technology for education, many people think there is no justification
for attending lectures.
The useful statements:
1. Introduction
 Paraphrase
a. It is generally/widely believed/accepted that …
b. It is quite clear/apparent that …
c. It is often said that …
d. It is common nowadays for ....to....
f. It goes without saying that …
g. There is an ever-increasing /over growing number of …
h. Recently the phenomenon has aroused wide/much concern …
i. Recently the problem/issue has been brought into focus …
j. Many nations have been faced with the problem …
k. One of the controversial question is…
l. One of the heated issue is …
m. Nowadays, there is a growing tendency …
n. Now there is a growing awareness …

 Thesis Statement (TST)
 Strong Point
 I [tend to/personally/strongly/firmly] agree/disagree with the view/opinion/point of
view/idea/viewpoint that...
 I [tend to/personally/strongly/firmly agree/disagree that …
 I [tend to/personally/strongly/firmly] support/oppose the view/opinion/point of view
idea/viewpoint that
 I [tend to/personally/strongly/firmly] think/believe/feel that …
 I am (personally/strongly/firmly/fully] convinced that ...
 I am [personally/strongly/firmly] of the opinion that …
 I personally/strongly/firmly] hold the opinion that …
 To me,
 As far as I am concerned,
 Weak Point
In my opinion the best way to finance the development of public transport is to tax taxi drivers.
2. The first Supporting Sentences
a. It is well known that …
b. Everybody knows that …
c. It is true/often the case that …
e. There is no denying that …
f. There is no doubt that …

3. The second supporting sentences
a. However/on the other hand....
b. It can also be argued that …
c. It is also well known that …
d. Another special consideration in this case is that …
e. One thing which is equally important is that …
f. In addition to/apart from this...
g. Another equally important/essential function/consideration is....
Generalization sentences
a. Although everyone believes that..., I doubt/wonder whether the argument bears much
analysis.
b. Although the commonly accepted belief/assumption is that …., a recent investigation/close

examination indicates/demonstrates that …
c. Although it is widely/ commonly held/accepted that …, it is unlikely to be true that …
d. People tend to think/maintain/argue believe that …
e.
f.
4. Examples
a. Take ..as an example/instance.
b. ……., for instance, ….
c. A good case in point is ....is a good case in point
d. A better example of this can be best provided by.....
e. This provides a typical example/ instance/ illustration/ of
f.
g.

Making Conclusion for Opinion-Led (Agree/Disagree)
1. Reparaphrase TST (Thesis Statement)
Example:
In conclusion, I believe companies need to force their elderly workforce to retire and employ
younger workers to replace them. (20 words)
Statement for Conclusion
a. in conclusion, therefore, although, …
b. In summary, it is important …
c. It is time that we put an end to...
d. In essence …
e.
f.
Exercise:
Some people think newspaper is the most effective way to obtain the latest information
because it has more influence than other forms of media.
> keyword1
> keyword 2
> keyword 3:
>Agree or disagree?
>Your Opinion (why):
>TST:

>Conclusion:
Nowadays, distance-learning programs are such common thing for us (the study material by
post, by internet) but some people argue that courses can never be taken as good as those by
attending in a college or university in person.
Brainstorming:
> keyword1
> keyword 2
> keyword 3:
>Agree or disagree?
>TST:


Conclusion
Exercise:
As mass communication and transport continue to grow, societies are becoming more and
more alike leading to a phenomenon known as globalization. Some people fear that
globalization will inevitably lead to the total loss of cultural identity.
To what extent do you agree or disagree with this statement?
Brainstorming:
> keyword1
> keyword 2
> keyword 3:
>Agree or disagree?
>TST:


Conclusion
LEXICAL RESOURCES (LR)
Academic Vocabularies
Topic: Society (1)
Look for the following words as you read the passage. Match each words with correct
definition.
Acquaintance a. v, to remove completely

Adolescent b. adv, seemingly
Apparently c. c. n, information in the forms of
Carry out numbers, data
Community d. n, a friend you do not know well
Consequence e. adj, easily affected
Contact f. n, result
Eradicate g. n, communication, connection,
Exchange h. n, person between the ages of
Explode thirteen and nineteen
Immense i. n, movement in a certain direction,
Impose popular fashion,
Interact j. adj, very big, huge
Post k. v, to trade something
Pursue l. v, to experience, suffer
Statistics m. n, a social group
Susceptible n. v, to display information in a public
Trend place
Undergo o. v, to grow rapidly suddenly
Unfold p. v, to do perform
q. v, to develop, open up
r. v, to force
s. v, to communicate with
t. v, to hunt for, seek

Word Families (Derivation) Sentence
Noun adolescence
Adjective adolescent
Noun eradication
Verb eradicate
Adjective eradicable
Noun explosion
Verb explode
Adjective explosive
Noun immensity
Adjective immense
Adverb immensely
Noun interaction
Verb interact

Adjective interactive
2. Collocation
Escaping poverty Live on the streets Political asylum World-wide

problem
The poverty line Desperate need Genuine asylum Child labour
Simple solution Golden opportunity Take the streets Save money
Out of poverty Breed crime Economic migrants Spend money on
Widening gulf Combat poverty Debt repayments Waste/squander
Deprived regions Eradicate poverty Earthquake hit Change money
Margins of society Alleviate poverty Death toll Throw money on
Street children Global economy Sexual exploitation Donate money to
Basic Intermediate Advanced
Opinion (n) Position (n)

Change (n./v) Alter (v)
Affect (v) Influence (v./n.) Impact (v./n.)
Effect (n)
Believe (v.)
Feel (v.)
Improve (v) Revolutionize (v
Talk to Relate to
Instead of Rather than
Family and friends Loved ones
Other countries Faraway places
International business Global trade

Communication (n.)
Contact (n./v.)
In the past In earlier times
Involve (v.) Entail (v)
(be) available Can be accessed
Of course Admittedly (adv)
Much of A vast amount of
True (adj.) Reliable (adj)
Helpful (adj.)
Useful (adj.)
Nevertheless (adv.)
Nonetheless (adv.)
To conclude By way of conclusion
Reaffirm (v.)
Restate (v.)

UNIT 6 ARGUMENT-LED
Discuss both these views and give your own opinion?
Task Response (TR) and Coherence & Cohesion (CC)
1. INTRODUCTION
Some people support modern developments in agriculture such as factory farming and creation
of new types of fruits and vegetables. However, other people oppose this view.
There are 2 views of this: View 1 View 2
And your opinion must be in conclusion, do you agree/choose view1 or view2 and give
recommendation for that. Both of these views might support each other or oppose each other.
Brainstorming
> View 1
> View 2
>Contradict/ Support
>Agree or disagree?
>Paraphrase
>TST:
While a group of people think these developments are reasonable, others reject them (37
words)
Conclusion:
Personally, I think modern farming and agricultural methods are inevitable and necessary to
meet the urgent need for more food worldwide. Therefore, governments should invest in

agricultural research and development to increase farm yields and develop farming sufficiently
to match the needs of today's world (45 words)
Exercise:
Some people think secondary school students should study international news as one of their
subjects. Other people say this is a waste of valuable school time.
Answer:
Brainstorming
> View 1
> View 2
>Agree or disagree?
>Paraphrase
>TST:
> Conclusion:
Exercise:

In many countries, good schools and medical facilities are available only in cities, Some people
think new teachers and doctors should work in rural areas for a few years, but others think
everyone should be free to choose where they work.
Brainstorming
> View 1
> View 2
>Agree or disagree?
>Paraphrase
>TST:
>Conclusion
2. BODY (2 Paragraphs)
Paragraph 1
Topic Sentence (TSI): Paraphrase View 1
Supporting Sentence (SS1) Cause-Effect/ Advantage-Disadvantage
Supporting Sentence (SS2): Cause-Effect/ Advantage-Disadvantage

Paragraph 2
Topic Sentence (TS2): Paraphrase View 2
Supporting Sentence (SS3): Cause-Effect / Advantage-Disadvantage
3. CONCLUSION (1-2 sentences)
It contains how you give opinion about these views. You can choose one of views or both views
Brainstorming Idea
Paraphrase View1 Paraphrase View 2

TS 1 TS 2
Supporting Sentence Supporting Detail Supporting Sentence Supporting Detail
Positive Negative SD Positive Negative SD
Cause-Effect Cause-Effect
SS1 SD1 SS1 SD1
SS2 SD2 SS2 SD2
SS3 SD2 SS3 SD2
Conclusion Conclusion
Sample Answer
One advantage of modern farming improvements is that they can provide more food more for
the growing populations, especially in the developing world, since many new types of plant can
produce heavier fruits or more seeds. For instance, I recently read that Iranian scientists had

created a new kind of wheat plant that yielded over two times as much as wheat as ordinary
types. Furthermore, new methods like factory farming would certainly make many demanding
agricultural tasks like milking cows and feeding various farm animals easier since they rely on
automatic machines for doing such farm duties. (95 words)
Nevertheless, some people argue that changing the genetic structure of plants is highly likely to
be dangerous, as it would be almost impossible for scientists to fully predict the results of such
a change, For instance, a new plant that is supposed to be productive might become poisonous
for humans or animals. Also, many animal rights activists think factory farming and similar
modern agricultural methods are cruel to animals because they are usually kept in closed
buildings, fed by machines and sometimes even killed in painful ways using automatic
slaughtering systems. (92 words)
Personally, I think modern farming and agricultural methods are inevitable and necessary to
meet the urgent need for more food worldwide. Therefore, governments should invest in
agricultural research and development to increase farm yields and develop farming sufficiently
to match the needs of today's world. (45 words)
Exercise
Many people think cheap air travel should be encouraged because it gives ordinary people
freedom to travel further. However, other think this leads to environmental problem, so air
travel should be more expensive in order to discourage people from having it.
Brainstorming Idea: Body
Paraphrase View1/TS 1 Paraphrase View / TS 2

SS1 SD1 SS1 SD1
SS2 SD2 SS2 SD2
SS3 SD2 SS3 SD2

Exercise
Some people think that the fittest and strongest individuals and teams always success in sports.
Others think that the success in sport depends on mental attitudes.
Brainstorming Idea: Opening
> View 1:
> View 2:
>Support/Contradict:
>Paraphrase
>TST:
Conclusion
Brainstorming

TS 1 TS 2

SS1 SD1 SS1 SD1
SS2 SD2 SS2 SD2
SS3 SD2 SS3 SD2
Exercise:
As the number of cars increases, more money has to be spent on road systems. Some people
think the government should pay for this. Others, however, think that the user should pay for
the cost.
> View 1:
> View 2:
>Support/Contradict:
>Paraphrase
>TST:
Conclusion

Brainstorming

TS 1 TS 2
SS1 SD1 SS1 SD1
SS2 SD2 SS2 SD2
SS3 SD2 SS3 SD2

Topic: Society (2)
definition.
Absence a. n, a person who gives help and advice

Academic b. n, demands, responsibilities
approximately c. adj, similar in size or amount
Bear d. v, to give, commit
Commensurate e. adj, very serious, or extreme, very bad
Devote f. n, not being present, time away
Dire g. v, to move forward
Discrepancy h. n, difference between two things that should be
Equality the same
Frustration i. adv, close but not exactly
Funding j. v, to continue
Guidance k. n, being the same, having the same rights and
Inordinate opportunities
Invaluable l. v, to confirm, make a person feel valued,
Mentor m. lack of satisfaction, inability to reach goals
Persist n. adj, related to school, especially university
Pressure o. n, financial support
Progress p. v, to fight
Struggle q. adj, more than reasonable
validate r. adj, very valuable, extremely useful
s. v, to carry, have responsibility for
t. n, advice, assistance

Noun approximation
Verb approximate
Adjective approximate
Adverb approximately
Noun frustration
Verb frustrate
Adjective frustrating
Noun persistence
Verb persist
Adjective persistent
Adverb persistently
Noun validity
Verb validate

Noun validation
2. Collocations:
Cause (n/v) (be) responsible for/ result in

Harmful (adj) destrimental
Firstly (adv)
First of all
Too much To excess
(be) incredibly high fat/
contain a great deal of fat
Illness Ailment
Serious health problem Major health problem
When we get older In later life
Although (conj)
While (conj)
Cheap (adj) Affordable
In addition to this Further and even more
importantly, though
Believe (v), feel (v)
Interestingly (adv) It is interesting to note that
Eat (v) Consume (v)
In conclusion By way of conclusion
Danger (n) Risk (n)
Certainly not By no mean
Impossible to overcome Insurmountable (adj)
Complicated (adj) Complex (adj)

UNIT 7 PROBLEM-ISSUE
There are three kinds of Problem-Issue Questions
a. Causes-Solutions
b. Causes-Consequences
c. Consequences-Solutions
The first step to answer this question is to identify the type of question given.
Example:
1. The best way for a country to prepare for the future is to invest more resources in its young
people.
How true do you think of it?
What is the best way to invest resources?
2. In schools and universities, girls tend to choose arts subjects, while boys choose science
subjects.
What is the reason?
Should the trend be changed?
3. Nowadays, we rely on news for our knowledge, but we are uncertain about the truth of these
news.
Should we believe journalists?
What qualities should a good journalist or correspondent have?
4. Many people think it is very important to protect the environment but they make no effort to
do it themselves.
Why do you think it is the case?
What actions can be done to suggest individuals protect the environment?
5. Nowadays some individuals behave in an anti-society way, such as committing a crime. In

general, it is the society to blame.
What causes the anti-social behaviours of individuals?
Who should be responsible for dealing with it?

6. A report indicated that many children between 7 and 11 watching television and/or play
video games.
How does the problem affect
What measures can be taken to control it?
7. Charities and organizations always give special names to particular days such as National
Children's Day' and ‘National Nonsmoking Day’.
What are the causes of these particular days?
How effective are they?
7.1 CAUSES-SOLUTIONS
Task Response (TR) and Coherence & Cohesion (cc)
1. INTRODUCTION
Housing and accommodation has become a major problem in many countries around the
world.
What are some of the main factors that have contributed to this?
What can be done to help reduce the number of homeless people?
Brainstorming:
> keyword1
> keyword 2
>question1
>question2
>paraphrase:
>TST: this essay aims to investigate the causes of this and also put forward a number of
solutions.

Body (2 Paragraphs)
Paragraph 1
Topic Sentence (TS1) : Paraphrase Question 1/Several Effects
Supporting Sentence (SS1): Cause 1
Paragraph 2
Tonic Sentence (TS2): Paraphrase Question 2/Some Solutions
Supporting Sentence (SS1): Solution 1
Supporting Sentence (S52): Solution 2
Supporting Sentence (SS3): Solution3
Restatement Body (you could mention the idea/main keyword in Topic
Sentence (Causes) and idea in Topic Sentence (Solutions).
Paraphrase Question1 Paraphrase Question2

TS 1/ Several Causes TS 2/ Several Solutions
SS1 SD1 SS1 SD1
SS2 SD2 SS2 SD2
SS3 SD2 SS3 SD2
Restatement The Body Restatement The Body

Sample Answer:
Nowadays, we are producing more and more rubbish.
Why do you think this is happening?
What can government do to help reduce the amount of rubbish?
Brainstorming:
> keyword1
> keyword 2
>question1
>question2
>paraphrase:
solutions.

SS1 SD1 SS1 SD1
SS2 SD2 SS2 SD2
SS3 SD2 SS3 SD2

Answer:
Today, many cities around the world face an increasing amount of garbage produced by
citizens.
This essay aims to investigate the causes of this and also put forward a number of solutions. (18
words)
There are many reasons why so much rubbish is produced. One important factor is the
consumerist lifestyle of many people today which has led to them buying and consuming more
products such as food, clothes and home appliances. As a result, more packaging is thrown
away everyday which creates a lot of rubbish. Furthermore, many families do not separate
reusable garbage like cans or glass jars from the rest since they are too tired or busy. The main
reason for this is that a majority of parents have to work long hours out of home to make
enough money for their families. (102 words)
Governments can do various things to decrease the amount of garbage. Firstly, they can
legislate laws to limit the garbage produced by households to a certain level, say, a kilogram
every day. As a result, people would definitely try to buy only the things which they need to
avoid throwing away too much. This is likely to be very effective although it might not be so
popular, especially in large cities. Also, governments could invest in building recycling plants so
that more garbage is reused to produce new products. For example, they could use plastic
bottles to make new plastic balls or computer parts. (104 words)
In conclusion, the reasons behind the rise in waste production include consumerism and people
not recycling, and possible solutions are laws to restrict household garbage as well as building
recycling centers. (31 words)
Total: 269 words
Exercise:
Many people think it is very important to protect the environment but they make no effort to
do it themselves.
Why do you think it is the case?
What actions can be done to suggest individuals to protect the environment?

Brainstorming:
> keyword1
> keyword 2
>question1
>question2
>paraphrase:
solutions.

SS1 SD1 SS1 SD1
SS2 SD2 SS2 SD2
SS3 SD2 SS3 SD2
Exercise:
Tourism is an excellent way to develop country, but it can also cause harm.

How can countries ensure that tourism benefits the development?
Brainstorming:
> keyword1
> keyword 2
>question1
>question2
>paraphrase:
solutions.

SS1 SD1 SS1 SD1
SS2 SD2 SS2 SD2
SS3 SD2 SS3 SD2

Topic: Technology (1)
definition.
Back a. n, an action that breaks a rule or law

Clamp b. N, a flow of electricity, water, or air
Critical c. V, to hold tightly
Current d. Adj, appropriate, acceptable for
Derive something
Device e. V, to search thoroughly, often
Entrepreneur violently or carelessly
File f. n, legal decision
infringement g. v, to support, esp financially
inspiration h. n, somebody to starts a business
invalid i. v, to officially record something
inventor j. n, a person who create a new thing
patent k. n, a person who puts money into
ransack business
refinement l. adv, exactly, for a particular reason
ruling m. n, a right to an invention granted by
specifically the government
suitable n. n, a machine or tool
unveil o. adj, very important
p. v, to make public, uncover
q. n, improvement
r. v, to get something else, originate
s. n, a sudden good idea, a role model
for creativity
t. adj, not legal or corect

Noun Inventor
Noun Invention
Verb Invent
Noun Investor
Noun Investment
Verb Invest
Noun Inspiration
Verb Inspire
Adjective Inspiring
Adverb Inspired
Noun Refinement
Verb Refine
Adjective Refined

Verb suit
Adverb suitably

Last (adj) Past (adj)
International (adj) Global (adj)
Although (adv)
While (conj)
Industry (n)
Trade (n)
Wealth (n) Prosperity (n)
Country (n) Nation (n)
Destination country / host
country
Travel (n) Tourism (n) Holidaymaking (n)
Actually (adv) In fact
Bring problems/ cause Create difficulties
problems
Create wealth Bring economic prosperity
Solve (v) Resolve (v)
Main (adj) Primary (adj)
Many (adj) Numerous (adj) countless (adj)
Problem (n) Difficulty (n) Challenge (n)
Involved with Associate with
Rich (adj) Wealthy (adj) Affluent (adj)
Overseas (adj/adv) Abroad (adv/adj)
Visit (v) Holiday in
Poorer country Developing country
Like / such as
Flood (n) Influx (n)
Mostly (adv) Mainly (adv)
And As well as

7.2 CONSEQUENCES-SOLUTIONS
1. INTRODUCTION
A report indicated that many children between 7 and 11 spend too much time watching
television and/or video games.
How does the problem affect the children, their families, and society?
Brainstorming:
> keyword1
> keyword 2
>question1
>question2
>paraphrase:
>TST: this essay aims to investigate the consequences of this and also put forward a number of
solutions.
Body (2 Paragraphs)
Paragraph 1
Topic Sentence (TS1) : Paraphrase Question 1/Several Effects
Supporting Sentence (SS1): Effect 1
Paragraph 2
Tonic Sentence (TS2): Paraphrase Question 2/Some Solutions

Supporting Sentence (SS1): Solution 1
Supporting Sentence (S52): Solution 2
Supporting Sentence (SS3): Solution3
Sentence (Effects) and idea in Topic Sentence (Solutions).

TS 1/ Several Effects TS 2/ Several Solutions
SS1 SD1 SS1 SD1
SS2 SD2 SS2 SD2
SS3 SD2 SS3 SD2

Exercise:
While mobile phones have many advantages, a number of problems have also resulted from
them or the ways in which they are used.
What are some of these problems?

What solutions can you suggest for solving these problems?
Brainstorming:
> keyword1
> keyword 2
>question1
>question2
>paraphrase:
solutions.
Sample Answer:
Many people today are worried about cybercrime such as hacking and identify theft.
What problems does cybercrime cause and
What solutions can you suggest for ordinary people and businesses to take?
Brainstorming
Brainstorming:
> keyword1
> keyword 2
>question1

>question2
>paraphrase:
solutions.
Sample Answer:
Cybercrime is a cause of widespread concern today, as so many people use technology to store
and transmit sensitive data. There are a number of problems that people suffer as a result of
these crimes, but also some straightforward measures we can take to protect ourselves.
Perhaps the worst problem stemming from this is the financial impact. If someone has his or
her bank account emptied, or has false credit lines created under their name, they are
potentially liable for large sums of money. Even if they can avoid the consequences, their bank
or finance company has to cover the losses, which can damage their performance. A further
problem is the way in which these stolen funds are used to subsidize other crimes, such as drug
distribution or even terrorism. Once the money enters the criminal networks, we have no way
of knowing how it will be used. Finally, there is the problem of anxiety and stress caused to the
innocent victims of these crimes. The initial shock is often followed by months or years or legal
wrangling, paperwork and a sense of insecurity.
Turning to possible solutions, probably the most effective measure is to improve personal
security, ranging from passwords to the shredding of documents. This denies the criminals the
raw materials to work with. Secondly, we should raise awareness of the risks among the elderly
or the very young – two groups who are often specifically targeted – via publicity and public
education. Ultimately, however, it is the financial companies who can make the greatest
contribution, by increasing their security and detection systems – ideally in partnership with the
police.
Overall, the problems caused are both financial and social, and the solutions should involve
coordinated action by individuals, corporations and the state.

Topic: Technology (2)
definition.
Aviation a. n, a person who is very interested in

Blade something
Coarse b. N, a device that causes an airplane or
Confer boat to move
Cruise c. V, to travel at a steady speed
Curiosity d. N, the development, design, and use
Design of aircraft
Enthusiast e. M, interest, need to know
Handle f. Adj, rough, not smooth
Inflexibility g. N, strong, sudden movements in air
Isolation h. N, a plan for making something
Pitch i. V, to manage, work well with
Prolonged j. Adj, able to change
Propeller k. N, inability to change
Reliably l. V, to discuss with somebody
Revolutionize m. n, the condition of being for a long
Rotation time, often in a negative sense
Sustained n. n, a thin, flat part of a machine
Lurbulence o. n, turning motion
varible p. n, the condition of being alone or
separated from others
q. v, to change completely
r. adv, dependably
s. adj, having the ability to continue for
a long time
t. n, the angle or slope of something

Noun Enthusiast
Noun Enthusiasm
Adjective Enthusiastic
Adverb Enthusiastically
Noun Inflexibility
Adjective Inflexible
Adverb Inflexibly
Noun Isolation
Adjective Isolated
Verb Isolate
Noun Reliance
Verb Rely
Adjective Reliable

Adverb Reliably
Adjective Revolutionary

Immigrant (n)
Newcomer (n)
Rule of behaviour/ social rule Social custom Social norm
Fit in Adapt (v)
Adjust (v)
New country Adopted country
Rule (n) Law (n)
Obey the law Observe the law
Therefore (adv) Thus (adv)
Important (adj) Necessary (adj) Essential (adj)
Vitally important
Make sure Ensure (v)
Example (n) Instance (v)
Allow (v) Permit (v)
Illegal (adj) Prohibited (adj)
Own (v) Possess (v)
Gun (n) Firearm (n)
Social (adj) Societal (adj)
In conclusion By way of conclusion
Power (n) Domination (n)
Lack of moral standards Moral decadence
Worrying (adj) Disturbing (adj)
However (conj)/ tough
Damage (n) Degradation (n)
Especially (adv) Particularly (adv)
Good example Salient example

7.3 CAUSES-CONSEQUENCES
1. INTRODUCTION
A report indicated that many children between 7 and 11 spend too much time watching
television and/or video games.
How does the problem affect the children, their families, and society?
Brainstorming:
> keyword1
> keyword 2
>question1
>question2
>paraphrase:
consequences.
Exercise:
1. Mobile phones and the internet are very useful. However, it is a rare for old people to use
them.
What ways could mobile phone and the Internet be useful to old people?
How does the old people to be encouraged using this new technology?
2. Many people are busy with work and do not have enough time to spend with families and
friends.
Why does this happen?
What are the effects of this on family life and society as a whole?

3. As most people spend a major part of their adult life at work, job satisfaction is an important
element of individual wellbeing.
What are the factors that contribute to job satisfaction? How realistic is the expectation of job
satisfaction for all?
Body (2 Paragraphs)
Paragraph 1
Topic Sentence (TS1) : Paraphrase Question 1/Several Causes
Paragraph 2
Tonic Sentence (TS2): Paraphrase Question 2/Some Effects
Supporting Sentence (S52): Effect 2
Sentence (Causes) and idea in Topic Sentence (effects).

TS 1/ Several Causes TS 2/ Several Consequences
SS1 SD1 SS1 SD1
SS2 SD2 SS2 SD2

SS3 SD2 SS3 SD2
Exercise:
Nowadays, people always throw the old things away when they buy new things, whereas in the
past, old things were repaired and used again.
What factors cause this problem?
What effects the phenomenon leads to?
Brainstorming:
> keyword1
> keyword 2
>question1
>question2
>paraphrase:
consequences.

TS 1/ Several Causes TS 2/ Several Consequences
SS1 SD1 SS1 SD1
SS2 SD2 SS2 SD2
SS3 SD2 SS3 SD2
Sample Answer:
Pollution of rivers, lakes and seas is a major concern for people who seek to protect the
environment.
What are the possible causes of water pollution, and what effects does this have on animal life
and human society?
Water contamination is a serious form of pollution, and one that can be challenging to rectify.
There seem to be two main causes involved, and a variety of damaging effects on people and
the biosphere, which we will discuss here.
Probably the main factor is the issue of emissions from cars, factories and other human
activities. These emissions contain damaging pollutant particles which can contaminate
rainwater run-off and thus enter the water cycle, by transferring through the water table into
aquifers, streams and rivers. Filtration and processing are not really viable options for such
large volumes of water, and so the water table remains tainted with these elements over long
periods, as we see in Eastern Europe today. In situations where soil erosion and logging have
already damaged the local environment, the accumulation can be very serious. The other major
cause is accidental or deliberate dumping of waste products in places outside of controlled
landfills or waste processing centers. Even small amounts of abandoned waste can enter water
supplies through the ground, often undetected.
The effects on animal life can be severe, especially for species which are Imam Purwadi already
endangered by such threats as poaching, habitat loss and food chain disruption. Contaminated
water can lead to dwindling numbers or even potential extinction, as may indeed happen to the
Asian tiger populations. The impact on human society can also be distressing, including the

poisoning of drinking water, famine or drought due to lack of safe irrigation, and long-term loss
of land as we see, for example, after the Bhopal poisoning catastrophe in India. Such effects
tend to have an especially grave impact on the very poorest in society, with the least resources
to counter the environmental effects.
Overall, we see that emissions and dumping are the main origins of the problem, and that the
effects on both humans and animals are exacerbated by the existing environmental, criminal or
social problems.

Topic: Social (1)
definition.
Acknowledge a. adj, not active

Authority b. adv, only
Chunk c. n, a strong feeling such as anger
Crucial or love
Deliberately d. n, a large piece
Depression e. v, to admit, accept as true
Emotion f. adj, very important
Engage g. adj, overpowering, very large
Industrious h. v, to refresh, restore
Intellectual i. adv, internationally, on purpose
Merely j. n, person with power or special
Obesity knowledge
Obvious k. v, to participate in something
Overwhelming l. n, a free-time activity
passive m. adj, not wanting to do something;
pastime unwilling
physical n. adj, related to thinking
rejuvenate o. adj, easy to see, clear
reluctant p. v, to experience something
suffer diffuclt or painful
q. adj, related to the body
r. adj, hardworking
s. n, constant sadness
t. n, the condition of being
overweight

Noun Enthusiast
Noun Enthusiasm
Adjective Enthusiastic
Adverb Enthusiastically
Noun Inflexibility
Adjective Inflexible
Adverb Inflexibly
Noun Isolation
Adjective Isolated
Verb Isolate
Noun Reliance
Verb Rely
Adjective Reliable

View (n) Perspective (n)
Position (n)
(be) able to Be capable (of)
Man (n) Male (n/adj)
Woman (n) Female (n/adj)
Job (n) Occupation (n)
Traditional (adj) Conventional (adj)
Conservative (adj)
Well (adv) Effectively (adv)
Although (conj)
While (conj)
Believe (v)
Feel (v)
Argue (v) Contend (v)
I believe I would agree/ I would
I fee contend
Generalization (n)
Stereotype (n)
Right (adj) Accurate (adj)
Sex (n) Gender (n)
Give (n) Provide (n)
Chance (n) Opportunity (n)
Bring (v)
Create (v)
Often (adv) Frequently (adv)
Instead of Rather than
See (v) View (v)
Weak point (n)
Weakness
Want (v) Desire (v)
Maintain (v)
Reaffirm (v)

3. Collocations
Strictly forbidden Deeply concerned

Bitterly cold Strongly condemn
Pitch dark Ridiculously expensive
A big meal Bitterly disappointed
A substantial meal Make friends
Economy boom Make a contributions
Highly profitable Hold firmly
Utterly impossible Lend support

UNIT 8 ADVANTAGE/DISADVANTAGE
8.1 OPINION-TYPE
Question Do the advantages outweigh the disadvantages?
1. INTRODUCTION
One of the consequences of improved medical care is that people are living longer and life
expectancy is increasing.
Do you think the advantages of this development outweigh the disadvantages?
Brainstorming:
> Keyword 1:
> Keyword 2:
> Paraphrase
> TST:
However, a longer life is only desirable if you can look after yourself and be independent,
otherwise there can be the disadvantages for everyone.
Exercise:
1. In some countries, government are encouraging industries and businesses to move to

regional areas outside big cities.
Do the advantages of this trend outweigh the disadvantages?
2. In some countries, it is now possible for people to buy a wide variety of foods transported
from all over the world.
To what extent do the benefits of this development outweigh the drawbacks?
3. In some countries, governments are encouraging industries and businesses to move out of
large cities and into regional areas.
Do you think the advantages of this development outweigh its disadvantages?
Give reasons for you answer and include examples from your knowledge or experiences

4. There are more workers working at home and more students studying at home because the
computer technology is more and more easily accessible and cheaper.
Do you think it is a positive or negative development?
5. International travel is becoming cheaper, and more and more countries open their door and
with more and more tourists.
Do the advantages of the increased tourism outweigh its disadvantages?
6. While some people prefer to live in apartments, other do not think an apartment is a suitable
form as accommodation.
Do you think the advantages of living in an apartment outweigh the disadvantages?

2. BODY 2 Paragraphs) (Answer the Question Yes or No)
If Yes: Advantages are more than disadvantages
For example: 3 Advantages + 2 Disadvantages
lf No: Advantages are not more than disadvantages
For example: 2 Advantages +3 Disadvantages
If Yes:
Paragraph 1
Topic Sentence (TSI): Several Advantages
Supporting Sentence (S51): Advantage 1
Supporting Sentence (SS2): Advantage 2
Paragraph 2
Topic Sentence (TS2): Numerous Drawbacks
Supporting Sentence (SS1): Drawback1
Supporting Sentence (552): Drawback 2
Synonyms for Advantages & Disadvantages
Advantages and Disadvantages
Benefits and Drawbacks
Upsides and Downsides
Pros and Cons
Strengths and Weaknesses/Shortcomings

Positive and Negative Consequences
Welcome and Unwelcome Results
Favorable and Unfavorable Impacts
Desirable and Undesirable Effects
Beneficial and Detrimental
Restate the answer Yes or No and restate body (you could mention the idea/ main keyword in
Topic Sentence (Advantages) and idea in Topic Sentence (Disadvantages).
Notes:
Brainstorming Idea:
TS1/ Several Advantages TS2/ Several Disadvantages

SS1 SD1 SS1 SD1
SS2 SD2 SS2 SD2
SS3 SD2 SS3 SD2

Exercise
The government has announced that it plans to build a new university. Some people think that
your community would be a good place to locate the university.
Brainstorming Idea:
Keyword:
Question 1
Question 2
Paraphrase
TST
In this essay 1 will analyze advantages and disadvantages of this issue and present my view in
favor of establishing a new university in my community.
Brainstorming Idea:

SS1 SD1 SS1 SD1
SS2 SD2 SS2 SD2
SS3 SD2 SS3 SD2

Exercise:
The government has announced that it plans to build a new university. Some people think that
your community would be a good place to locate the university.
Brainstorming Idea:
Question 1
Question 2
Paraphrase:
TST:
In this essay I will analyze advantages and disadvantages of this issue and resent my view in
favor of establishing a new university in my community.
Brainstorming Idea:
Exercise:
In some countries, governments are encouraging industries and businesses to move out of large
cities and into regional areas.
Do you think the advantages of this development outweigh its disadvantages? Give reasons for
you answer and include examples from your knowledge or experiences.
Brainstorming Idea:
> Keyword:
> Question 1:
> Paraphrase
> TST:
In this essay I will analyze advantages and disadvantages of this issue and present my view in
favor of …

Topic: Education (1)
definition.
Approach a. v, to move constantly in a nervous

Auditory manner
Blend b. n, method
Circumstance c. adj, related to words
Conventional d. adj, related to the face
Diagram e. e. v, to say or repeat out loud
Dominant f. n, a simple drawing to explain how
Encouragement something works
Expose g. adj, normal, traditional
Facial h. n, praise, support to keep going
Fidget i. adj, more important, stronger
Hinder j. n, situation
Incorporate k. adj, related to hearing
Kinaesthetic l. adj, related to body motion
Manipulate m. n, something that block oor stands in
Obstruction the way
Recite n. n, to add in, bring together
Solitary o. v, to give an opportunity to
verbal experience or learn new things
p. n, a mixture, combination
q. adj, done alone, independent
r. r, to prevent, get in the way
s. s, to move things around with hands
t. n, belief in one’s ability

Words Families (derivative) Sentence
Noun confidence
Adjective Confident
Adverb Confidently
Adverb Conventionally
Noun Dominance
Verb Dominate
Adjective Dominant
Verb Expose
Noun Exposure
Adverb Facially
Adjective Solitary
Noun Solitude
Adverb Solitarily

Question (n/v) Issue (n)
Ban (n/v) Prohibit (v)
Illegal (adj) Illicit (adj)
Main (adj) Principal (adj)
Important (adj) Absolutely pivotal
Most (adj) The majority of
Drug abuse Substance abuse
Especially (adv)
Particularly (adv)
Want (v) Wish (v)
Proven (adj) Irrefutable 9adj)
I would argue that/ I would
suggest that
Pay the bill Cover the cost
Cause (n/v) Lead to
Illness (n)
Disease (n)
Give (v) Provide (n)
Chance (n) Opportunity (n)
Expensive (adj) Costly (adj)
Decide (v) Determine (v)
Need (v) Require (v)
However (adv) Nevertheless (adv)
Very (adv) Incredibly (adv)
Often (adv) Frequently (adv)

UNIT 9 ADVANTAGE/DISADVANTAGE
9.1 DISCUSSION-TYPE
Task Response (T) and Coherence & Cohesion (CC)
Question: what are the advantages and the disadvantages?
1. INTRODUCTION
In some countries, it is usual for young people who graduate spend a year working or travelling
before going to university'
What are the advantages and disadvantages for young people who decide to do this?
Brainstorming
>Keyword 1
>Keyword 2.
>Paraphrase:
>TST:
otherwise there can be the disadvantages for everyone
Exercise:
1. In some countries, governments are encouraging industries an move to regional areas

outside big cities.
What are the advantages and the disadvantages?
2 Some school leavers travel or work for a period of time instead of going directly to university
What are the advantages and disadvantages?
3. There are more workers working at home and more students studying because the computer
technology is more and more easily accessible and cheaper.

4. In some countries, governments are encouraging industries and businesses to move out of
large cities and into regional areas.
5. More and more students choose to go to another country for higher education.
6. Fossil fuels, such as coal, oil, natural gas, are used in many countries. But in some countries,
the use of alternative sources of energy, including wind and solar power, are encouraged.
7. Food travels thousands of miles from farm to consumer. Some people think that it would be
better to our environment and economic if people only ate local produced food
Brainstorming:
Keypoints (Kcywords)
Keyword 1:
Keyword 2 :
Paraphrase
TST

Paragraph 1
Topic Sentence (TS1): Several Advantages
Supporting Sentence (5S3): Advantage 3
Paragraph 2
Topic Sentence (TS2): Numerous Draw backs
Supporting Sentence (SS1) : Drawback 1
Pros and Cons
Positive and Negative

Consequences
Welcome and Unwelcome
Results
Favorable and Unfavorable
Impacts
Desirable and Undesirable
Effects

Restate the answer Yes or No and restate body (you could mention the idea/main keyword in
Topic Sentence (Advantages) and Sentence (Disadvantages).
Brainstorming Idea

SS1 SD1 SS1 SD1
SS2 SD2 SS2 SD2
SS3 SD2 SS3 SD2
Exercise:
With the increasing popularity of computers and calculators, student literacy is decreasing
dramatically
What are the positive and negative effects the progress of science and technology ha brought
about?
Brainstorming Idea:
Keypoints (Keywords):
Keyword:
Positive:
Negative:
Paraphrase:

TST:
Here I will discuss the pros and cons of this question
Brainstorming Idea:

SS1 SD1 SS1 SD1
SS2 SD2 SS2 SD2
SS3 SD2 SS3 SD2
Sample Answer
I t has been widely noted that, with the growing use of computers and calculators both in
classroom and in the home, the level literacy and mathematical ability of students is dropping.
This raises serious doubts about the value of the progress of science and technology. Here I will
discuss the pros and cons.
First of all, advances in science and technology have certainly brought many benefits for
mankind. They have made our lives more comfortable and healthier. addition, they have eased
the burden of work for most people and provided them with more leisure opportunities, while
at the same time increasing productivity dramatically.
Nevertheless, it cannot be denied that technology has some negative side-effects. As

mentioned above, with computers which check spelling, grammar and calculation for them,
students have little incentive to learn how to do these things for themselves. Also, the
availability of TV programs and videos encourages an unhealthy, sedentary lifestyle.
Another aspect of this issue is that technology may be good or bad depending on how we use
it. For instance, dynamite may be used to make road construction easier, or it may be used to
kill people. Again, nuclear reactor can supply huge amounts of cheap electricity, but if they are
carelessly handles, they can cause devastating
We can conclude that the progress of the science and technology has both positive and
negative effects. What we must do is to make sure that the positive ones are encouraged and
the negative ones are eliminated as far as possible. Among other things, this means that
students are warned not to let computers and calculators do all their work for them.
Exercise:
In the past, when students did a university degree, they tended to study in their own country.
Nowadays, they have more opportunity to study abroad.
What are the advantages and disadvantages of this development?
Brainstorming Idea:
Keypoints (Keywords):
Keyword:
>Question 1:
>Question 2:
>Paraphrase
>TST
In this essay I will analyze advantages and disadvantages of this issue and present my view in
favor of

SS1 SD1 SS1 SD1
SS2 SD2 SS2 SD2
SS3 SD2 SS3 SD2

definition.
Address a. n, teaching
Adequately b. adj, special, above average
Alternative c. adj, near the end
Compulsory d. n, a private teacher
Concerned e. n, a choice
Dissatisfied f. adj, required
Exceptional g. n, the larger part, most
Instruction h. adj, before, previous
Latter i. adj, required
Majority j. adj, worried
Mandate k. n, set of beliefs and values
Novel l. adj, not pleased
Obligatory m. adj, common
Periodic n. adv, well enough
Philosophy o. adj, very big
Prior p. adv, in comparison something else
Relatively q. adj, new and unusual
Tutor r. v, to deal with a problem and issue
Vast s. adj, repeated regularly
widespread t. v, to order officially, require

Words Families (derivative) Sentence
Noun alternative
Verb Alternate
Adjective alternative
Adverb alternatively
Noun Concern
Adjective Concerned
Verb Concern
Noun Instruction
Adjective Instructive
Verb Instruct
Noun Instructor
Adverb Instructionally
Adjective Instructional

Noun Obligation
Adjective Obligatory

Today (n/adv) These days
Affect (v) Influence (v) Consequences (n)
Effect (n) Impact (n/v)
The country Rural area
Cause (n/v) Lead to
Give rise to
Feel (v) (be ) convinced
Believe (v)
Resolve (v) Address (v)
Overcome (v)
Attractive (adj) Appealing (adj)
Subsidize (v)
Provide financial incentives
Move (v/n) Relocate (n)
Discuss (v) Explore (v)
Cause (n/v) Source (n)
Contributing factor
Offer (n/v)
Provide (v)
Chief (n/adj)
Primary (adj)
Traditionally (adv)
In the past
Usually (adv) Typically (adv)
Consequently (adv)
As a result
More and more An increasing number of
Need (v) Little wonder/ it is surprising
Of course Admittedly

Choice (n) Alternative (n)
Programme (n) Campaign (n/v)

UNIT 10 MIXED
1. (Opinion-led + Discussion Type)

2. (Opinion-led + Problem-Issue)
3. (Discussion-Opinion+ Discussion Type)
Task Response (TR) and Coherence & Cohesion (CO)

1. INTRODUCTION
future jobs.
What are some of the job skills that employers look for in new employees?
Brainstorming:
Keyword 1
Keyword 2
Paraphrase
TST
otherwise there can be the disadvantages for everyone.

Exercise
1. Some countries have introduced a law to limit working
Why is this law introduced?
Do you think it is a positive or negative development?
2. Many people are afraid to leave home because of crime. Some believe more action should be
taken to prevent crime, but others feel little can be done.
What's your view?
3. In many parts of the world children and teenagers are committing more crimes.
Why is this case happening?
How should children or teenagers be punished?
4. The continued rise in the world's population is the greatest problem faced by humanity at
the present time.
What are the causes of this continued rise?
Do you agree that it is the greatest problem faced by humanity?
5. International travel often leads people to have some prejudices rather than broad-mind.
What are the main reasons of this phenomenon?
What do you think people can do to get better understanding of the countries they visit?
6. Some people think the governments should act lo decide how people live in order to make a
healthier life. Others think individual should decide their own lifestyle.
What do you concern about?
Discuss both views and give your opinion
7. Some people think that all the lawbreakers should be sent into the jail, while others believe
that they should also be made to do some work or learn some skills in the community
What is your opinion?
8. The development of technology changes the way people connect with each other. In which
way does the development of technology change the types of relationships among people?
Does it have positive or negative effects on relationships?

9. Many people are optimistic about the 21st century and see it as an opportunity to make
positive changes to the world.
To what extent do you agree or disagree with their optimism?
What changes would you like to see in the new century?
Paragraph 1
Topic Sentence (TS1): Several Advantages
Supporting Sentence (SS3) : Advantage 3
Paragraph 2
Topic Sentence (TS2): Numerous Drawbacks
Supporting Sentence (SS1): Drawback 1
Supporting Sentence (552): Drawback 2
Supporting Sentence (SS3): Drawback 3

Pros and Cons

Positive and Negative Consequences
Welcome and Unwelcome Results
Favourable and Unfavourable Impacts
Desirable and Undesirable Effects

Restate the answer Yes or No and restate body (you could mention the idea/main keyword in
Topic Sentence (Advantages) and idea in Topic Sentence (Disadvantages).
Brainstorming Idea:

SS1 SD1 SS1 SD1
SS2 SD2 SS2 SD2
SS3 SD2 SS3 SD2

Exercise:
future jobs.
What are some of the job skills that employers look for in new employees?
Brainstorming Idea:
Key points (Keywords).:
Keyword:
Question 1
Question 2
Paraphrase:
TST:
Sample Answer
Paragraph 1: Introduction + TST
Paragraph 2: (Question 1)

Example paragraph 3 ("items" body paragraph):
There are various abilities that new employees today are required to have. Firstly. They need to
have good communicative skills like letter writing so that they can communicate their ideas
while understanding what their colleagues or clients think.
Secondly, employees should be able to manage their time efficiently because they have to
finish various tasks before their respective deadlines. Finally, many companies seek workers
who can use computers effectively to handle office and business tasks. For instance, almost all
modern construction companies require new engineers to know how to design buildings or
manage projects using software like AutoCAD or Microsoft Project. (101 words)
Paragraph 4: Conclusion
Exercise:
There are social, medical and technical problems associated with the use of mobile phones.
What forms do they take?
Do you agree that the problems outweigh the benefits of mobile phones?

1. Academic Vocabularies
Look for the following words as you read the passage. Match each word with its correct
definition.
Assess a. adj, improved, describing something

Constructive of higher quality
Curriculum b. v, to identify
Dedicate c. n, understanding
Discipline d. n, the set subjects taught at a school
Enriched e. v, to measure
Extraordinary f. adj, having special talents or abilities
Gifted g. adj, advanced, complex
Inquisitiveness h. n, maintaining correct behaviour
Moderately i. v, to become
Peer j. adj, describing education programs to
Profoundly address some area of difficulty
Recognize k. adv, greatly, extremely
Remedial l. n, a person at an equal level with
Simultaneous other
Sophisticated m. v, to give, to devote
Transfer n. n, desire for knowledge
Turn into o. n, not wanting to participate
withdrawal p. adj, happening at the same time
q. v, to move from one place to another
r. adv, slightly
s. adj, positive, beneficial
t. adj, special, exceptional

Noun assessment
Noun assessor
Verb assess
Adjective enriched
Noun enrichment
Adjective enriching
Verb enrich
Noun recognition
Adjective recognizable
Verb recognize
Noun sophistication
Adjective sophisticated
Adjective simultaneous

Adverb simultaneously
Adjective withdrawn
Noun withdrawal

Stay (v) Remain (v)
Would prefer to Would rather
Cannot (do) Be (unable) to do
Leisure activity Pastime (n)
Another (adj) One further
One other
Step (n) Measure (n)
Abovementioned (adj)
Outlined above
To conclude/ in conclusion
Poor quality Sub-standard (adj)
Smack or cane Discipline (n/v)
Punish (v)
Physical Punishment Corporal punishment
Cause (n/v) Factor (n)
Reason (n) Source (n)
important Crucial (adj)
In my view From my prespective
Allow (v) Permit (v)
Major (adj)
Significant (adj)
Important subject Core subject
However (adv) Nonetheless (adv)
Like (prep) Such as
Of course Admittedly (adv)

REFERENCES
Elbow, P. (1998) Writing without Teachers. New York Oxford University Press
Elbow, P (1998) Writing with Pouer Techmiques for Mastering the Writing Process. New
York: Oxford University Press
Laugheed, Lin (2011) Essential Words for the lELTS. New York: BARRON'S
Laugheed, Lin (2011) How to Prepare for the IELTS, New York: BARRON'S
Stott, R. and Avery, S. (eds) (2001) Writing with Style. Harlow: Pearson Education
Harlow: Pearson
Limited
Stott, R. and Chapman, P. (eds) (2001) Grammar and Writing. Harlow
Education Limited

SPEAKING
IELTS Speaking: Introduction
The Speaking test is the shortest part of the IELTS exam, lasting only 11-15 minutes.
However, for many test-takers this brief experience can seem to last an eternity! IELTS
Speaking is a quick, but intense in-person interview. It requires focus, creativity, and
strong English skills to think of responses to the interviewer’s questions quickly.
It is very important to relax and remain confident during the IELTS interview. Being alert
but calm will help you do your best. How can you achieve this? The best thing you can do
is study and prepare. Knowing what to expect on the IELTS Speaking exam, practicing a
variety of strategies, and answering many, many practice questions will help you on exam
day.
This Guide to IELTS speaking covers what you need to know about this short, but
challenging part of the IELTS exam. We’ll start with basic (but important!) information to
introduce you to IELTS Speaking and how it’s scored. The second half of the post focuses
on each of the three main parts of the test, with tips and strategies to help you develop your
approach.
IELTS Speaking: The Basics
IELTS uses a “paper” format for its Reading, Writing, and Listening tests, all of which are
completed together in one sitting. Speaking takes place separately. In most cases, Speaking
interviews are scheduled on the same day as the paper test. However, sometimes the
interview can be scheduled up to one week before or after the paper exam. You will
receive instructions about this when you register for the IELTS at your local test center.
When you take the Speaking test, you will enter a room where your examiner will be
waiting to greet you. He or she will ask you to identify yourself, and your Speaking test
will begin immediately after that. To get an idea of what the test is like. The student is
answering questions in Part 1 of the exam.
The IELTS Speaking Test has three parts. We will look at each part in depth later in this
post. For now, let’s just get familiar with each one.
ngeIELTS | Speaking Module 1

Part 1 is like a personal interview. It lasts about 4-5 minutes. You will in introduce
yourself and talk about topics related to your life and your experiences in response to the
examiner’s questions. Think of this interaction as “small talk.” These are the kinds of
questions you might exchange with someone you just met.
Part 2 is called the “long turn.” Here, you are given a question on a topic and some sub-
points you must cover in your speech. You will have a minute to prepare a response, and
your goal is to speak for about 2 minutes. The examiner may ask you some follow-up
questions when you finish your short speech.
Part 3 Finally, you’ll have a conversation on the same (or similar) issue you spoke about
in Part 2. This will be a discussion, much like the first section of the exam (Part 1).
However, the questions are more complicated because they require you to offer an opinion
or some analysis. To illustrate, imagine your Part 2 topic is to describe a happy memory
from your childhood. In Part 3, the examiner could ask you: “What are some important
things a person should do in order to live a happy life?” Here, the theme of “happiness”
connects both sections.
PART 1
Similar to listening, the speaking also has three main concepts:
1. Understanding the concepts
The concept of speaking will be focused on how we can follow the band descriptor
of speaking with the criteria following:
a. fluency and coherence (25%)
fluency  how you could respond to the question without thinking and not
having many word fillers and pausing. Try to speak as much as you can but
still on topic
coherence  specific and detail (try mention the number)
are you able to respond the question completely and focused on the
keywords of the question. Do not speak out of topic otherwise you will lose
your score.
Tips and trick : understand and underline the keyword of the questions.
Keyword  main keyword (60%) – supporting keyword (40%)

e.g. do you have many tourist in your country ?
main keyword : many tourist (60 %)
you can explain: 60% from Australia, 20% from Asia, 10% from
Europe …
supporting keyword : in your country (40%)
where (in Indonesia), when (winter break), why (stunning
landscape)
do you live in an apartment or in a house ?

60%  apartment, e.g. with floor, back garden, rooms.
40%  why, where
Variety of sentence subject:

(1) S + V (common)  I frequently …
(2) Time/adv/place  In my long weekend, I …
(3) Appositive/adv  Spending much time in holiday, I frequently …
(4) Gerund/to + V1  Spending my free time by visiting ….
(5) Noun clause  What I want to do to spend my long weekend …
(6) Adjective clause  The time when I frequently spend …
(7) Connector  Since I have much time in my long weekend, I …
b. Lexical resource (holiday – advertisement)
c. Pronunciation
Intonation and Enunciation
A. Intonation
1. Stressing level
Up : noun, verb, adj, question word
Down : articles, preposition, conjunction, pronoun, auxiliaries
2. Transition words
3. Listening and sequencing
4. Derivatives

B. Enunciation
1. Vowel
- Diphtong
Ei – same, take, aim, day
Ou – home, go, no, boat
Ai – time, fly, cry, shy
Au – cloud, now, cow, town
Oi – choice, boy, toy
Ia – peer, mere, hear, near
Ea – pair, hair, flower
2. Consonant
Voiced: d, dj, j, l, n, y, z, x, b, m, w, v, r, y, g
Unvoiced: t, tf, s, , , p, f, k, h
3. The sound of “c”

s  z (after voiced) e.g. digs in
s  s (after unvoiced) e.g. stops in
4. The sound of “d/ed”

Ed  d (unvoiced)
Ed  t (voiced)
Ed  id (the verbs end/d/and/t)
PART 2
1. Describing – someone, someplace- something : 2 mins talking and 1 mins preparation
2. 1 mins preparation, you need:
 Underlined the keyword of the question
 Develop ideas each questions (5 ideas/vocab that you memorise from holiday-
advertising)
3. Focus on:
a. Specific and details
b. Comparison and contrast

Place/where What/things
Shopping center
Why/ reasons When/time

In my long weekend, short break, etc
How to handle 2 mins speaking in part 2

1. Give the introduction by paraphrasing the question starting with noun clause
structure
Example: describe a beautiful place you once visited ?
in this golden opportunity, I would like to tell you about an amazing spot
which I have been there.
I am going to tell you in this occasion that my experience was in a great
spot that I have visited
2. Make an arrangements for your answer by ordering of (listing) the question with
structure  noun clause
Example:
When you went to this place ? the time which I was to this spot was …
Where it was ? The place which I visited was …
Who you went with ? The person whom I went with was …
Why you like it so much ? The reason why I felt so interesting and could
not forget this place because …
3. Speak within 2 mins with good arrangement answers
Use the scheme:
TS SS1 – sd
SS2 – sd
SS3 – sd CS
SS4 – sd
SS5 – sd
e.g. the time/period when I visited this place was …………………………………
TS 1 SS1 SS2 + connector SD

IELTS Relationships Vocabulary
Read the following IELTS-style questions and answers below and pay attention to the
phrases in bold. Use the ‘Definitions’ section at the bottom of the page to check the
meaning of any phrases you don’t understand.
Part 1-style questions
Examiner: Do you see your friends very often?

Louisa: Yes … we meet up most weekends … we all get on really well and have a lot in
common so we’re always happy doing the same things and going to the same places.
Examiner: What do you like about your close friends?

Anna: I think we enjoy each other’s company … we see eye-to-eye on most things so we
rarely fall out with each other.
Examiner: Have you known each other long?

Amy: Most of them yes … although my closest friend Carrie … we struck up a
relationship at college and got on like a house on fire … but yes … my other
friendships go back years to when we were at school.
Part 2-style task
Describe a person you are very close to. You should say:
 who this person is

 when you met them
 where you met them
and say what it is about them you like so much.
Reiko: I’d like to talk about my boyfriend … Jose … we got to know each other at
University almost 4 years ago … we were in the same department … initially we were just
good friends and used to go out in a group with our other friends … when Jose went back
to Spain for the holidays we would keep in touch with each other … then one year he
invited me to come to Spain with him … and that’s when we fell for each other I think …
so you couldn’t really say it was love at first sight as it had been over a year since we’d

met … but we really hit it off and by the time we got back to university in September we
were able to tell all our friends that we were in a relationship… what do I like about Jose
… well he’s very kind … very funny … and very supportive … and we’re really well
matched in our interests … he hasn’t popped the question yet though … we’ve talked
about getting married and I think we’re both ready to settle down and have children …
we’ll just have to wait and see …
Examiner: Do you think marriage is still as important as ever?

Cristine: Yes … it certainly is in my country … I think the problem for some people is a
lack of commitment … all relationships have their ups and downs …. but some people
prefer to break uprather than working at the relationship.
Examiner: What do you think is the ideal time to get married?

Terry: Personally … I think you should wait until you’ve found yourself first … decided if
you want a career … perhaps do some travelling … you should do this before tying the
knot … although if you fall head over heels in love plans like these can easily be
forgotten.
Examiner: Is it important to keep in contact with our friends when we’re in a relationship?
Maria: Absolutely … it’s so easy to drift apart from your friends when you fall in love …
but I think both partners should try not to lose touch with their friends … that’s the best
way to have a healthy relationship with your partner.
Definitions
 to break up: to end a romantic relationship

 to drift apart: to become less close to someone
 to enjoy someone’s company: to like spending time with someone
 to fall for: to fall in love
 to fall head over heels in love: to start to love someone a lot
 to fall out with: to have a disagreement and stop being friends
 to get on like a house on fire: to like someone’s company very much indeed
 to get on well with: to understand someone and enjoy similar interests
 to get to know: to begin to know someone
 to go back years: to have known someone for a long time
 to have a lot in common: to share similar interests
 to have ups and downs: to have good and bad times
 a healthy relationship: a good, positive relationship
 to hit it off: to quickly become good friends with
 to be in a relationship: to be romantically involved with someone
 to be just good friends: to not be romantically involved
 to keep in touch with: to keep in contact with
 to lose touch with: to not see or hear from someone any longer
 love at first sight: to fall in love immediately you meet someone
 to pop the question: to ask someone to marry you
 to see eye to eye: to agree on a subject
 to settle down: to give up the single life and start a family
 to strike up a relationship: to begin a friendship
 to tie the knot: to get married
 to be well matched: to be similar to
 to work at a relationship: to try to maintain a positive relationship with someone

IELTS Holiday Vocabulary
You probably know the meaning of individual words like ‘flight’, ‘tour’ and ‘view’.
However, the key to showcasing your advanced English is to show you are able to use
these individual words in combination with other words to form set phrases and
expressions.
Examiner: What kind of holiday do you like?

Miguel: I try to avoid tourist traps … I like to get away from it all and prefer going
somewhere off the beaten track … last year I had the holiday of a lifetime … a two
week wildlife safari in Kenya.
Examiner: What do you like to do when you’re on holiday?

Anna: I enjoy visiting the local places of interest … I like to go sightseeing and always
sign up for guided tours as it’s a chance to be shown around and take photographs … one
of my hobbies.
Examiner: Do you have many tourists in your country?

Amy: Yes … we have a lot of holiday resorts along the coast that are popular with
tourists … most people come on package holidays and stay in one of the many hotels
and self-cateringapartments.
Part 2-style task
Describe a beautiful place you once visited. You should say:
 when you went to this place

 where it was
 who you went with
and say why you liked it so much.

Sally: A few years ago I went on a long weekend to the Lake District in the UK … it’s a
very popular holiday destination in the north of England … I went on my own and had a
wonderful time … I stayed in a youth hostel and met some really nice people … but the
most memorable thing about the holiday were the breathtaking views … and
lovely picturesque villages … it can get very busy with hordes of tourists so I decided to
go out of season in the autumn … the weather was fantastic and the shops were full
of local crafts … a really great holiday … it’s certainly not the kind of short break for
someone looking for a busy nightlife but if you want to relax in the middle of stunning
landscape I would certainly recommend a holiday to the Lake District.
Examiner: What do you think has led to the growth in the tourism industry?
Miguel: It’s much easier and affordable to travel now … nowadays you can get
cheap charter-flights or all-in packages … to somewhere near or to a far-off destination.
Examiner: How do people tend to choose a destination?

Anna: The Internet is a great source of information and high street travel agents are still
very popular … that’s where I like to go to get holiday brochures for the place I’m
interested in.
Examiner: People sometimes say flying is the most glamorous form of travel. Do you
agree?
Amy: I’m not so sure really … flying can be quite boring … queuing up at the check-in
desk … going through passport control … sitting for ages in the departure lounge …
then the flight itself can be quite uncomfortable … no … I’m not sure I agree.
Definitions
 all-in package/package holiday: a holiday where you purchase the travel and
accommodation together
 breathtaking view: an extremely beautiful view
 charter-flight: a cheaper form of flying than a scheduled flight
 check-in desk: the place at the airport where you register for your flight and
deposit your luggage
 departure lounge: where you wait for your flight to be called
 far-off destination: somewhere a long way away
 to get away from it all: to take a holiday to escape a busy or stressful lifestyle
 guided tour: an organised group shown around a place of interest by an expert
 holiday brochure: a glossy publication with details of holiday packages
 holiday destination: where you go for a holiday
 holiday of a lifetime: a special holiday that you are unlikely to repeat
 holiday resort: a place where lots of people go for a holiday
 hordes of tourists: crowds of tourists
 local crafts: objects produced locally
 long weekend: an extended weekend holiday including Friday or Monday
 out of season: outside of the main holiday period
 picturesque village: very pretty village
 passport control: the place where your passport is checked
 places of interest: sites of interest to tourists
 wildlife safari: a holiday, often in Africa, to observe wild animals
 self-catering: a holiday where you supply your own food
 short break: a short holiday
 to go sightseeing: to look around the tourist sites
 stunning landscape: extremely beautiful countryside
 travel agent: a shop that specialises in booking holidays
 tourist trap: somewhere where too many tourists go
 youth hostel: a cheap form of accommodation

IELTS Technology Vocabulary
The subject of ‘Technology’ frequently comes up in the IELTS Speaking exam. You may
be asked to talk about something you own, your favourite websites, how technology has
impacted on education etc. You’ll need to show the examiner your ability to express
yourself using as wide a range of vocabulary as possible.
Examiner: Do you enjoy using technology?

Stephan: Well … I wouldn’t call myself a techie or a computer buff but I enjoy using
computers … I’d like to find out more about how they work … when my computer
crashes I never know what to do.
Examiner: Do you use the Internet for your studies?

Sophie: Yes … I’d be lost without it … I do lots of video conferencing to practise
speaking and social media like Facebook is a good way to meet up with other students …
and I download podcasts that teach English vocabulary and grammar.
Examiner: Do you have your own computer?

Tania: Yes … I have a Macbook Pro … I use it all the time … for word
processing … browsing websites and catching up with TV programmes I’ve missed.
Part 2-style task
Describe an item of technology you have that is very important. You should say:
 what the technology is

 when you got it
 how often you use it
and say how different your daily life would be without it.

Mattie: I don’t have many gadgets … just a computer … a laptop and my mobile phone …
but I’ll talk about my computer as it’s so useful … it’s funny really … 2 years ago I was
still learning to use computers … how to use email … send attachments how to access
websites … then I decided to do a digital editing course for video and photography …
and so I bought the laptop when I started the course … my husband had a desktop
PC but it was very slow so I decided to upgrade to a powerful one because we do a lot of
video editing on the course … it’s a high-spec laptop … very fast … the latest operating
system … it boots up really quickly and it’s fun to use so it makes working a pleasure …
I’ve become a competent computer user now … if I didn’t have it I daresay I’d have to
spend more time at college using their computers … but on the positive side I suppose I’d
read a lot more if I didn’t have it … I probably waste a lot of time surfing the web … but
hopefully I won’t have to be without it …
Examiner: What do you think are the important things people need to learn when they start
using computers?
Alejandro: Well … there are things like how to use the Internet … how to enter a web
address … how to navigate websites … that kind of thing but it’s also important to know
how to back upyour files in case your computer crashes … and all about Internet
security.
Examiner: What kind of technological developments have made the biggest impact on our
lives?
Faydene: In my lifetime it has to be the Internet of course but I also think wifi has made a
huge difference to how we interact with the Internet … wireless networks at home and
public wifi hotspots mean we can go online easily … access our mail … log into our
work intranet and basically be connected wherever we are.
Examiner: Do computers make it much easier to study?

Jane: Definitely yes … researching information is much easier with the Internet .. you
can bookmark webpages for future reference and writing essays is much easier … being
able to cut and paste sections of text means you can experiment with organisation … so

yes … compared to years ago when you had a pile of books on your desk and a pen and
paper … it’s now much easier.
Definitions
 to access websites/email: to locate

 to back up files: to make a copy of files in case of a computer problem
 to boot up: to start a computer
 to bookmark a webpage: to mark a webpage for future reference
 to browse websites: to look at websites
 a computer buff: an expert computer user
 to crash: to suddenly stop working
 to cut and paste: to move text or images from one place in a document to another
place
 a desktop PC: a computer that isn’t portable and remains in situ on a desk
 digital editing: to edit digital materials like audio or video files
 download (podcasts): to save a copy of a file from the internet to your own device
 to enter a web address: to type the address of a website into the address bar of your
browser
 a gadget: a technological tool like a mobile phone or camera
 to go online: to start using the Internet
 high-spec (laptop): powerful computer with top quality components
 Internet security: Internet safety
 intranet: a network of connected computers within an organisation that is not
accessible by unauthorised visitors
 to navigate a website: to find your way around a website
 operating system: the software that tells the computer how to work
 send an attachment: send an email with an accompanying file
 social media: media used to interact with other people such as Facebook or Twitter
 to surf the web: to look at a series of websites one after the other
 a techie: somebody who has an interest in technology
 to upgrade: to obtain a more powerful or feature-rich computer or piece of
software
 video conferencing: to see and hear people from different locations using the
Internet

 wireless hotspot: a public place where you can access the Internet
 wireless network: a network where users can access the Internet without the use of
fixed cables
 word processing; producing written texts on a computer

IELTS Sports Vocabulary
We all have a relationship with sport: we might watch it, play it or try our best to avoid it.
Because it’s such an important subject you may find yourself being asked questions about
sport in the IELTS Speaking exam.
Examiner: Do you do any sports?

Loiuse: Not really … no … I always say I’m going to take up exercise and try to get into
shape but I never seem to get started … I sometimes wonder whether I should get a
personal trainer … someone who will sort out a fitness programme for me and make
me train hard ….
Examiner: How do you spend a typical weekend?

Stella: I’m a big football fan and weekends always centre around a football match … I
support FC Utrecht and have a season ticket so I go to most of the home games and quite
a few of the away games too … I’m really looking forward to the new football
season starting soon …
Examiner: Have you got any hobbies or interests?

Theo: Yes … I’m really keen on sports … I do judo once a week and play tennis in the
summer … I think it’s really important to keep fit … it makes you feel good and energised
for work and your studies ….
Part 2-style task
Describe a place you like going to in your leisure time. You should say:
 what this place is

 when you go there
 what you do there

and say why you enjoy it there so much.
Maurice: I’d like to talk about my local sports centre … it’s a place I spend a lot of time
in … it’s a new building with all the latest sports facilities … I probably go there at least
twice a week … sometimes more often … it’s a huge place … there’s an outdoor athletics
track and some football pitches … I play football so I’m often out there … there are
several indoor squash and tennis courts that I use occasionally … a big swimming
pool … although I don’t use that very often … I’m not a very strong swimmer … there’s
a gym … lots of things really … why do I enjoy going there … it’s just a really fun place
to be … there’s a good social side to it all … you can enter competitions … meet up with
other people who want to do the same sports … and because there are so many activities
on offer it gets you interested in different things … for example I was listening to some
people talking about training to run the marathon and I’ve decided I might even think
about that … I go jogging a couple of times a week so it would give me something to aim
for … so yes … the sports centre … that’s the place I really like to visit …
Examiner: Should people be encouraged more to take up sport?

Alejandro: I think young people should be given the chance to discover which sport they
might like … watching sport is sometimes a good way to get people started … not on TV
but actually getting out … take athletics for example … they could go to an athletics
meeting … there are so many different sports on show one might interest them …
Examiner: Why do some people enjoy participating in sport more than others?
Florrie: That’s a good question … I suppose some people are more concerned about their
health … they can’t stand the thought of being out of condition … other people might be
driven to excel … they want to set records or get personal bests …
Examiner: Which sports do you think are best for people who aren’t used to physical
activity?
Julie: Well … I think people like this should avoid strenuous exercise so things
like circuit training are definitely out of the question … maybe just doing a brisk
walk every day … or swimming is always a good way to get started …
Definitions
 an athletics meeting: an event where various athletics sports are held
 an athletics track: a running track
 an away game: a football match played in the opposing teams stadium
 a brisk walk: a fast walk
 to do judo: (not go or play)
 a football fan: someone who likes football
 a fitness programme: a schedule of activities to keep fit
 a football match: a game of football
 a football pitch: the surface on which you play football (as opposed to a stadium,
which is the building)
 a football season: a period in the year when football is played
 to get into shape: to become fit
 to go jogging: to run around the streets
 a home game: a football match played in the teams own stadium
 to keep fit: to stay in good physically condition
 to be out of condition: to not be physically fit
 a personal best: to achieve the best personal result so far in a sport
 a personal trainer: a sports coach that helps you on a one-to-one basis
 to play tennis/football: (not do or go)
 to run the marathon: to run a distance of 42.195 Kilometres
 a season ticket: a ticket that gives you entry to most of a team’s home games
during the sporting year.
 to set a record: to achieve the best result in a sport
 a sports centre: a public building where people can do various sports
 sports facilities: the equipment and services needed to do a sport
 a squash/tennis/badminton court: the surface where you play these sports
 strenuous exercise: exercise that needs a lot of physical effort
 a strong swimmer: a good swimmer
 a swimming pool: the place where you swim
 to take up exercise: to start doing exercise
 to train hard: to train with a lot of effort

IELTS Food Vocabulary
The topic of food often comes up in the IELTS Speaking exam. You might be asked
questions about what you like to eat, your favourite restaurants or about a popular dish in
your country.
Examiner: Do you like to cook?

Mandy: Not really no … most of the time I eat ready meals and take-aways … that’s one
of the reasons I love visiting my mum … you can always guarantee lovely home-cooked
food …
Examiner: What time do you usually eat dinner?

Michelle: We have our main meal at around 7.00 … I’m usually starving hungry by then
… in fact I often grab a bite to eat as soon as I get home from college … a sandwich
perhaps … but not too much to spoil my appetite …
Examiner: Are there any types of food you don’t like?

Lionel: No not really … I’m not a fussy eater at all … actually I eat like a horse … I do a
lot of sport and work up quite an appetite …
Part 2-style task
Describe a restaurant that you like to use. You should say
 where this restaurant is

 what kind of food it serves
 how often you go there
and say why you like eating there so much.

Howard: OK … this is a nice topic to talk about … there’s a restaurant just around the
corner from where I live … it’s an Italian restaurant so as you’d expect you can eat various
pasta dishes and pizzas and I usually go there with my family for a slap-up meal if we
have anything to celebrate … it’s quite a posh restaurant … the kind of place you would
take someone if you wanted to wine and dine them … we usually order a 3-course
meal … a light starter then a main dish … and I have quite a sweet tooth so I always look
forward to the dessert … I usually order Tiramisu … it makes my mouth water just to
think about it … I’m always totally full up by the end … why do I enjoy it there … well
… it’s not cheap … my parents always foot the bill and we couldn’t afford to go
there regularly so it’s always a nice treat …
Examiner: How can we encourage people to eat more healthily?

Anna: I think the best approach is to have everything in moderation … processed
food won’t kill you if you only eat it occasionally … but people should also be
encouraged to eat a balanced diet… try to cook fresh ingredients at home a few times a
week …
Examiner: Do you think people enjoy their food as much as they should?
Florrie: I don’t know really … I suppose it’s true that people will often eat a quick
snack because they’re bored not because they’re dying of hunger … and often they
just bolt it down and don’t savour it … so yes … perhaps we could take more time over
our food …
Examiner: Do you think cooking is a pleasure or a chore for people who have busy lives?
Julie: Well … whether you follow a recipe or make something up as you go along … I
think cooking is a very creative process … and cooking for other people is a particular
pleasure … there’s nothing more satisfying than seeing people you love tucking
into something you’ve cooked yourself …
Definitions

 to be full up: to eat to the point that you can no longer eat any more
 to be starving hungry: an exaggerated way of saying you are very hungry
 to bolt something down: to eat something very quickly
 to be dying of hunger: an exaggerated way of saying you are hungry
 to eat a balanced diet: to eat the correct types and amounts of food
 to eat like a horse: to eat a lot
 to follow a recipe: to cook a meal using instructions
 to foot the bill: to pay the bill
 a fussy eater: somebody who has their own very high standards about what to eat
 to grab a bite to eat: to eat something quickly (when you’re in a rush)
 to have a sweet tooth: to enjoy sugary food
 home-cooked food: food cooked at home from individual ingredients
 the main meal: the most important meal of the day, usually eaten in the evening
 to make your mouth water: to make you feel very hungry for something
 to play with your food: to push food around the plate to avoid eating it
 processed food: commercially prepared food bought for convenience
 a quick snack: to eat a small amount of food between meals
 a ready meal: see ‘processed food’
 a slap up meal: a large meal
 to spoil your appetite: to eat something that will stop you feeling hungry when it’s
meal-time.
 a take away: a cooked meal prepared in a restaurant and eaten at home
 to tuck into: to eat something with pleasure
 to wine and dine: to entertain someone by treating them to food and drink
 to work up an appetite: to do physical work that leads to you becoming hungry

IELTS Education Vocabulary
You’re likely to be asked questions about your studies during Part 1, you might have to
talk about a class, a teacher or a school memory in Part 2 or give your opinions on
education in Part 3. Therefore, being able to call on a wide range of vocabulary to talk
about education is very important.
Examiner: Are you studying English at a school?

Michel: Yes … I’m taking an intensive course at a local private language school …
I attend classesthree times a week …
Examiner: Would you say you are a good student?

Susan: I’m OK I think … I’m pretty good at meeting deadlines and I’m keeping up with
my studies… plus I find it quite easy to learn things by heart which is useful when
learning a language …
Examiner: When you were younger did you enjoy your time at school?
Theo: Yes … I liked school … it was an ordinary state school … nothing special … a
single-sex school … which I’m not sure I liked … but the teachers were great … I had lots
of friends and I never played truant like some pupils there …
Part 2-style task
Describe a time during your education that you really enjoyed. You should say:
 when this period was

 where you were
 what you were studying at the time
and say why you were so happy.

Caroline: I’d like to tell you about my time at university … I was a mature student … I
didn’t go to university until I was 25 … and it was my first time away from my parents so
it was very exciting … I was doing a Bachelors Degree and it was a bit of a challenge …
some people take a year out but I’d been away from education for 8 years … plus I had to
work my way through uni so I was very busy … and sitting exams at the end of each
year was a new experience for me as well but I really enjoyed higher education learning
about a subject I loved … history … and the social life was great as well … I don’t think
I’ve ever had so many friends … I had my graduation ceremony last year in the local
cathedral and I know my parents were really proud … so yes … that was a really happy
time … I’m thinking of doing a Masters Degree soon … though that might be
through distance learning as I have a full-time job now …
Examiner: What qualities do you think a good teacher has?

Anna: They should be patient … they should be subject specialists and be able to explain
the subject clearly … they should give feedback quickly … for example not hang on to
essay for ages like some of my teachers …
Examiner: What are the advantages of studying on a distance learning course?

Florrie: It’s a more flexible way of studying especially if you have a job … tuition fees are
usually cheaper … but you have to be very motivated … and I would imagine more
people fall behind with their studies compared to face-to-face classes …
Examiner: Do all children get equal opportunities in education?

Julie: In my country I think it is quite equal but in the UK I’ve heard that most people who
go to the top universities have studied at public schools … you have to be very rich to
study in a school like that … they’re usually boarding schools as well so the fees are
enormous …
Definitions
 to attend classes: to go to classes

 bachelors degree: an undergraduate course which usually lasts 3-4 years

 boarding school: a school where pupils live during term time
 distance learning: a way of studying where tuition is carried out over the Internet
or by post
 face-to-face classes: as opposed to distance learning the traditional way of studying
in a classroom with colleagues and a teacher
 to fall behind with your studies: to progress less quickly than others
 to give feedback: to offer guidance on a student’s work
 a graduation ceremony: an event where a successful student receives his or her
academic degree
 higher education: education, usually in a college or university, that is followed
after high school or secondary school
 an intensive course: a course that offers lots of training in order to reach a goal in
as short a time as possible
 to keep up with your studies: to not fall behind
 to learn something by heart: to memorize it
 a mature student: a student who is older than average and who has usually
returned to education after a period at work
 masters degree: a period of study which often follows the completion of a
bachelors degree or is undertaken by someone regarded as capable of a higher-level
academic course
 to meet a deadline: to finish a job or task in the time allowed or agreed
 to play truant: to stay away from classes without permission
 private language school: an independent school run as a business concern
 public schools: exclusive independent schools in the UK
 a single-sex school: a school where only boys or girls attend (as opposed to a
mixed-sex school)
 to sit an exam: to take an exam
 state school: a school paid for by public funds and available to the general public
 subject specialist: a teacher who has a great deal of knowledge about the subject
they teach.
 to take a year out: to spend a year working or travelling before starting university
 tuition fees: the money paid for a course of study
 to work your way through university: to have a paid job whilst studying to support
yourself financially

IELTS Work Vocabulary
If you’re employed, getting the necessary qualifications for a job, or still trying to decide
what kind of career you’re interested in, you’ll need to be able to tell the examiner about
this if you’re asked questions about work.
Examiner: What do you do?

Sasha: I do a job-share with a friend in a boutique … I enjoy it … I like working with
customers … unfortunately it’s only temporary work but one of the perks of the job is I
get a discount on the clothes …
Examiner: Do you have any career plans yet?

Carly: Yes … I’d like to be my own boss one day … I’m interested in programming and
I’d like to create apps for myself or for other companies … I know being self
employed would be a challenge but the idea of doing a nine-to-five job doesn’t appeal to
me at all …
Examiner: What do you see yourself doing in 10 years time?

Marie: I’d hope to be working … not a high-powered job … but I’m quite a creative
person so something where I can work with my hands would be nice … as long as I’m
not stuck behind a desk doing something boring in a dead-end job I’ll be happy …
Part 2-style task
Describe your ideal job. You should say:
 what this job is

 whether you would need any qualifications
 whether it would be easy to find work
and say why you would enjoy this job in particular.

Max: I’ve always loved watching wildlife programmes on TV and often thought how
much I’d enjoy working with animals … perhaps in a safari park … something like that …
you’d probably need a degree to have any chance of being called for an interview and
whether there are many full-time jobs I don’t know … I’m sure a lot of parks rely
on voluntary work so it might not be easy … and it probably wouldn’t be well-paid either
but money isn’t everything … I’d get so muchjob satisfaction … I can’t imagine it being
the kind of job where you get stuck in a rut … and I think I’d be good at it as well … I’d
love to work with animals I enjoy manual work and I’m a good team player … so even
though the working conditions might not be the best I think that would be my ideal job …
Examiner: If there are a limited number of jobs available who should be given priority,
young people or older people with more experience?
Anna: Things are so different these days … a few years ago older employees would
often take early retirement or go onto part-time contracts and there were always
opportunities for younger people but now jobs are so scarce … I think younger people
need to be given the chance whenever possible …
Examiner: What are some of the important things a candidate should find out before
accepting a job?
Ali: Well … you’d need to know about your area of responsibility … and your salary of
course and then there are things like holiday entitlement … maternity or paternity
leave … if you’re thinking of having children … and what the situation is regarding sick
leave … that kind of thing …
Examiner: What are the advantages of having your own business rather than working for
someone else?
Julie: Well … unfortunately being an employee at the moment is very stressful … people
have very heavy workloads … they’re always under pressure to meet
deadlines … running your own business isn’t easy … but I do think it would be far more
satisfying …
Definitions
 to be called for an interview: to be invited to attend an interview
 to be your own boss: to have your own business
 a dead-end job: a job with no promotional opportunities
 to do a job-share: to share the weekly hours of work with another person
 a good team player: somebody who can work well with other people
 full-time: the number of hours that people usually work in a complete week
 a heavy workload: to have a lot of work to do
 a high-powered job: an important or powerful job
 holiday entitlement: the number of days holiday allowed
 job satisfaction: the feeling of enjoying a job
 manual work: work that requires physical activity
 maternity leave: time off work given to a woman about to have a baby
 to meet a deadline: to finish a job by an agreed time
 a nine-to-five job: a normal job that consists of an 8 hour day (approximately)
 one of the perks of the job: an extra benefit you get from a job
 part-time: working less than full-time
 to run your own business: see ‘to be your own boss’
 to be self-employed: see ‘to be your own boss’
 sick leave: time allowed off work when sick
 to be stuck behind a desk: to be unhappy in an office job
 to be/get stuck in a rut: to be in a boring job that is hard to leave
 to take early retirement: to retire early (retire: to reach an age when you are
allowed to stop working for a living)
 temporary work: work done for a limited time only
 voluntary work: to work without pay
 to be well paid: to earn a good salary
 working conditions: the hours, salary and other entitlements that comes with the
job
 to work with your hands: to do manual work

IELTS Health Vocabulary
During the IELTS Speaking exam you may be asked questions to do with health and
fitness. Read the following IELTS-style questions and answers below and pay attention to
the phrases in bold. Use the ‘Definitions’ section at the bottom of the page to check the
Examiner: Have you got a relation you’re particularly fond of?

Sinita: Yes … my granddad … he’s 94 years old but generally he’s as fit as a fiddle …
we’re very close and see each other a lot … whenever he goes down with a cold or is
under the weather I make a point of visiting him …
Examiner: Do you do any sport?

Jon: Yes … I’m keen on skateboarding … but I haven’t done it for a while … I had a bad
fall recently and pulled a muscle and had a few cuts and bruises … but I’m on the
mend and hope to be doing it again soon …
Examiner: Is there anything you’re particularly afraid of?

Davide: The dentist … I hate going to the dentist … I only ever go if I have a
toothache so it usually means I have to have a filling or even have a tooth out … I really
don’t like it …
Part 2-style task
Describe a time when you were ill. You should say:
 when this was

 what your symptoms were
 how long the illness lasted
and say how it affected your life at the time.
Pierre: This is a tricky one really as I’m usually quite healthy … I’ve never been seriously
ill … like everyone else I sometimes get a few aches and pains or catch a cold … I can
remember a few months ago I had to have time off work with a heavy cold … I had the

usual symptoms … a blocked nose … sore throat … it lasted quite a while … about 2
weeks I think though I didn’t have that much time off work … for a few days I
remember feeling poorly but I was over the worst of itafter a few days and went back to
work … I always find it’s better to be active when you feel ill as it keeps your mind off
your symptoms … I think my family get a little fed up with me when I’m ill though … I
tend to feel sorry for myself and lie on the sofa all day as if I’m at death’s door … but as
I said earlier … on this occasion it was nothing serious and didn’t really cause me any
problems …
Examiner: What costs are involved when you are ill in your country?
Anya: Well … people have to pay prescription charges which can be quite expensive …
but fortunately general healthcare is free … unless you want to go private of course and
then you can pay a fortune for your treatment …
Examiner: In your experience are people too quick to take time off work when they’re ill?
Alicia: Yes .. I’ve got friends who have a day off work if they wake up with a runny
nose … and in most cases they seem to make a speedy recovery after they’ve phoned in
sick …
Examiner: Do women pay more attention to their health than men?

Julie: I think so yes … women are more likely to see their GP for a check-up if they’re
concerned about something … men tend to avoid facing up to any health problems they
have … my dad always seems to have a very chesty cough but refuses to go to make an
appointment to see the doctor …
Definitions
 aches and pains: minor pains that continue over a period of time
 to be a bit off colour: to feel a little ill
 to be at death’s door: (informal) to be very ill indeed
 to be on the mend: to be recovering after an illness
 to be over the worst: to have got through the most serious or uncomfortable stage of an
illness
 to be under the weather: (informal) to not feel well

 a blocked nose: when the nose has excess fluid due to a cold
 to catch a cold: to get a cold
 a check-up: a physical examination by a doctor
 a chesty cough: a cough caused by congestion around the lungs
 cuts and bruises: minor injuries
 to feel poorly: to feel ill
 as fit as a fiddle: to be very healthy
 to go down with a cold: to become ill
 to go private: to choose to be treated by commercial healthcare rather than by services
offered by the state
 GP: General Practitioner (family doctor)
 to have a filling: to have a tooth repaired
 to have a tooth out: to have a tooth removed
 a heavy cold: a bad cold
 to make an appointment: to arrange a time to see the doctor
 to make a speedy recovery: to recover quickly from an illness
 to phone in sick: to call work to explain you won’t be attending work due to illness
 prescription charges: money the patient pays for medicine authorised by a doctor
 to pull a muscle: to strain a muscle
 a runny nose: a nose that has liquid coming out of it
 a sore throat: inflammation that causes pain when swallowing

IELTS Books and Films Vocabulary
It’s quite possible that the examiner will ask you questions about your reading habits or
ask you to say something about a book you’ve read or a film you’ve seen. Read the
following IELTS-style questions and answers below and pay attention to the phrases
in bold. Use the ‘Definitions’ section at the bottom of the page to check the meaning of
any phrases you don’t understand.
Examiner: Do you like to read books?

Marie: Yes … I love reading … I like nothing more than to be engrossed in a good book
… I regularly take out books from the library and usually read them from cover to
cover in no time … and I can’t go to sleep at night without some good bedtime
reading …
Examiner: How often do you go to the cinema?

Jemma: Unfortunately we don’t have a cinema near us so we have to go into the nearest
town to catch the latest movie … I usually avoid seeing popular box-office hits which
I’m not always keen on seeing … I prefer low-budget films … sci-fi especially … and
there’s a great cinema I go to that has frequent showings of films like these …
Examiner: Do you prefer reading books or watching films?

ouisa: I’m not really a big reader … I find books quite heavy-going … so I much prefer
to see a film … perhaps it’s the special effects or the soundtrack … I don’t know … I just
prefer a film …
Part 2-style task
Describe a book you have read or a film you have seen. You should say:
 what this book or film was

 when you read or saw it
 why you decided to see the film or read the book
and say if you enjoyed it and why.

Pauline I like reading … especially English novels … it’s a great way to improve your
vocabulary and there are so many fantastic authors to choose from … one book that came
highly recommended by my teacher was The Mayor of Casterbridge … I was studying at
a school in The UK at the time and she said it would give me a picture of what life was
like years ago in the area I was living … well I have to say I absolutely loved it … it
was a real page-turner … it’s a historical novel and the setting was a fictional town
called Casterbridge … but actually it was based on a town near where I was studying
called Dorchester … it had such a great plot … to cut a long story short it tells the story
of the downfall of a man called Henchard the central character who lives during a period
of great social change around the time of the industrial revolution … the reason I enjoyed
it so much … apart from the great story … it gave me a picture of what life had been like
in the place I was studying at the time … I really couldn’t put it down … a fantastic story
…
Examiner: Is reading as pleasurable in digital format?

Alise: Personally I prefer reading a paperback or hardback … especially if I’m reading a
classic which I don’t think feels right as an e-book … but I can see it can be good for
others … my grandmother has an e-reader and she loves the way you can enlarge the text
…
Examiner: Do you think bookshops will survive the digital revolution?

Thomas: I think so … at least I hope so … I love flicking through books in a bookshop …
online shopping is useful … finding out on Amazon if a book you want has got a good
review … maybe getting one that is difficult to find … but I still love the experience of
being in a bookshop …
Examiner: Statistics show that visits to the cinema are up despite the availability of DVDs
and online downloads. Why do you think this might be?
Jamie: I think it’s the whole experience that the cinema offers … going out to see a
film when it goes on general release … and seeing it on the big screen is more exciting
than watching the filmat home on TV … especially if it’s an action movie … and
watching it with others makes it even more special …

Definitions
 an action movie: a film with fast moving scenes, often containing violence
 to be engrossed in: to be completely focused on one thing
 bedtime reading: something to read in bed before you go to sleep
 to be a big reader: someone who reads a lot
 to be based on: to use as a modal
 a box office hit: a financially successful film
 to be heavy-going: difficult to read
 a blockbuster: a film that is a big commercial success
 to catch the latest movie: to see a film that has just come out
 the central character: the main person in a film or book
 a classic: of the highest quality
 to come highly recommended: to be praised by another person
 couldn’t put it down: wasn’t able to stop reading a book
 an e-book: a digital book
 an e-reader: a device for reading e-books
 to flick through: to look quickly through a book
 to get a good/bad review: to receive positive or negative feedback
 to go on general release: when a film can be seen by the general public
 hardback: a book with a rigid cover (see ‘paperback’ below)
 a historical novel: a story set in the past
 a low budget film: a film made with a small amount of money
 on the big screen: at the cinema
 a page turner: a book that you want to keep reading
 paperback: a book with a flexible cover (see ‘hardback’ above)
 plot: the main events in a film or book
 to read something from cover to cover: to read a book from the first page to the
last
 sci-fi: science fiction
 to see a film: to see a film at the cinema (see ‘watch a film’ below)
 the setting: where the action takes place
 showings: performances of a film
 soundtrack: the music that accompanies a film

 special effects: the visuals or sounds that are added to a film which are difficult to
produce naturally
 to take out (a book from the library): to borrow a book from the library
 to tell the story of: to outline the details of someone’s life or an event
 to watch a film: to watch a film on TV (see ‘to see a film’ above)

IELTS Accommodation Vocabulary
The examiner may ask you to talk about the place you live or would like to live in the
exam. Read the following IELTS-style questions and answers below and pay attention to
Examiner: Do you live in a house or an apartment?

Callum: Actually I live on campus … in a single room in halls of residence … all first
year students are encouraged to do that as they’re close to the university … next year I
plan to move into student digs in town …
Examiner: Tell me about where you live.

Julia: I live with my parents in the suburbs of Madrid … we only moved in recently … in
fact we had a house-warming party just a few weeks ago …
Examiner: What kind of accommodation do most people live in in your city?

Maria: In the city itself the majority of people live in apartment blocks … that’s what
surprised me about England … most people seem to live in terraced houses with
lovely back gardens …
Part 2-style task
Describe a house or an apartment you would like to live in. You should say
 what kind of accommodation it would be

 where it would be
 who would live there with you
and say why you would enjoy living in this place.
Paolo: I think most people when answering this question would say they’d like to live in a
big detached house with spacious rooms … views of the countryside and so on … but
actually my ideal home would be a lot different … I’ve always loved the idea of having
a mobile home … a really expensive one with all the mod cons … so I could live

wherever I wanted or at least have lots of holidays and be able to take all my home
comforts with me whenever I travelled … I realise this would have to be a second home as
I’d need a base … a permanent address … but the mobile home would be the
accommodation I’d find it exciting to live in … I suppose once I settle down and have
children I’ll want to get on the property ladder … I’ll be like everyone else … saving
up to put down a deposit on a house or an apartment … I don’t think my family would
want to live in a mobile home … but I like to think I’ll still keep that dream home in mind
…
Examiner: Is it better to own your own home or to rent?

Ana: I think both have their advantages … living in rented accommodation isn’t
necessarily a bad thing … you don’t have a huge debt like you do when you take out a
mortgage but I suppose the property market offers you an investment for the future …
I’m sure that’s why most people prefer to own their own home …
Examiner: What options are available to young couples looking for accommodation in
your country?
Toni: If they want to buy their own home it isn’t easy for first-time buyers … mortgages
are hard to get so most people live with their parents or in rented accommodation … but
that can also be very expensive … you often have to pay rent in advance … and if the
accommodation isn’t fully furnished you have the expense of buying furniture …
Examiner: What are some of the pleasures involved in making a home for ourselves?
Suki: I suppose it starts with house-hunting … finding your ideal home … some people
enjoy doing up an old property … giving a property that’s old and tired a new lease of
life … others like making wherever they live feel like home with some home comforts …
Definitions
 (all the) mod cons: technology at home that makes jobs easier such as a washing
machine, dishwasher etc.
 apartment block: a large building made up of smaller units of apartments
 back garden: a garden at the rear of the house
 detached house: a house that is not physically connected to another property
 to do up a property: to repair an old building
 dream home: a home you regard as perfect
 first-time buyer: someone buying a property for the first time, especially when
taking out a loan (mortgage)
 fully-furnished: a rented property with all furniture included
 to get on the property ladder: to buy a property with the aim of buying another
bigger or more expensive one later in life
 hall of residence: a college or university building where students live
 home comforts: things that make a home feel comfortable to live in
 house-hunting: looking for a property to live in
 house-warming party: a party to celebrate moving into a new home
 ideal home: a perfect home
 to live on campus: to live on the university or college grounds
 mobile home: a home that can be moved by a vehicle or one that has its own
engine
 to move into: to begin to live in a property
 to own your own home: to have bought the property you live in
 to pay rent in advance: weekly or monthly rent paid at the beginning of the week
or month
 permanent address: a fixed address
 property market: the buying and selling of land or buildings
 to put down a deposit: to pay an amount of money as the first in a series of future
payments
 rented accommodation: property owned by someone else and for which a person
pays a fixed amount to live in
 single room: a room for one person
 spacious room: a large room
 student digs: student accommodation
 the suburbs: a residential area on the edge of towns or cities
 to take out a mortgage: to borrow a large amount of money, paid back over several
years, in order to buy a house
 terraced house: a house connected on both sides by other properties

IELTS Clothes & Fashion Vocabulary
The examiner may ask you to talk about the clothes you like to wear or your attitude
towards fashion. Read the following IELTS-style questions and answers below and pay
attention to the phrases in bold. Use the ‘Definitions’ section at the bottom of the page to
check the meaning of any phrases you don’t understand.
Examiner: Do you enjoy buying clothes?

Pedro: I used to … yes … like most young people I was a bit of a slave to fashion and I’d
always have to buy that must-have shirt or pair of shoes … I’m not so bothered now
though … I wouldn’t feel comfortable wearing something old fashioned but I’m not as
bothered as I used to be about what I wear …
Examiner: What kind of clothes do you like to wear?

Marco: I prefer casual clothes actually … I hate getting dressed up for special occasions
… personally I think it’s possible to look good in a pair of jeans … but that’s my opinion
… I don’t think my wife would call me a fashion icon that’s for sure …
Examiner: Are there many clothes shops where you live?

Sylvia: Yes … there are lots in my town … apart from the big chain stores we’ve got a
couple of really nice shops that sell vintage clothes … old clothes but in a classic
style that never really go out of fashion … I love going there …
Part 2-style task
Describe someone you know who dresses well. You should say
 who they are

 how you know them
 what kind of clothes they wear
and say why you like the way they dress.
Tomoko: I’d like to talk about one of my teachers … Miss Evans … she teaches us
English in the school I go to … we always look forward to seeing what she’s going to wear

when our lessons start … she’s always very well dressed and takes a lot of pride in her
appearance … it’s not that she dresses in very smart clothes … she doesn’t come to
school dressed to kill or anything like that … but what she wears really suits her … and
she has a great sense of style as well … we often ask her where she gets some of her
clothes and most of the time they’re just off the peg … and she says she’s not interested
in designer labels or anything like that … she doesn’t seem too concerned about keeping
up with the latest fashion … she just wears clothes that are timeless … yes … Miss
Evans is the person I think looks great in the clothes she wears …
Examiner: What factors do you think affect the clothes we choose to wear?
Maki: It depends … where we are or where we’re going is a big factor … if you are going
out to a club or party you’re going to dress for the occasion … and then there are those
who think it’s important to look like they’re on trend … they’ll want to wear the latest
fashions … there are lots of factors really …
Examiner: What kind of things determine what is in fashion and what we should be
wearing?
Martin: I suppose the big fashion houses and fashion shows must have an effect but the
clothes you see on the catwalk don’t always reflect what normal people wear … so I
suppose it will be things like what singers are wearing in videos or models are wearing in
magazines … that kind of thing …
Examiner: Is it possible to look good without spending lots of money on clothes?

Corinna: I’m sure it is … yes … I suppose it’s about having an eye for what looks good
… knowing how to mix and match different items of clothing that go well together … I
think you can pick up great bargains in charity shops … sometimes for youngsters
even hand-me-downs can look good …
Definitions
 to be on trend: to be very fashionable

 casual clothes: not formal
 classic style: a simple, traditional style that is always fashionable
 designer label: a well-known company that makes (often expensive) clothing

 dressed to kill: wearing clothes that attract admirers
 to dress for the occasion: to wear clothes suitable for a particular event
 fashionable: in fashion
 fashion house: a company that sells (usually expensive) new styles in clothes
 fashion icon: a person who is famous for their sense of fashion
 fashion show: an event where modals show off the latest in fashion designs
 to get dressed up: to put on nice clothes, often to go out somewhere special
 to go out of fashion: to not be in fashion any more
 hand-me-downs: clothes that are passed down from older brothers or sisters to their
younger siblings
 to have an eye for (fashion): to be a good judge of
 to have a sense of style: the ability to wear clothes that look stylish
 the height of fashion: very fashionable
 to keep up with the latest fashion: to wear the latest fashions
 to look good in: to wear something that suits you
 to mix and match: to wear different styles or items of clothing that aren’t part of a set
outfit
 must-have: something that is highly fashionable and therefore in demand
 off the peg: clothing that is ready made
 old fashioned: not in fashion any more
 on the catwalk: the stage that modals walk along to show off the latest fashions
 a slave to fashion: someone who always feel the need to wear the latest fashions
 smart clothes: the kind of clothes worn for a formal event
 to suit someone: to look good on someone
 to take pride in one’s appearance: to pay attention to how one looks
 timeless: something that doesn’t go out of fashion
 vintage clothes: clothes from an earlier period
 well-dressed: to be dressed attractively
IELTS Personality Vocabulary

During the IELTS Speaking exam you may be asked to talk about someone’s personality
or character. Read the following IELTS-style questions and answers below and pay

Examiner: How would you describe yourself?
Paula: Everyone tells me I take after my mum as I’m quite laid-back … I think I’m good
companybut you should ask my friends if they agree …
Examiner: In which ways are you similar to your friends?

Manuel: I seem to be attracted to introverts … not people who are painfully shy but most
of my friends are a little reserved … and I think that’s what I’m like …
Examiner: Are you similar or different to your brother(s)/sister(s)?

Mira: I think my brother and I are very similar … I’d say we’re fun-loving and tend to be
a bit extroverted … my brother is certainly the life and soul of the party … I’m not sure
that applies to me …
Part 2-style task
Describe a teacher you once had who you enjoyed being taught by. You should say
 who this person was

 when they were your teacher
 which subject they taught you
and describe what it was about their character that you liked.
Carolina: I’d like to describe my English teacher from school … Miss Thomas … this was
a few years ago now and she was my teacher at a time when I was getting a little bored
with being at school … unlike some of the other teachers Miss Thomas never lost her
temper … she was very calm and easy-going … she was also very broad-minded … we
were able to ask her questions about lots of subjects that some other teachers would refuse
to discuss which made us respect her even more … she had a great sense of humour too
… she’d laugh at our jokes as well as making us laugh … and she would also bend over
backwards to help us with our work … she always put us first and often stayed around at
the end of class to talk with anyone who needed help … apparently she was highly
respected within her field but you would never know as she was the type that hid her light
under a bushel … she was very modest and self-effacing … so yes … Miss Thomas was
a teacher I have fond memories of …

Examiner: Which personal qualities do you think we most want to pass on to our
children?
Martin: I certainly would want my children to be self-confident and self-assured … I
really believe that people who feel good about themselves are in a good position to face
what life has to offer them … and I’d hope they wouldn’t be self-centred … but
remembered to think about others …
Examiner: Which characteristics do you think are the least appealing in a person?
Marianne: Well … people who are very narrow-minded are difficult to get on with … it’s
nice when someone is open to other people’s opinion and willing to think about their own
views … and people who are two-faced can be a little irritating … relationships are built
on trust and without honesty there’s not much left …
Examiner: Which personality types do you think are less likely to suffer from stress or
anxiety?
Sol: Probably people who are thick-skinned … who don’t let people or problems affect
them too much … and if you are fair-minded you’ ll be less likely to overreact to
situations or be quick-tempered …
Definitions
 to be the life and soul of the party: a fun person, someone who is the centre of activity
 to bend over backwards: to try very hard to help someone
 broad-minded: prepared to accept other views or behaviours
 easy-going: relaxed and not easily worried about anything
 extrovert: an energetic person who likes the company of others
 fair-minded: to treat people equally
 fun-loving: to enjoy having fun
 to hide one’s light under a bushel: to hide one’s talents and skills
 good company: enjoyable to socialise with
 good sense of humour: the ability to understand what is funny
 introvert: someone who is shy
 laid-back: see ‘easy-going’
 to lose one’s temper: to suddenly become angry

 narrow minded: opposite of ‘broad-minded’ (see above)
 painfully shy: very shy
 to put others first: to think of others before yourself
 quick-tempered: to become angry quickly
 reserved: shy
 self-assured: confident
 self-centred: thinks only of oneself
 self-confident: believes in one’s own ability or knowledge
 self-effacing: to not try to get the attention of others (especially in terms of hiding one’s
skills or abilities)
 to take after: to be like (often another member of the family)
 thick-skinned: not easily affected by criticism
 trustworthy: can be trusted
 two-faced: not honest or sincere. Will say one thing to someone to their face and another
when they are not present.

IELTS Business Vocabulary
During the IELTS Speaking exam you may be asked to talk about the subject of business.
This might involve describing a business you know well or talking about your own
ambitions. Read the following IELTS-style questions and answers below and pay attention
to the phrases in bold. Use the ‘Definitions’ section at the bottom of the page to check the
Examiner: Do you work or are you a student?

Hati: I run my own business actually … I have an online business selling cosmetics …
I set up the business 5 years ago and I’m really enjoying working for myself …
Examiner: What is your ideal job?

Kaori: I don’t think I’d enjoy working for a big company … I think I’d like to go it
alone and be self-employed … I’m not sure what area of business it would be but I think
I’d enjoy the process of drawing up a business plan and seeing if I could be successful.
Examiner: Is your town a nice place to live?

Monique: It’s OK … the main problem we have is our local high street … it used to be a
busy centre but lots of shops have gone bust … it must be very difficult to make a
profit when you have huge supermarkets in the area and a lot haven’t been able to survive
with such cut-throat competition…
Part 2-style task
Describe a business you know that you admire. You should say
 what this business is

 what the business sells
 how long you have known about the business
and say why you like it so much.
Magda: Actually I discovered a business very recently that I like so much I’d like to do
something similar in the future … it’s a small niche business that runs courses in how to

cook … especially bread … the owner uses his kitchen for the courses and went into
business with a local community shop and sells a lot of the bread and cakes they make in
the shop … I first got to hear about the business last year … my wife paid for me to do one
of the baking courses and I got to know the owner during the training … it’s a lifestyle
business really … he doesn’t have plans to take on employees or expand into new areas
… he’s happy earning a living doing the thing he loves … I really admire what he does
and I’m sure a lot of people would love to do something similar … he has a web
presence … in fact that’s how we got to find out about his company … and he uses social
media to raise the company profile … but he’s the only person involved in running the
business so he’s in complete control of where the business goes … that’s something that
must make it really satisfying … as long as he’s managing to balance the books and
the cash flow is healthy I’m sure he must be very pleased with what he has achieved …
Examiner: Why do some people decide to set up their own business?

Marion: I suppose it’s the idea of being in control of your own destiny … or of believing
in a product or service idea you may have … plus it must be very exciting … launching
products … winning contracts … and seeing your sales figures improving must be
wonderful …
Examiner: What are some of the dangers involved in starting a business?

Hiro: Well … obviously you need to have a good idea … some people say you need
to do market research beforehand so you know what the market wants … if you don’t do
this you could go under … and if it is a good idea the chances are someone else is doing
the same thing so you could end up facing stiff competition …
Examiner: What are some of things you have to do when running your own business that
might not appeal to everyone?
Katy: Personally i don’t like being in debt so taking out a business loan wouldn’t suit me
at all … and I know a lot of companies do cold calling to try and drum up business …
that’s something I’d hate to do … and laying people off if the business gets into trouble …
that would be horrible …
Definitions
 to balance the books: to not spend more money than you are earning
 to be self-employed: to work for yourself/to not work for an employer
 to cold call: to make a sales call to someone without asking them for permission first
 cut throat competition: when one company lowers its prices, forcing other companies to
do the same, sometimes to a point where business becomes unprofitable
 to do market research: to do research into what potential customers would or wouldn’t
buy
 to draw up a business plan: to write a plan for a new business
 to drum up business: to try to get customers
 to earn a living: to earn money
 to go bust: when a business is forced to close because it is unsuccessful
 cash flow: the money coming in and going out of a business
 to go into business with: to join another person to start or expand a business
 to go it alone: to start your own business
 to go under: (see ‘to go bust’)
 to have a web presence: to have a website or social media profile that showcases your
business
 to launch a product: to start selling and promoting a new product
 to lay someone off: when a company ends an employee’s contract of employment
 lifestyle business: a business that is set up to bring in a sufficient income and no more
 to make a profit: to earn more money than it costs to run the business
 niche business: a business that serves a small, particular market
 to raise a company profile: to make more people aware of a business
 to run your own business: to have a business of your own
 sales figures: a report of the income a company generates through sales of products or
services
 to set up a business: to start a business
 stiff competition: strong competition from other companies in the same area of work
 to take on employees: to employ people
 to take out a loan: to borrow money
 to win a contract: when a business gets legally-binding work with an individual or
company
 to work for yourself: (see ‘to be self-employed’)

IELTS Physical Appearance Vocabulary
During the IELTS Speaking exam you may want to talk about what people look like. This
might involve describing their physical appearance or the type of clothes they like to wear.
Examiner: Do you look like any other people in your family?

Carlo: No … not at all … take my brother for example … he has short cropped hair and
has quite a pointed face … he’s also quite fair-skinned compared to me …
Examiner: Tell me about your family.

Andrea: My father’s getting on a bit … he’s in his 60s … but he looks very young for
his age … he still does lots of exercise and is quite well-built …
Examiner: What does your best friend look like?

Mandy: She’s the same age as me … she has shoulder-length hair … fair hair … she has
a slim figure and is medium height …
Part 2-style task
Describe a person whose appearance you like. You should say
 who this person is

 what their relationship is to you
 what they look like
and say what it is about their appearance you like.
Monique: OK … I’d like to talk about my aunt … her name’s Marta and she’s quite a
character … she’s middle-aged but has a very youthful appearance … she’s a
little overweight I suppose but not too much … she has a friendly round face framed
by thick blonde hair … she has a lovely complexion and she’s always well-turned
out … she actually always looks like she’s going out for the evening to somewhere special

… there’s never a hair out of place … I’ve always thought she bears a striking
resemblance to someone on TV … I can’t remember the name now … she wears
glasses and always seems to have a different pair on every time I see her … I like the way
she looks because she wears clothes that are right for her age and manages to look
glamorous without it looking like she’s too done up … yes … I’ll be happy if I look like
her when I’m her age …
Examiner: Is it important to dress well whenever we go out?

Mark: It depends where you’re going … I know some people get done up just to go to the
shops … but I don’t see the point … you shouldn’t go out looking scruffy with disheveled
hair but I really don’t see the point in getting dressed up to the nines unless you’re going
somewhere special …
Examiner: Do people worry too much about their appearance as they get older?
Mira: I’m sure they do … yes … but it happens to all of us doesn’t it … we all go
grey eventually and get hard of hearing … we start to lose our figure … that’s why
plastic surgery is so popular … personally I think we just need to grow old gracefully and
not worry too much about how we look …
Examiner: Is attractiveness a quality worthwhile aiming for?

Phoebe: I’d like to say no … it shouldn’t matter what we look like in terms of our physical
appearance … but unfortunately it seems women especially are taken more seriously if
they are good looking with a slender figure with perfect make up and so on …
Definitions
 to bear a striking resemblance: to look very similar to

 cropped hair: very short hair
 disheveled hair: untidy hair
 to dress up to the nines: to dress very smartly or glamorously
 fair hair: light-coloured hair
 to be fair-skinned: light skinned
 to get done up: to dress smartly
 to be getting on a bit: to be getting old

 to go grey: to have hair that is turning grey
 to be good looking: to be attractive
 to grow old gracefully: to act in a way that embraces the fact you are getting older
 to be hard of hearing: to find it difficult to hear
 in his/her 30s/40s: to be 20/30 something
 scruffy: dressed untidily
 to look young for your age: to look younger than you are
 to lose one’s figure: to have a figure that has lost its toned shape
 complexion: natural skin colour and texture
 make up: cosmetics
 medium height: average height
 middle-aged: approximately between 45-65
 to never have a hair out of place: perfectly styled hair
 to be overweight: to weigh more than is regarded as healthy
 pointed face: the opposite of a round face
 shoulder-length hair: hair that comes down to the shoulders and no further
 slender figure: a figue that is tall and slim
 slim figure: attractively thin
 thick hair: a lot of hair
 to wear glasses: to use spectacles
 to be well-built: to be muscular
 to be well-turned out: to look smart
 youthful appearance: to look young

IELTS Town and City Vocabulary
In the IELTS Speaking exam you may be called upon to showcase your vocabulary to
describe towns and cities. Read the following IELTS-style questions and answers below
and pay attention to the phrases in bold. Use the ‘Definitions’ section at the bottom of the
page to check the meaning of any phrases you don’t understand.
Examiner: What is it like where you live?

Christiane: I live in a residential area of a busy town in the south of Spain … we have all
the facilities you need … good public transport … a good shopping centre … it’s
nice …
Examiner: Do you like living in the city?

Andrea: Yes I do … I like going out with my friends and there are lots of lively bars and
restaurants within walking distance of my apartment … I’m a bit of a culture vulture as
well so it’s great to have access to art exhibitions and that kind of thing …
Examiner: Do you get many tourists visiting your area?

Mandy: Not really no … I live in the inner-city and the area is a little run down … it’s
basically a lot of high-rise flats and many of the shops are boarded up … so nothing to
interest tourists really …
Part 2-style task
Describe an interesting town or city in your country that visitors might enjoy. You should
say
 what the place is called

 where the place is
 what the facilities are like
and say why visitors might enjoy going there.
Monique: Anyone who comes to my country really should spend some time in Barcelona
… it’s a beautiful place … it’s not what you would call a sprawling city … it’s quite

compact really and you could walk across the city in a couple of hours … but there’s no
need to do that as we have a fantastic public transport system so it’s easy to get
around … there are various districts all with their own character … you have
the upmarket shops in the centre … you’ll find lots of chain stores you’ll recognise from
your own country but also local brands as well … we have the narrow streets in the Gothic
district with lots of fashionable boutiques and tourist attractions … there’s the Olympic
area and the beaches along the coast … and dotted around the city are some lovely public
spaces … parks and squares in the city centre and on the outskirts of Barcelona where
people relax with their friends and family … and of course pavement cafes everywhere …
all that and some great historical places of interest … so a great destination for tourists …
Examiner: What are the advantages of living in a city or big town?

Carrie: I think it’s having access to local facilities really … local shops as well as access to
larger shopping malls in the city centre … and if you’re well-off you can afford to live in
the suburbsaway from the busy traffic …
Examiner: In your experience are city centres usually attractive places?

Mary: Some can be yes … especially those with a historical interest … but sometimes
they’re full of ugly office blocks … multi-story car parks … and residents living in poor
housing … it depends on the city doesn’t it?
Examiner: What are some of the challenges facing towns and cities?
Penny: I suppose traffic congestion is a major problem … and the growth in out-of-town
supermarkets and retail parks mean lots of town centre shops are closing down … plus
a shortage of good quality housing … I think these are the major challenges …
Definitions
 boarded up shops: shops that are no longer doing business

 chain stores: well-known brands with shops in multiple cities

 to close down: to stop doing business
 fashionable boutiques: fashionable clothes shops
 to get around: to travel around
 high-rise flats: multi-story apartments
 inner-city: the central part of a city where people live and where conditions are often poor
 in the suburbs: the outer area of large towns and cities where people live
 lively bars/restaurants: bars or restaurants with a good atmosphere
 local facilities: local buildings or services serving the public
 multi-story car parks: car parks on several floors
 office block: a large building that contains offices
 out of town shopping centre/retail park: large shopping centres outside of the town or city
 pavement cafe: cafes with tables outside on the pavement
 places of interest: buildings that have a particular interest for visitors
 poor housing: housing that is not in good condition
 public spaces: areas in a town or city that are open to the public
 public transport system: public vehicles such as buses and trains that operate at regular
times on fixed routes
 residential area: an area where people live
 run down: old and of a poor standard
 shopping centre: an area consisting of multiple shops
 shopping malls: large indoor shopping centres
 sprawling city: a city that has grown over time and which covers a wide area
 tourist attraction: a place of interest to tourists
 traffic congestion: heavy traffic making it difficult to move around a town or city
 upmarket shops: expensive fashionable shops

IELTS Music Vocabulary
In the IELTS Speaking exam you may be asked questions about the music you listen to or
instruments you play. Read the following IELTS-style questions and answers below and
pay attention to the phrases in bold. Use the ‘Definitions’ section at the bottom of the page
to check the meaning of any phrases you don’t understand.
Examiner: What kind of music do you listen to?

Katherine: I’m a big fan of classical music … it doesn’t make me very popular with my
children … their taste in music is completely different … they always want to listen to
their favourite rock bands …
Examiner: Do you play any instruments?

Jamie: No I don’t … I’ve always wished I’d taken up a musical instrument … I’d love
to be able to play the guitar … but I think I’m a bit tone deaf so perhaps I’d find it hard …
Examiner: Have you got any hobbies or interests?

Marco: I’m really into live music … I go to a lot of music festivals … I think a live
performancealways sounds more exciting than a recorded version … as long as the
performers can sing and play well of course …
Part 2-style task
Describe a song you like to listen to. You should say
 what the piece of music is called

 how long you have liked it
 when you like to listen to it
and say why you like it so much.
Millie: Well … I’m a little older than most students and when I was young Abba the
Swedish pop group were very famous … I don’t think it was cool to like them even
though they had a huge following but I think now people have realised what wonderful
songs they wrote … one piece of music in particular is called ‘Slipping through my

fingers’ … it wasn’t a massive hit but I love it … it’s a song for parents and it’s all about
how quickly our children grow up … it’s a slow number and like a lot of their songs it’s a
very catchy tune … the two women in Abba had great voices and it’s the kind of music
you can also sing along to easily … even if you don’t have a great voice … I listen to
Abba when I feel like a sing-song … and I especially like to listen when I’m doing the
housework … it stops me thinking about the hard work …
Examiner: Is the Internet a good or bad thing for the music industry?
Thomas: On the one hand it’s good for marketing new musical talent or particular bands
but it’s so easy to share and download tracks for free I think it is costing the industry a lot
of money …
Examiner: Should music be treated as seriously as subjects like maths or sciences at

school?
Carla: I think it should … I don’t think it should be taught in a boring way … I mean
making children read music … but I do think they should be encouraged to play
instruments and to play things by ear perhaps … to keep the lessons fun …
Examiner: Where do people usually enjoy listening to music?

Sally: In lots of ways or places … as background music when they are doing something
else … at concerts when a band goes on tour … or in clubs or discos …
Definitions
 adoring fans: people who love a particular band or singer

 background music: music that is played while something else is happening
 a catchy tune: a song that is easy to remember and makes you want to sing it
 classical music: music that is regarded as part of a long, formal tradition
 to download tracks: to obtain music from the Internet

 to have a great voice: to sing well
 to go on tour: to go on a planned series of performances around a region or country
 a huge following: a large number of fans
 live music: music that is listened to while it is performed (not recorded)

 live performance: (see live music)
 a massive hit: a record that sells lots of copies
 a music festival: music performances at a venue often over several days
 musical talent: skilled at music
 to be/sing out of tune: to not be in harmony/to sing the wrong notes
 a piece of music: an item of music
 to play by ear: to play without reading the musical notes
 a pop group: a small group of people who play or sing pop music together
 to read music: to understand and follow written musical notes
 a rock band: a group of musicians that play rock music
 to sing along to: to join in singing
 a sing-song: to sing informally, often with other people
 a slow number: a song with a slow tempo
 to take up a musical instrument: to begin learning a musical instrument
 taste in music: the music someone likes
 to be tone deaf: to be unable to distinguish the different notes in music

IELTS Weather Vocabulary
In the IELTS Speaking exam you may be asked questions about the topic of ‘the weather’,
perhaps the weather in your country or when you’ve travelled to other countries. Read the
following IELTS-style questions and answers below and pay attention to the phrases
in bold. Use the ‘Definitions’ section at the bottom of the page to check the meaning of
any phrases you don’t understand.
Examiner: What’s the weather like in your country?

Katie: It’s quite changeable really … we have periods of time with clear blue skies then
all of a sudden we’ll have torrential rain.
Examiner: Which months have the best weather in your country?

Ernst: Well … I suppose it’s a matter of personal taste really … I like it around the end of
October and November … I’m not fond of the heatwaves we often get during the summer
… it’s not freezing cold during these months and we still get lots of sunny spells.
Examiner: Does it bother you much when it rains?

Junko: It depends … if I get caught in the rain and I get drenched I don’t like it … but
I’m a gardener so a drop of rain is good for my plants.
Part 2-style task
Describe a time when you experienced extreme weather conditions. You should say
 when this was

 where you were
 what the weather was like
and say how you felt about the experience.
I was studying English in a language school a few years ago … we were in Cornwall in the
UK … we’d been enjoying lovely sunny days … not a cloud in the sky … when all of a
sudden there was a change in the weather … we were in town walking around the shops
when it started to pour down … I’d never seen such heavy rain before … within about 10

minutes the roads were full of water … I think they call it a flash flood … it was like
being in the middle of a tropical storm … the water was almost up to my knees …
the weather forecast hadn’t predicted it so everyone was taken by surprise … I’m not sure
you could call it ‘extreme’ weather as a few hours later it started to clear up … the sun
came out and slowly the water level went down … but a lot of people’s houses were
flooded so it would have been extreme for them … I found it all quite exciting … in my
country we generally have a very mild climate and don’t often get floods like this so it
was quite an experience for me.
Examiner: Do you think the weather affects how people feel?

Tierre: Absolutely … yes … I don’t mind the occasional cold spell but I think the winter
months can make you feel down. I hate having to leave the house in the winter … there’s
often a thick fogevery morning and we sometimes get bitterly cold winds … the winter
certainly makes me feel a little depressed … though having said that … it’s always nice to
see the town covered in a blanket of snow.
Examiner: Do you think the weather is changing due to global warming?

Ceri: I don’t know if it’s due to global warming or not but the weather in my country is
certainly changing … we’ve been getting quite mild winters lately … the temperatures are
sometimes below freezing but only occasionally … and then during the summer it can
get boiling hot with a lot of older people even suffering from heatstroke.
Examiner: In which ways are weather forecasts useful?

Sinita: Well … if you’re planning a trip or going on holiday it’s important to know
whether you’ll need to dress up warm or take an umbrella … farmers need to know what
the long-range forecast is so they can plan their work … I suppose people who organise
outside events need to know as well in case things get rained off.
Definitions
 to be below freezing: below zero degrees Celsius

 bitterly cold: very cold and unpleasant
 a blanket of snow: a complete covering of snow
 boiling hot: very hot (informal)

 changeable: weather that often changes
 a change in the weather: when weather conditions change
 clear blue skies: a sky without clouds
 to clear up: when clouds or rain disappear
 to come out (the sun): when the sun appears out of a cloudy sky
 a cold spell: a short period of cold weather
 to dress up warm: to wear warm clothes to protect yourself against wintry conditions
 a drop of rain: a little bit of rain
 a flash flood: a sudden and severe flood
 freezing cold: very cold (informal)
 to get caught in the rain: to be outside when it rains unexpectedly
 to get drenched: to get very wet
 heatstroke: a serious condition caused by being too long in hot weather
 a heatwave: a period of very hot weather
 heavy rain: intense rainfall
 long-range forecast: the weather forecast for several days or weeks ahead
 mild climate: a climate without extreme weather conditions
 mild winter: a winter that isn’t particularly cold
 not a cloud in the sky: see ‘clear blue skies’ above
 to pour down: to rain heavily
 to be rained off: to be cancelled or postponed due to poor weather
 sunny spells: short periods of sunny weather
 thick fog: a dense fog that makes visibility very poor
 torrential rain: see ‘heavy rain’ above
 tropical storm: a storm typical of ones that you find in tropical climates
 weather forecast: a TV/radio programme or section in a newspaper/magazine which
predicts weather conditions

IELTS Shopping Vocabulary
It’s possible the examiner may ask you questions about your shopping habits in the IELTS
Speaking exam. Read the following IELTS-style questions and answers below and pay
Examiner: Do you often go shopping for personal items?

Maxine: When I can afford it yes … my college is in the city centre and I do a lot
of window shopping … but being a student I’m on a tight budget so I have to be careful
with money …
Examiner: Are there many shops where you live?

Jenny: We’ve got a few local shops nearby and a few independent stores but none of the
big high street names … I have to go into town for them …
Examiner: Do you enjoy shopping?

Marco: It depends … I hate it when the sales are on … crowds of people all trying to snap
up a bargain … I find it all a bit stressful … I also get annoyed when shop assistants try
to give me the hard sell when all I want to do is look around …
Part 2-style task
Describe a time when you bought something for someone. You should say
 when this was

 what is was you bought
 who you bought it for
and say how you felt about buying it for them.
Coleen: I’d like to tell you about the time … about four years ago … my husband and I
bought a computer for our daughter … she was about to go to university and we’d
promised her we would treat her to one … at the time there had been a big advertising
campaign for the latest Apple Macbook and our daughter was very keen to have one …

she kept telling us they were value for money … even though they seemed very expensive
to us … anyway we tried to shop around to see if we could pick up a bargain … this
was in the middle of the summer sales and wherever you went prices were being
slashed on big brand names … but unfortunately not Apple products … we ended up
having to pay the full price … I remember my daughter justifying the cost by pointing out
how nice the Apple carrier bag was … but it was lovely to see her so excited and
the customer service she’s received during the four years she’s had it has been excellent
… so it was value for money after all …
Examiner: Do you think we will stop using paper money in the future?
Louisa: I think it’s almost certain … at the moment it’s still possible to pay in cash but
I’m sure this will change … the problem is people are more likely to get into
debt and run up a credit card billwhen this happens.
Examiner: How do companies encourage the consumer to spend their money?

Peter: Well … a recent development in my country is something called ‘Black Friday’
where people are encouraged to shop until they drop and buy the latest must-have
products … then there are things like loyalty cards to get the customer back in the store
…
Examiner: What do you think shops need to do to create a positive shopping experience?
Tania: The main thing for me is not being pressurised to buy … I appreciate that shop
assistants are probably on commission but if I’m looking for clothes for example I like to
take my time … to try something on … and to ask for help if I need it …
Definitions
 advertising campaign: a series of advertisements to persuade people to buy something
 big brand names: large well-known companies or product names
 to be careful with money: to not over-spend
 carrier bag: bags (usually plastic) supplied by shops
 customer service: the degree to which customers are treated well
 to get into debt: to owe money
 to give someone the hard sell: to put pressure on someone to buy something
 high street names: well-known shops

 independent stores: small shops independent of large companies
 local shops: community shops
 loyalty card: a card issued by a shop to allow customers to save money on the basis of
what they spend
 must-have product: a product that is very popular that a lot of people want to have
 to be on a tight budget: to have a limited amount of money to spend
 to be on commission: to pay someone in relation to the amount they sell
 a pay in cash: to pay for something using coins or paper money
 to pay the full price: to pay the full amount for something
 to pick up a bargain: to buy something much cheaper than the normal price
 to run up a credit card bill: to owe money on a credit card
 to shop around: to try different shops to find the best deal
 shop assistant: the person who serves customers
 to shop until you drop: to do a lot of shopping
 to slash prices: to reduce prices a great deal
 to snap up a bargain: to buy something quickly that is being sold cheaply
 summer sales: a period in the year when things are sold cheaply
 to try something on: to see if an item of clothing fits or is suitable
 to be value for money: to be worth the cost
 window shopping: to visit a store to look at items without the intention of buying anything

IELTS Environment Vocabulary
You may be asked questions about the environment or environmental problems in your
country. Read the following IELTS-style questions and answers below and pay attention to
Examiner: Are there any environmental problems in your country?

Kelly: Yes … we have a serious issue with pollution levels in some of our big cities
… exhaust fumes from cars and lorries are definitely one reason for the problem but we
also have a lot of heavy industry in some areas and this also results in poor air
quality …
Examiner: Do you take an interest in nature?

Jenny: Well … I’m a city person through and through and don’t get back to nature very
often I’m afraid … but like everyone else I’m fascinated by the natural world and I like
watching documentaries showing wild animals in their natural habitat …
Examiner: Do you or your family take steps to help the environment?

Mira: My parents have always tried to make us aware of our impact on the
environment… they’re really into energy conservation … and always try to
buy environmentally friendlyproducts if they have the chance …
Part 2-style task
Describe an environmental problem that has been in the news. You should say
 when this was

 where the event happened
 what actually took place
and say how you felt about this problem.
Martin: Well … this is an interesting question … there are so many issues I could think of
… natural disasters like earthquakes and floods seem to be in the news almost every year

… but there was one story recently about some animals that were under threat … it
wasn’t focused on one place in particular … it was looking at various animals that could
actually become extinct in different African countries … if we don’t take steps to protect
them … these were really iconic animals like gorillas … leopards … rhinos … and
apparently they’re now listed as endangered species … what made it really depressing
was they were in danger thanks to us … in some cases it was due to a loss of habitat either
because people need more agricultural production … or even worse I think … because
of hunting and poaching … I hate to think of future generations being robbed of the
chance to see creatures like these in their natural environment … it’s lucky we have lots
of organisations that focus on wildlife conservation … hopefully with their help we can
put pressure on those in power to do something to stop creatures like these dying out …
Examiner: What do you think is the main danger the world faces in terms of the
environment?
Spencer: Well … climate change is a real issue … in my country we have flash
floods and heatwaves on a yearly basis … so yes … I think global warming is the biggest
issue.
Examiner: What examples are there of how we damage the natural world?
Stella: There are so many examples … there are factories that empty toxic waste into
rivers and oceans … oil spills that damage the coastline … the way we destroy vast areas
of land and rain forests in search of fossil fuels or to increase agricultural production …
Examiner: In which ways do we respond well to environmental problems?

Mathius: Well … on the one hand there are various worldwide agencies that are always the
first on the scene with humanitarian aid after natural and man-made disasters … and
on the other hand we have environmental pressure groups that are constantly raising
awareness of issues and trying to stop disasters happening …
Definitions
 air quality: the cleanliness of the air we breathe
 to become extinct: to no longer exist
 to be under threat: to be in danger of becoming extinct

 climate change: the change in worldwide weather patterns
 to die out: see ‘to become extinct’
 endangered species: categories of animals or plants that are in danger of becoming extinct
 energy conservation: the careful management of energy resources to ensure they last as
long as possible
 environmentally friendly: behaviour and products that do not harm the environment
 exhaust fumes: the toxic gases given off by vehicles powered by petrol
 flash floods: floods that happen quickly
 fossil fuels: energy resources like gas and oil that are produced deep below the ground
over millions of years
 future generations: the people who live after us
 to get back to nature: to live a life that is closer to nature
 global warming: the increasing temperature of the world brought about by gases such as
carbon dioxide
 heavy industry: the manufacture of heavy articles and materials in large numbers
 humanitarian aid: the act of showing support to people struggling to survive
 impact on: the effect on
 loss of habitat: the decline in areas of land where animals and plants would normally exist
 man-made disaster: widespread damage or loss of life brought about by the action of
humans
 natural disaster: an event such as an earthquake, flood or hurricane which causes
widespread damage or loss of life
 natural environment: the place where animals and plants would normally be found in
nature
 the natural world: the world of nature
 oil spill: waste usually deposited in the seas and oceans after an accident at sea
 poaching: to hunt and kill wild animals illegally
 pollution levels: the amount of toxic waste
 pressure group: a group of people who try to raise awareness of issues and try to affect the
views and actions of people and organisations
 toxic waste: poisonous, unwanted rubbish often produced by industrial processes
 wildlife conservation: to protect animals and plants and their habitats

IELTS Advertising Vocabulary
You may be asked questions about advertising in your country. Read the following IELTS-
style questions and answers below and pay attention to the phrases in bold. Use the
‘Definitions’ section at the bottom of the page to check the meaning of any phrases you
don’t understand.
Examiner: Are there any TV channels in your country that don’t have adverts?
Loraine: No … they’re all commercial channels and show adverts all day long … too
many really … and there’s also a lot of product placement going on … especially in soap
operas where they place an item just behind the actors.
Examiner: Do you enjoy watching adverts on TV?

Karin: No … not really … I hate commercial breaks during a film … it really spoils the
flow … and during prime time viewing they seem to squeeze even more ads in than usual
… celebrity endorsements also get on my nerves … everyone knows they’re only doing
it because they’re getting paid.
Examiner: What are the best ways for ordinary people to advertise something they want to
sell in your country?
Marianne: The simplest way is to place an advert in something like the classified
ads section of a local paper … or there’s the Internet of course … there are lots of sites
like eBay where you can buy and sell things online.
Part 2-style task
Describe an advert you once saw that was very effective. You should say
 where this advert appeared

 when you saw it
 what it was advertising
and say why you thought it was so effective.

Max: OK … well this was about 4 years ago … I was looking for some software to create
videos … one day I got an email from a mailing list I’d signed up to … there was a link in
it to a press release … a company had written something about a new product that was
similar to what I was looking for … at the end of the press release there was a link to
the sales page … I hadn’t heard of the company but I was interested and clicked the link to
the ad …. what caught my attention immediately were the number of testimonials from
people who had bought the software … I think testimonials are like the online equivalent
of word of mouth advertising and are really persuasive … anyway … when I got to the
bottom of the page there was a great big call to action button inviting me to buy … I was
totally persuaded and ended up making a purchase … what made it so effective I think was
the power of those testimonials … they’d been written by people very much like me …
they’d had a need and the software had obviously turned out to be just what they were
looking for … when you think that this was a newish company they wouldn’t have had
any brand awareness at all … they probably wouldn’t have had much of a budget for
advertising … obviously you wouldn’t advertise a product like this through the mass
media on TV … they probably didn’t even have an advertising agency to support them
…and yet they’d managed to create a great deal of brand loyalty from previous customers
… I think that was really effective.

Examiner: What is it that makes an advert effective?
Spencer: Well … when a company launches a product they have to consider the Internet
… especially how it can be used to spread the word on social media … so in this context a
video that goes viral is probably the most effective type of advert you could make.
Examiner: What are the advantages to companies of advertising on the Internet rather than
TV?
Stelios: I’d imagine the main advantage is you can reach your target audience much more
effectively … if you bring out a niche product for example … or you have a
tight advertising budget … you can advertise on particular sites that the people you want
to reach visit … that’s not something you can do on TV.
Examiner: What things do advertising companies do that might give it a bad name?
Raol: For me the most irritating is cold calling … we must get two or three of these every
day at work … then there’s junk mail that gets posted through the letterbox … and of
course the online equivalent of this … spam emails … I think it’s this kind of advertising
that tends to annoy people.
Definitions
 advertising agency: a company that creates adverts for other companies
 advertising budget: the amount of money a company decides to spend on advertising
 brand awareness: how well people know a particular brand
 brand loyalty: the degree to which people continue to buy from the same brand
or company
 buy and sell: often used to refer to the buying and selling of items between individuals
 call to action: something that encourages someone to take a particular action, such as
making a purchase or clicking a link on a website
 celebrity endorsement: to have a well-known person promote a product
 classified ads: small advertisements often put in a newspaper or magazine by individuals
 to cold call: to call someone with the aim of selling something without them asking you to
do so
 commercial break: the short period during TV programmes when advertisements are
shown
 commercial channel: TV channels that make money from showing advertisements
 to go viral: to quickly become extremely popular on the Internet through social media
 junk mail: unwanted promotional leaflets and letters
 to launch a product: to introduce a new product
 mailing list: a list of names and contact details used by a company to send information and
advertisements
 mass media: large media outlets like TV, newspapers and magazines
 niche product: a product that is aimed at a distinct group of people
 to place an advert: to put an advert somewhere
 press release: something written by a company for newspapers and magazines and
websites to share and publish
 prime time: the time during the viewing schedule when most people watch TV or listen to
a broadcast
 product placement: to advertise a product by using it as a prop in a TV show or film
 sales page: a page specifically used to promote a product or service
 to show adverts: to display adverts on TV
 social media: websites that enable users to create and share content or to participate in
social networking.

 spam email: unwanted, promotional email
 target audience: the people a company want to sell their product or service to
 word of mouth: recommendations made by individuals to other individuals about a product
of service

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PART 1 - COMMUNICATION AND THE ARTS

LISTENING EXERCISES 1.1 - 1.9

1.2 NUMBERS AND LETTERS: (Refer to the tapescript for confirmation.)

1.3 G E N E R A L I N F O R M A T I O N : Listen to Radio Items 1 & 2 and complete the

1.5 MULTIPLE C H O I C E QUESTIONS: Listen to Radio Item 2 a second

1.6 SPECIFIC INFORMATION: Listen again to the radio items:

1.7 P R E D I C T I O N A N D P R E P A R A T I O N : In the Listening Sub Test you

1.8 T R U E / FALSE / N O T GIVEN: Listen to Lecture 1 on the tape:

1.9 S H O R T - A N S W E R Q U E S T I O N S : Refer to Lecture 1 on the tape.

iii. What do babies react to in the mother's womb?

iv. A vocabulary of how many words is required to learn basic English?

LISTENING EXERCISES 2.1 - 2.9

2.2 NUMBERS AND LETTERS: (Refer to the tapescript for confirmation.)

C i ii iii. ... iv. .

v vi vii. ... viii.

2.5 M U L T I P L E C H O I C E QUESTIONS: Listen to Radio Item 4 one more

a) the University of Queensland a) will remain

2.6 SPECIFIC INFORMATION: Listen again to the radio items:

i. Where did the explosions take place?

iii. What can you no longer do in the waters off Carrsville?

iv. What is Professor Blunt's solution to the problem?

2.7 PREDICTION AND PREPARATION: In True/False question tasks

2.8 TRUE / FALSE / NOT GIVEN: Listen to Lecture 2 on the tape:

2.9 SHORT-ANSWER QUESTIONS: Refer to Lecture 2 on the tape.

(ANSWERS ON PAGE 114)

LISTENING EXERCISES 3.1 - 3.9

3.2 NUMBERS AND LETTERS: (Refer to the tapescript for confirmation.)

B i ii iii. ... iv. .

C i. ....... ii. iii. ... iv. .

D i ii. ... iii. .. iv v

3.3 GENERAL INFORMATION: Listen to Radio Items5&6 and complete the

3.5 M U L T I P L E C H O I C E Q U E S T I O N S : Listen to Radio Item 6 a second

3.6 SPECIFIC INFORMATION: Listen again to the radio items:

i. What is the name of the show that looks at clever inventions?

3.7 DICTATION PREPARATION: In dictation exercises it is important

3.8 DICTATION: Refer to Dictation 1 on the tape:

3.9 T R U E / FALSE / NOT GIVEN: Listen to Lecture 3 on the tape:

LISTENING EXERCISES 4.1 - 4.9

4.2 N U M B E R S A N D LETTERS: (Refer to the tapescript for confirmation.)

i ii iii. ... iv. .

c i ii iii. ... iv. .

4.3 G E N E R A L INFORMATION: Listen to Radio Item 7 and complete the

4.5 SPECIFIC INFORMATION: Listen again to Radio Item 7:

4.7 DICTATION PREPARATION:

What is the likely main idea behind the dictation text?

4.8 D I C T A T I O N : Refer to Dictation 2 on the tape:

4.9 TRUE / FALSE / NOT GIVEN: Listen to Lecture 4 on the tape:

5.3 TRUE / FALSE / N O T GIVEN: What do you remember from listening

5.4' DICTATION: Refer to Dictation 3 on the tape:

5.5 MULTIPLE CHOICE QUESTIONS (1): Listen to Conversation 1

5.6 MULTIPLE CHOICE QUESTIONS (2): Discover why each of the

5.7 D I R E C T I O N S (1): Listen to Conversation 2, and follow the direction

5.8 D I R E C T I O N S (2): Next, try to answer the following questions from

a. Which group of students will Ross show around the university?

d. When can Linda show her students the Student Centre?

UNIT 1 ACADEMIC WRITING TASK 1 2

UNIT 2 TYPES OF QUESTIONS 5

UNIT 3 SKILLS FOR REPORT WRITING 6

UNIT 4 LINE GRAPH 7