IELTS LEVEL 1 (4.5-5.

5)

UNIT 5
CONSUMERISM
A. VOCABULARY
Exercise 1. Look at the words in the table. Which words can you add to them to make new
words? Use the words in the box.
bag foot manager online department convenience keeper
trolley assistant mens basket sports

shop…. shopping…

-wear …store

Exercise 2. Complete the descriptions. Use the words in the box.

DIY store bakery bookshop butcher's chemist's greengrocer's

newsagent's travel agency

1. You can buy meat in a _____________

2. You can buy bread and cakes in a _____________
3. You buy books in a _____________
4. You buy newspapers and magazines in a _____________
5. You book a holiday in a _____________
6. You buy fruit and vegetables in a _____________
7. You buy things to help you build and fix things around the house in a _____________
8. You get medicines in a ____________

Exercise 3. Choose the correct words to complete the story.

The department store in my town was having a discount /sale/sell last week – everything was 25%
cheaper than usual. So I went to find some bargains/discount/sell. I love buying things that are
cheaper than they should be.

In the footwear and bags department, I found a lovely bag, with a 40% discount/off/sale. It had a
two-year fitting room/guarantee/receipt, so I could get my money back if it broke. Then I went to
the womenswear department and found some nice trousers on discounts/refund/special offer.

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They were 50% of the normal price. I wanted to go to the fitting room/queue/till to try them on, but
there was a long bargain/queue/sale – there were about ten other people waiting – and I didn’t want
to wait. So I went to the cash machine/fitting room/till and paid for everything.

When I got home, I tried the trousers on. They were the right size, but they didn’t fit/pass/suit me at
all – they looked terrible on me. So I decided to take them back and ask for a receipt/refund/return.
But I couldn’t find my footwear/receipt/shopping bag, so the shop assistant said he couldn’t give me
my money back. Next time, I’ll be more careful when I shop at the sales.

Exercise 4. Complete the phrases. Use the words in the box.

book eat go meet spend take try watch

1. _____________ up with friends.

2. _____________ bowling.
3. _____________ out some money from a cash machine.
4. _____________ a film.
5. _____________ fast food.
6. _____________ on some clothes to see if they fit you.
7. _____________ a holiday.
8. _____________ money.

B. GRAMMAR
Exercise 1. Read the conversations.
Then choose the correct reason for Speaker B using will + infinitive or going to + infinitive
each time. The first one has been done for you.

1. A: Hmm, it’s a lovely jumper, but I can’t buy it today. I haven’t got enough money.
B: That’s OK. I’ll lend you the money. How much do you need?

o We often use will to make a decision while we’re speaking, or to ask another person for a
decision.
o We often use will to make a prediction (= a guess about the future) based on our own
opinions.
o We often use will to make a promise to another person.
o We often use will to offer help to another person, or to ask for help.

2. A: These trainers are quite expensive. Are you sure you need them?
B: Yes, Mum. Don’t worry – I’ll wear them every day. Trust me!

o We often use will to make a decision while we’re speaking, or to ask another person for a
decision.
o We often use will to make a prediction (= a guess about the future) based on our own
opinions.
o We often use will to make a promise to another person.
o We often use will to offer help to another person, or to ask for help.

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3. A: I’m sorry, but we don’t accept credit cards at this till.

B: Really? OK, I’ll pay by cash.

o We often use will to make a decision while we’re speaking, or to ask another person for a
decision.
o We often use will to make a prediction (= a guess about the future) based on our own
opinions.
o We often use will to make a promise to another person.
o We often use will to offer help to another person, or to ask for help.

4. A: This phone looks great, and it’s really cheap.

B: Yes, a bit too cheap. I’m worried that it’ll stop working after a few weeks.

o We often use will to make a decision while we’re speaking, or to ask another person for a
decision.
o We often use will to make a prediction (= a guess about the future) based on our own
opinions.
o We often use will to make a promise to another person.
o We often use will to offer help to another person, or to ask for help.

5. A: Have you booked your holiday yet?

B: Yes, we’ve just been to the travel agency and bought our tickets. We’re going to go to
Thailand.

o We often use going to to make a prediction based on what we know or can see.
o We often use going to to talk about plans and decisions that we made earlier.

6. A: Can we go home soon? I’m bored.

B: I want to try on this blouse, but there’s a long queue for the fitting rooms. It’s going to be at
least half an hour before we can go home.

o We often use going to to make a prediction based on what we know or can see.
o We often use going to to talk about plans and decisions that we made earlier.

Exercise 2. Read the conversations and correct Speaker B’s answers by using the correct form
of will + infinitive. Use contractions where possible (e.g. he’ll). The first one has been done for
you.

1. A: Look what I’ve found. A lovely shirt for you. Do you want to see if it fits you?
B: OK, I try I'll try it on.

2. A: The lift’s broken.

B: OK, I take the stairs.

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3. A: Wow, I can’t believe I’ve bought so much today!

B: How do you get home with all those bags?

4. A: Can I tell you a secret? My ‘expensive’ dress was actually really cheap. I only paid £10 for it.
B: Wow! Don’t worry. I don’t tell anyone.
5. A: I ordered some books online yesterday, but they haven’t arrived yet.
B: Don’t worry. They probably arrive next week.
6. A: You should take those shoes back if they don’t fit and ask for a refund.
B: I know, but I’m a bit nervous. Do you come with me?
7. A: Can you wait here? I just need to go to a few shops.
B: OK. Are you long?
8. A: I don’t want to go to the shopping centre tomorrow. It’s always really crowded.
B: Don’t worry. It isn’t be crowded tomorrow morning.

Exercise 3. Put the words in the correct order to complete the sentences and questions.

1 Be quite it’ll expensive I think .

 I think it’ll be quite expensive.

2 film you the think you’ll Do enjoy? .

 Do you think you’ll enjoy the film?

3 think stay we’ll long I don’t .

 I don’t think we’ll stay long.

4 do think How it’ll cost much you ?

 How much do you think it’ll cost you?

5 I trolley a need I’ll think .

 I think I’ll need a trolley.

6 I pay think to don’t need you’ll .

 I don’t think you’ll need to pay.

7 we’ll you go do think again When ?

 When do you think we’ll go shopping again?

8 you many people be think there’ll Do?

 Do you think there’ll be many people?

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Exercise 4. Complete the conversation with the correct forms of the words in brackets.
Use going to + infinitive in all your answers. Use contractions where possible (e.g. isn’t)

A: Hurry up! You need to decide. The ____________________ in a minute. (shop / close) Which
laptop _________________________ ? (you / buy)
B: _______________________________ one here. (I / not / buy)
A: Why not? Your old laptop’s broken and you’ve got a business trip next week.
______________________________ one when you’re away. (you / need)
B: I know, but _______________________________ a new laptop online instead. (I / get)
A: Well, don’t forget your flight’s on Monday morning, so that doesn’t leave you a lot of time.
B: Don’t worry. ________________________________ it tonight. (I / order) It won’t take more
than three days to arrive.
A: _________________________________ pretty stupid at your business meeting next week if you
don’t get your new laptop by then. (you / feel)
B: Don’t worry. It’ll be fine.

Exercise 5. Read the information. Then choose the best answers to complete the sentences.

 We often use will to make a decision while we’re speaking, or to ask another
person for a decision.
 We often use will to make a prediction (= a guess about the future) based on our
own opinions.
 We often use will to offer help to another person, or to ask for help.
 We often use going to talk about plans and decisions. Often the plan/ decision
has already been made.
 We often use going to to make a prediction based on what we know or can see.

1. This laptop comes with a five-year guarantee. That means that if it stops working in the next
five years, you’re going to/you’ll get your money back.
2. I’ve just bought some new running shoes because I’m going to/I’ll start running every day
from tomorrow.
3. Oh no! We’ve spent too long in the shops. We’re going to/We’ll miss the last bus home. Look
– it’s leaving now.
4. We aren’t going to/won’t buy anything. We didn’t bring any money. We only came here to
do some window-shopping.
5. A: What are you going to have for lunch?
B: I’m going to/I’ll have a burger. I haven’t had one for ages.
6. A: We’ve just bought our wedding rings.
B: Really? When are you going to/will you get married?
7. A: I can’t carry all these bags. Are you going to /Will you help me, please?
B: Yes, of course.

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Exercise 6. Do the advantages of online shopping outweigh the disadvantages? Choose the best
words to complete the student’s answer.

In my view, the main advantage/disadvantage/positive aspects of online shopping is that it is

convenient – you can buy things in your own home, at any time of day or night. Another
benefit/drawback/negative aspects is that online stores are often cheaper than traditional shops. All
things considered/Moreover/Overall , they usually have a wider range of sizes and colours.

However, there are also some important advantages/benefits/drawbacks to online shopping. For one
thing /Overall/Personally , you have to wait a few days, or even weeks, for your shopping to arrive.
However /In my view/What’s more , you can’t try on clothes before buying them.
Because/However/In addition, you sometimes need to pay extra for postage. Many online shops do
try to deal with/suffer/outweigh the disadvantages by offering free delivery for any clothes that you
want to return, for example.

For instance/Overall/So, I believe the benefits of online shopping deal with/outweigh/suffer the
disadvantages.

B. READING
Exercise 1. In this unit, you will do IELTS Reading matching heading tasks and read a text on
the topic of family history (also called ancestry).
What vocabulary do you already know on the topic of ancestry? Match the words with their
definitions.
a descendant a generation a record a relative a will an ancestor
birth certificate family background great - + noun run in the family

1. a member of your extended family, for example, your aunt or uncle:

__________________________
2. a person who is related to you but lived and died before you were born:
_______________________
3. a person who is related to you and who will live after you in the future (e.g. your
grandchildren’s children): _________________________________
4. a group of people who are all about the same age: _________________________________
5. the history of your family, for example, where they came from, what jobs they had:
_____________________________
6. used with a word for a family member from an older generation (e.g. your mother’s
grandmother): ___________________________________
7. a piece of important information you write on paper or store on a computer:
_________________________________
8. a legal document that explains what a person has decided should be done with their money
and property after they die: ___________________________________

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9. a phrase that describes a feature, quality, ability or disease that people from the same family
share: ________________________________
10. a legal document that contains information about a new baby such as its name, the names of
its parents and the time and place it was born: _____________________________________

Exercise 2. Read the information, then read the sentences from Paragraphs A–H. Match the
main ideas with the sentences from Paragraphs A–H.

The IELTS Reading matching headings task tests your understanding of the gist of a
paragraph – this means how well you understand the main idea or topic of the paragraph.
It is often possible to quickly get a general understanding of the main ideas and topic of a
text by reading only:
 The final sentence of the introduction (I.e. the first paragraph in the text)
 The first sentence of all the paragraphs in the main body (i.e. all the paragraphs
between the introduction and the conclusion)
 The final sentence of the conclusion (i.e. the last paragraph in the text).

Final sentence of Paragraph A: ‘… It was also necessary for landowners to know their family
background – so they could prove that a large castle or manor house really belonged to them, and
not to another person further along a branch of the family tree who wanted it for themselves.’

First sentence of Paragraph B: ‘An interest in knowing who your ancestors were and what they
did is, of course, something which is common in all cultures.’

First sentence of Paragraph C: ‘While some people are still interested in family trees as a way of
making sure they can receive money or valuable items from a great-uncle or great-great
grandparent, others have different motivations.’

First sentence of Paragraph D: ‘Part of what makes family-tree research so fascinating is the sense
of uncovering a mystery as you find more clues – just like a detective would.’

First sentence of Paragraph E: ‘Before the age of the internet, if you wanted to find out about your
family history, you would have needed to travel to different locations.’

First sentence of Paragraph F: ‘Researching your family tree has now become an ever more
popular activity, partly for the reason that it has become much easier, faster and more convenient.’

First sentence of Paragraph G: ‘Despite the advances of modern technology, it can still be a
challenge to find your distant ancestors.’

Final sentence of Paragraph H: ‘… Rather than writing out the family tree in a book in the
traditional way, they record stories, images and voices using audio and video recordings for their
descendants to see one day.’

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A description of how people feel about ancestry

A method of learning about ancestry
A method of storing information about ancestry
A reason why people enjoy researching their family history
A reason why people needed to know their ancestry in the past
Different reasons why people might be interested in ancestry
Problems in learning about ancestry
Reasons why more people are learning about ancestry now

Paragraph A
Paragraph B
Paragraph C
Paragraph D
Paragraph E
Paragraph F
Paragraph G
Paragraph H

Exercise 3. Read the information. Then skim read the paragraph and choose the correct
heading.
Remember! To skim read a text, focus only on the main information. To do this, focus on the
nouns, verbs and adjectives (in bold in the paragraph below).

Ancestry in the UK

Paragraph A

Up until relatively recently, English school children were often obliged to learn the names of the
kings and queens that ruled the country from the 8th century to the 18th, and understand how
they were related. This was no easy task. Sometimes a king would pass his kingdom to his son,
but very often would be a much more distant relative that took over. To become king, you would
have to show you had royal blood in the family tree, and to do this, you would need to know
exactly who all your ancestors were. It was also necessary for landowners to know their family
background – so they could prove that a large castle or manor house really belonged to them, and
not to another person further along a branch of the family tree who wanted it for themselves.

The correct heading for Paragraph A is:

o How knowing your family tree could bring power and property
o The kind of buildings that wealthy relatives used to live in
o Which academic subjects most students would prefer not to study

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Exercise 4. Read the information. Then skim read the next paragraphs and answer the
question.

In an IELTS Reading matching heading task, there will always be at least one more heading
than the number of paragraphs. So, for example, if there are five paragraphs, you might have
to choose from seven or eight headings.
Skim reading the text to get the gist of each paragraph can help you get a general idea of
which headings might match one of the paragraphs.

Ancestry in the UK

Paragraph B

An interest in knowing who your ancestors were and what they did is, of course, something which is
common in all cultures. Not all cultures, however, have a phrase which translates as family tree for
when they want to describe earlier generations of the same family. We use this particular phrase
because it was traditional in the past in some countries to put the oldest generations at the top of a
drawing and the youngest generation at the top and narrower at the bottom – just like a tree.

Paragraph C

While some people are still interested in family trees as a way of making sure they can receive
money or valuable items from a great – uncle or great – great grandparent, others have different
motivations. Some people choose to research their family tree because they are simply curious about
their origins. Or perhaps they have heard an unusual story about an ancestor and wish to discover the
truth. They may even have a more serious and useful purpose, for example wanting to find out about
a medical condition which runs in the family.

Choose the correct headings for the paragraphs. Look at the text again if you need to.

1. The correct heading for Paragraph B is:

o Practical and personal reasons for finding out about ancestors
o The appeal of making unexpected discoveries
o The problems people face in carrying out family-tree research
o Why we use ‘family tree’ to refer to our family background
o Traditional ways of researching family trees

2. The correct heading for Paragraph C is:

o The appeal of making unexpected discoveries
o Practical and personal reasons for finding out about ancestors

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o The problems people face in carrying out family-tree research

o Traditional ways of researching family trees
o Why we use ‘family tree’ to refer to our family background
Exercise 5. Read the information. Then read the paragraphs again, this time with their
headings. The key words in the headings have been underlined. Then do the exercise.
In IELTS Reading matching heading tasks, it is a good idea to underline key words in the
headings and match them synonyms and paraphrases in the text. You an do this to check your
answers

Paragraph B
Why we say ‘family tree’ to refer to our family background

An interest in knowing who your ancestors were and what they did is, of course, something which is
common in all cultures. Not all cultures, however, have a phrase which translates as family tree for
when they want to describe earlier generations of the same family. We use this particular phrase
because it was traditional in the past in some countries to put the oldest generations at the top of a
drawing and the youngest generation at the top and narrower at the bottom – just like a tree.

Paragraph C
Practical and personal reasons for finding out about ancestors
While some people are still interested in family trees as a way of making sure they can receive
money or valuable items from a great – uncle or great – great grandparent, others have different
motivations. Some people choose to research their family tree because they are simply curious about
their origins. Or perhaps they have heard an unusual story about an ancestor and wish to discover the
truth. They may even have a more serious and useful purpose, for example wanting to find out about
a medical condition which runs in the family.

a more serious and useful purpose motivations origins

perhaps they have heard an unusual story about an ancestor and wish to discover the truth

to research we use this particular phrase

who your ancestors were and what they did

1. we say ‘family tree’

__________________________________________
2. our family background
__________________________________________
3. practical (reasons)
__________________________________________
4. personal (reasons)
__________________________________________
5. reasons

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__________________________________________
6. finding out about
__________________________________________
7. ancestors
__________________________________________
Exercise 6. Choose the correct headings for the paragraphs.

i The problems people face in carrying out family-tree research

ii How technology has helped people research their ancestors
iii How businesses benefit from the growing interest in family trees
iv Practical and personal reasons for finding out about ancestors
v How ancestors are remembered and celebrated in different countries
vi Traditional ways of researching family trees
vii Creating family trees for future generations
viii How knowing your family tree could lead to power and property
ix Why we say ‘family tree’ to refer to our family background
x What people enjoy about making unexpected discoveries

Paragraph D

Part of what makes family-tree research so fascinating is the sense of uncovering a mystery as you
find more clues – just like a detective would. This kind of process was shown in the hugely popular
program ‘Who Do You Think You Are?’, which featured well-known TV personalities exploring
their family origins. The show’s researchers often found surprising information. One person,
interviewer Jeremy Paxman, was disinterested at first. He believed it was more important to be
‘forward-looking’ – and think about the future rather than the past. Then he learnt that his great-
grandmother had managed to raise nine children by herself after her husband died, even though she
was extremely poor. He soon wanted to know more. Certainly this kind of program has encouraged
people to look for their own ancestors.

Paragraph E

Before the age of the internet, if you wanted to find out about your family history, you would have
needed to travel to different locations. People used to visit churches to look at their records, for
example of the names of people who were born and died in the area. Another way to investigate
family history would be to look through old newspapers that were stored in the basements of
libraries, or to search through birth and marriage certificates at the local town-council building. Not
all of these visits, of course, would be successful. You needed to be very patient and have a lot of
spare time to find out about your past.

Paragraph F

Researching your family tree has now become an ever more popular activity, partly for the reason
that it has become much easier, faster and more convenient. Councils have uploaded many public
records to their websites, including details of marriages, names of taxpayers and property owners,
and the wills of people who have died. Many museums and libraries have also become involved and

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offer guidance about the best tools and apps to use when searching for ancestors. One online
company which helps people trace their ancestors was recently bought for over £2.4 billion –
showing just how popular this method of research has become.

Paragraph G

Despite the advances of modern technology, it can still be a challenge to find your distant ancestors.
Before the 11th century, a person would only sometimes share their parents’ surname. This was
because a surname usually showed the town or region where you came from, e.g. John of Kent, or
your occupation, e.g. John (the) Baker. So, if a child was born in a different place to a parent or had a
different job, they might have had different surnames. This system also meant that thousands of
people had exactly the same surnames even when they were not related. For wealthy people, it would
also have been possible to have two different surnames if they owned land or property in two
different locations. Of course, many old records have also been lost or destroyed, too.

Paragraph H

Many people who are keen on producing a family tree are interested in looking forwards rather than
back. They recognize their role as an ancestor of people who haven’t even been born yet, and who
may live in many different parts of the world. They want to create records for them – showing the
different branches of the family today. Rather than writing out the family tree in a book in the
traditional way, they record stories, images and voices using audio and video recordings for their
descendants to see one day.

Exercise 7. Read the passage and answer questions 1-13

The burden of thirst
Millions of women carry water long distances. If they had a tap by their door, whole societies would
be transformed.

A
Aylito Binayo’s feet know the mountain. Even at four in the morning, she can run down the rocks to
the river by starlight alone and climb the steep mountain back up to her village with a container of
water on her back. She has made this journey three times a day since she was a small child.
So has every other woman in her village of Foro, in the Konso district of south-western Ethiopia in
Africa. Binayo left school when she was eight years old, in part because she had to help her mother
fetch water from the Toiro River. The water is unsafe to drink; every year that the drought continues,
the river carries less water, and its flow is reduced. But it is the only water Foro has ever had.

B
In developed parts of the world, people turn on a tap and out pours abundant, clean water. Yet nearly
900 million people in the world have no access to clean water. Furthermore, 2.5 billion people have
no safe way to get rid of human waste. Polluted water and lack of proper hygiene cause disease and
kill 3.3 million people around the world annually, most of them children. In southern Ethiopia and in

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northern Kenya, a lack of rain over the past few years has made even dirty water hard to find. But
soon, for the first time, things are going to change.

C
Bringing clean water close to villagers’ homes is the key to the problem. Communities where clean
water becomes accessible and plentiful are transformed. All the hours previously spent hauling water
can be used to cultivate more crops, raise more animals or even start a business. Families spend less
time sick or caring for family members who are unwell. Most important, not having to collect water
means girls can go to school and get jobs. The need to fetch water for the family, or to take care of
younger siblings while their mother goes, usually prevents them ever having this experience.

D
But the challenges of bringing water to remote villages like those in Konso are overwhelming.
Locating water underground and then reaching it by means of deep wells requires geological
expertise and expensive, heavy machines. Abandoned wells and water projects litter the villages of
Konso. In similar villages around the developing world, the biggest problem with water schemes is
that about half of them break down soon after the groups that built them move on. Sometimes
technology is used that can’t be repaired locally, or spare parts are available only in the capital.

E
Today, a UK-based international non-profit organisation called WaterAid is tackling the job of
bringing water to the most remote villages of Konso. Their approach combines technologies proven
to last - such as building a sand dam to capture and filter rainwater that would otherwise drain away.
But the real innovation is that WaterAid believes technology is only part of the solution. Just as
important is involving the local community in designing, building and maintaining new water
projects. Before beginning any project, WaterAid asks the community to create a WASH (water,
sanitation, hygiene) committee of seven people. The committee works with WaterAid to plan
projects and involve the village in construction. Then it maintains and runs the project.

F
The people of Konso, who grow their crops on terraces they have dug into the sides of mountains,
are famous for hard work. In the village of Orbesho, residents even constructed a road themselves so
that drilling machinery could come in. Last summer, their pump, installed by the river, was being
motorised to push its water to a newly built reservoir on top of a nearby mountain. From there,
gravity will carry it down in pipes to villages on the other side of the mountain. Residents of those
villages have each given some money to help fund the project. They have made concrete and
collected stones for the structures. Now they are digging trenches to lay pipes. If all goes well, Aylito
Binayo will have a tap with safe water just a three-minute walk from her front door.

adapted from National Geographic magazine

Questions 1-6
The reading passage has six paragraphs, A-F.
Choose the correct heading for each paragraph from the list of headings below.

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List of Headings
i Why some plans have failed
ii A rural and urban problem
iii A possible success
iv Explaining a new management style
v Some relevant statistics
vi A regular trip for some people
vii Treating people for disease
viii How water can change people’s lives
1. Paragraph A__________
2. Paragraph B__________
3. Paragraph C__________
4. Paragraph D__________
5. Paragraph E__________
6. Paragraph F__________

Questions 7-11
Complete the sentences below.
Choose NO MORE THAN ONE WORD AND/OR A NUMBER from the passage for each answer.

7. The water levels in the Toiro River are falling because of ……………….
8. Globally, the number of people who die each year as a result of using dirty water is ……………
9. When families have clean water, they can spend more time growing ……………….
10. Specialist knowledge and equipment are needed to dig ……………….
11. WaterAid uses a dam made of………………. to capture rainwater.
Questions 12-13
Choose TWO letters, A-E.
Which TWO of these activities were performed by the villagers of Orbesho?

A building a transport route

B digging a reservoir
C gathering building materials
D making pipes
E fitting taps

D. LISTENING
Exercise 1. In this unit, you will learn about Section 1 of the IELTS Listening test and practise
the skills you need to answer five-option multiple-choice questions. The topic of this unit is
libraries. Read the information. Then read the sentences from different conversations and
decide who is speaking. Choose the correct answers.

In IELTS Listening test, section 1 the conversation is always with two speaker, and five – option
multiple choice questions may test your ability to understand specific details (e.g. the health benefits of
doing yoga or times when you can visit a local gym) or the main ideas or opinions you hear (e.g. I think
yoga is a better form of exercise than lifting weights).
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When you listen to the conversation, it is useful to understand the roles of each speaker (e.g. teacher
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IELTS LEVEL 1 (4.5-5.5)

A an architect
B a library assistant
C a member of the library
D a computer specialist
E a local journalist

1. I’m writing an article about the library for the local newspaper. __________

2. I’ve got my library card with me. I’m interested in science fiction, mainly. __________
3. What I like best is ordering new books and recommending them to people. __________
4. I designed the new library. __________
5. I’m working on a new piece of software for the library. __________

Exercise 2. Read the information. Then listen to the recording and answer the question. Choose
two letters, A–E. (Track 5.1)

In an IELTS five- options multiple choice question:

 There will be five options (A – E) to choose from
 You will always be asked to choose TWO of these five options
 The options will not be in the same order that they appear in the conversation ( i.e. if the
first option in a list of buildings is A library , the speaker may not mention a library until
the middle or the end of their conversation).

Which TWO people are taking part in the conversation about the new library?
 A an architect
 B a member of the library
 C a library assistant
 D a computer specialist
 E a local journalist

Exercise 3. Listen to the recording and answer the question. Choose the correct letters, A–E
(Track 5.2)

Which TWO services does the library currently offer?

 A a language-learning class for adults

 B an after-school club for teenagers
 C an evening art class

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 D a morning book-discussion group

 E a story-reading session for young children

Exercise 4. Listen to the recording. Choose TWO correct answers (Track 5.3)

Which TWO things can library users do on the library website?

 A pay fines for books which are returned late

 B apply to renew a library membership card if one gets lost
 C do searches for books which have become bestsellers
 D comment on books and authors they’ve read
 E update details of their home address if they want to

Exercise 5. Listen to the conversation and choose TWO letters A-E for each question (1-4).
(Track 5.4)

1. Which TWO reasons does Irina give for visiting the exhibition?

A to meet a friend
B to improve her knowledge
C to buy something
D to check prices
E to entertain her child

2. Which TWO devices has Irina bought recently?

A a calculator
B a computer
C a camera
D a phone
E a digital recorder

3. What TWO things does Irina like about the building?

A the electric lights

B the space
C the activity
D the ceiling
E the entrance
4. Which TWO problems did Irina have coming to the exhibition?

A driving in heavy traffic

B finding the car park
C parking the car
D waiting to enter the exhibition
E standing outside in the rain

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Exercise 6. Listen to the conversation and answer questions 1-6. Choose TWO letters, A-E.
(Track 5.5)

Questions 1-2
Which TWO criteria will the students use to choose a successful person?
A. age
B. gender
C. individual talent
D. fame
E. global importance

Questions 3-4
Which TWO things do the students agree to do before they meet again?
A. write a biography
B. conduct more research
C. find photographs
D. write a talk
E. plan a seminar

Questions 5-6
Which TWO things do the students agree are linked to success?
A. wealth
B. experience
C. talent
D. effort
E. location

E. SPEAKING

Exercise 1. Watch the video of the student doing the IELTS Speaking test, then choose the
correct answers to the questions below. ( Video 5_1)

1. The IELTS Speaking test takes 5-10/ 11-14 minutes, and has three parts.
2. In Part 1, you answer questions about yourself and your opinions/ suggestions .
3. In Part 2, you speak for 1 to 2 minutes about part 1/ a topic
4. In Part 3, you have a longer discussion/ presentation about the topic from Part 2.
5. The three parts are always/ not always in the same order.

Exercise 2. Watch the videos of a student doing the IELTS Speaking test. Which part is she
doing in each video? Choose the correct answers. ( Videos 5_2  Videos 5_4)

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IELTS LEVEL 1 (4.5-5.5)

1. The student is doing IELTS Speaking Part 1./ The student is doing IELTS Speaking Part 2./
The student is doing IELTS Speaking Part 3.

2. The student is doing IELTS Speaking Part 1./ The student is doing IELTS Speaking Part 2./
The student is doing IELTS Speaking Part 3.

3. The student is doing IELTS Speaking Part 1./ The student is doing IELTS Speaking Part 2./
The student is doing IELTS Speaking Part 3.

Exercise 3. In the IELTS Speaking test, you should ask the examiner to repeat the question if
you don’t understand it.

Watch the video of the student doing the IELTS Speaking test and notice the phrase she uses.
Then choose the correct answers to complete the phrases. ( Video 5_5)

1. Sorry, I don't/didn't understand.

2. Could you give me/repeat the question, please?
3. I’m sorry, would you mind repeating/saying that again?
4. I’m afraid I don’t know/understand the question.
5. Excuse me, could you repeat that/this ?

Exercise 4. Watch the videos. Then complete the sentences with the words the student uses.
These words help with fluency and coherence. ( Videos 5_6  Videos 5_7)

Examiner: Some people say that buying things only makes people happy for a short time. What do
you think?

Student: I don’t think so well/because if I buy something ... I can always use it but/and I will feel
satisfy and I can share to others to let them see this new thing, let them try it.

Student: I used to buy clothes from the shopping mall near my home ... It has an online shop .... In
our country, we can buy things easily, but/well my mother always told me that I can’t buy clothes
during the summer, because/well I have a lot of summer clothes already!

Exercise 5. Complete the conversation. Use the words in the box.

Anyway now right so well

Examiner: ____________ , I’d like to change topics and talk to you about shopping. Do you like
going shopping?
Student: ____________ , most of the time I like shopping, apart from if the mall is very busy.
Examiner: _____________ , I see, so you mean you don’t like crowds?
Student: No, I don’t like crowds at all.____________ , it’s not normally a problem because I often
shop online.

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Examiner: _____________ , would you say that you shop more online than in malls?
Student: Yes, definitely.

Exercise 6. Using linking words and phrases can help to improve fluency and coherence.
Put the examples in the box in the correct columns.
Another reason is … On the other hand The main reason is … In general
In most cases But Secondly First of all However Generally
In addition In the first place

Explaining your main idea Adding a similar idea

Adding an opposite idea Explaining something generally

Exercise 7. Complete the conversation. Use the words and phrases in the box.
another reason however in addition in most cases the main reason

Examiner: Why do you think that shopping on the internet has become so popular?

Student: Well, in my opinion, __________________ is that it’s so convenient. You don’t have to
leave your house to do it. _________________is that it’s often cheaper. ___________________ ,
there is a lot of choice online, so you can choose from a wider variety. ___________________ , I
still prefer to shop in a mall. I like to spend the afternoon with my friends looking at clothes.
__________________ , it’s better to shop for clothes in a mall because you can try them on before
you buy them

Exercise 8. You are going to do IELTS Speaking Part 2. You will need some paper and a
pencil.

Describe a time you went shopping to buy something, but you were not able to buy it.

You should say:

what you wanted to buy
when and where you tried to buy it

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why you were not able to buy it

and explain how you felt when you weren’t able to buy it.

F. WRITING
Exercise 1. Match the prepositions with the correct pictures. Use the prepositions in the box.

between east of near next to north of on opposite

south of west of

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IELTS LEVEL 1 (4.5-5.5)

Exercise 2. Look at the map. Then choose the correct options to complete the sentences.

1. The London Eye is near the park./ west of the Sea Life London Aquarium./ opposite Big Ben.
2. Big Ben is on the South Bank./ opposite Westminster Underground Station./ next to
Westminster Bridge.
3. The park is near 10 Downing Street and nearby offices./ north of Westminster Underground
Station./ east of the Sea Life London Aquarium.
4. The Sea Life London Aquarium is next to Jubilee Bridge./ near Westminster Underground
Station./ on the South Bank.
5. 10 Downing Street and nearby offices are west of Big Ben./ south of the London Eye./ on the
North Bank.

Exercise 3. Look at the map. A company wants to open a sandwich shop in this area. It is
choosing between two possible positions: Location 1 and Location 2. Complete the descriptions
of the two locations. Use the words in the box.

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IELTS LEVEL 1 (4.5-5.5)

Between east near of on opposite to

1. Location 1:
is next____________10 downing street and nearby offices.
is east ____________big ben.
is ____________ the London eye.
is____________ Westminster underground station.
is____________ the north bank.
2. Location 2:
is____________ the sea life London aquarium and the London eye.
is____________ of the sea life London aquarium.
isn’t____________10 downing street and nearby offices.
is west ____________the park.
is ____________the south bank.

Exercise 4. Look at the map again. Read the first part of a report comparing the advantages of
Location 1 with Location 2 for the sandwich shop. There are five mistakes. Find and correct
them.

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IELTS LEVEL 1 (4.5-5.5)

Location 1 is to the North Bank, between Westminster Underground Station and Big Ben. This
location is west of Big Ben, the same distance from Westminster Bridge and Jubilee Bridge. It is
opposite the Sea Life London Aquarium, which is on the North Bank.

Exercise 5. Look at the map again and read the report comparing the advantages of Location 1
and Location 2 for the sandwich shop. Then match the descriptions in the box with the correct
parts of the report.

Advantages of Location 1 Advantages of Location 2 Where Location 2 is

Introduction sentence that describes the map Where Location 1 is
1. ____________________________ The map shows two possible locations for a new
sandwich shop in central London.
2. ____________________________ This location is on the North Bank, between Westminster
Underground Station and 10 Downing Street with nearby offices. This location is east of Big
Ben, the same distance from Westminster Bridge and Jubilee Bridge, and opposite the
London Eye, which is on the South Bank.
3. ____________________________ This place would be good for the 2,000 workers who
work at 10 Downing Street and nearby offices to buy sandwiches at lunchtime.
4. _____________________________ This location is on the South Bank of the River Thames
between the Sea Life London Aquarium and the London Eye. This place is near Westminster
Bridge and west of a park.
5. ______________________________ The benefits of opening the sandwich shop here are that
the locations on the South Bank have over 13,000 visitors each day. These visitors could buy
a sandwich and walk along the river to the park to eat their lunch.
Exercise 6. Look at the map again and match the two halves to complete the sentences
it is close to the park.
it is near the 2,000 people who work in 10 Downing Street and nearby offices.
using the underground station might buy a sandwich.
stop to buy a sandwich in Location 2.
visitors to the Sea Life London Aquarium and the London Eye.
1. An advantage of Location 1 is that
____________________________________________
2. One benefit of Location 1 is that people
____________________________________________
3. Location 2 would be good for
_____________________________________________
4. One advantage of Location 2 is that
_____________________________________________
5. The visitors to the Sea Life London Aquarium could
____________________________________________

Exercise 7. WRITING TASK 1

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You should spend about 20 minutes on this task.

The map shows the center of Paris. A company wants to open a new restaurant in the area. The
map shows two possible locations for the restaurant.
Summarize the information by selecting and reporting the main features and make comparisons
where relevant.
Write at least 150 words.

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________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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________________________________________________________________________________
________________________________________________________________________________
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LISTENING SCRIPT

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Exercise 2.
Announcer: You hear a conversation about a new library.

Jim: Hello, Mary. How are you?

Mary: Good, thanks. I haven’t seen you for a while.

Jim: No, I’ve been busy at work. But I was having a look at the local newspaper and I saw that the
new library had finally been opened. And I really wanted to come and see it and have a look around,
and of course, I’m hoping to take some books home with me. It looks fantastic. Much better than the
old library that was here before.

Mary: Yes, we’re very pleased with the design. It’s a lot more open and we have a good view of the
park outside now.

Jim: And I can see that there’s a lot more technology in the library now.

Mary: Yes. We’ve got a lot more screens here for people to use. But people also bring in their own
laptops and tablets and things so they can do some work or study and use the
wi-fi.

Jim: Great. So I guess your job has changed quite a bit.

Mary: That’s right. When I started, I was just checking books in and out for people. But now I’m
responsible for many different services. I have to say, though, what I like best is ordering new books
and recommending them to people.

Jim: Well, what would you recommend to me? I’ve got my library card with me. I’m interested in
science fiction mainly.

Exercise 3.
Announcer: You hear a conversation about some services that a library offers.

Mary: I wonder if you know about all of the services that are available at the library.

Jim: Um, well, I know about some of them. I saw a notice on the wall over there about an art class.
That’s something my wife would really be interested in.

Mary: Oh, good! But I’m afraid that’s an activity that we’re only going to run in a month or two. We
just need to get one of our rooms ready first.

Jim: Alright, well, I’ll tell my wife about it anyway. Oh, yes, I was just thinking about my daughter.
She’s only five years old and I know that other libraries organize a time when younger children can
come in and listen to one of the librarians tell them stories and fairy tales. Does that happen here?

Mary: On Tuesday and Friday mornings, yes. It’s a very popular event. The librarian chooses either
an old favorite or a new book to read to the children. But the parents seem to enjoy it as well!

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Jim: Well, that would certainly suit my daughter. And are you still offering Spanish lessons? I might
be interested in those.

Mary: Oh, we used to, but I’m afraid the teacher left.

Jim: I see. That’s a pity. What about my son? He’s 14 years old, so do you have anything for him?

Mary: Is he into gaming? If he is, he might be interested in coming along on Wednesday afternoons.
The library is open late on Wednesdays, so we open one of our meeting rooms for the kids from five
o’clock. Lots of kids his age come along with their tablets and they all play ‘Tower Builders’ or
some other game like that.

Jim: Really? Libraries have certainly changed since I was a kid!

Exercise 4.
Announcer: You will hear a library assistant giving a man information about the library website.

Jim: So what’s on the library website? Can you tell me a bit about it? For example, you were talking
before about books that you recommended to people. Is there some kind of list on the website where
I can find out what the top ten books are?
Mary: Well, that’s an interesting idea. At the moment, we display the most popular books on a
special shelf – near the information desk. But one thing that you can do online – after you’ve read a
book – is you can post your own review if you like. You know, tell other library users whether it’s
worth reading. Then they can read about it on the website before they come in.
Jim: I see. And I suppose that helps people make up their minds whether to order a copy for
themselves or not.
Mary: Right.
Jim: And I’m afraid that my son can’t find his library membership card. Can we use the website to
get another one and replace it? Or do we have to be here at the library to do that?
Mary: No, you don’t have to come in. We have an online form that he can fill in with his name, date
of birth – that kind of thing. It’ll save him some time if he does it like that, hopefully. And then,
when your son comes into the library, he can pick the card up from the information desk. But if
you’ve moved house recently, so you’re living somewhere different, you’ll need to bring us a copy
of an electricity bill or a bank statement – something with your street number on it. We need that
information for our records and so that can’t be done online.
Jim: And what if I’ve forgotten to bring a book back before the due date, and there’s a charge for it
because I’ve gone past the deadline? Can I pay online?
Mary: You’ll have to come in if you owe us any money, I’m afraid. But we do send out email
reminders a few days before you have to return a book. So hopefully you can bring the books back in
time.

Exercise 5.
Woman: Excuse me
Irina: Yes?
W: Before you go through, I wonder if you could help us by answering a few questions for a survey.
It won’t take long.
I: No problem. We’re not in any hurry.

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W: Fine, thanks. Now, er, let’s look at the questions.

I: OK
W: Here they are. First one. Why are you visiting the exhibition?
I: Well, I want to keep up with the latest developments in electronics, you know – I was
recommended by a friend to come here and see what new devices and inventions are coming out and
learn a bit. I mean, I don’t generally go shopping for new electronics. I’m not the sort of person who
goes out and buys all the latest gadgets – the prices are too high when they’re new. But it interests
me, and I thought also there would be things which would interest my son and he’d enjoy it as well,
so that’s why we’re here.
W: OK… and here’s a question to find out what sort of consumer you are. Have you bought any
electronics recently?
I: Recently? Sure. I was thinking of buying a new calculator for the office, but I decided it wasn’t
really necessary because I can do all the calculations just as easily on a computer. Anyway, I got a
new laptop recently because, you know, they have so many applications and they don’t take up much
space either. Better to have lots of things on the same device. I think. The other thing I bought was a
present for my husband’s birthday. I thought it would be nice to have a record of our holidays, so I
bought him a camera and I’m hoping to get him more interested in photography. I’m not very keen
on the sort of pictures you can take with a mobile phone, you see. I think it’s better to go for higher
quality.
W: Right…And here’s a question about this building. I know you haven’t had a chance to look
around a lot yet, but at first sight, what do you think of it?
I: Oh, it looks pretty good to me. It’s got lots of natural light, so you don’t have to put up with lots of
electric lighting, which can be quite tiring on the eyes. It feels very large and spacious, which is great
because although it’s full of activity and quite noisy, it doesn’t feel too crowded. Also, when you
look up at the ceiling near the entrance with the design of stars and planets on it, that’s something I
really like. I’m not so keen on those revolving doors, though. I always feel I’m going to get stuck in
one.
W: And did you have any difficulties getting to the exhibition?
I: Well, coming at this time of day the roads weren’t too busy, so that was all right… and there were
plenty of signposts, so the car park was easy to find. The only problem was it was full when I arrived
– I guess I should have come earlier - so I had to find another one quite a long walk away, which was
a pity. Then we had to stand outside for quite a long time queuing to get in – this exhibition is pretty
popular. That was a bit of a problem, because my son gets impatient, but fortunately it wasn’t
raining, otherwise we might have gone home.

Exercise 6.
Woman: OK, so we have to choose one of these four people
Man: It’s going to be difficult.
W: Well, why don’t we agree on some criteria that will help us?
M: Do you mean things like how old they were when they became successful?
W: Yeah - except I’m not sure how old they all were! Um, what about choosing a woman…
M: Is it fair to select someone because of their gender? And look at celebrities – there are lots of
women.
W: But it was different in the past.
M: Oh, I see. Yeah. OK, let’s pick a woman.
W: Great. Right, well, they’re all pretty talented, aren’t they? Some have even won awards.
M: Yeah, but maybe their fame won’t last for ever.
W: No…so we should pick someone who’s done something great on an international level.

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M: Yeah, that changed the world…OK, I think that’s it. We’ve got our two criteria. So what do we
need to do before we meet again?
W: Well, how much information have we got?
M: Quite a lot of detail about their lives, but not enough about what they did.
W: OK – so before we meet again, let’s both find out as much as we can. It’s always better to have
too much information.
M: Yeah, you’re right. What about pictures?
W: Yeah- I don’t’ even know what this person looks like!
M: OK – well, we might get some from the library – but I can look on the Internet as well.
W: Once we’ve done that, we can get together and talk about the next stage.
M: Yeah – I don’t think we can write the presentation for the seminar yet, do you?
W: No – anyway, it’ll be fun working together.
M: Yeah! It’s been quite an education doing this.
W: Yes - it’s made me think about success and what it really means.
M: It isn’t about money, is it?

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