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UNIT 5: HISTORY

A. READING
Exercise 1: Read the statements about different kinds of questions in the IELTS Reading test.
Choose True or False.

Exercise 2: Read the information. Then read the statements. Do they give facts or the writer’s
opinions? Choose Fact or Opinion.

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Exercise 3: Read the information. Then read the adjectives in the box. The adjectives can all be
used by writers to give their opinions or to evaluate what other writers have said. Choose the
correct adjectives for each category. The first one has been done for you.

Exercise 4: Read the statements. What opinions are being expressed by the phrases in bold?
Choose the correct answers.

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Exercise 5: Read the sentences. Then choose the correct answers to complete the second
sentences which explain the meaning of the first sentences.
1. Subsequent research has undermined Kolowski’s original findings.
The research strengthens / weakens Kolowski’s claims.

2. Although it was influential at the time of publication, Lowton’s 1927 book has been widely
discredited.
The reputation of Lowton’s 1927 book has been harmed / improved .

3. While Dupont’s hypothesis has gained popularity, it is almost impossible to verify.

Evidence supporting Dupont’s ideas can / cannot easily be found.

4. Other studies appear to confirm Mitchel’s theory.

Other work provides evidence that disproves / supports Mitchel’s theory.

5. Rowe’s work has been widely endorsed by the scientific community.

Scientists say they agree / disagree with Rowe.

6. Nowadays, the profession almost universally refutes the conclusions of Gavi’s 2004 paper.
Gavi’s ideas have been accepted / rejected .

Exercise 6: Read the verbs in the box. The verbs can all be used to express either agreement or
disagreement. Complete the table with the verbs.

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Exercise 7: Read the information. Then read the statements and the extracts. Is the
information given in the statements expressed, contradicted or not made clear in the extracts?
Choose Yes if the information is expressed, No if the information is contradicted and Not
Given if the information is not made clear.

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Exercise 8: Read the information. Then match the paraphrases with the opinions.

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Exercise 9: Read the article. Do the statements agree with the views of the writer of the article?
Choose Yes, No or Not Given.

Why study history?

by Professor Percy Adams, head of history at Hardwick University

I am often asked, ‘What’s the use of history?’ As a professional historian, I can think of a number of uses. I
sometimes reply by asking what the use of studying French is for someone who isn’t about to go to France. A
wide-ranging list of uses usually follows, ranging from the intellectual to the more practical, such as
familiarity with phrases like de rigueur that have entered the English language from French. Many of these
reasons have a parallel with history – both in the purely intellectual and the more practical sense.

It is undeniable that historians don’t perform life-saving medical operations, fly planes or design labour-
saving software. These tasks are clearly crucial to the general population, and it is not my opinion that the
work of a historian is in the same category. But one of the more practical applications of history has been
articulated by Peter Stearns, for whom history provides us with a way of making sense of events. How do you
interpret a recession if the country is enjoying a boom, other than by using historical references? He argues
that to comprehend the events we experience, we must look to factors that took shape earlier, whether it is a
fall in crime statistics or a political protest in a far-off country. Whether a day earlier or a century ago,
previous events hold the key.

Back in 1906, the historian John Acton identified one central role of the study of history. Its role was not to
promote the accumulation of knowledge, but to train people to investigate history, to separate truth from
dishonesty and certainty from doubt. Acton saw the historian’s role as being to carefully analyse any
statement before drawing conclusions as to its validity. And this viewpoint is just as appropriate nowadays as
it was over a century ago.

However, there are still those who remain doubtful. Many hold the opinion credited to Henry Ford, that
‘history is bunk’. In actual fact, Ford’s original comment was not so succinct, and it was a journalist who
came up with the three-word phrase that is so well recognised today and often used by those who are critical
of the value of history. For a man like Ford, the technological progress he was to become famous for
depended on the development of the new technologies of the future, and not looking back at the past.

A century on, this way of thinking is still common and is underpinned by the government’s highly
controversial decision to remove history from the compulsory curriculum for schoolchildren over the age of
14. Some distinguished historians, such as Niall Ferguson, have supported the government, accusing critics of
the policy, such as Oxford historian David Priestland, of pursuing an inward-looking and heavily politicised
agenda, questioning when they last stepped into an actual school to discuss the curriculum with teachers and

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students. And yet, it must be said that little thought appears to have been given to the consequences of this and
the potential limitations it places on youngsters progressing through the school system.

Admittedly, the study of history was justified in the past for reasons that can no longer be considered valid,
such as differentiating between an educated and an uneducated person when there was a job vacancy to be
filled – the applicant who could recite the dates of kings’ and queens’ reigns was deemed to be a stronger
candidate than the one who couldn’t. Fortunately, times have moved on.

Exercise 10: Read the information. Then read the article “Why study history?” again. Match
the people with the opinions. Write the correct letter, A–E, for each answer.

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B. WRITING
Exercise 1: Read the IELTS Writing Task 1 question and look at the table. Then read the
sentences. Do they contain grammatical errors? Choose Yes or No.

The table below shows the percentage of people employed in six different industries in Country A
and predictions for 2025.
Summarise the information by selecting and reporting the main features, and make comparisons
where relevant.

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Exercise 2: Read the information. Then choose the correct words and phrases to complete the
summary of the table.

It is striking / What stands out is the huge decline in employment in the agricultural sector during the period
shown. It is striking that / Surprisingly, having stood at 20% in 1995, it is forecast that it will have fallen to
just 0.7% by 2025. By contrast / It is surprisingly, the employment figures for the finance and transportation
fields have increased significantly, both rising from 3% in 1995 to reach a predicted percentage of 15% and
13%, obviously / respectively. By the end of the previous shown / Finally , employment in transportation will
have reached 13%; the clear trend / whereas being a substantial rise from the percentage in 1995 of
3%. Moving onto / Turning next construction, the figures remain stable between 1995 and 2015, fluctuating
between 5% and 6%. Likewise / Nevertheless , it is predicted to be 5% in 2025. Regarding to / With reference
to employment in retail, the figures rose slightly from 12% in 1995 to 13% in 2015 but will at last /
nevertheless fall back again to 12% in 2025.

Exercise 3: Read the information. Then complete the sentences with the referencing words in
the box.

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Exercise 4: Read the information. Then choose the correct alternatives to replace
the underlined words in the sentences.

1. The table depicts the percentage change in the employment rate in Country A between 1995 and
2015, with predictions for 2025, and these percentages data / figures vary across a wide range of
industrial sectors.

2. The agricultural sector experienced a considerable fall in the number of people employed and
this sector area / job fell from 20% in 1995 to 0.7% in 2015.

3. Employment in the construction industry fluctuated between 5% and 6% from 1995 to 2015, and
this fluctuation sway / variation may well continue into the future.

4. The share of employment in finance has increased significantly and this share portion / zone is
expected to continue rising to stand at around 15% in 2025.

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5. There was little variance in the data for retail in the period 1995 to 2015, and there is unlikely to
be much variance continuation / movement in the figures in the near future.

Exercise 5: Read the information. Then read the sentences. Do they correctly reflect the
information shown in the table? Choose Yes if they do or No if they include irrelevant,
inaccurate or inappropriate details.

The table below shows the percentage of people employed in six different industries in
Country A and predictions for 2025.

Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

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Exercise 6: Read the information. Then read the IELTS Writing Task 1 question and the
introductions to some responses to the task. Would the introductions receive a word count
penalty for copying from the question? Choose Yes or No.

The bar chart below shows the total percentage of people employed in different sectors of
the economy in Country A in 2005 and 2015 with projections for 2025.

Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

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Exercise 7: Choose the correct discourse markers to complete the sentences.

1 In terms of / Obviously / With reference to management and business will continue to be the most
important sector for employment in the future.

2 The textile industry will experience a decline in the proportion of people

employed, falling from about 30% to a projected rate of 20% in 2025, in comparíon to / interestingly
/ whereas the figures for both the service and the production and logistic sectors are predicted to rise
to 15% and 20%, respectively.

3 It is clear / Moving on to / Surprisingly that coal mining is no longer as important as it once was in
terms of employment. From a peak of 25%, it fell to 10% in 2005 and is forecast to fall further to just
under 5% in 2025.
4 By contrast / In comparison to / In terms of the textile sector, the service industry has undergone a
rise in employment, rising from just over 5% in 2005 to approximately 15% in 2015. In the future,
both of these sectors are predicted to reach 20% in 2025.

5 Interestingly / Nevertheless / Whereas , people working in the management and business sector
and the textile industry in Country A accounted for roughly the same percentage, at about 30%, in
2005.

6 Obviously / Surprisingly / With reference to the trend for employment in production and logistics,
it has seen a steady rise, starting from about 8% and reaching 10% in 2015. This phenomenon is
likely to continue and it will most probably rise to about 15% in 2025.

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Exercise 8: Choose the correct words and phrases to complete the sentences about the chart.

1 There will be roughly a fivefold / quadruple / quintet decrease in the percentage of people

employed in the coal mining industry during the period depicted.

2 The percentage of people working in the field of production and logistics will double / twofold /
twice between 2005 and 2025.

3 The percentage of people working in the services industry is likely to more than threefold / triple /
third between the years 2005 and 2025.

4 In 2005, 30% of workers were employed in management and business, and this figure rose to
reach a tenth / two-fifths / two-thirds of the total working population in 2015.

5 A few of / By far the fewest / Far fewer people will be involved in coal mining in 2025 compared to
2005.

6 Approximately the same percentage of people will be employed in the field of management and
business in 2015 as / than / then  in 2025.

Exercise 9: Read the information. Then read the summary paragraphs of the data shown in the
chart. Do they include inaccurate, inappropriate or irrelevant information? Choose the correct
responses.

1 To summarise, more people were working in management over the period shown and this trend is
expected to continue. Whilst those employed in the coal mining and textile sectors will both decrease
dramatically and those involved in services and production and logistics will remain roughly the
same. inaccurate / inappropriate / irrelevant

 2 In conclusion, there are many more graduates in financial subjects now, so it stands to reason that
there will be more people working in the area of management and business in future years in
comparison to the other sectors of the economy such as coal mining. inaccurate / inappropriate /
irrelevant

 3 So overall, loads of people are going to be working in the management and business sector in the
future whereas coal mining and textiles employment are in complete free fall. inaccurate /
inappropriate / irrelevant

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

The bar chart below illustrates five different industries’ percentage share of Country B’s economy
in 1995 and 2015 with a forecast for 2025.

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

Sample answer

The bar chart shows the actual and projected share of the economy of Country B held by the
five key business sectors for the years 1995, 2015 and 2025.
Beginning with the real figures, the sectors that saw growth between 1995 and 2015 are
Finance, Fossil Fuels and Food Processing with rises of around 5 percent for the two former and
around 10% for the latter. However, both Tourism and Manufacturing saw falls of around 5% for
that period.
Turning next to the projected figures for 2025, only the Finance sector is predicted to see a
continued growth in 2025, again by 5%. Of the remaining sectors, tourism stays at 2015 levels with
around 21% and both Food Processing and Oil, Coal and Gas return to 1995 levels (11 and 26%
respectively). Meanwhile, Manufacturing sees a further drop in its share, falling by a further 10
percent to around 5 percent.
Overall, for the period covered, the Finance sector stands out in terms of having the largest
share of Country B’s economy and its share shows continued growth. The big loser is
manufacturing, which starts as the joint smallest sector and sees both real and projected falls.
(197 words)

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C. LISTENING
Exercise 1. In this unit, you will learn about IELTS Listening Section 3 and practise the skills
you need to identify speakers’ attitudes and opinions. Read the information. Then complete the
phrases for agreeing and disagreeing. Use the words in the box.

Exercise 2. Read the information. Then listen to a conversation about a project. What time
period do the speakers agree to? Choose the correct answer. (Track 5.1)

Exercise 3. Read the information. Then listen to a short conversation. Which speaker expresses
the views? Choose Sarah or Tom (Track 5.2)

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Exercise 4. Read the information. Then listen to a short conversation between two students.
Choose the correct letter, A, B or C. (Track 5.3)

Exercise 5. Listen to a conversation between two students, Tony and Sue. Which two topics is

Tony including in his project? Choose the correct letters, A–E. (Track 5.3)

Exercise 6. Listen to Tony and Sue talking about Sue’s project. Which three areas does Tony
suggest changing? Choose the correct letters, A–F. (Track 5.4)

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Exercise 7. Listen to another conversation between Tony and Sue. Which five things helped
Sue? Choose the correct letters, A–H. (Track 5.5)

D. SPEAKING
Exercise 1. Read the information. Then look at the phrases in the box. What are their
functions? Complete the table with the phrases.

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Exercise 2. Watch the video of three native English speakers asking and answering IELTS-
style questions about history. Choose the seven phrases that the speakers use to express their
opinions or to agree or disagree with the propositions in the questions. (Video 5.1)

Exercise 3. Read the IELTS Speaking Part 3 questions and responses. Choose the most
appropriate phrases for agreeing and disagreeing to complete the responses.

1
Examiner: Should history be a compulsory subject at school?
Student: Absolutely/ Definitely not/ Well, there are two ways of looking at this. I think that if we are
going to understand the world we live in, we have to understand where we came from. For example,
there is a lot of conflict in the world at the moment, and history gives us a context, a way to
understand how these conflicts started and why it is so difficult to resolve them. I would add that
history as a subject shows us the mistakes that mankind has made, and if we are going to learn from
these mistakes and not repeat them, then it makes sense to study history all our lives. So yes, I think
it should be compulsory.

2
Examiner: Many people would argue though that we need to change the way that history is taught in
schools. Do you agree?
Student: Certainly not/ Up to a point/ Without a doubt. By that I mean, I can understand why some
people don’t like studying history; all those names and dates can be difficult to remember. Perhaps a
different approach, something more interactive or twenty-first-century, can help bring history to life
for students who feel this way. But on the other hand, when I learnt history at school, I loved the
classes, and I am sure that many other students did, too. I am not sure we should change everything

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just because some students find it difficult. So, maybe I will change my mind about your first
question and say that history shouldn’t be a compulsory subject. Maybe it isn’t for everyone.

3
Examiner: Let’s talk about family history. Do you think it is important to know your own family
history?
Student: It depends on how I look at it/ No, not at all/ Yes, I would say so. As I said, I prefer history
as a larger subject that explains how the world works. But on the other hand, I guess for some people
it’s really important, or at least really interesting, to know where they are from and what their family
past is. I think that’s fine, but personally speaking, it doesn’t interest me.

4
Examiner: Many people are now using online services that test their DNA to find out their cultural
origins. Do you think this is a good idea?
Student: Sure/ That’s not how I see it/ To some extent, yes. I know people who have done this, and
the test results say that they come from many different countries, places they didn’t expect. Perhaps
if people realise that their origins are more international than they thought, then it might help reduce
racism. The thing is, I am not convinced that these tests are scientifically accurate. I don’t really
understand how they can accurately come up with all this information about your origins from your
DNA. I have looked at the science behind it, and I am not convinced it is valid. But that is just my
opinion.

Exercise 4. Match the phrases with the definitions.

Exercise 5. Read the three questions (A–C). Then read the phrases below. Which questions
would the phrases be used to answer? Choose the correct answers. Then watch the video and
check your answers. ( Video 5.2)

A What do you think the benefits of visiting historical monuments are?

B Who should be responsible for maintaining historical sites?
C How do you think history will be taught in schools  in the future?

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Exercise 6. Read the information. Then watch the video of a native English speaker responding
to IELTS Speaking Part 3 questions. Match the grammar descriptions in the box with
the underlined sections in the speaker’s responses. There are six grammar descriptions that
you don’t need.

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Exercise 7. Read the IELTS Speaking Part 2 task card. Then read the student’s response.
Correct the underlined grammar mistakes

Describe a special occasion in your life.

You should say

where the special occasion took place
when this special occasion took place
who else was there
and explain how you felt on this special
occasion.
The special occasion I choose  I have chosen to talk about is when I passed my driving test. This
happened three years ago, and I sat the test itself in my hometown of Perugia. Already I had passed
 I had already passed the theory test a few week beforehand, because in Italy you do the theory
test first and then the practical test comes a short time afterwards. So, on the day of the practical test
I was driving I drove to the test centre with the instructor from my driving school. I remember I
feel  I remember feeling incredibly nervous on the day of the test and even the night before.
All I could think was, if I will pass  I pass, I can be much more independent. I had already saved
up enough money for  in order to buy a small car, and so now all I needed was to pass the test.
Anyway, my instructor and I arrived and met the examiner, which  who looked incredibly serious.
I don’t think she smiled even once the whole time. That only made me more nervous. The test itself,
well, to be honest, I can’t remember too much of  about it. I think I was concentrating so hard on
get  getting everything right that, well, my mind was too busy to remember, I don’t know.

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However, I do remember what happened at the end. When the instructor told me I had passed, I
screamed with happiness, that  which made the instructor jump with surprise, and then I gave her
a hug. When I got out of the car, I saw that my dad was there, too, waited  waiting with my
instructor. So, I ran over to them and hugged them, too. And then my Dad pulled some keys out of
his pocket and pointed to a brand-new car that was parked in the car park. It took me a second or
two to realise that the car was for me. At that point, I burst into tears – happy tears, of course. It was
an amazing surprise. Not only I had passed, Not only had I passed but I also had the car I
wanted. And I even got to drive home in my new car.
How did I feel at that moment? I guess a mixture of pride that I had passed, and also relief. Just
imagine how embarrassing it would have been if I haven’t passed  If I hadn’t passed. But
fortunately, I did. A perfect day, really.
Exercise 8. Read the information. Then read the responses to some follow-up questions for the
IELTS Speaking Part 2 task in Exercise 8. Match the follow-up questions in the box with the
responses.

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Exercise 9. You are going to do IELTS Speaking Parts 2 and 3. You will need some paper and
a pencil.
Part 2
Describe a special occasion in your life.

You should say

where the special occasion took place
when this special occasion took place
who else was there
and explain how you felt on this special
occasion.
Part 3
1. Do you think history should be a compulsory school subject?
2. How can history be made a more interesting subject to study at school?
3. What are the benefits of visiting historical sites in person?
4. Do you think the maintenance of historical sites and historic buildings should be paid for by
government?
5. If you could visit any historical site in the world, which would you choose?
E. VOCABULARY AND GRAMMAR
Exercise 1. Match the words with the definitions.

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Exercise 2. Read the information. Then correct the underlined mistakes.

abdicate: to make a formal statement that you no longer wish to be king or queen

constitution: a set of political principles by which a state or organisation is

governed

coronation: a ceremony at which a person is made king or queen

emperor: the ruler of an empire

monarchy: a country that has a king or queen

president: the person who has the highest political position in a republic

reign: period of time ruling as king or queen of a country

throne: a special chair used by a ruler, especially a king or queen

1 Clause 7 of the throne states that people should pay taxes to the government.  constitution
2 The date of the princess’s monarchy will be Saturday 12 April.  coronation
3 The king announced on the news that he intended to reign with immediate effect.  abdicate
4 Nelson Mandela became monarch of the Republic of South Africa on 10 May 1994. president
5 Julius Caesar is probably one of the most famous Roman monarchs.  emperors
6 The queen sat on her constitution throughout the coronation ceremony.  throne

Exercise 3. Read the information. Then choose the correct sentences to match the types of
conditional shown in bold.

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Exercise 4. Complete the sentences with the types of conditional shown in bold. Use the verbs
in brackets.

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Exercise 5. Read the information. Then add the words in the box to the correct groups of
expressions.

Exercise 6. Read the comments made by different speakers. Choose the correct words to match
the speakers’ attitudes.

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Exercise 7. Choose the correct prepositions or time phrases to complete the sentences about
history
1 At/ During/ On the reign of Queen Victoria, Britain became a world power.
2 In the beginning/ early/ end twentieth century, many people living in large cities in Britain suffered
from poor health.
3 The Stonehenge monument in the west of England was built in the elderly/ old/ prehistoric period.
4 Over the latest/ past/ recent 30 years, there has been a huge amount of change in people’s living
standards.
5 At/ In/ On the fifties and sixties, there were massive social changes affecting all aspects of life
around the world.
6 The Titanic sank during the dynasty/ realm/ reign of King George V.
7 At/ Before/ Since 2000, there has been a massive increase in the use of mobile technology globally.
8 The 1960s was the century/ decade/ millennia that saw humans first explore outer space.
Exercise 8. Complete the table with the phrases in the box.

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Exercise 9. Read the extract from a seminar discussion between a history professor and two of
his students. Complete the sentences with the expressions in the box.

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AUDIO SCRIPT
Exercise 2.
Speaker 1: So, we need to make a decision about the project?
Speaker 2: Yes, I know. It’s hard choosing the right topic and time frame though, isn’t it?
Speaker 1: Right. Well, I really liked your idea about how society has changed over the past few decades. It’s
quite topical, and I think we’d be able to find a lot of supporting material.
Speaker 2: Hmmm, I’m having doubts about that now. I think we need go back further, to be honest. Maybe
look at early nineteenth-century family values, compared to now. It’s a great period to study. So many
changes were going on.
Speaker 1: Are you sure? Wouldn’t that give us a lot of extra work? It’s not like we can go out and ask the
general public for an opinion, is it? I’m not convinced it’s feasible within the time frame we have.
Speaker 2: Hmmm, I see what you’re getting at. What about looking at the mid to late 1940s until now? We
could include industrialisation and possibly the introduction of the National Health Service. And just think
about the fifties, sixties and seventies. Society was changing all the time.
Speaker 1: I admit it’s interesting …
Speaker 2: But ...?
Speaker 1: Well, it’s been done too often for my liking, and a 70-year time frame is a little long. There would
be too much material.
Speaker 2: So, where does that leave us?
Speaker 1: How about earlier that century? Say, the first few decades? We could incorporate changing
attitudes to women in society. There’s plenty of material online, but the limited period means we won’t
overload ourselves.
Speaker 2: OK, I’ll go along with that. Shall we go to the library this afternoon and start our research?
Exercise 3.
Sarah: Hi, Tom. Did you have a look at my assignment? I could really do with your advice.
Tom: Oh. Hi, Sarah. Yes, I did. I thought it was great overall.
Sarah: Really? Thanks. But I’m having doubts about the length of the introduction.
Tom: Hmmm, I do see what you mean, Sarah, but I’d say it was concise – remember, it’s only supposed to be
10% of the word count. I’d leave it as it is. I was a bit confused about the methodology though. I think you
could make that section a little more transparent.
Sarah: OK. I guess I could do that, although I thought it was quite clear myself. What did you think about the
findings? I’ve been really thorough with my analysis of the questionnaires. I think it’s one of the strongest
sections.
Tom: Well, yes, I agree to a point. You’ve clearly done a lot of work, but I do think you’d benefit from
adding a bar chart or two – something to help the reader understand the data.
Sarah: Oh, do you think so? OK. Well, you’ve given me something to think about. Thanks, Tom.
Exercise 4.
Speaker 1: I’m so pleased we’ve got permission to collaborate on the family values interviews. It’s such an
important part of the project. I don’t think I could’ve done them on my own.
Speaker 2:  Definitely. You always have more fun working together. But we don’t have a lot of time, so I
think we’ll need to split them in half.
Speaker 1: I’d go along with that. Although interviewing people together would have been easier, not to
mention more enjoyable, we do have a tight deadline. It just won’t be feasible if we don’t divide the work.
Exercise 5.
Sue: Hey, Tony. How’re you finding university?
Tony: Hi, Sue. I love it but it’s tough at times. The project I’m working on now, for instance, has been
particularly challenging.
Sue: Oh, really? Why? I thought you had it all under control. You’re doing the Industrial Revolution, aren’t
you? I know you’ve always loved machines and industry.

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Tony: Well, yes, I have. But I started to get overloaded by the amount of material available online. So,
although the Industrial Revolution is something I’m really interested in, I decided I’d look at the Victorian era
instead – you know, the late nineteenth century. I wanted to focus on the fight of women to be treated equally
in that period.
Sue: OK, right! Well, I think you’ll find that far from boring.
Tony: Absolutely! But I discovered several others had already chosen that topic, so it just wasn’t possible.
Then, I thought about family life post-1945.
Sue: That’s great! I’m doing changes in family values at the end of the twentieth century. Perhaps we can see
if we can collaborate?
Tony: Well, that would’ve been good, but as I did that at school, I thought it might be a bit tedious. You
know, researching the same topic twice, so I reconsidered.
Sue: And?
Tony: Well, I’ve always found the subject of the monarchy a bit dull, as you know, but I thought I’d give that
a go. With the right angle, I think it could be really motivational. I’ll question their relevance in the modern
world.
Sue: Hmmm. You won’t catch me choosing a topic like that. I remember studying kings and queens at school,
and let’s just say it’s not something I’ll be doing again! I just can’t get inspired by it. So, what else are you
doing?
Tony: Well, I want to look at the effect learning has on those who are extremely poor. I had my doubts at
first, but the more I think about it, the more I think it’s feasible.
Sue: I think that’s a great idea, Tony. Good luck!
Exercise 6.
Tony: So, Sue, you said you wanted help with your project. Though I don’t know why – you’re miles ahead
of me!
Sue: I know it seems that way, but I’m really having doubts about several aspects. Can we go through it? It’s
on the laptop.
Tony: Sure, fire away!
Sue: Right, well, let’s start with the aims and objectives. I’ve listed both the broad purpose and what I want to
achieve. I am going to move them around a bit, but overall I think that section is all in order.
Tony: Next!
Sue: OK, so, the background. Here, I’m talking about values and social change and the morals of young
people.
Tony: It looks quite thorough, Sue, but you’ve neglected the plans that teenagers put in place to prepare
themselves for their next life stage. It’s a difficult period, if I remember rightly. I think you should include that
somewhere.
Sue: Yes, I see what you mean. I hadn’t thought of that, but I remember that turning 18 was an important
event for me. What about the methods? I admit, I found that section challenging. I think I’ve said the same
thing over and over and need to be more succinct.
Tony: Hmmm, not necessarily. Sometimes, a little repetition simply underlines the point you’re trying to
make. Right, let’s look at the structure.
Sue: Now, about that, I’m uncertain if some of my research questions are feasible, and I just don’t like the
way my questionnaire is presented.
Tony: In what way?
Sue: Well, I adapted some of the questions from a youth development questionnaire I found online – one from
the late twentieth century. I guess I’m fairly happy with the content now, although I reckon I could make
some improvements. But I’m really concerned about how I’ve arranged it. I just couldn’t get it looking right.
Tony: Hmmm, I’m not sure, to be honest, Sue. I think the structure’s not unclear, and I like the way you’ve
put it together. I think you just need to shorten the list of questions. I’m not convinced anyone would want to
give you that much information. Perhaps halve the number to 50 items. You’ll be more likely to get a
response.

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IELTS FIGHTER

Sue: Well, I guess I could. Maybe 100 is a little too many!  What about the conclusion?
Tony: Well, I like the way you’ve connected youth values with education, and you’ve got some strong
evidence to support your argument about illegal activities and being extremely poor, so I think you should
make this link a little more obvious, to be honest.
Sue: OK, I’d go along with that. Thanks for your advice, Tony. You’ve been brilliant!
Exercise 7.
Tony: So, how did your presentation go, Sue? I heard it was a great success.
Sue: It went well overall, thanks. I managed to get the deadline extended. I’m not sure I would have finished
it in time otherwise. Of course, I did get a lot of support.
Tony: Yes, I remember you said you got permission to go to the local prison and interview some of the young
people who have broken the law. Did you find that helpful?
Sue: Well, I’d hoped it would give me more insight into their behaviour and how upbringing may have
influenced the desire to commit a crime, but it wasn’t useful in the end.
Tony: That’s a shame. I know you were looking forward to it.
Sue: Yes, but the local youth centre asked if I could help for a few weeks – without pay, of course. And in
doing so, I got a much deeper understanding of some of the issues teenagers face, particularly around their
relationships with their parents and siblings.
Tony: Wow, that’s brilliant! I’ve always thought you should get involved in something like that.
Sue: Well, yes, I’ve decided to keep it up, actually. It’s only once a week, and I’ve become quite friendly with
some of the older kids. If I can help them, you know, find the right path, then that’s a good thing. And it might
help me find a job in the future.
Tony: Good for you. How did you find working with your tutor? I’ve heard he’s a bit difficult to
communicate with and can be a little unhelpful.
Sue: On the contrary. I met him once a fortnight and his advice was invaluable. Although, he didn’t think it
was a good idea if I worked with anyone else – which I didn’t really agree with, as I find it much harder
working alone. He did recommend I use the knowledge I’d gained from some research that I carried out last
year, and I’m so glad I did – it must’ve saved me hours.
Tony: How did you find the university resources? I didn’t find them of any use whatsoever when I was
working on my project. The books I wanted to borrow were never available, so I just didn’t bother in the end.
Sue: I know what you mean about the library books. But the library has a good quiet area at the back. I went
there quite a bit – usually when I wanted some peace and quiet. It made studying a bit easier at times.
Tony: Well, that’s great, Sue. I’m so pleased it was successful.
Sue: Well, I couldn’t have done it without you, Tony. We’ve been mates for years and, well, you gave me a
lot of support when I was feeling down about it.
Tony: Don’t mention it, Sue. That’s what I’m here for!

UNIT 5_KEY 32