IELTS ESSENTIALS

UNIT 5 : BUSINESS AND WORK

A. VOCABULARY & GRAMMAR

Exercise 1: Complete the sentences. Use the words and phrases in the box.

Exercise 2 :Complete the definitions. Use the phrases in the box.

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Exercise 3 : Complete the descriptions. Use the words in the box.

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Exercise 4 :Complete the sentences. Use the words and phrases in the box.

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Exercise 5 :
Complete the conversation. Use the correct form of the verbs in brackets. The first
answer has been done for you.

A: I was really happy at work last year. But then my boss retired (retire) in December. So
they ______________(promote) one of my colleagues to the role of marketing manager. But he
was terrible. He decided he didn’t need so many employees in his team, so a lot of
people ______________ (lose) their jobs. It was really stressful. I didn’t lose my job, but I had to
work twice as hard for the same money. In the end, I ______________ (quit). Then, a few weeks
later, my new boss lost his job. The directors ______________ (sack) him because he had done
such a bad job since taking over.
B: Oh no! So does that mean you’re looking for a new job? My company’s trying
to ______________ (hire) a new marketing assistant at the moment, if you’re interested.
A: Yes, I know. I’ve already ______________ (apply) for the job. I ______________ (send) my
CV and covering letter last week.
B: Oh, that’s great. I’m sure they ______________ (select) you to come for an interview.
A: Maybe. But I’m also going to ______________ (email) my CV to some employment agencies.
B: That’s a good idea. Good luck, I’m sure you’ll find something soon.

Exercise 6 :
Read the sentences and look at the future forms in bold. Why is the future used? Match
the explanations in the box with the sentences.

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Exercise 7 :
Read the information. Then change one verb in each sentence from the present simple
to the future with will. Some verbs are in the passive. The first question has been done
for you.

1 How is will the world of work different be different fifty years from now?
2 First of all, it is likely that many unskilled jobs, such as shop assistants, security guards and
waiters/ waitresses, disappear.
3 Instead of people, these jobs are done by robots, machines and computers.
4 Similarly, people don’t do skilled manual jobs any more, if machines can
do all the heavy work.
5 Some professional jobs are also lost, as computers become increasingly intelligent.
6 There is still work for a few people, of course.
7 For example, somebody still need to tell the machines and robots what to do.

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8 Many new jobs, are also created, just as they have been in the past.
9 However, it’s likely that there isn’t enough work for everybody.
10 So what does everyone else do? One thing we do know is that people will need to adapt.

Exercise 8 : Read the information. Then choose the correct future forms to complete the
conversations

1 I can’t come out on Friday evening. I’ll work/ I’m going to work/ I’m working the night shift.

2 So? Have you decided? What are you going to wear/ will you wear/ are you wearing for the
job interview tomorrow?

3 Our sales director is coming/ will come/ is going to come to our office tomorrow for a big
meeting, so we all need to be there.

4 They’ve offered me the job, and I’ve accepted it. So tomorrow I’m telling/ I’m going to tell/ I’ll
tell my boss that I’m leaving!

5 A: I’m pleased to say we’ve decided to offer you the job.

B: Really? Oh great. I’m taking/ I’ll take/ I’m going to take it.

6 A: I’m thinking of resigning, but it’s still a secret.

B: Don’t worry – I’m not going to tell/ I won’t tell/ I’m not telling anyone.

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Exercise 9 :
Put the words in the correct order to complete the questions.

Exercise 10 :
Complete the conversation. Use the phrases in the box.

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B. READING
Exercise 1 :
Read the information. Then decide whether the statements are Opinion or Fact. Choose
the correct answers.

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Exercise 2 :
In the IELTS Reading test, it is useful to be able to identify the reporting verbs used in a
passage when looking for facts and opinions. Read the information. Then write the
reporting verbs in the statements in the gaps.

1 Professor Mark Thompson believes that people from wealthy backgrounds volunteer more
than people from poorer ones. _______________
2 ‘Instead of making people busier and more tired, taking part in voluntary activities
may actually help decrease people’s stress levels,’ comments Clare Coleman, a researcher at
Princeford University. _______________
3 ‘Employers don’t appreciate people who do volunteer work alongside their normal jobs,’
suggests Joel Gateman. _______________
4 Rachel Jones, who volunteered with refugees for three months, thinks that her experience
was challenging but rewarding. _______________
5 Paula Orman, the organiser of the survey, claims that more people should consider voluntary
work. _______________

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Exercise 3 :
In the IELTS Reading test, you may be asked to understand someone’s attitude. Read
the information. Then decide whether the people’s opinions are Positive or Negative.
Choose the correct options.

1 Rachel Jones, a young volunteer, says, ‘It’s terrible that the government isn’t doing enough
to help refugees. (Positive/ Negative)
2 Volunteering can have a beneficial effect on people. Clare Coleman agrees: ‘It can make
people feel less depressed.’ (Positive/ Negative)
3 Some people are not optimistic. Joel Gateman speculates that people will have less time to
volunteer in years to come because they will be working longer hours. (Positive/ Negative)
4 ‘Far from being a waste of time, most people find voluntary work increases their job
prospects,’ claims Professor Mark Thompson. (Positive/ Negative)
5 Paula Orman believes that more people are viewing voluntary work as a valuable activity,
which helps society in general. (Positive/ Negative)
Exercise 4 :
Read the information. Then look at the opinions with the key words underlined. Read
the paraphrased statements and match the people with their opinions.

 Rachel Jones, a young volunteer, says, ‘It’s terrible that the government isn’t doing enough to
help refugees.’
 Volunteering can have a beneficial effect on people. Clare Coleman agrees: ‘It can make
people feel less depressed.’
 Some people are not optimistic. Joel Gateman speculates that people will have less time to
volunteer in years to come because they will be working longer hours.
 ‘Far from being a waste of time, most people find voluntary work increases their job prospects,’
claims Professor Mark Thompson.
 Paula Orman believes that more people are viewing voluntary work as a valuable activity
which helps society in general.

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Exercise 5: You are going to practise an IELTS Reading task. First, skim read the
passage quickly to get a general understanding of it. Then look at the list of researchers
and quickly scan the passage to find their names. Choose the paragraphs where the
researchers’ opinions appear.

How young volunteers are making a difference

1 In a recent survey, thousands of young people were asked about their

generation’s attitudes to helping others, and what they thought about
volunteering and charity work. The results were interesting and surprised the
organisers. The survey revealed that most young people were, in comparison with
their parents and grandparents, far more concerned about issues such as
homelessness, the environment and crime. The rising number of young people
who participate in voluntary work seems to support this. ‘This increase goes
against the negative stereotype that some older people have of teenagers and
young adults,’ suggests Professor Josh McKinnon, one of the organisers. ‘They
think younger people are selfish, but this seems not to be the case. They actually
want to help and do something positive for the community. Unfortunately, many

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charities have the same wrong idea and don’t bother to find ways to recruit young
people.’

2 On the 4th September 2010, an earthquake struck the city of Christchurch in

New Zealand. Not only was there a great deal of damage to offices and homes,
but many roads were made unusable. This was because the earthquake had
turned solid earth into a liquid form – a process known as ‘liquefaction’. Many
New Zealanders watched the news on television feeling like there was nothing
they could do to help.

3 Sam Johnson, a 22-year-old local, felt differently. He used social media to

contact his friends, asking them to help. The next day, over 150 students turned
up to a Christchurch suburb and began clearing up the muddy earth. Local
residents were amazed but also incredibly grateful. So what was it that made
Johnson step up, and other young students rush to assist? Professor McKinnon
comments that age was an important factor: ‘In some situations where urgent
action is required, older people often think, “That’s terrible, I hope the
government does something about it.” But younger people don’t share the same
feelings. They’re much quicker to go and get involved and do something to help.’

4 In February 2012, Christchurch suffered an even more serious earthquake, and

Johnson organised a much bigger group of young volunteers. In the period that
followed, he was leading around 13,000 volunteers a week. They cleaned up
360,000 tons of liquefaction, handed out food and water, helped people install
emergency toilets and distributed information. One thing that really helped was
some of Sam’s friends’ technical abilities. The apps they created to help organise
the other volunteers meant that they worked efficiently and effectively. ‘This is
the kind of thing that many established charities should be paying attention to,’
observes Tom Hordern, a lecturer in social politics. ‘Today’s young generation use
digital platforms to raise money and encourage other people to contribute their
time, bring in food or clothes and so on. This is an approach that works really
well. Some forward-thinking charities have begun to realise this and are
deliberately hiring younger staff.’ Today Sam Johnson is still active in helping
other people in need. Together with other key members of his volunteer group, he
is setting up volunteer structures around the world and encouraging other people
to help, for example in Japan and the USA.

5 Other young people are volunteering in ways that aren’t as high-profile as Sam
Johnson, but which still make a difference. From cleaning parks to baking cakes
to raise money for new computers in schools, young volunteers are taking the

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lead in improving their communities. Nadia Paxman, author of Community

Minded, believes that this is significant: ‘This is what large charities need to
understand. They forget that young people have limited time. They have school
commitments, so you can’t expect them to work for the charity every weekend for
a whole year. Charities need to adjust and consider how young people can help in
small ways, or take part in volunteer events occasionally.’

6 Paxman is sure that volunteering can have a positive effect. She speculates that
if young people are given the chance to volunteer in small ways, and find the
experience positive and rewarding, there is a high probability that in years to
come they will participate in other volunteering activities. These will be more
demanding and time-consuming, and are the ones that charities need most help
with.

7 Young people volunteer for a number of different reasons. In the USA, for
example, young people report that they consider doing voluntary work not only
because they are passionate about a particular cause, but also because they feel
that it will increase their employment prospects and they will gain skills that
potential employers will find attractive. Nadia Paxman agrees: ‘By working with,
say, the elderly or with dyslexic students, teenagers can develop a number of
skills: effective communication, time management, teamwork. What’s important is
that the charity they are working for helps them to recognise their achievements,
and shows them how to reflect on what they’ve learnt. It’s something that can go
on their résumé.’

8 Hordern highlights a different way in which young people can benefit from
volunteer work, referring to a group of 16-year-olds in his daughter’s high school.
They have been helping out with the homework of young migrants whose first
language isn’t English. Hordern says that the experience is ‘positive on both
sides’. It seems that after helping out the younger children, the older ones feel
better about their own abilities and value themselves more. ‘The experience has
shown them that they can make a difference. Their role in society isn’t just going
to school.’

List of researchers

A Josh McKinnon
B Tom Hordern
C Nadia Paxman

Josh McKinnon’s opinions appear in paragraphs_______ and _______.

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Tom Hordern’s opinions appear in paragraphs _______and _______.

Nadia Paxman’s opinions appear in paragraphs_______,_______ and _______.
Exercise 6: Choose the correct researcher (A–C) for each statement. You may choose
any researcher more than once.

List of researchers

A Josh McKinnon
B Tom Hordern
C Nadia Paxman

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Exercise 7. Complete the sentences with the correct endings in the box.

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Exercise 8. To complete the IELTS Reading task you had to recognise paraphrases in
order to complete the sentences. Read the sentences and look at the phrases in bold.
Then match the paraphrases from the Reading passage with the sentences.

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C. WRITING

Exercise 1. In IELTS Writing Task 2 there are different types of essay questions. You
may be required to write a discussion essay. Are the statements about IELTS Writing
Task 2 True or False?

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Exercise 2 :

In IELTS Writing Task 2, you may be asked to write an essay describing the advantages
and disadvantages of a given topic. In this unit, the essay question is about competitive
sports. What competitive sports do you know? Match the sports with the pictures.

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Exercise 3: It’s useful to plan your answer before you start writing. Look at the essay
question.

Some people think that competitive sports have a positive effect on the education of
teenagers while others argue that the effect is negative.

Discuss both these views and give your opinion.

Write at least 250 words.

In this essay, you have to write about the advantages and disadvantages of competitive
sports for teenagers. Put the advantages and disadvantages in the correct columns.

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Exercise 3

Exercise 4. Choose the correct words to complete the sentences.

1 An advantage/ benefit/ positive of playing sports at school is that you can make friends.
2 Many people see no positive/ reason/ value in competitive sports.
3 An argument/ positive/ reason for sports is that they build teamwork.
4 The main argument/ issue/ negative many young people have with team sports is the
competitiveness.
5 Wanting to win can cause lots of concern/ negative/ problem emotions.
6 Lack of confidence is a big concern / unsatisfactory / value for many young people.
7 Bad performance can be a/an negative/ reason/ unsatisfactory for not liking sports.
8 If you are too competitive, it can be a help/ problem/ value for you in daily life.

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Exercise 5. Complete the essay. Use the phrases in the box.

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Exercise 6: Useful words and phrases can help you organise your essay.

Read the essay and look at the words or phrases in bold

which introduce, connect or contrast ideas. Then put the words and phrases in the
correct columns.

Exercise 7. Choose the correct words to complete the sentences.

1 Although/ However/ It is certain that, children are spending more time playing computer
games.

2 Sport should be fun. However/ In addition/ While, the pressure can make it unpleasant.

3 Firstly/ On the other hand/ While sports remain popular as entertainment, fewer people are
actually taking part.

4 Young people don’t always have the time to play sports although/ furthermore/ in addition to
their school work.

5 On the one hand, sports are good for your body. Also/ Although/ On the other hand, they can
take up a lot of time.

6 Spending time playing games can be fun, but it can also/ furthermore/ in addition be a
problem if you do it too much.

7 Computer games can be educational, although/ and/ while more often they are not.

8 I believe computer games are boring. But/ Furthermore/ On the other hand, they are harmful.

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Exercise 8. WRITING TASK 2

You should spend about 40 minutes on this task.

Write about the following topic.

Nowadays many people have access to computers and a large number of children
enjoy playing video games. What are the advantages and disadvantages of playing
video games for children?

Give reasons for your answers and include any relevant examples from your own knowledge
or experience.
You should write at least 250 words.
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D. LISTENING

Exercise 1. Look at questions 1–3 from Section 2 of an IELTS Listening test. Listen to
the first part of a talk, which relates to question 1.

Complete the notes. Write ONE WORD ONLY for each answer. (Tracks 5.1-5.3)

Newtown Marathon
23 July, 9 a.m.
Volunteers are needed to help runners during the marathon
• get your (1) ……………. from the race centre
• set up the (2) ……………. at your station
• make sure there is no (3) ……………. on the road near you

Exercise 2. Listen and complete the notes. Write ONE WORD ONLY for each answer.
(Track 5.4)

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Exercise 3. Read the information. Then look at a map of the Athletics Centre. Complete
the descriptions with the words in the box. There are two words you don’t need.

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Exercise 4. Listen and label the map. Write the correct letter A–I. (Track 5.5)

1 Car park 3 ____

2 Changing rooms ____

3 First-aid centre ____

4 Café ____

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5 Lifejackets ____

E. SPEAKING

Exercise 1. In IELTS Speaking Part 3, the examiner is checking

your fluency and coherence. This means you should try to speak without a lot of pauses
or repetition, as well as talking about your ideas clearly, and in a logical order. Match
the techniques with the descriptions. Remember, you can use these techniques to help
you sound more fluent.

Exercise 2. Complete the table with the words and phrases that you can use in everyday
speech to help with fluency and coherence. The first one has been done for you.

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Exercise 3. There are many common expressions we use in everyday speech which can
help with fluency. Put the words in the correct order to complete the sentences.

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Exercise 4. Complete the conversation from IELTS Speaking Part 3 using the words and
phrases in the box. Then listen to the conversation and check your answers.
(Track 5.6)

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Exercise 5. Read the IELTS Speaking Part 3 test and complete the student’s answers
with the words and phrases in the box. Then watch the video and check your answers.
( Video 5.1)

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Exercise 6. Find and correct the student’s mistakes in the conversation from the IELTS
Speaking Part 3 test below. There are seven mistakes.

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Exercise 7. You are going to do IELTS Speaking Part 3.

1. Can you tell me what sorts of jobs are popular with young people in your country at the
moment?
2. How should people choose which job is best for them?
3. How important is it to get the right qualifications when choosing a job?

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4. What are the advantages of owning a business compared with working for a boss?
5. What sort of challenges do people face when they their own business?
6. Do you think the government should help the people who own their own businesses?

LISTENING SCRIPT

Exercise 1.

Hello everyone, and thank you very much for coming. We appreciate you giving your time to help all the
marathon runners tomorrow, and I’m going to start by mentioning the first thing I’d like you to do. As
you know, the marathon starts at nine, but we’ll need everyone to be ready before that. You should try
to be here by seven at the latest. Before anything else, you need to collect your uniform. You’ll find it at
the race centre, and you’ll need to put it on so that runners can see you’re an official race volunteer.

OK, so here’s your next task. You will be working at different stations along the marathon route. So, go
straight to your station. You’ll find your tables there, already arranged, and lots of boxes on the ground.
Open them up, and you’ll see lots of bottles inside. You need to put them on the tables. They contain
an energy drink for the runners. You’ll need to make sure that they are spaced out nicely, and that their
tops have been taken off, so that the runners can grab them as they’re running past, and drink from
them straightaway.

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OK, there will be one other thing to check before the race begins, and it concerns safety on the road.
The runners need to go past your station easily. It might rain tomorrow, and there could be large
puddles of water on the roads, but there is nothing we can do about that. However, we must be careful
about litter. If you see anything on the road that you, or someone else has dropped, pick it up, no
matter how big or small it is. It’s easy for runners to slip on something, and needless to say, this could
be dangerous when there are hundreds of people running near each other, in wet conditions.

Exercise 2.

Presenter: You will hear the organiser of a school sports event talking to a group of parent volunteers.

Speaker: Hello. Thanks to everyone for coming to the meeting and volunteering to help at next week’s
sports day. As you know, the event will be held at the local Athletics Centre. Although the students
don’t start competing until later, Mr Robinson, the sports teacher, does need some help between 8 and
9 o’clock – before it all gets going. So, he would like some parents to help transport a few large pieces
of equipment that we’ll need to the Athletics Centre. If you can help with that, and you’ve got room in
your car, please let me know after the meeting. Also between 8 and 9 a.m., Mr Robinson is hoping that
a couple of parents will get to the Athletics Centre nice and early so they can display some signs that
he’s made – some for the car park, and some around the Athletics Centre itself, with directions to the
toilets, the first-aid centre, that kind of thing. So again, if you can help with that, please come and tell
me.

OK, our students will be coming on the school bus and arriving shortly before 10 a.m. at the Athletics
Centre. When they come off the bus, we’ll need two or three parents to help direct them to where they
can pick up their sports kits – their T-shirts and shorts. That’ll be in the large tent we’ll be putting
outside the main hall. You can’t miss it. They can then head to the changing rooms to get ready for the
day. There’s one kit for every child – and we’ve labelled them all according to size.

What else? Oh yes, the children already know which individual event, or events, they’re taking part in,
and at what time. Please do remind them that we can’t have them taking their mobile phones to the
events – they should be left in their bags in the changing room – which will then be locked for safety
reasons. Also please remind the children to bring water with them, because it’s likely to be a hot day.
Just check that everyone takes some to their event.

One other thing I need to mention: I think everyone here knows Jane Wright – she’s one of our heads
of department and she’ll be coming along to sports day to help out. Students will need to go directly to
her if they receive an injury – she’ll have plenty of ice packs and plasters and that kind of thing. So, do
take students to Jane if you think they need that kind of attention. Thanks.

Exercise 4.

OK, let’s have a look at a map of the Athletics Centre. You can see Southgate Road along the bottom
of the map, going horizontally, and there’s Eastgate Road on the right-hand side – going from the
bottom up to the top of the map. And there’s the main entrance – also there at the bottom of the map on
Southgate Road.

So, first of all, you’ll need to know where to send other parents to park their cars. That’ll be car park 3.
Actually, there are several car parks at the centre, on both sides of the main entrance. See the large
square-shaped area on the map? Car park 3 is the top half of that square – just below the trees. So
please send parents over there.

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Now, the changing rooms. You’ll need to know where to find them. I remember they used to be up near
the running track – you can see the running track is that large oval area on the map. But the changing
rooms are much more conveniently located now. All you have to do is come in through the main
entrance, immediately take the road that goes off left, and aim for the building that looks a bit like a
cross. That’s where the kids will be getting changed for this year’s sports day.

Right, the first-aid centre. Hopefully we won’t be taking too many children there but you do need to
know where it is. So, if you’re starting from the main entrance, the quickest route is to walk around the
hall – on the right-hand side. There’s no path so you’ll be walking on the grass. Keep straight on so
you’re walking between the main field and the oval running track, – and then you can see on the map
there – that the first-aid centre is just above those two locations, and right below that little bridge.

The café is a bit of a walk from the main entrance. It’s in that long, narrow building – the one that’s near
the northern end of Eastgate Road, and sort of above the oval running track. If you’re walking from the
hall, you’ll probably want to cut through that line of trees to get up there. Anyway, you can see that that
building is divided into two and you want the room with a view of the river, not of Eastgate Road.

Finally, when the kids go kayaking on the river, they’ll all have to be wearing lifejackets. The lifejackets
are kept in a small building near the boathouse. There’s no actual road to the lifejacket shed – but it’s
just a short walk from the boathouse – you can see it there – not far from Southgate Road. So make
sure no-one gets into a kayak without first getting themselves a lifejacket. So, the other …

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