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SB Pre Senior

học ielts band 5. tới 6.

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0% found this document useful (0 votes)

378 views348 pages

SB Pre Senior

học ielts band 5. tới 6.

Uploaded by

fedyaphlinh

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

PRE-SENIOR

Student’s Workbook

CÔNG TY CỔ PHẦN GIÁO DỤC BẢO AN

Tài liệu lưu hành nội bộ
PRE-SENIOR
Student's Workbook

If found lost, please return to:

___________________________________________________________________________________________

___________________________________________________________________________________________
Table of Contents
Unit 1: Studying and Learning ......................................................1
Lesson 1: Listening - Gap-filling Questions ......................................................................3
Lesson 2: Writing Task 1 - Dynamic Chart....................................................................... 14
Lesson 3: Speaking - Part 1 ............................................................................................ 33

Unit 2: Urban and Rural Life ...................................................... 45

Lesson 4: Reading - Matching headings ........................................................................47
Lesson 5: Writing Task 2 - Cause and Solution Essay ................................................. 66
Lesson 6: Speaking - Part 1 ............................................................................................ 80

Unit 3: Technology and Inventions............................................ 93

Lesson 7: Listening - Multiple-Choice Questions.......................................................... 95
Lesson 8: Writing Task 1 - Static Chart..........................................................................105
Lesson 9: Speaking - Part 2 . ..........................................................................................117

Unit 4: Travel and Tourism........................................................127

Lesson 10: Reading - Matching headings & True/ False/ Not Given ..........................129
Lesson 11: Writing Task 2 - Opinion Essay ...................................................................144
Lesson 12: Speaking - Part 2 .........................................................................................158

Unit 5: Cities and Architecture ............................................... 169

Lesson 13: Listening - Map Labelling and MCQs . ........................................................171
Lesson 14: Writing Task 1 - Maps ..................................................................................184
Lesson 15: Speaking - Part 2 .........................................................................................198

Unit 6: The Arts ........................................................................213

Lesson 16: Reading - True/ False/ Not Given & Yes/ No/ Not Given . ........................215
Lesson 17: Writing Task 2 - Advantage and Disadvantage Essay . ........................... 233
Lesson 18: Speaking - Part 2 ........................................................................................ 248
Unit 7: Migration and Life Abroad ........................................... 257
Lesson 19: Listening - Note completion ...................................................................... 259
Lesson 20: Writing Task 1 - Processes..........................................................................274
Lesson 21: Speaking - Part 3 ........................................................................................ 290
Unit 8: Health Investment and Policy .....................................399
Lesson 22: Reading - MCQs and Matching Endings ...................................................301
Lesson 23: Writing Task 2 - Discussion Essay .............................................................317
Lesson 24: Speaking - Part 3 ....................................................................................... 334
Unit

1
Studying and Learning

In this unit, you will:

• Listening: Develop skills to predict answers for form and table completion by understanding
key listening strategies, paraphrasing, and how to handle distractors.
• Writing: Learn how to analyze dynamic charts, understand the marking criteria for IELTS Task
1, and describe figures using accurate comparisons and structured reports.
• Speaking: Practice answering Speaking Part 1 questions confidently, focusing on marking
criteria, relative clauses, and the A.E.E. (Answer - Explanation - Example) structure to extend
answers.
1
LESSON 1: LISTENING
Gap-filling Questions

What does it mean to listen?

Listening comprehension

Linguistic knowledge Background knowledge

Test-taking strategies
(Bottom-up processing) (Top-down processing)

1. Linguistic Knowledge (Bottom-Up Processing)

Definition: This is the ability to recognize and process individual sounds, words, and grammar in
the audio. It’s called “bottom-up” because it starts from the smallest details (sounds and words)
and builds up to larger meanings (sentences and ideas).
Why It’s Important:
• Without linguistic knowledge, you won’t understand the basic language building blocks like
vocabulary, grammar, and pronunciation.
• Even if you have good test strategies, they are useless if you cannot understand the words in
the audio.
What to Work On:
• Improve your vocabulary and grammar.
• Practice listening to recognize individual sounds and words, especially with connected speech
or accents.

2. Background Knowledge (Top-Down Processing)

Definition: This is the ability to use your prior knowledge about the topic, situation, or context to
make sense of what you hear. It’s called “top-down” because it starts from your general knowledge
and expectations, helping you understand details.
Why It’s Important:
• Audio recordings often assume you know something about the topic, and understanding the
context fills in gaps when you don’t catch every word.
• It helps you make predictions, anticipate what’s coming next, and guess meanings of unknown
words.
What to Work On:
• Build general knowledge about common IELTS topics (e.g., travel, education, health).
• Practice predicting answers based on headings, subheadings, and visuals before listening.

3. Test-Taking Strategies
Definition: These are techniques and skills specifically designed to help you navigate the structure
of the IELTS Listening test and avoid common traps.

3
Why It’s Important:
• The IELTS test is designed with distractors, where extra information is given to confuse you.
Test strategies help you focus on the right details.
• They also help you manage time, avoid panic, and stay focused even if you miss part of the
recording.
What to Work On:
• Learn how to recognize distractors and paraphrasing in the test.
• Practice time management, transferring answers, and predicting the type of answers needed
based on the instructions.

Why You Need All Three

• Linguistic Knowledge gives you the tools to understand what is being said. Without it, you
won’t recognize the words or grammar in the audio.
• Background Knowledge fills in the gaps when you don’t catch every word or when you hear
something unfamiliar. It helps you stay focused and engaged.
• Test-Taking Strategies ensure you use your knowledge effectively during the exam, helping
you stay calm and avoid common traps.

Common Misconception
Many lower-level students believe that focusing only on linguistic knowledge or relying solely on
test strategies will solve their listening problems. However:
• Linguistic knowledge alone isn’t enough if you don’t understand the context or get distracted
by extra information.
• Test strategies alone won’t work if you can’t recognize the words in the audio. Test strategies
only help you to perform to your true ability.
To succeed, you need to combine all three skills: understanding the language, using context to
guide your understanding, and applying test strategies to stay focused and avoid traps.

Introduction to IELTS Listening

Number of Most common
Part Context Content
questions question types
- Form/Table
Social A conversation between two speakers, usually
1 10 - Short Answer
(Dilogue) transactional (e.g., booking, inquiries).
- MCQ
- Map Labelling
Social A speech providing information (e.g., - Form/Table
2 10
(Monologue) announcements, guides). - MCQ
- Matching

Academic A discussion among 2-3 speakers (e.g., group - MCQ

3 10
(Discussion) discussion on a project). - Matching

Academic A lecture or speech by one speaker on an - Note

4 10
(Lecture) academic topic. completion

4
Activity 1: You will listen to a conversation where a man asks his friend who works at the
local library. Quickly skim the listening task below and choose the correct answer.
1. What is the conversation about?
A. The types of books and services in the library B. How they usually study in the library
2. Who will be asking questions? 3. Who will be providing information about the library?
A. The man B. His friend A. The man B. His friend

Write ONE WORD ONLY for each answer

PUBLIC LIBRARY
month
Example: The library re-opened last __________
The library now has
• a seating area with magazines
• an expanded section for books on (1) __________
• a new section on local (2) __________
• a community room for meetings (also possible to (3) __________ there)
• a new section of books for (4) __________

For younger children

• the next Science Club meeting: experiments using things from your (5) __________
• Reading Challenge: read six books during the holidays

For adults
• this Friday: a local author talks about a novel based on a real (6) __________
• IT support is available on Tuesday – no (7) __________ is necessary
• free check of blood (8) __________ and cholesterol levels (over 60s only)

Other information
• the library shop sells wall-charts, cards and (9) __________
• evenings and weekends: free (10) __________ is available

EXAM NOTE 1 Pay attention to the role of each speaker

• In Part 1, the conversation typically involves two speakers:

- One asks questions to gather information or clarify something.
- The other provides answers or confirmations.
• Answers are often included in the speaker’s response. However, at times, the question
itself might contain the answer, and the other speaker simply confirms it.
• Look at the example below:
Question: What facilities are available in the library?
Transcript Version 1:
Speaker 1: What facilities does the library offer?
Speaker 2: Oh, there’s free Wi-Fi and computer access.
Transcript Version 2:
Speaker 1: Does the library offer free Wi-Fi and computer access?
Speaker 2: Yes, it does.

5
Activity 2: For each piece of information in the questions, which of the options would you
NOT hear? (You can choose up to 2 answers). Explain why.
Question 1: an expanded section for books on __________
A. There’s a new section devoted to health books.
B. We’ve got an expanded history section now.
C. We’ve got a larger section on books on physical.

Question 2: a new section on local __________

A. We’ve got a new section with historical books
B. We’ve added a section about local food.
C. There’s a brand-new section here with materials on traditional costumes of the area.

Question 3: a community room for meetings (also possible to __________ there)

A. You can hold meetings in the community room, or maybe go there to organize parties.
B. It’s possible to book the community room to study or to hold meetings.
C. The community room can be hired out for meetings, but at other times people can reading there.

Question 4: a new section of books for __________

A. There’s a whole new section for science books.
B. We’ve got a new section just for children.
C. We’ve introduced a special section for research.

EXAM NOTE 2 Predict the answers

• Before listening, use the question format and context to predict the type of answer.
- Form: Look for grammatical cues (e.g., noun, verb, or number).
- Meaning: Use the context and your knowledge of the topic to guess logically.
• Why Predict?
- Even if predictions aren’t entirely accurate, they keep you engaged and help you focus
better on identifying the correct answer.
• Look at the examples below:
- Question: “Library opening hours: __________”
Prediction: Likely a number or a time expression (e.g., “9 a.m. to 5 p.m.”).
- Question: “The library provides: __________”
Prediction: A noun (singular or plural). Likely services or resources (e.g., “free Wi-Fi,
computers”).
- Question: “The children’s section is designed for __________”
Prediction: A noun talking about people, likely plural (e.g., “young readers, families,
children”).

Now LISTEN and answer Question 1-4

6
Activity 3: Look at questions 5-10. Predict the form and meaning of possible answers for
each question. Then, guess how the answer will be given in a FULL sentence in the recording.
Question 5 has been done for you as an example.
Question 5: the next Science Club meeting: experiments using things from your ...................
home
Full sentence: “In the next Science Club meeting, children will bring things from their home to do an experiment.”

Question 6: this Friday: a local author talks about a novel based on a real __________

Full sentence: ________________________________________________________________________________

______________________________________________________________________________________________

Question 7: IT support is available on Tuesday – no __________ is necessary

Full sentence: ________________________________________________________________________________

______________________________________________________________________________________________

Question 8: free check of blood __________ and cholesterol levels (over 60s only)

Full sentence: ________________________________________________________________________________

______________________________________________________________________________________________

Question 9: library shop sells wall-charts, cards and __________

Full sentence: ________________________________________________________________________________

______________________________________________________________________________________________

Question 10: evenings and weekends: free __________ is available

Full sentence: ________________________________________________________________________________

______________________________________________________________________________________________

EXAM NOTE 3 Predicting how information will be mentioned

In gap-fill questions, the information provided is often written in a shortened form. To

locate information effectively, you should think about how the information might be
expanded or paraphrased in a full sentence during the recording.
This helps you focus on listening for specific information and prepares you for recognizing
paraphrased answers in spoken discourse. It also strengthens your understanding of
grammar and sentence structure.

Now LISTEN and answer Question 6-10.

7
Activity 4: Listen again and write the full sentence the speakers say to give the answers to
Question 5 – 10. Underline how the information is PARAPHRASED.
Question 5: the next Science Club meeting: experiments using things from your __________

Information in the recording: ________________________________________________________________

_____________________________________________________________________________________________

Question 6: this Friday: a local author talks about a novel based on a real __________

Information in the recording: _________________________________________________________________

_____________________________________________________________________________________________

Question 7: IT support is available on Tuesday – no __________ is necessary

Information in the recording: ________________________________________________________________

_____________________________________________________________________________________________

Question 8: free check of blood __________ and cholesterol levels (over 60s only)

Information in the recording: ________________________________________________________________

_____________________________________________________________________________________________

Question 9: library shop sells wall-charts, cards and __________

Information in the recording: ________________________________________________________________

_____________________________________________________________________________________________

Question 10: evenings and weekends: free __________ is available

Information in the recording: _________________________________________________________________

_____________________________________________________________________________________________

EXAM NOTE 4 Pay attention to paraphrasing

In Part 1 of the IELTS Listening Test, the exact words in the question are rarely repeated
in the recording. Instead, synonyms or paraphrases are used to test your understanding.
Look at the example below:
• Question: “Library opens at ……….”
• Transcript: “The library is scheduled to start operating at 9 a.m.”
• Answer: 9 a.m. (opens = start operating).
Familiarize yourself with common synonyms and paraphrasing patterns to avoid missing
important information and ensure you can identify the correct answer.

8
Activity 5: Look at the form in Activity 6. Fill in the table below the possible word form, possible
answers and possible ways to paraphrase the answers for each question.

Question Word form Possible answer Possible paraphrase

9
Activity 6: Listen and answer the questions.
Questions 1-6
Answer the sentences below.
Write ONE WORD ONLY for each answer.

Community Centre Evening Classes

Class Where When What to bring Cost

Painting with at (1) _______ p.m. water jar and set £45 – four
in the hall
watercolours on Tuesdays of (2) ______ classes
the small room at
starts in £40 – five
Maori language the (3) ______ of small recorder
(4) ______ classes
the building
6 p.m.
Digital the (5) ______ for (6) £_________
room 9 Wednesday
photography the camera – eight classes
evenings

Questions 7-10
Answer the sentences below.
Write ONE WORD ONLY for each answer.

7. The water colours class suits people who are _____________

8. To find out about the Maori language class, contact Jason _____________
9. For the photography class, check the _____________ for the camera.
10. There is a trip to a local _____________ in the final week of the photography class.

EXAM NOTE 5 Pay attention to Word Limit, Spelling, and Grammar

1. Word Limit
• Always follow the word limit stated in the instructions
E.g., “ONE WORD AND/OR A NUMBER” -> You can write a word and a (series of) number
• Exceeding the word limit results in losing marks, even if the answer is correct.
2. Spelling
• Incorrect spelling is marked as wrong, even if the answer is close to the intended word.
• Be careful with common words, especially names, places, and technical terms.
3. Grammar
• Answers must fit grammatically into the sentence provided in the question.
• Pay attention to singular/plural forms, articles, and verb agreement.

10
HOMEWORK

Exercise 1:
Question 1-6
Complete the notes below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

Short Story Competition

Entry details
5
Example: Cost of entry: £______
Length of story: approximately (1) _____________
Story must include: a (2) _____________
Minimum age: (3) _____________
Last entry date: 1st (4) _____________
Web address: www. (5) _____________ .com
Don’t: (6) _____________ the story to the organisers

Questions 7-10
Complete the notes below.
Write NO MORE THAN TWO WORDS for each answer.
Judging and Prize Details
The competition is judged by (7) __________________________
The top five stories will be available (8) __________________________
The top story will be chosen by the (9) __________________________
The first prize is a place at a writers’ workshop in (10) __________________________

Exercise 2:
Complete the form below.
Write ONE WORD AND/OR A NUMBER for each answer.

Early Learning Childcare Centre Enrolment Form

Example
Parent or guardian: Carol Smith

Personal Details
Child’s name: Kate
Age: (1) _____________
Address: (2) _____________ Road, Woodside, 4032
Phone: 3345 9865

11
Childcare Information
Days enrolled for: Monday and (3) _____________
Start time: (4) _____________ a.m.
Childcare group: The (5) _____________ group
Which meal/s are required each day? (6) _____________
Medical conditions: Needs (7) _____________
Emergency contact: Jenny (8) _____________
Phone: 3346 7523
Relationship to child: (9) _____________

Fees
Will pay each (10) _____________

Exercise 3:
Complete the form below.
Write ONE WORD AND/OR A NUMBER for each answer.

Enquiry about joining Youth Council

Example
Name: Roger Brown

Age: 18
Currently staying in a (1) _____________ during the week.
Postal address:
(2) 17 _____________ Street, Stamford, Lincs
Postcode: (3) _____________
Occupation: Student and part-time job as a (4) _____________
Studying:
(5) _____________ (major subject) and history (minor subject)
Hobbies:
Does a lot of (6) _____________ and is interested in the (7) _____________
On Youth Council:
Wants to work with young people who are (8) _____________
Will come to talk to the Elections Officer next Monday at (9) _____________ p.m
Mobile number: (10) _____________

12
Exercise 4:
Complete the notes below.
Write ONE WORD AND/OR A NUMBER for each answer.

JUNIOR CYCLE CAMP

The course focuses on skills and safety.

• Charlie would be placed in Level 5.
• First of all, children at this level are taken to practise in a (1) _____________
Instructors
• Instructors wear (2) _____________ shirts.
• A (3) _____________ is required, and training is given.
Classes
• The size of the classes is limited.
• There are quiet times during the morning for a (4) _____________ or a game.
• Classes are held even if there is (5) _____________
What to bring
• A change of clothing
• A (6) _____________
• Shoes (not sandals)
• Charlie’s (7) _____________
Day 1
• Charlie should arrive at 9.20 a.m. on the first day.
• Before the class, his (8) _____________ will be checked.
• He should then go to the (9) _____________ to meet his class instructor.
Cost
• The course costs (10) $ _____________ per week.

13
LESSON 2: WRITING
Dynamic Chart

Getting started
Match the images below with the correct type of chart/diagram.

A B

1. Dynamic chart _____

2. Static chart _____
3. Map _____ D

4. Process _____

Why is understanding marking criteria important?

• Clear expectations: Know exactly what examiners want to see in your performance.
• Efficient preparation: Focus your study time on areas that improve your score, such as
vocabulary or grammar.
• Effective self-assessment: Identify your strengths and weaknesses by comparing your
work to the criteria.
• Confidence building: Reduce uncertainty by knowing how your responses will be
judged.

14
Comparing Band 5 and Band 6 in Writing Task 1

Criterion Band 5 Band 6 Key differences

- Covers the task but not - Overview is relevant but Band 6 succeeds in
fully or clearly. not fully clear or extended. covering the most
- Important points may be - Supporting details may be basic requirements.
Task missing, irrelevant, or not missing, excessive, or not Band 6 always
Achievement explained well. appropriately illustrated. require an overview.
- Some details may be - Response may include
inaccurate or unnecessary. some irrelevant or
- Focus too much on details. inappropriate information.

- Ideas are organized, but - Information and ideas are Band 6 shows better
the structure may not flow organized, but cohesion organization and
logically. may be faulty or mechanical smoother transitions
- Cohesive devices (like due to misuse, overuse, than Band 5, though
Coherence linking words) may be or omission of cohesive it may still lack
and Cohesion overused, misused, or devices. flexibility. Band 6
missing. - Use of reference and uses more diverse
- Sentences may not substitution may lack cohesive devices.
connect smoothly, and ideas flexibility or clarity.
feel repetitive.

- Uses basic vocabulary - Vocabulary is adequate Band 6 uses a wider

accurately, but the range is but may lack precision or and more accurate
limited. flexibility. range of vocabulary
- Repetition and simple word - Attempts to paraphrase than Band 5.
Lexical
choice are common. are generally successful.
Resource
- Some spelling and word - Some spelling and
formation errors may make word formation errors,
the meaning unclear. but these do not impede
communication.
- Uses basic sentence - Mix of simple and Band 6 includes
structures but often repeats complex sentence forms, more variety in
the same patterns. but flexibility is limited. sentence structures
Grammatical - Complex sentences are - Errors in grammar and and fewer grammar
Range and attempted but may have punctuation occur but mistakes compared
Accuracy frequent errors. rarely affect understanding. to Band 5.
- Grammar mistakes can
make sentences hard to
understand.

15
Activity 1: Look at the charts below and answer the questions.
Chart 1
The charts below show the percentages of students participating in various courses at an
adult education center in 1985 and now.

Chart 2
The chart below illustrates the number of international students applying to universities in a
European country.

16
Chart 3
The table shows the number of exchange students from universities in Europe to Australia
and vice versa.
Exchange students from universities Exchange students from universities
in Europe to Australia (by thousands) in Australia to Europe (by thousands)

Countries 2007 2009 Countries 2007 2009

France 61 60 France 37 58

Sweden 32 42 Sweden 33 27

United Kingdom 31 25 United Kingdom 32 23

Germany 27 63 Germany 18 26

The Netherlands 36 26 The Netherlands 32 18

Total 186 226 Total 152 152

Chart 4
The graph shows information about the number of people in Australia who use Chinese,
Arabic, Italian and Greek as their first language.

1. Are the given charts dynamic or static?

‫___________________________________________________________________________________________ ܣ‬
2. How can you differentiate between a dynamic and a static chart?
‫___________________________________________________________________________________________ ܣ‬
3. Which chart type can only represent dynamic data?
‫___________________________________________________________________________________________ ܣ‬
4. What are the key features to look for in a dynamic chart?
‫___________________________________________________________________________________________ ܣ‬

17
Activity 2: Look at the graphs or charts below. Identify the verb tenses you need to use in
your report. Identify the most important changes in each graph or chart. Think how you would
structure your body paragraphs.

Chart 1
The charts below show the percentages of students participating in various courses at an
adult education center in 1985 and now.

Verb tense:

___________________________________________________________________________________________

Overview:

___________________________________________________________________________________________

Body paragraphs:

___________________________________________________________________________________________

18
Chart 2
The chart below illustrates the number of international students applying to universities in a
European country.

Verb tense:

___________________________________________________________________________________________

Overview:

___________________________________________________________________________________________

Body paragraphs:

___________________________________________________________________________________________

19
Chart 3
The table shows the number of exchange students from universities in Europe to Australia
and vice versa.
Exchange students from universities Exchange students from universities
in Europe to Australia (by thousands) in Australia to Europe (by thousands)

Countries 2007 2009 Countries 2007 2009

France 61 60 France 37 58

Sweden 32 42 Sweden 33 27

United Kingdom 31 25 United Kingdom 32 23

Germany 27 63 Germany 18 26

The Netherlands 36 26 The Netherlands 32 18

Total 186 226 Total 152 152

Verb tense:

___________________________________________________________________________________________

Overview:

___________________________________________________________________________________________

Body paragraphs:

___________________________________________________________________________________________

20
Chart 4
The graph shows information about the number of people in Australia who use Chinese,
Arabic, Italian and Greek as their first language.

Verb tense:

___________________________________________________________________________________________

Overview:

___________________________________________________________________________________________

Body paragraphs:

___________________________________________________________________________________________

21
EXAM NOTE 1 Writing overview for dynamic charts

The overview for dynamic charts should highlight the general trends for all mentioned
subjects. It can also highlight the most prominent change or the highest order.

EXAM NOTE 2 Organizing body paragraphs for dynamic charts

There can be two or three body paragraphs in your report. However, remember that the
paragraphs need to be purposefully organized and based on similarities, each highlighting a
central theme. There are three main approaches to organizing body paragraphs in dynamic
charts.
• Group features according to their trends (increase, decrease, fluctuate, remain the same).
• If all features show the same trend, group features according to the extent of their change
(big increases >< small increases or big decreases >< small decreases).
• If all features show the same trend and relatively similar extent of change, group features
according to their order (big >< small or high >< low).

Activity 3: Look at the sample answer for Chart 2 and answer the questions.
The chart below illustrates the number of international students applying to universities in a
European country.

The bar chart shows the number of overseas students applying to universities in a specific
European country during a 5-year period from 2004 to 2008.
Overall, there was a decline in the number of applicants from China, while the USA and Japan
experienced an upward trend. By the end of the period, the USA surpassed all other countries in
applicant numbers, whist Russia consistently had the fewest applications, remaining stable over
the five years.

22
Applicants from the USA and Japan exhibited notable increases. The number of US applicants
followed a consistent upward trajectory, beginning at roughly 13,000 in 2004 and matching China’s
figure by 2006. This figure continued rising sharply to surpass 25,000 in 2008. Similarly, a gradual
increase was seen in Japanese applications, growing modestly from around 6,000 to reach 10,000
by the end of the period.
In contrast, applications from China and Russia showed differing trends. China, which initially
had the largest number of applicants at over 25,000 in 2004, experienced a steady decrease to
about 18,000 in 2006. After leveling off in 2007, the figure fell further to approximately 15,000 in
2008. Meanwhile, there were small fluctuations in the number of applications from Russia. This
consistently had the fewest applicants, with numbers remaining stable at around 3,000 throughout
the period.

1. How many paragraphs are there in this sample?

‫___________________________________________________________________________________________ ܣ‬
2. What is the function of the 1st paragraph?
‫___________________________________________________________________________________________ ܣ‬
3. In the 2nd paragraph, what kinds of information are provided? Does the writer mention any
figures?
‫___________________________________________________________________________________________ ܣ‬
4. What does the writer write in the 3rd & 4th paragraph? Is there a conclusion?
‫___________________________________________________________________________________________ ܣ‬
5. Does the writer mention every figure in the chart? Why?
‫___________________________________________________________________________________________ ܣ‬
6. Underline the words/phrases used to describe trends in the report.
‫___________________________________________________________________________________________ ܣ‬

IELTS Writing Task 1 – Dynamic chart report structure

Paragraph Function

1 ‒ Introduction • paraphrase question

• provide general trends (avoid specific numbers)

2 ‒ Overview
• mention the most prominent change or the highest order

3 ‒ Body paragraph 1 • group information based on similarities

• provide detailed description:
4 ‒ Body paragraph 2 - main trend
5 ‒ Body paragraph 3 - key figures
(optional) - comparisons

23
Useful language for dynamic charts
1. Grammar
1.1. Talking a specific time point

SUBJECT VERBS OBJECT/COMPLIMENT

the number of (people)
the amount of (money)
the figure for ... to be data + unit of measurement
the proportion of …
the percentage of …

Example: The number of US applications was 13,000 in 2004.

Noun (unit of measure) verb phrase

Example:
Country
Category record data + unit of measurement
Year
Example:

There to be data + unit of measurement

Example:

1.2. Talking about trends

1.2.1. Simple sentences

No SUBJECT VERB OBJECT/COMPLIMENT

the number of (people)
increase + (slightly)
the amount of (money)
1 decrease + (sharply) time
the figure for ...
fluctuate + (wildly)
the percentage of …
Example:
the number of (people)
see + a (slight) increase
the amount of (money)
2 witness + a (sharp) decrease time
the figure for ...
undergo + (wild) fluctuations
the percentage of …
Example:
in the number of (people)
A (slight) increase to be seen
in the amount of (money)
3 A (sharp) decrease to be witnessed
in the figure for …
(Wild) fluctuations to be experienced
in the percentage of …
Example:

24
in the number of (people)
Country see + a (slight) increase
in the amount of (money)
4 Category witness + a (sharp) decrease
in the figure for ...
Year record + (wild) fluctuations
in the percentage of …
Example:
a (slight) increase in …
5 There to be a (sharp) decrease in …
(wild) fluctuations in …
Example:

1.2.2. Complex sentences

No STRUCTURE
1 S + V, which then/later V
Example:
2 S + V, before S + V / S + V, before Ving
Example:
3 S + V, followed by N
Example:
4 After S + V, S + V
Example:

2. Vocabulary
2.1. Reporting trends

Trend Verbs Nouns

• to increase • an increase
• to rise • a rise
• to grow • a growth
• to climb • an upward trend
• a decrease
• to decrease
• a decline
• to decline
• a fall
• to fall
• a drop
• to drop
• a downward trend

• to remain stable • an unchanged trend

• to remain unchanged • a stable trend

• to fluctuate • fluctuation

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2.2. Describing trends

Type Adjective Adverb

• Minimal • Minimally
Slight • Moderate • Moderately
• Modes • Modestly

• Steady • Steadily
Gradual
• Consistent • Consistently

• Considerable • Considerably
• Notable • Notably
• Dramatic • Dramatically
Significant
• Sharp • Sharply
• Steep • Steeply
• Rapid • Rapidly

2.3. Special verbs and nouns

Trend Verb Noun

• Soar • Soar
Significant increase
• Sky-rocke • Sky-rocke

• Plunge • Plunge
Significant decrease
• Plummet • Plummet

Trend Highest point Lowest point

• Peak at • Bottom at
• Climax at • Hit rock-bottom at
Verb
• Reach its pinnacle at • Sink to the lowest point of
• Hit an all-time high of • Hit an all-time low of

26
Activity 4: Read a student’s report below for the bar chart given above. Think about how
you can improve the writing based on the guiding questions.
The charts below show the percentages of students participating in various courses at an
adult education center in 1985 and now.

The pie charts show the percentages of students participating in various courses at an adult
education center in 1985 and now.
In 1985, the most popular course was Modern languages, with 24% of students, while Cookery
had only 14%. This year, the largest percentage of students is in IT, with 27%. Music appreciation
and Local history are no longer offered.
In 1985, Cookery made up 14% of all students. This year, it has increased to 19%. Modern
languages was the biggest course in 1985, with 24% of students, but this has decreased to 17%
now. Art had 17% in 1985 and is now 15%.
IT is a new course this year, with 27% of students, making it the largest course. This is probably
because IT is a popular job now. Fitness and dance and Local history, which had 8% and 15% of
students in 1985, are not offered anymore. Music appreciation remains the same, at 22% in both
years.

Questions Notes and solutions

1. Did the writer paraphrase the introduction?

2. Did the writer use the correct tense?

3. Did the overview show the general trends?

4. Were the paragraphs organized logically?

27
5. Was the flow of information presented in
each paragraph easy to follow?

6. Did the description include trends, key

figures, and comparisons?

7. Was there any inaccurate or irrelevant

information?

8. Did the writer use a wide range of lexical

items to report and describe trends?

9. Did the writer use a wide range of grammar

structures to report and describe trends?

EXAM NOTE 3 Diversifying language for dynamic charts

To score higher for Lexical Resources, use synonyms and precise adjectives/adverbs to
describe trends (e.g., “a sharp increase,” “a slight decline”) and vary expressions for key
terms (e.g., “rose,” “grew,” “experienced a surge”) to avoid repetition.
To score higher for Grammatical Range and Accuracy, use a range of sentence structures,
such as comparatives or complex sentences (e.g., “while X increased, Y declined”).
Additionally, change the subject of your sentence to avoid repetition.

EXAM NOTE 4 Providing a detailed report for dynamic charts

To score higher for Task Achievement, avoid simply listing figures. Instead, you should:
• Identify the overall trend (e.g., increase, decrease, fluctuation)
• Include key figures (starting and ending points)
• Add comparisons.
You can add comparisons by using various methods, such as:
• Direct comparisons:
“X was the highest.” or “Y was the lowest.”
“X was (far) higher than Y.” or “Y was (far) lower than X.”
• Proportions or sums:
“X was twice as much as Y.” or “Y was a half of X.”
“X was equal to the total of Y and Z combined.”

28
Activity 5: Rewrite the report above to fix the problems as discussed.
______________________________________________________________________________________

______________________________________________________________________________________

29
HOMEWORK

Exercise 1: Answer the questions below to review the lesson.

1. What are the four main types of chart/diagram you may find in the IELTS Writing Task 1
A. Dynamic B. Discusssion C. Static
D. Map E. Analysis F. Process
2. When there is a timeline in a statistical graph, it is a...
A. Static chart B. Line graph
C. Bar chart D. Dynamic chart
3. When there is NO timeline in a statistical graph, it is a...
A. Static chart B. Line graph
C. Bar chart D. Dynamic chart
4. In a dynamic chart, the figures ....
A. Not change over time B. Change over time
5. What should we write in the introduction of an IELTS Writing Task 1 answer?
A. Paraphrase the part of the prompt introducing the chart
B. Paraphrase everything in the prompt
C. Introduce the origin of the graph (where it came from)
D. Report specific figures from the graph
6. What should we write in the Overview of an IELTS Writing Task 1 answer?
A. Paraphrase the part of the prompt
B. Give general information of the most noticeable features
C. Report specific figures from the graph
7. What should we write in the Overview of an answer for a Dynamic chart?
A. Meaning of each category
B. General trends
C. One to two specific figures
D. Highest/lowest data (but not include the figure)
8. Which sentence is NOT correct?
A. 700,000 women went to university
B. The amount of women to university was 700,000
C. There were 700,000 women going to university
9. Which sentence is NOT correct?
A. Men rose modestly to just 200,000
B. A modest rise to just 200,000 was witnessed in the number of men
C. The number of men went up slightly to 200,000

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Exercise 2: Write a report for the given table.
The table shows the number of exchange students from universities in Europe to Australia
and vice versa.
Exchange students from universities Exchange students from universities
in Europe to Australia (by thousands) in Australia to Europe (by thousands)

Countries 2007 2009 Countries 2007 2009

France 61 60 France 37 58

Sweden 32 42 Sweden 33 27

United Kingdom 31 25 United Kingdom 32 23

Germany 27 63 Germany 18 26

The Netherlands 36 26 The Netherlands 32 18

Total 186 226 Total 152 152

________________________________________________________________________________________________

31
Exercise 3: Write a report for the given table.
The graph shows information about the number of people in Australia who use Chinese,
Arabic, Italian and Greek as their first language.

________________________________________________________________________________________________

32
LESSON 3: SPEAKING
Part 1

Getting started
Watch this mock test video and answer the following questions on the 3 parts of the IELTS
Speaking Test
Part 1
• What is the format of the dialogue? Interview or long speech?
• How many topics are discussed? What are they?
• How many questions per topic?
• How long is an answer on average (sentences)?
• Are the questions personal (about the examinee) or general (about society)?
Part 2
• What is the format of the dialogue? Interview or long speech?
• What is the topic?
• How much time to answer?
• Before answering, what does the test taker have to do?
Part 3
• What is the format of the dialogue?
• What are the questions? (Write them down)
• What topic are those questions related to?
• Are the questions personal or general?

Introduction to IELTS Speaking

Part 1 2 3
Length 4-5 minutes 3-4 minutes 4-5 minutes
Answer follow-up
Speak for 1-2 minutes
Format Questions about familiar topics questions to explore
on a topic provided on a
and like work, studies, hobbies, and opinions, analyze, and
task card with prompts
content preferences. justify reasoning on
(1-minute preparation).
broader, abstract issues.
To assess your ability to To evaluate your ability to To test your ability to
provide basic personal speak at length on a given discuss more abstract or
Purpose
information and express topic using organized complex issues related
yourself in everyday situations. ideas and relevant details. to the Part 2 topic.
Fluency in delivering Ability to express and
Fluency, pronunciation, and
structured responses, use justify opinions, critical
Focus grammar/vocabulary for
of cohesive devices, and a thinking, and advanced
general communication.
range of vocabulary. grammar/vocabulary.

33
Comparing Band 5 and Band 6 for Speaking Marking Criteria
Look at the description of Band 6 in four criteria and underline the key differences between
Band 5 and Band 6.
Fluency and Coherence

Band 5 Band 6

• You can keep talking but often repeat • You can keep talking and try to speak in
yourself, correct mistakes, or speak slowly. longer sentences (long turns).
• You pause a lot in the in the middle of a • Sometimes, your ideas are unclear
sentence, especially when trying to find because you hesitate, repeat yourself, or
simple words or grammar. fix mistakes.
• You use too many simple linking words or • You use a variety of linking words
phrases (like “and,” “but,” or “so”). and phrases (like “however,” “also,” or
• If you try to say longer or more difficult “because”), but not always correctly.
ideas, you often lose fluency.

Pronunciation

Band 4 Band 6

• You can pronounce some sounds correctly, • You use a variety of pronunciation
but most sounds are pronounced incorrectly. features (like stress, rhythm, and
• Many words are pronounced incorrectly, intonation), but not always successfully.
making it hard to understand you. • You can group words naturally
• You try to group words naturally (chunking), (chunking), but speaking too fast or
but you often lose rhythm and flow. irregularly can make the rhythm unclear.
• You try to use intonation (raising and lowering • You sometimes use good intonation and
your voice), but you don’t control it well. stress, but not consistently.
• The listener has to work hard to understand • Some words are mispronounced, but
you, and sometimes your speech is unclear. this only causes small problems in
understanding you.
* IELTS does not provide a clear description for Band 5 in Pronunciation.

Lexical Resource

Band 5 Band 6

• You have enough vocabulary (around B1 • You have enough vocabulary (around B1+
level) to talk about common topics, but you and B2 level) to talk about various topics in
can’t use it flexibly. detail.
• You try paraphrase, but it doesn’t always • You sometimes make word choice
work. mistakes, but your meaning is still clear.
• You can usually paraphrase successfully.

34
Grammatical Range & Accuracy

Band 5 Band 6

• You can use basic sentences quite • You use both short and long sentences
accurately. and a variety of structures.
• You try to use longer and more complex • You still make mistakes in longer or more
sentences, but you make a lot of mistakes difficult sentences.
with them. These mistakes often make you • The listener can still understand you
repeat or correct yourself. despite your mistakes.

Activity 1: Read two sample answers for a Speaking Part 1 question. Which one is better?
Why?
______________________________________________________________________________________

______________________________________________________________________________________

Question 1: Are you studying any new languages?

Version 1:
“I am studying English. I want to speak better and get a good job in the future.”
Version 2:
“I’m studying English, which is a language I need for my future career. It helps me improve my
communication skills, especially in speaking and writing. I believe this will open up better job
opportunities for me later on.”

Question 2: Why did you choose this language?

Version 1:
“I chose English because it is important. Many people use it, and I think I need it for work. My
friends also study English.”
Version 2:
“I made the choice to study English because it’s a language that is used worldwide. It’s something
that can help me communicate with people from different countries. Also, many companies
prefer employees who can speak English fluently as I’ve mentioned. “

35
Question 3: Do you enjoy studying this language?
Version 1:
“Yes, I like it sometimes. Some things are easy, and I feel happy when I understand them. But
sometimes it’s hard and I don’t enjoy it.”
Version 2:
“Certainly, especially when I learn something new that is useful. For example, I recently learned
how to write formal emails, which I think will be very helpful in the future. However, when the
lessons are too difficult, I feel a little stressed. “

EXAM NOTE 1 Ideal length for a Speaking Part 1 answer

In Speaking Part 1, you will be asked questions about everyday topics. Imagine having a
conversation with a new friend. You should give enough information to show your interest
in maintaining the conversation, and of course, to showcase your proficiency.
• Answer Length: Each answer should be 20-25 seconds.
• Ideal Length: 3-4 sentences per answer.
• Avoid:
Too Short: One or two sentences are not enough to show your language ability.
Too Long: Speaking for too long might lead to mistakes or going off-topic

Activity 2: Look at Version 2 answers from Activity 1, use the Answer – Explanation – Exampe
(A-E-E) framework, identify the function of each part in each answer
1. Eg. I’m studying English (Direct Answer), which is a language I need for my future career. It
helps me improve my communication skills, especially in speaking and writing (Explain 1). I believe
this will open up better job opportunities for me later on (Explain 2).”
2. I made the choice to study English because it’s a language that is used worldwide. It’s something
that can help me communicate with people from different countries. Also, many companies prefer
employees who can speak English fluently as I’ve mentioned.
3. Certainly, especially when I learn something new that is useful. For example, I recently learned
how to write formal emails, which I think will be very helpful in the future. However, when the
lessons are too difficult, I feel a little stressed.

EXAM NOTE 2 Extending your answer for Speaking Part 1

To achieve the ideal length and showcase your language skills, use this simple but
effective framework:
Answer → Explanation → Example
• Answer: Start by giving a clear and direct response to the question.
This ensures your answer is relevant and on-topic.
• Explanation: Add a reason or detail to explain your answer.
This develops your response and shows your ability to expand on ideas.

36
• Example: Support your answer with a specific example or situation.
This adds depth and makes your response more engaging and natural.

However, you can be flexible with how you implement this framework. There are other
variations you can consider.
Answer → Explanation 1 → Explanation 2
• Answer: Start by giving a clear and direct response to the question.
• Explanation 1: Add a reason or detail to explain your answer.
• Explanation 2: Add another reason or detail to explain your answer in case you do
not have an example
Answer 1 → Explanation 1 → Answer 2 → Explanation 2
• Answer 1: Start by giving a clear and direct response to the question.
• Explanation 1: Add a reason or detail to explain your answer.
• Answer 2: Give another response to the question.
• Explanation 2: Add another reason or detail to explain your answer in case you do
not have an example.

Activity 3: Look at the Version 2 answer to Question 1 in Activity 1 and answer the following
questions.
• What is the language the candidate is learning?
‫___________________________________________________________________________________________ ܣ‬
• What information did they give about the language?
‫___________________________________________________________________________________________ ܣ‬
• What is the purpose of saying that?
‫___________________________________________________________________________________________ ܣ‬
• Which grammar structure does she use to give that information?
‫___________________________________________________________________________________________ ܣ‬

Activity 4: Match the following examples of Relative Clause with its use, and identify the
position of Relative Clause.
1. I’m studying Tourism and Event Management at Kyung Hee University, which is located in
Seoul, Korea. I’m also studying graphic design besides
2. I have just returned the book that I borrowed last week from the library
3. All of my teachers in high school were really devoted to their students, which I think is a very
important trait of a good teacher
4. I’m studying English, which is a language I need for my future career

a. To express the speaker’s opinion about the subject mentioned

b. To give additional information since the listener might not know it
c. To give essential information to help define the subject mentioned

37
EXAM NOTE 3 Use Relative Clauses in Speaking

Relative clauses are a useful tool to provide essential or extra information about a person,
thing, or idea you mention. They help your listener understand what you’re referring to,
especially if the person or thing is unfamiliar to them.
Remember to place the relative clause immediately after the noun or phrase you want to
explain or elaborate on. This makes your speech clearer and more detailed.

Activity 5: Discuss these questions. Brainstorm your answers first. Try to use relative clauses.
• What challenges do you have when learning to speak a new language?

_______________________________________________________________________________________

• How do you deal with them?

_______________________________________________________________________________________

• What are the benefits of learning different languages?

_______________________________________________________________________________________

• Do you think everyone should learn to speak at least 2 languages?

_______________________________________________________________________________________

38
Activity 6: Watch a video about learning languages. According to the video, how can we
speak the language better?

_______________________________________________________________________________________

Watch a video about the benefits of learning languages. What are they?

_______________________________________________________________________________________

Activity 7: Based on the idea of learning ‘phrases’ instead of single words from the video,
match the words in the two columns to make collocations.
to broaden fluently and proficiently
to achieve hard work
speak one’s mind
undergraduate academic success
collaborative studies
develop learning environment
to put in reading comprehension
fill the gap in one’s knowledge

Activity 8: Match the phrases from Activity 7 with the meanings below.
• To have new ideas and learn about different things _________________________________________
• To do well in school or studies. _____________________________________________________________
• To talk smoothly and correctly in a language. _______________________________________________
• The first level of university education to get a bachelor’s degree. ____________________________
• An environment where students actively work together to learn. ____________________________
• To get better at understanding what you read. ______________________________________________
• To make a lot of effort to do something well. ________________________________________________
• To learn something that one didn’t know before. ____________________________________________

Activity 9: Revise your notes for the questions in Activity 5 to add more details and make
use of the new words in Activity 8. Then, practice speaking.

39
Activity 10: Practice answering these questions.
Learning habits
1. Do you enjoy learning new things?

_______________________________________________________________________________________

2. How do you usually organize your study schedule?

_______________________________________________________________________________________

3. Do you prefer practical learning or theoretical learning? Why?

_______________________________________________________________________________________

4. Do you often take notes when you study? Why?

_______________________________________________________________________________________

5. Have your study habits changed over time? How?

_______________________________________________________________________________________

40
HOMEWORK

Exercise 1: Read the passage and answer the questions.

Why Reading Is Becoming Less Popular and Why It Still Matters
In today’s fast-paced digital age, reading books has become less popular than ever. With the
rise of social media, streaming platforms, and video games, fewer people, especially younger
generations, are turning to books for entertainment or knowledge. However, while the habit of
reading is declining, its importance in personal and intellectual development remains crucial.
Public libraries play a key role in ensuring access to books and promoting the culture of reading
in our communities.
Why Reading Is Becoming Less Popular
One major reason reading is less popular is the abundance of digital distractions. Platforms like
YouTube, TikTok, and Instagram provide instant entertainment with minimal effort, making books
seem slow and less engaging in comparison. Additionally, streaming services such as Netflix and
gaming platforms offer visually stimulating content, which appeals more to younger audiences
who are accustomed to fast-paced media.
Another contributing factor is the increasing demands of modern life. Many people feel they do
not have enough time to sit down and read a book. Work, studies, and family commitments often
take priority, leaving little room for leisurely reading. Moreover, not all families nurture the habit
of reading for pleasure in childhood, as schools often emphasize reading as a task rather than a
source of enjoyment.
Why Reading Is Still Important
Despite its decline in popularity, reading remains vital for personal growth and intellectual
development. First, reading improves critical thinking and comprehension skills. Unlike scrolling
through social media, which often involves passive consumption, reading challenges the mind to
process and analyze information actively.
Second, reading is an excellent way to expand vocabulary and language skills. Books expose
readers to diverse words, phrases, and styles of writing, which can improve communication
and writing abilities. This is especially important for children and students who are building
foundational language skills.
Third, reading promotes empathy and understanding. Through stories, readers can experience
different perspectives, cultures, and situations. This helps people develop a deeper appreciation
for the diversity of human experiences, which is essential in today’s interconnected world.
The Importance of Public Libraries
Public libraries play a critical role in making reading accessible to everyone, regardless of
their background or financial situation. They provide free access to books, magazines, and digital
resources, ensuring that no one is excluded from the benefits of reading due to the cost of buying
books.

41
Libraries are also community hubs that foster a love for reading. Many libraries host book
clubs, reading challenges, and storytelling events that encourage people, especially children, to
discover the joy of reading. Additionally, libraries often provide quiet spaces where people can
read, study, or work without distractions.
Furthermore, libraries contribute to lifelong learning. In addition to books, many libraries offer
access to online courses, workshops, and educational resources that help individuals acquire
new skills or knowledge. This makes them indispensable in a world where continuous learning is
increasingly necessary.

1.1. Match each word or phrase to its meaning.

Word/phrase Meaning

1. Personal and intellectual A. Encouraging an appreciation for books and stories.

development B. Skills needed to understand and critically evaluate
2. To promote the culture of reading information.
3. The abundance of digital C. Content that grabs attention through colors,
distractions movement, or design.
4. Visually stimulating content D. Making something easy for everyone to reach or use.
5. Leisurely reading E. Gaining new abilities or knowledge throughout life.
6. To nurture the habit of F. The growth of knowledge and emotional intelligence.
7. Critical thinking and comprehension G. Supporting a behavior or routine to help it grow.
skills H. Having too many things like social media and games
8. To process and analyze information that take attention away from reading.
actively I. Reading for enjoyment in a relaxed manner.
9. To build foundational language J. Helping readers see new vocabulary and styles
skills through books.
10. To expose readers to diverse K. To help people consider others’ feelings and
words, phrases, and styles of writing perspectives.
11. To promote empathy and L. Supporting a mindset where people read and learn
understanding regularly.
12. To make something accessible M. Understanding and actively working through what
13. To foster a love for reading you read.
14. Lifelong learning N. Encouraging society to value reading as a key
15. To acquire new skills or knowledge activity.
O. Developing essential language skills like grammar
and vocabulary.

1. _____ 4. _ 7. _ 10. _ 13. _____

2. _________ 5. _________ 8. _________ 11. _________ 14. _________
3. _________ 6. _________ 9. _________ 12. _________ 15. _________

42
1.2. Complete the sentences with the correct word or phrase given above.
1. ______ is important for gaining knowledge and developing better thinking skills.
2. Libraries ______ by organizing activities like book clubs and storytelling sessions.
3. Many people struggle with reading habits due to ______ such as social media and video games.
4. Teachers need to ______ reading by encouraging students to read regularly.
5. Students should practice ______ to enjoy books at their own pace and without stress.
6. ______ is crucial for improving language skills like grammar, vocabulary, and sentence structure.
7. Reading helps students improve their ______ which are essential for understanding complex
topics.
8. Active readers learn to ______ instead of simply absorbing information passively.
9. Platforms like e-books and online courses ______ to people worldwide, regardless of location.
10. Reading books by different authors can ______ and broaden a reader’s creative writing skills.
11. Stories often ______ helping readers connect with others’ experiences and feelings.
12. ______ helps individuals adapt to changing work environments and develop professionally.
13. Public libraries aim to ______ by making reading accessible to everyone in the community.
14. ______ such as online videos or games, can distract students from developing strong reading
habits.
15. People should ______ through self-study, online learning, or practical training.

Exercise 2: Decide whether these statements are True or False based on the information
the reading above.
1. Developing personal and intellectual skills is crucial for gaining knowledge and improving thinking
abilities.
2. Libraries are ineffective in helping people develop a passion for reading because they only
provide books.
3. Digital distractions like social media have made it more challenging for people to focus on reading.
4. It is unnecessary to develop essential language skills like grammar and vocabulary for academic
success.
5. Analyzing and understanding information are key skills students need for tackling complex ideas.
6. Effective readers passively consume information.
7. E-books and online platforms ensure that learning materials are easily available to everyone, no
matter where they live.
8. Stories in books help readers understand and connect with others’ experiences by fostering
empathy.
9. There is nothing public libraries can do to encourage more people.
10. Attention-grabbing content, like videos or games, does not impact people’s interest in reading.

43
Exercise 3: Practice speaking these questions.
Reading books
1. Do you often read books? When?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
2. Are your reading habits now different than before?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
3. Do you have many books at home?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
4. Which do you prefer, reading books or watching movies?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

Library
1. Do you often go to the library?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
2. What do you usually do in the library?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
3. Did you go to the library when you were a child?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
4. Do children in your country often go to the library?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

44
Unit

2
Urban and Rural Life
In this unit, you will
• Reading: Improve reading comprehension by finding topic sentences, predicting paragraph
content based on headings, and differentiating details from main ideas. You will also practice
avoiding distractors and effectively matching headings to paragraphs.
• Writing: Learn to write Cause and Solution essays by brainstorming direct and indirect causes,
developing short-term and long-term solutions, and using complex structures to express causal
relationships.
• Speaking: Extend Speaking Part 1 answers using the A.E.E structure and “it depends” strategy.
You will practice using relative clauses, conditionals, and synonyms to express preferences
when talking about accommodation, your hometown, and views.

45
LESSON 4: READING
Matching headings

Reading comprehension

Linguistic knowledge Background knowledge

Test-taking strategies
(Bottom-up processing) (Top-down processing)

Introduction to IELTS Reading

General information
The IELTS Academic Reading test consists of 3 sections, each with a long passage of
increasing difficulty. Each passage is around 900 words.
Each section contains 13-14 questions, making a total of 40 questions.
The passages are taken from books, journals, magazines, and newspapers, ensuring they are
academic in nature but accessible to non-specialist readers.
You will have 60 minutes to answer all questions.
Most Common Question Types:
• Read for details:
կ Gap-filling Questions
Sentence Completion: Complete sentences using information from the text.
Summary Completion: Fill in gaps in a summary using words from the passage.
Flow chart/Table/Diagram Completion
կ Short-answer Questions: Answer the question with one to three words from the
passage.
կ True/False/Not Given & Yes/No/Not Given: Determine if the statement agrees with the
information in the text.
կ Multiple Choice Questions (MCQs): Choose the correct answer based on specific
information.
կ Matching Features: Match a person/thing/etc with the correct statement.
կ Matching Endings: Match the beginning of a sentence with the ending.
կ Matching Information: Match details or descriptions to specific sections in the passage.
• Read for main ideas
կ Matching Headings: Match headings to the correct paragraphs or sections of the
passage.
կ Multiple Choice Questions (MCQs): Choose the correct answer based on specific
information

47
Getting started
Look at the pictures below of four cities.
Have you ever heard of them before? Do you know any interesting facts about them?

Colma, California, USA Manshiyat Naser, Egypt

Auroville, India Longyearbyen, Norway

MATCHING HEADINGS
In this type of question, you are given a list of headings that summarize the main ideas of
sections or paragraphs in the reading passage. Your task is to match each heading to the
appropriate section of the text.
What does it require you to do?
They test your ability to quickly grasp the main idea or theme of a section.
They require skimming and summarizing skills, which are essential for time management in
the IELTS Reading test.
They assess your ability to distinguish between main ideas and supporting details.
General approach
1. Read all the headings: Carefully read and understand the list of headings before you start
matching them.
2. Skim the passage first: Quickly go through the passage to get an idea of its overall
structure and themes.
3. Identify topic sentences: The main idea is often found in the first or last sentence of a
section.
4. Ignore specific details: Don’t get stuck on examples or facts—focus on the general idea
of the section.
5. Use elimination: Cross out headings that clearly do not match to narrow down your options.

48
Activity 1: Look at this title and discuss with a partner what you might expect to read in the
passage.

Notes:
_______________________________________________________________________________________

_______________________________________________________________________________________

Activity 2:
2.1. Read the first sentence of a paragraph about the city of Auroville, India. It is the topic
sentence. Which of the three options seems to be the most likely heading? Why?

“In today’s world of conflict, greed and constant struggles for power, Auroville – aka ‘the City of
Dawn’ – claims on its website that it was planned and built to create the ultimate model of unity,
peace and harmony that can be projected across all humanity.”
A. The reason why attempts to create the perfect city always fail
B. An urban ideal designed for an imperfect world
C. A conflict between reality and imitation

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2.2. Read the full paragraph and check your answer.
“In today’s world of conflict, greed and constant struggles for power, Auroville – aka ‘the City of
Dawn’ – claims on its website that it was planned and built to create the ultimate model of unity,
peace and harmony that can be projected across all humanity. It has no government, no one owns
any property, and money rarely, if ever, changes hands. There is no leader and rules do not exist.
While most experiments at creating the perfect city do not meet with success, the majority of
Auroville’s residents believe their city to be an exception. Although its critics point to the fact that
levels of crime have been creeping up for some years now, its citizens choose to remain there, still
believing in its utopian dream, still following its path towards a better world.”

Activity 3:
3.1. Read this opening sentence of a paragraph about the city of Longyearbyen. Which heading
seems to fit this sentence best?
“Longyearbyen, Norway, holds the record for being the furthest north city in the world, boasting the
world’s most northerly school, airport and university.”
A. An unwelcoming place to die
B. A city at the top of the world
C. An unusual approach to regulation

3.2. Now read the full paragraph and think about the overall message of the paragraph.
Which heading now best fits the paragraph? Underline the topic sentence of the paragraph.
“Longyearbyen, Spitsbergen, in the Svalbard Archipelago of Norway, holds the record for being the
furthest north city in the world, boasting the world’s most northerly school, airport and university.
But what really sets it apart is that it can also lay claim to some of the world’s strangest rules. In
Longyearbyen, for example, it has been forbidden to die since 1950, the year in which scientists
discovered that bodies simply cannot decompose there – the cold is too extreme. To this day,
anyone found ill or dying is not given the chance to pass away, and is instead immediately taken
by airplane or ship to another part of Norway so that they can die and be buried safely. But it
doesn’t end there. Aside from prohibiting death, there are more peculiar rules and freedoms in
Longyearbyen. Residents are permitted to openly walk the streets with high-powered guns (there
are 3,000 polar bears living locally). At the same time, no one is allowed to own any cats, which are
forbidden because they are a danger to the bird population.”

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Activity 4:
4.1. Read the first sentence of the next paragraph about Marloth Park in South Africa. Find
words or phrases that correspond to the underlined words in the headings A–C below.
“Despite the fact the town of Marloth Park is close to the Kruger National Park, one of the largest
game reserves in Africa, and despite the constant threat of visits from wild animals such as lions
and hippopotamuses, its anxious residents are not allowed to build fences around their houses to
keep out their neighbours.”
A. An unusual approach to regulation
B. Dealing with the occasional dangers of the wild
C. Where humans and animals cautiously co-exist

4.2. Now focus on the adverbs and adjectives in the headings. Which heading is no longer a
possible answer?
A. An unusual approach to regulation
B. Dealing with the occasional dangers of the wild
C. Where humans and animals cautiously co-exist

4.3. Read the rest of the paragraph and decide on your answer. Identify the main topic sentence
in the paragraph.
“In fact, the only fence permitted in the town was built by the local authority, interestingly, with the
aim of keeping humans out of the park, rather than containing the animals inside. Consequently,
it is not unusual to see giraffes or elephants causing traffic jams, for example, and even predator
attacks on humans are unnervingly common – a lion was recently said to have mauled and
eaten an escaping burglar. Yet even after this, while some residents then called for all lions to be
rounded up and shot, others suggested that they be allowed to walk the thoroughfares as a type
of crime control, after an increase in the number of burglaries. Everywhere in Marloth Park, a wary
understanding exists between man and beast.”

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EXAM NOTE 1 Identifying a Topic Sentence in Reading

1. What is a topic sentence?

A topic sentence is the sentence in a paragraph that expresses its main idea. It acts as
a summary of the paragraph’s content and is usually the most general statement in the
paragraph.
• Purpose: The topic sentence introduces the key idea that will be elaborated on by
supporting details, examples, or explanations.
• Position: It is often, but not always, the first or last sentence of the paragraph.
2. How to find the Topic Sentence
Step 1 - Check the first sentence: In most cases, the topic sentence is at the beginning
of the paragraph. This sentence often introduces the general theme that the rest of the
paragraph elaborates on.
Step 2 - Look at the last sentence:
If the last sentences repeats information in the first sentence, the main idea should be clear.
If the first sentence does not clearly state the main idea, the conclusion of the paragraph
might summarize it.
If the first and last sentences do not seem related, it’s best to read the whole paragraph.
Some paragraphs so not have a cleat topic sentence.
Step 3 - Ignore supporting details and examples: These will often follow the topic sentence
and provide evidence or elaboration. Don’t mistake them for the main ideas.

Activity 5: Some paragraphs have no clear topic sentence. Read this paragraph and make
notes about its main idea.
The real Hallstatt is in Austria and is proud to be a traditional UNESCO* World Heritage Site.
The Chinese Hallstatt is a carbon copy, built in Guangdong province, China, by a millionaire who
sponsored the construction of the imitation town. It cost approximately $940 million to build, and
looks exactly like the real Hallstatt, all the way down to its wooden houses, its narrow streets, and
its funicular railway. When the residents of Austria’s Hallstatt (including the mayor) were invited
to visit it, they expressed pride that their town was considered so improbably beautiful that it
had been reproduced in its entirety, but they still had cause for complaint. Originally, the Chinese
company had promised to meet with the Austrian residents to confirm that they were happy for
their homes to be copied; instead, they simply sent their employees to Austria to take photos, and
they returned home to China without speaking to a single resident of the original Hallstatt.
*United Nations Educational, Scientific and Cultural Organization

Now use your notes to help you choose the correct heading.
Why are the other options incorrect?
A. A conflict between reality and imitation
B. The importance of official recognition
C. The result of encouraging wider investment

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Activity 6: You are going to read a passage about Cahokia. The Reading passage has six
paragraphs, A–F. First, look at the headings and answer the questions.

List of headings
i. The benefits of collaboration
ii. A forerunner of the modern metropolis
iii. A period of intense activity and plans completed
iv. A clear contrast between then and now
v. The rise and mysterious decline of Cahokia
vi. An archaeological theory to explain development
vii. The light and dark of archaeological finds
viii. A city completely unlike its contemporaries

1. Underline the keywords in each heading.

2. A heading tells us about the main idea of a paragraph. Can you predict what each heading will
tell us about?

_______________________________________________________________________________________

3. What are some similar headings in this list? How can we differentiate them?

_______________________________________________________________________________________

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EXAM NOTE 2 Detailed steps to tackle matching headings

To tackle Matching headings questions effectively, you should:

• Read all headings and identify keywords.
• Predict the content related to each headings.
• Pay attention to similar headings (distractors).
• Skim through the paragraph.
• Identify the topic sentence (if any) of each paragraph.
• Compare the topic sentence to the available headings.
• Eliminate headings that only cover minor details or examples.
• Select the heading that best summarizes or paraphrases the topic sentence.
Tip:
• As you skim through the paragraph, you don’t have to understand every words. Focus on
content words, rather than function words. However, pay attention to words with similar
meanings and linking words to better understand the relationships of the information
given.
• Pay particular attention to plural nouns, adjectives, and adverbs in headings and texts, as
they may help you to eliminate an incorrect heading immediately.

Activity 7: Choose the correct heading for each paragraph from the list of headings below.
Write the correct number, i–viii.

List of headings

1. Paragraph A ______ i. The benefits of collaboration

2. Paragraph B ______ ii. A forerunner of the modern metropolis

3. Paragraph C ______ iii. A period of intense activity and plans completed

4. Paragraph D ______ iv. A clear contrast between then and now

5. Paragraph E ______ v. The rise and mysterious decline of Cahokia

6. Paragraph F ______ vi. An archaeological theory to explain Cahokia’s development

vii. The light and dark of archaeological finds
viii. A city completely unlike any of its contemporaries

CAHOKIA – ANCESTOR OF TODAY’S CAPITAL CITIES

A. A thousand years ago the Mississippians, a diverse group of Native Americans who lived in the
area which is today known as the southeastern United States, took a small village on the Mississippi
River and turned it into one of the world’s first great urban centres. Cahokia, as it has been called
by archaeologists, became as large as London was in the 11th century, and some would argue
that it was just as forward-looking and prosperous as its European equivalents. Sophisticated,
cosmopolitan and ahead of its time, Cahokia was at the heart of ancient society in North America;
an ancestor of today’s capital cities.

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B. In one respect in particular, Cahokia was quite
unusual compared to other cities around at the same
time. Archaeologists working on the site have found
enough evidence over the past fifty years to conclude
that, at a certain time, around 35% of the population
were not from Cahokia at all; it seems that many of the
tribes that lived all along the Mississippi River at some
point began to relocate to Cahokia. These researchers
have been unable to find more than a handful of other examples of such relocation of tribes, but
they do know that something about Cahokia attracted thousands of people to this regional centre.
And that, they postulated, appears to have been thanks to a small group of planners who one day
decided to redesign the entire village.
C. After the redesigns of the village were put in place, the Native Americans at Cahokia worked
with tireless determination to carry them out. Over the course of a few decades, they transported
huge volumes of soil from the nearby countryside to create 120 huge mounds of earth, the
biggest of which rose to one hundred feet. On top of these, they built a vast urban environment,
complete with a vibrant town centre, municipal buildings, and a fifty-acre plaza at the foot of the
biggest mound. What makes it even more impressive to our modern imaginations is that, with no
machinery then, they used their bare hands and woven baskets to dig up and carry the soil from
the surrounding regions back to their city-in-waiting. Eventually, after these efforts, the vision of
the city planners was fulfilled, but even they could not have predicted how popular Cahokia would
become.
D. From this period on, Cahokia was alive with intense activity and grew in size every year, partly
because of the co-operation between the residents. While the men busied themselves with manual
work, like constructing new buildings, or hunting and fishing in the forests and rivers within a day’s
walk of the city, the women made sure the fields stayed healthy and grew crops, and the homes
were kept clean. In many ways, it seems to have been the ideal place to live, and one with an
exciting and prosperous future ahead of it. And having become a major population centre around
AD 1050, by 1350 it had been almost completely abandoned. Somewhere in the course of 300
years, something happened to Cahokia to cause this, but it is an enigma that even archaeologists
or historians themselves struggle to resolve.
E. This rather curious state of affairs exists today because researchers have never found a
single piece of evidence that can conclusively explain why the residents left. Academics who have
studied other Native American sites have always found weapons of war buried deep underground.
And yet, the bows, arrows and swords that littered the ground at these other sites were nowhere
to be seen at Cahokia. Other factors, such as disease or colonisation from European invasion, do
not seem to be possible in this case, as common as they were elsewhere at that time. The absence
of definitive theories as to Cahokia’s decline is highly unusual, but then again, Cahokia was no
ordinary city and perhaps comparisons with other urban centres of the time cannot be made.

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F. While academics remain bemused as to why the residents fled the city, we can still marvel
at the individual artefacts that archaeologists have discovered: the jewellery worn, the pots used
to cook in, the small workshop at the base of one of the mounds. That said, there is also a more
unpleasant side to their investigations. Human sacrifice, it seems, was a common fact of life in
Cahokia; even if we cannot be sure whether this was for religious or for other reasons, we can have
no doubt that it happened frequently. The bodies of hundreds of people, mostly young women,
have been found buried in mass graves, and the way in which they died was often horrific. A
sombre reminder that even ‘advanced’ city states had their shadowy sides.

GAP-FILLING QUESTIONS
Gap-filling questions require you to complete sentences or paragraphs by inserting words
or phrases taken from the passage or based on the provided clues. This type of questions
include:
• Sentence Completion: Complete sentences using information from the text.
• Summary Completion: Fill in gaps in a summary using words from the passage.
• Flow chart/Table/Diagram Completion
What it tests
• To test your local understanding of details, specific facts, or supporting ideas in the
passage.
• To check your ability to identify synonyms or paraphrased information.
• To assess how well you can understand contextual meaning.
Common features of Gap-filling questions:
• Questions follow the order of information in the passage.
• Be aware of word limits (e.g., “NO MORE THAN TWO WORDS”).
• Your answer has to be grammatical correct (same goes with the spelling).
• Some words may be paraphrased in the passage.

Activity 8: Read the following questions. Predict the answers that go in each blank.
Cahokia – A Thriving Ancient City
Cahokia, established by the Mississippians, grew into a city that was as advanced and 1.
_____________ as European cities of the same era. Archaeologists discovered that a significant
number of 2. _____________ moved to the city from surrounding regions along the Mississippi
River. This growth was largely due to the efforts of a group of 3. _____________ who redesigned the
settlement.
The city’s prosperity was driven by strong 4. _____________ between its residents, with men
focusing on construction, hunting, and fishing, while women managed farming and household
tasks. However, after flourishing for three centuries, Cahokia was deserted by 5. _____________,
leaving its fate a mystery. Unlike other ancient sites, there is no evidence of warfare or European 6.
_____________ being responsible for its decline.

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Although the city’s decline remains unsolved, archaeologists have discovered both valuable
artefacts, such as 7. _____________, and evidence of ritual human 8. ______________, often involving
young women buried in large graves.

Question Form prediction Meaning prediction Evidence location

EXAM NOTE 3 Predicting information for Gap-filling questions

When you encounter a gap-filling question, making predictions about the form, meaning,
and location of the answer can help you quickly find the correct response in the passage.
1. Predict the Form of the Answer
Determine the grammatical category or type of word needed to fill the gap correctly.
2. Predict the Meaning of the Answer
Think about what the missing word represents in the context of the sentence. Use
contextual clues and prior knowledge to infer meaning.
3. Predict the Location of the Answer
Before scanning the text, predict where the answer is likely to appear. This can be done
more effectively if you had skimmed through the passage first.

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Activity 9: Underline the keywords in each question. Then, look for the evidence in the
passage. Check if your prediction for the evidence location from activity 8 is correct. Then,
complete the summary of the passage below using ONE WORD ONLY from the passage for
each blank.
Cahokia – A Thriving Ancient City
Cahokia, established by the Mississippians, grew into a city that was as advanced and 1.
__________ as European cities of the same era. Archaeologists discovered that a significant number
of 2. __________ moved to the city from surrounding regions along the Mississippi River. This growth
was largely due to the efforts of a group of 3. __________ who redesigned the settlement.

The city’s prosperity was driven by strong 4. __________ between its residents, with men focusing
on construction, hunting, and fishing, while women managed farming and household tasks.
However, after flourishing for three centuries, Cahokia was deserted by 5. __________, leaving its
fate a mystery. Unlike other ancient sites, there is no evidence of warfare or European 6. __________
being responsible for its decline.

Although the city’s decline remains unsolved, archaeologists have discovered both valuable
artefacts, such as 7. __________, and evidence of ritual human 8. __________, often involving young
women buried in large graves.

Question Keywords Keywords or synonyms in the text

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EXAM NOTE 4 Scanning in reading

Scanning is a reading technique used to locate specific information quickly by identifying

and focusing on keywords related to the question.
When to Use Scanning:
• For questions that require specific details (e.g., dates, names, figures, locations, or
terms).
• Commonly used in gap-filling, multiple-choice, or True/False/Not Given questions.

Steps for Effective Scanning:

1. Read the Question and Underline Keywords:
• Identify important words or phrases in the question, such as:
Names
Dates and numbers
Specialized vocabulary or concepts
Nouns, verbs, adjectives, adverbs
2. Scan the Passage for Keywords or Synonyms:
• Move your eyes quickly down the text until you spot a keyword or related phrase.
• Don’t read every word—focus only on areas containing potential answers.
• Keywords in the question might not appear word-for-word in the text but may be
replaced with synonyms or rephrased ideas.
• Check nearby sentences for supporting information.
3. Stop and Read for Context:
• Once you find the keyword, read around it to confirm the answer.
• Paraphrased words might appear similar, but their meaning depends on the context.
Ensure the quote matches the exact idea, not just isolated words.

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HOMEWORK

Exercise 1: Choose the correct answer.

1. a. The correct heading will use the exact same words as those which appear in the paragraph.
b. The correct heading will probably not use the same words as those which appear in the
paragraph, but will paraphrase the ideas.

a. The first sentence is always the topic sentence of the paragraph. And you can choose the
2. correct heading based solely on this sentence.
b. Sometimes the first sentence of a paragraph seems to fit entirely with one particular heading
but you still need to check by reading the whole paragraph.

3. a. When underlining keywords, only nouns and verbs should be paid attention to.
b. In headings, adjectives and adverbs are often just as important as nouns and verbs.

Exercise 2: Read the passage and answer questions 1-13.

High Speed, High Rise
A Chinese entrepreneur has figured out a way to manufacture 30-story, earthquake proof
skyscrapers that snap together in just 15 days.

A. Zhang Yue is founder and chairman of Broad Sustainable Building (otherwise known as ‘Broad’)
who, on 1 January, 2012, released a time lapse video of its 30-story achievement. It shows
construction workers buzzing around like gnats while a clock in the corner of the screen marks the
time. In just 360 hours, a 100 metre tall tower called the T30 rises from an empty site to overlook
Hunan’s Xiang River. At the end of the video, the camera spirals around the building overhead as
the Broad logo appears on the screen: a lowercase b that wraps around itself in an imitation of the
@ symbol. The company is in the process of franchising its technology to partners in India, Brazil,
and Russia. What it is selling is the world’s first standardized skyscraper and with it, Zhang aims to
turn Broad into the McDonald’s of the sustainable building industry. When asked why he decided
to start a construction company, Zhang replies, ‘It’s not a construction company. It’s a structural
revolution.’

B. So far, Broad has built 16 structures in China, plus another in Cancun. They are fabricated at
two factories in Hunan, roughly an hour’s drive from Broad Town, the sprawling headquarters. The
floors and ceilings of the skyscrapers are built in sections, each measuring 15.6 by 3.9 meters with
a depth of 45 centimeters. Pipes and ducts for electricity, water and waste are threaded through
each floor module while it is still in the factory. The client’s choice of flooring is also preinstalled
on top. Standardized truckloads carry two modules each to the site with the necessary columns,
bolts and tools to connect them stacked on top of each other. Once they arrive at the location, each
section is lifted by crane directly to the top of the building, which is assembled like toy Lego bricks.

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Workers use the materials on the module to quickly connect the pipes and wires. The unique
column design has diagonal bracing at each end and tabs that bolt into the floors above and below.
In the final step, heavily insulated exterior walls and windows are slotted in by crane. The result is
far from pretty but the method is surprisingly safe and phenomenally fast.

C. Zhang attributes his success to his creativity and to his outsider perspective on technology.
He started out as an art student in the 1980s, but in 1988, Zhang left the art world to found Broad.
The company started out as a maker of non-pressurized boilers. His senior vice president, Juliet
Jiang, says, ‘He made his fortune on boilers. He could have kept doing this business, but ... he
saw the need for non-electric air conditioning.’ Towards the end of the decade, China’s economy
was expanding past the capacity of the nation’s electricity grid, she explains. Power shortages
were becoming a serious obstacle to growth. Large air conditioning (AC) units fueled by natural
gas could help companies ease their electricity load, reduce overheads, and enjoy more reliable
climate control into the bargain. Today, Broad has units operating in more than 70 countries, in
some of the largest buildings and airports on the planet.

D. For two decades, Zhang’s AC business boomed. But a couple of events conspired to change his
course. The first was that Zhang became an environmentalist. The second was the earthquake that
hit China’s Sichuan Province in 2008, causing the collapse of poorly constructed buildings. Initially,
he says, he tried to convince developers to refit existing buildings to make them both more stable
and more sustainable, but he had little success. So Zhang drafted his own engineers and started
researching how to build cheap, environmentally friendly structures that could also withstand an
earthquake. Within six months of starting his research, Zhang had given up on traditional methods.
He was frustrated by the cost of hiring designers and specialists for each new structure. The
best way to cut costs, he decided, was to take building to the factory. But to create a factory built
skyscraper, Broad had to abandon the principles by which skyscrapers are typically designed. The
whole load bearing structure had to be different. To reduce the overall weight of the building, it
used less concrete in the floors; that in turn enabled it to cut down on structural steel.

E. Around the world, prefabricated and modular buildings are gaining in popularity. But modular and
prefabricated buildings elsewhere are, for the most part, low rise. Broad is alone in applying these
methods to skyscrapers. For Zhang, the environmental savings alone justify the effort. According
to Broad’s numbers, a traditional high rise will produce about 3,000 tons of construction waste,
while a Broad building will produce only 25 tons. Traditional buildings also require 5,000 tons of
water onsite to build, while Broad buildings use none. The building process is also less dangerous.
Elevator systems the base, rails, and machine room can be installed at the factory, eliminating the
risk of injury. And instead of shipping an elevator car to the site in pieces, Broad orders a finished
car and drops it into the shaft by crane. In the future, elevator manufacturers are hoping to preinstall
the doors, completely eliminating any chance that a worker might fall. ‘Traditional construction is
chaotic,’ he says. ‘We took construction and moved it into the factory.’ According to Zhang, his
buildings will help solve the many problems of the construction industry and what’s more, they will
be quicker and cheaper to build.

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Question 1-5
Choose the correct heading for each paragraph.

List of headings

1. Paragraph A ______ i. A joint business project

2. Paragraph B ______ ii Other engineering achievements

3. Paragraph C ______ iii. Examining the overall benefits

4. Paragraph D ______ iv. A building like no other

5. Paragraph E ______ v. Some benefits of traditional methods

vi. A change of direction
vii. Examples of similar global brands
viii. From factory to building site

Question 6-9
Label the diagram below. Choose ONE WORD ONLY from the text for each answer.

6 9

pipes and ducts installed while in (6) ______________

______________ (7) chosen by customer
diagonal bracing at top and bottom of (8) ______________
section contains less (9) ______________ conventional buildings

Question 10-13
Complete the sentences below. Choose NO MORE THAN TWO WORDS from the text for each
answer.
10. Zhang refers to his business as a ___________________.
11. The first products Broad manufactured were ___________________.
12. In the late eighties, ___________________ were holding back industrial progress in China.
13. In addition to power and cost benefits, Broad’s AC units improve ___________________.

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Exercise 3: Read the passage and answer questions 1-13.

Trends and prospects for European transport systems

A. It is difficult to conceive of vigorous economic growth without an efficient transport system.
Although modern information technologies can reduce the demand for physical transport by
facilitating teleworking and teleservices, the requirement for transport continues to increase.
There are two key factors behind this trend. For passenger transport, the determining factor is the
spectacular growth in car use. The number of cars on European Union (EU) roads saw an increase
of three million cars each year from 1990 to 2010, and in the next decade the EU will see a further
substantial increase in its fleet.
B. As far as goods transport is concerned, growth is due to a large extent to changes in the
European economy and its system of production. In the last 20 years, as internal frontiers have
been abolished, the EU has moved from a ”stock” economy to a ”flow” economy. This phenomenon
has been emphasised by the relocation of some industries, particularly those which are labour
intensive, to reduce production costs, even though the production site is hundreds or even
thousands of kilometres away from the final assembly plant or away from users.
C. The strong economic growth expected in countries which are candidates for entry to the
EU will also increase transport flows, in particular road haulage traffic. In 1998, some of these
countries already exported more than twice their 1990 volumes and imported more than five times
their 1990 volumes. And although many candidate countries inherited a transport system which
encourages rail, the distribution between modes has tipped sharply in favour of road transport
since the 1990s. Between 1990 and 1998road haulage increased by 19.4%, while during the same
period rail haulage decreased by 43.5%, although – and this could benefit the enlarged EU – it is
still on average at a much higher level than in existing member states.
D. However, a new imperative-sustainable development – offers an opportunity for adapting the
EUs common transport policy. This objective, agreed by the Gothenburg European Council, has
to be achieved by integrating environmental considerations into Community policies, and shifting
the balance between modes of transport lies at the heart of its strategy. The ambitious objective
can only be fully achieved by 2020, but proposed measures are nonetheless a first essential step
towards a sustainable transport system which will ideally be in place in 30 years time, that is by
2040.
E. In 1998, energy consumption in the transport sector was to blame for 28% of emissions of
CO2 the leading greenhouse gas. According to the latest estimates, if nothing is done to reverse
the traffic growth trend, CO2 emissions from transport can be expected to increase by around 50%
to 1,113 billion tonnes by 2020 compared with the 739 billion tonnes recorded in 1990. Once again,
road transport is the main culprit since it alone accounts for 84% of the CO2 emissions attributable
to transport. Using alternative fuels and improving energy efficiency is thus both an ecological
necessity and a technological challenge.
F. At the same time greater efforts must be made to achieve a modal shift. Such a change cannot
be achieved overnight, all the less so after over half a century of constant deterioration in favour of

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road. This has reached such a pitch that today rail freight services are facing marginalisation, with
just 8% of market share, and with international goods trains struggling along at an average speed
of 18km/h. Three possible options have emerged.
G. The first approach would consist of focusing on road transport solely through pricing. This
option would not be accompanied by complementary measures in the other modes of transport. In
the short term it might curb the growth in road transport through the better loading ratio of goods
vehicles and occupancy rates of passenger vehicles expected as a result of the increase in the
price of transport. However, the lack of measures available to revitalise other modes of transport
would make it impossible for more sustainable modes of transport to take up the baton.
H. The second approach also concentrates on road transport pricing but is accompanied by
measures to increase the efficiency of the other modes (better quality of services, logistics,
technology). However, this approach does not include investment in new infrastructure, nor does
it guarantee better regional cohesion. It could help to achieve greater uncoupling than the first
approach, but road transport would keep the lions share of the market and continue to concentrate
on saturated arteries, despite being the most polluting of the modes. It is therefore not enough to
guarantee the necessary shift of the balance.
I. The third approach, which is not new, comprises a series of measures ranging from pricing to
revitalising alternative modes of transport and targeting investment in the trans- European network.
This integrated approach would allow the market shares of the other modes to return to their 1998
levels and thus make a shift of balance. It is far more ambitious than it looks, bearing in mind the
historical imbalance in favour of roads for the last fifty years, but would achieve a marked break in
the link between road transport growth and economic growth, without placing restrictions on the
mobility of people and goods.

Question 1-9
Choose the correct heading for each paragraph.

List of headings

1. Paragraph A ______ i. A fresh and important long-term goal

2. Paragraph B ______ ii. Charging for roads and improving other transport methods

3. Paragraph C ______ iii. Changes affecting the distances goods may be transported

4. Paragraph D ______ iv. Taking all the steps necessary to change transport patterns

5. Paragraph E ______ v. The environmental costs of road transport

6. Paragraph F ______ vi. The escalating cost of rail transport

7. Paragraph G ______ vii. The need to achieve transport rebalance

8. Paragraph H ______ viii. The rapid growth of private transport

9. Paragraph I ______ ix. Plans to develop major road networks

x. Restricting road use through charging policies alone
xi. Transport trends in countries awaiting EU admission

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Question 10-14
Do the following statements agree with the information given in the Reading Passage? In
following statements below, choose
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if it is impossible to say what the writer thinks about this
10. The need for transport is growing, despite technological developments.
11. To reduce production costs, some industries have been moved closer to their relevant consumers.
12. Cars are prohibitively expensive in some EU candidate countries.
13. The Gothenburg European Council was set up 30 years ago.
14. By the end of this decade, CO2 emissions from transport are predicted to reach 739 billion tonnes.

Exercise 4: Below are vocabulary items that might be useful for you when you write task 2
essays on transportation infrastructure in the city. Match the items to their meaning and usage.

Word/phrase Meaning

1. Economic growth A. Using less energy for the same service. Relevant when talking about
(n) the environmental impact of transport.
2. Transportation B. Changing from one transport type to another, like from cars to trains.
mode (n) Important for discussing changes in transport policies.
3. Road haulage (n) C. Building and improving transport systems like roads and railways.
4. Modal shift (n) Important for discussing transport network growth.
5. Sustainable D. The effect of transport on the environment, such as pollution. Key for
transport (n) discussing eco-friendly transport.
6. Traffic growth (n) E. Types of transport, like road, rail, air, and sea. Helpful for comparing
7. Energy efficiency different transport options.
(n) F. Transporting goods by road, usually by trucks. Used to describe
8. Environmental freight transport in cities.
impact (n) G. Transport that meets current needs without harming the future,
9. Infrastructure focusing on the environment. Useful for discussing eco-friendly
development (n) transport.
10. Pollution control (n H. Measures to reduce harmful emissions from transport, like CO2.
Crucial for sustainable transport discussions.
I. The increase in the value of goods and services produced by an
economy. Useful when discussing the impact of transport on the
economy.
J. The increase in vehicles or transport demand over time. Helps explain
pressure on transport systems.

1. _____ 3. _ 5. _ 7. _ 9. _____

2. _________ 4. _________ 6. _________ 8. _________ 10. _________

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LESSON 5: WRITING
Cause and Solution Essay

Getting started
Watch a video about “City life versus Country life”. Fill in the table.

Activity In the city In the countryside

Large markets provide (1) ___________ Consumers have to order products

Shopping
products. Long lines. online. No (2) _________________.
The average (3) _____________time for In Montana, it only takes
Transportation
a New York resident is 40 minutes. (4) _________________ .
(5) _________________ increase by
Average Income about 5% as metropolitan area People earn much less.
density doubles.

Housing (6) _________________ rent. Affordable rent.

There are the best museums, shows,

Entertainment and restaurants. (7) ___________ share Not many places for entertainment.
the costs of supporting these places.

Security Now safer, with lower (8) __________ . Generally safe.

The same peaceful (10) _____________

Other Endless (9) ____________.
everyday.

Which ones of these are the problems of living in Hanoi?

Are there any other problems that you have encountered while living in Hanoi?

IELTS WRITING TASK 2 - CAUSE AND SOLUTION ESSAY

A cause and solution essay in IELTS Writing Task 2 asks you to identify the reasons for a
problem and propose practical ways to solve it. This type of essay requires a well-structured
response to demonstrate your ability to analyze problems and suggest solutions effectively.
Prompt format: Cause and solution essay prompts typically include phrases such as:
What are the causes of this problem, and what measures can be taken to solve it?
Discuss the causes and suggest possible solutions.
You are usually expected to provide at least two causes and two solutions.
The minimum word length is 250 words.

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Activity 1: You are going to write a cause and solution essay on the topic below. Read and
answer the questions.
Many cities around the world are experiencing rapid growth. This has led to serious
environmental problems and rising prices in accommodation as well as living expenses.
Why is this the case? What can be done to solve these problems?

1. Which problems were mentioned in the question?

________________________________________________________________________________________________

2. What does the question require you to discuss?

________________________________________________________________________________________________

3. Can you discuss only one of the problems mentioned?

________________________________________________________________________________________________

Activity 2: In pairs/groups, discuss and complete the table below. You can add other problems
to the table.
Causes of environmental problems in big cities
Specific problem Direct cause Indirect cause (if any)
What factor(s) cause(s) this? How? What factor(s) cause(s) this? How?
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
Air pollution Example Example
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________

What factor(s) cause(s) this? How? What factor(s) cause(s) this? How?
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
Water pollution Example Example
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________

What factor(s) cause(s) this? How? What factor(s) cause(s) this? How?
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
__________________ Example Example
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________

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EXAM NOTE 1 Brainstorming Developing Cause-Based Arguments

In IELTS Writing Task 2, understanding how to brainstorm and develop arguments about
causes is essential for answering cause-based questions effectively. When discussing the
causes for a phenomenon, it is important to cover a range of causes and build clear cause-
effect explanations using appropriate linking phrases.
1. Brainstorming Causes: Direct and Indirect Causes
Think of multiple causes that explain why a phenomenon happens. Cover both direct and
indirect causes to show a thorough understanding of the topic.
• Direct Causes: Immediate reasons that directly trigger the problem without needing
intermediate factors.
Example: Vehicle use + Factory activities -> Air pollution
• Indirect Causes: Underlying factors that create conditions leading to this problem
neglect over time.
Example: Lack of public transport means more people use private vehicles -> Air pollution
2. Developing Cause-Based Arguments
A strong cause-based argument includes three key elements:
• State the cause: Identify the cause clearly.
• Explain the mechanism: Show how this cause leads to CSR neglect.
• Provide examples: Strengthen your argument using examples.

Activity 3: In pairs/groups, discuss and complete the table below. You can add other
problems to the table.
Solutions to environmental problems caused by the rapid growth of cities

Specific problem Short-term solution Long-term solution

Who will take actions? How? Who will take actions? How?
What will these actions achieve? What will these actions achieve?
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
Air pollution ___________________________________________ ___________________________________________
Example Example
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
Who will take actions? How? Who will take actions? How?
What will these actions achieve? What will these actions achieve?
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
Water pollution ___________________________________________ ___________________________________________
Example Example
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________

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Who will take actions? How? Who will take actions? How?
What will these actions achieve? What will these actions achieve?
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
__________________ ___________________________________________ ___________________________________________
Example Example
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________

EXAM NOTE 2 Brainstorming and Developing Solution-Based Arguments

When brainstorming solutions for any problem in IELTS Writing Task 2, it’s important to think
about different stakeholders and propose both short-term and long-term approaches. This
ensures that your solutions are practical, comprehensive, and address the problem effectively
at multiple levels.
1. Brainstorming Short-Term and Long-Term Solutions
Why are they?
Short-term solutions can be implemented quickly and provide immediate relief or temporary
fixes.
Example: City governments could implement temporary car-free zones in congested areas to
reduce traffic and air pollution.
Long-term solutions address the root causes and create sustainable improvements.
Example: Governments could expand public transportation networks, including metro lines and
electric buses, to reduce dependence on private vehicles and decrease emissions over time.
2. Developing a Solution Argument
To present a clear and persuasive solution, use the “What - Who - How - So what?” framework
to structure your argument. This helps ensure your ideas are organized, logical, and convincing.
• What (Solution) + Who (Responsibility): Clearly state the solution and identify the
stakeholder(s) responsible for implementing it.
Example: Local governments and construction companies could collaborate to create more
green spaces in urban areas to address pollution and heat.
• How (Implementation): Explain how the solution will be put into action, outlining specific
steps or methods.
Example: Governments could pass zoning regulations that require new developments to include
parks and green rooftops.
• So what (Benefits): Highlight the positive outcomes or benefits of the solution, explaining
why it’s effective and necessary.
Example: Increasing urban green spaces can improve air quality, reduce city temperatures, and
enhance residents’ quality of life.
By combining short-term and long-term solutions with this structured argument approach,
you will be able to present comprehensive and impactful responses in your essays.

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Activity 4: Complete the tables below for rising prices in accommodation as well as living
expenses in big cities
Causes of rising prices in accommodation as well as living expenses in big cities

Specific problem Direct cause Indirect cause (if any)

What factor(s) cause(s) this? How? What factor(s) cause(s) this? How?
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
__________________ Example Example
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________

Solutions to rising prices in accommodation as well as living expenses caused

by the rapid growth of cities

Specific problem Short-term solution Long-term solution

_ ___________________

Example Example
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________
___________________________________________ ___________________________________________

_ ___________________

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CAUSE AND SOLUTION ESSAY STRUCTURE

1. Paraphrase the prompt

Introduction 2. Thesis statment
• Give a direct answer to the question.

1. Topic Sentence
• Introduce the main idea of the paragraph by stating that you will discuss
the causes of the issue.
2. Cause 1
• Present the first cause.
• Expand on why this happens.
Body paragraph
• Provide an example or evidence.
1 – Causes
3. Cause 2
• Present the second cause.
• Explain why it occurs.
• Add an example or impact.
4. Concluding Sentence (Optional)
• Summarize the two causes or transition to the next paragraph.

1. Topic Sentence
• Introduce the problem and state that there are multiple solutions.
2. Solution 1
• Present the first solution clearly.
• Explain how this solution addresses the problem.
Body paragraph 3. Solution 2
2 – Solutions • Introduce the second solution with a linking phrase (e.g., Another
solution, Additionally).
• Provide details and explain the benefits of this second idea.
4. Conclusion (Optional)
• Summarize the benefits of the proposed solutions or emphasize their
importance.

1. Summarize the causes and solutions discussed

Conclusion
2. Provide suggestions or predictions

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USEFUL LANGUAGE FOR CAUSE AND SOLUTION ESSAY

EXAM NOTE 3 Language to express causal relationships

Causal relationships in English show how one event (cause) leads to another event
(effect). Below are common structures to show causal relationship.

A. Conjunctions
Because: The cost of living has increased because cities are overcrowded.
Since: The city’s pollution has worsened since more factories were built.
As: The housing crisis worsened as demand for homes exceeded supply.
Owing to: The rising rent prices are owing to speculative investments in real estate.
Due to: Traffic congestion is getting worse due to insufficient public transport systems.

B. Conjunctive Adverbs
Consequently: Many people cannot afford housing; consequently, homelessness is on
the rise.
Hence: The population of the city is growing rapidly, hence housing prices are increasing.
Therefore: Factories are dumping waste into rivers, therefore the city’s water supply is
polluted.
Thus: The lack of public parks reduces air quality, thus causing more respiratory diseases.
As a result: The lack of affordable housing is increasing, as a result, more people are
moving to suburban areas.
In consequence: Food prices have risen sharply, in consequence many families are
struggling to afford basic groceries.

C. Relative Clauses to Show Causal Relationships

Cities are experiencing overpopulation, which leads to pressure on housing and
services.
The government introduced stricter traffic regulations, which helped reduce emissions.

D. Using Conditionals to Show Cause and Effect

• First Conditional (Real Conditions):
If the city builds more public transport systems, traffic congestion will decrease.
• Second Conditional (Hypothetical Conditions):
If cities introduced stricter waste disposal laws, rivers would be less polluted.
• Third Conditional (Past Hypothetical):
If city planners had built more public parks, the air quality would have been better.

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Cause (v) Cause (n) Solve (v) Cause (n)
• Lead to • Reason • Address • Practical remedies
• Result in • Source • Resolve • Viable approaches
• Trigger • Root • Tackle • Efficient measures
• Bring about • Origin • Remedy • Feasible actions
• Give rise to • Factor • Rectify
• Induce • Catalyst • Deal with
• Generate • Trigger • Mitigate

Activity 5: Combine the simple sentences below to create a complex sentence.

1. The city’s population has grown rapidly. Housing demand has exceeded supply.
(Use “which leads to” to combine the sentences.)
-> _________________________________________________________________________________________
____________________________________________________________________________________________
2. The government failed to regulate factory emissions. Air pollution worsened across the city.
(Use “which causes” to combine the sentences.)
-> _________________________________________________________________________________________
____________________________________________________________________________________________
3. The factories discharge waste into nearby rivers. The city’s water supply is polluted.
(Use “which results in” to combine the sentences.)
-> _________________________________________________________________________________________
____________________________________________________________________________________________
4. Developers focus on luxury housing projects. Affordable housing options are limited.
(Use “owing to” to combine the sentences.)
-> _________________________________________________________________________________________
____________________________________________________________________________________________
5. Many people move to cities for job opportunities. Cities face overpopulation and overcrowding.
(Use “due to the fact that” to combine the sentences.)
-> _________________________________________________________________________________________
____________________________________________________________________________________________
6. The government introduces stricter zoning laws. These laws ensure that more affordable
housing is built. (Use a relative clause with “which” to combine the sentences.)
-> _________________________________________________________________________________________
____________________________________________________________________________________________
7. Cities provide subsidies for public transport. People will be less dependent on private cars.
(Use a first conditional to combine the sentences.)
-> _________________________________________________________________________________________
____________________________________________________________________________________________

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8. Developers construct mixed-use buildings. These buildings provide both affordable housing
and local amenities. (Use a relative clause with “which” to combine the sentences.)
-> _________________________________________________________________________________________
____________________________________________________________________________________________
9. Governments invest in green infrastructure. Urban air pollution will gradually decrease.
(Use a first conditional to combine the sentences.)
-> _________________________________________________________________________________________
____________________________________________________________________________________________

Activity 6: Practice writing an introduction for the given topic.

Many cities around the world are experiencing rapid growth. This has led to serious
environmental problems and rising prices in accommodation as well as living expenses.
Why is this the case? What can be done to solve these problems?

Introduce the topic – Paraphrase the prompt:

Activity 7: Practice writing the Cause paragraph.

Topic Sentence:
There are a number of reasons why the fast pace of urban growth has contributed to both
environmental issues and soaring accommodation prices.
Cause 1 – Environmental Problem (introduce the cause and explain why)
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Example
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

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Cause 2 – Increasing Housing Prices (introduce the cause and explain why)
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Example
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Activity 8: Practice writing the Solution paragraph

Topic Sentence:
Addressing these issues requires both immediate and long-term solutions.
Solution 1 – Environmental Problem (Who do what, how, so what?)
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Example
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Cause 2 – Increasing Housing Prices (Who do what, how, so what?)

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Activity 9: Practice writing the conclusion.
Summarize the ideas
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Provide suggestions or predictions
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

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HOMEWORK

Exercise 1: Read the passage below and answer questions 1 – 10.

The Reasons Why Urban Citizens Are Suffering from Mental Health Issues and Stress
Mental health issues and stress have become increasingly prevalent among urban citizens. The
fast-paced and often overwhelming nature of city life contributes to these challenges in various
ways. The factors influencing mental well-being in cities are complex, but they generally stem from
environmental, social, and economic pressures. This article explores the key reasons why people
in urban areas are suffering from mental health issues and stress.

Overcrowding and Environmental Stressors

One of the main causes of stress in urban areas is overcrowding. Cities often experience rapid
population growth, leading to packed living conditions and a lack of personal space. This
overcrowding can cause feelings of anxiety, frustration, and exhaustion, as people are constantly
surrounded by noise, traffic, and other disturbances. Additionally, urban environments often lack
sufficient green spaces or areas for relaxation. Without access to nature, residents find it harder
to unwind and recharge. Studies have shown that being surrounded by concrete and noise can
increase stress levels, which contributes to a decline in mental health.

Work Pressure and Long Commutes

The competitive job market in cities is another major source of stress for urban dwellers. People in
cities are often driven by the desire to succeed in their careers, leading them to work long hours.
The pressure to perform well can result in stress, anxiety, and burnout. In addition, many city
workers face long commutes, spending hours traveling between their homes and workplaces. The
time spent stuck in traffic or crowded public transport can feel like wasted time, leaving people
with little time for family, friends, or self-care. The combination of high work demands and long
commutes increases stress and reduces the quality of life.

Social Isolation and Loneliness

Although cities are full of people, social isolation is a common issue. In urban areas, it can be
difficult to establish close personal relationships due to the fast-paced lifestyle and a lack of strong
community bonds. Many people move to cities for work or study, leaving behind family and old
friends. As a result, they may struggle to build a support network in their new environment. This
isolation, combined with the pressure to succeed, can lead to feelings of loneliness and depression.
Social media can also contribute to these feelings, as people often compare their lives to others,
which can increase feelings of inadequacy.

Rising Cost of Living

The high cost of living in cities adds another layer of stress for residents. Housing, transportation,
food, and healthcare are often more expensive in urban areas compared to rural ones. For many

77
urban citizens, this financial pressure can cause significant anxiety, especially for those who are
unable to meet their financial obligations. The stress of managing day-to-day expenses, along with
the pressure to maintain a certain standard of living, can contribute to mental health problems,
such as anxiety and depression.

Lack of Access to Mental Health Services

Despite the increasing awareness of mental health issues, access to proper care remains a
challenge in many urban areas. In some cities, the demand for mental health services exceeds the
available resources. Long waiting times for therapy or counseling, along with high costs for private
care, can prevent people from seeking the help they need. Without proper treatment or support,
mental health issues can worsen, leading to chronic stress and other related problems.

Questions 1 – 5: Complete the summary below using NO MORE THAN TWO WORDS from the
passage for each answer.
Urban Citizens and Mental Health Issues
Mental health issues and stress are increasingly affecting urban residents due to various environmental,
social, and economic factors. (1) ___________________, a major issue in cities, leads to packed living
conditions, lack of personal space, and heightened stress levels, as people are surrounded by
noise and traffic. The limited availability of (2) ____________________ also hinders relaxation. The
competitive (3) __________________ and long commutes contribute to stress, as individuals work long
hours and face exhaustion, leaving little time for personal life. Despite being surrounded by people,
(4) ___________________ is common in cities, as many struggle to build meaningful connections.
The rising cost of living in urban areas adds (5) ______________________ causing anxiety for those
unable to meet their expenses. Moreover, access to (6) _____________________ services remains
inadequate, with long waiting times and high costs preventing many from seeking help, which
exacerbates mental health problems, leading to chronic stress and further mental health decline.

Questions 6 – 10: Complete the table below with ideas to solve the problems mentioned in
the text.

Problem Solution Stakeholder How Can the Solution Help

Overcrowding Increase the _________________ More green spaces provide

and availability of green _________________ areas for relaxation, reduce
Environmental spaces and parks in _________________ environmental stress, and
Stressors urban areas _________________ improve mental well-being.

______________________ ______________________________
Work Pressure ______________________ Employers, ______________________________
and Long ______________________ transportation ______________________________
Commutes ______________________ authorities ______________________________
______________________ ______________________________

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______________________________
Promote community- _________________
______________________________
Social Isolation building initiatives _________________
______________________________
and Loneliness and social events in _________________
______________________________
neighborhoods _________________
______________________________

______________________________
Introduce affordable _________________
______________________________
Rising Cost of housing programs and _________________
______________________________
Living improve cost-of-living _________________
______________________________
subsidies _________________
______________________________

______________________ ______________________________
Lack of Access ______________________ Healthcare ______________________________
to Mental Health ______________________ providers, ______________________________
Services ______________________ government ______________________________
______________________ ______________________________

Exercise 2: Write an essay of at least 250 words on the topic below.

Today, the quality of life in large cities is decreasing.

Why is this the case? What can be done to address this problem?

79
LESSON 6: SPEAKING
Part 1

Getting started
a. What do you call these types of accommodation? Are there any other types of accommodation
that you know?

b. Look at the worksheet below. Find someone in your class who…

‘s has a

__________ resides in __________ lives in a
hometown is in the private room in their
the dormitory detached house
countryside accommodation

__________ is
__________ enjoys __________ favors living
__________ lives in a passionate about
settling in a rural area in a shared house with
bustling area living in the heart of a
surrounded by nature close friends
bustling city
__________ prefers __________ loves living
__________ ‘s __________ is fond of
to stay in a quiet in a high-rise building
hometown is a coastal residing in a coastal
neighborhood outside with a view of the
city/province town by the beach
the city center skyline
__________ ‘s __________ relishes
__________ lives in a
hometown is a living in a modern __________
quiet and peaceful
mountainous city/ apartment complex lives in a flat
area
province with many amenities

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Activity 1:
1.1. Look for words in the worksheet that are close in meaning to “to live”.

Synonyms in the worksheet

to live

1.2. Look for words in the worksheet that are close in meaning to “to like something”. What are
some other phrases that you know with the similar meaning?

Synonyms in the worksheet Other words/phrases

to like

1.3. Besides what you like (about something), in IELTS Speaking Part I, you may also have to
talk about what you dislike (about something). Fill in the table with words/phrases that can be
used to express this.

Synonyms in the worksheet

to dislike

EXAM NOTE 1 Talking About Likes and Dislikes in IELTS Speaking

In IELTS Speaking Part 1, you will often be asked questions about what you like or dislike.
To achieve a higher lexical resource score, it is important to avoid overusing simple
expressions like “I like” or “I don’t like”. Instead, you should prepare synonyms and
phrases that sound natural and show a diverse vocabulary.
Using advanced expressions such as “to be a big fan of,” “to take an interest in,” or “to
detest” can show better control of vocabulary and help you express preferences more
clearly. Additionally, using the structure “to find N/V-ing + adj” is highly versatile and
works well for both likes and dislikes in a variety of contexts.

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Activity 2: Take a look at the sample answers below. For each sample answer, list the type of
information the speaker provided about their where they live. An example has been done for
you.

Question 1: Where do you live?

Answer 1a: I live in a tube house in Ho Chi Minh City, which is a narrow and multi-story house
typical of urban areas in Vietnam. It’s quite compact, but it makes good use of the limited space
available in such a busy and crowded city. The house is in District 3, so it’s very convenient for
getting around and accessing amenities like markets and cafes.
Information provided:
• Type of housing: Tube house (narrow, multi-story, typical in urban Vietnam)
• Description: Compact but efficiently uses space
• Location: Ho Chi Minh City, District 3
• Surroundings and amenities: Convenient access to markets and cafes

Answer 1b: I live in a stilt house in Ha Giang Province, which is a traditional wooden house built on
raised stilts, commonly seen in the mountainous areas of northern Vietnam. It’s designed to stay
cool in the summer and protect against flooding during the rainy season. I really enjoy the peaceful
surroundings and the close connection to nature.
Information provided:
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

Answer 1c: I live in a flat in Hanoi, which is the capital city and one of the most bustling places
in Vietnam. My flat is in a high-rise building in the heart of the city, so I’m surrounded by all kinds
of modern conveniences like supermarkets, restaurants, and entertainment venues. Despite the
noise and traffic, I love how vibrant life here is.
Information provided:
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

EXAM NOTE 2 Making use of relative clauses in speaking

One way to extend your answer during the speaking test is to add a relative clause which
explains the term mentioned previously.
However, this is not applicable in every case. Concepts which are commonly known all
around the world (e.g., a flat) should not be explained because doing so would make the
response sound very unnatural.
For example, you can use relative clauses to explain Vietnamese foods or traditions that
maybe unfamiliar to foreigners and difficult to translate directly into English.

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Question 2: What do you like most about the place where you live?

Answer 2a: What I appreciate the most about where I reside is the peaceful atmosphere. My
neighborhood is tucked away from the bustling main roads, so it’s quiet and serene, with lots of
greenery. I love how relaxing it feels to take a walk around the area, especially in the evenings when
the air is fresh, and everything is so calm.
Information provided:
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

Answer 2b: The thing I value most about my living area is the sense of community. The people
here are incredibly friendly and supportive. It feels like everyone knows each other, and they’re
always ready to lend a hand when someone needs help. This close-knit vibe makes it a really warm
and welcoming place to live.
Information provided:
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

Answer 2c: What I enjoy the most about my place is how convenient it is. Everything I need is
just a stone’s throw away – there’s a supermarket, a local market, and even my workplace is within
walking distance. Public transportation is also easily accessible, so it saves me a lot of time and
hassle.
Information provided:
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

Question 3: What do you dislike most about the place where you live?

Answer 3a: One thing I really don’t like about my apartment is how cramped it feels. As someone
who enjoys collecting books and decorative items, I often struggle to find enough space to store
everything. If I could, I’d definitely move to a bigger flat with more storage options.
Information provided:
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

Answer 3b: What I’d love to change about my living space is the lack of natural light. My flat doesn’t
have enough windows, which makes it feel a bit gloomy during the day. I wish I could renovate it to
include larger windows or even a small balcony to brighten up the interior.
Information provided:
________________________________________________________________________________________________
________________________________________________________________________________________________

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Answer 3c: The main drawback of my current residence is its location. It’s quite far from the city
center, which means I have to spend a lot of time commuting. I find it inconvenient, especially when
I need to attend events or meet friends in town. If I could, I’d relocate somewhere closer to the heart
of the city.
Information provided:
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

EXAM NOTE 3 Extending your Speaking Part 1 answer with A.E.E

An ideal Part 1 response should be 3-4 sentences, balancing fluency, vocabulary, and
grammar without overcomplicating or going off-topic.
The classic way to extend your answer is to the A.E.E Framework, which we talked about
in Lesson 3. The framework can be flexibly used as follows:
Answer: Provide a direct response to the question.
Explanation: Add a reason or detail to support your answer.
Example: Include a specific situation or example for illustration.
or
Answer: Provide a clear response.
Explanation 1: Add a reason or detail.
Explanation 2: Add another reason or detail for further depth.

Activity 3: Upon analyzing the sample answers above, summarize the aspects you
can describe when talking about your accommodation, the area where you live, or your
hometown.
What can you talk about when describing your accommodation,
the area where you live, or your hometown?

_______________________________________________________________________________________

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Activity 4: Read the sample answers below. Analyze the framwork/structure used to develop
each answer.

Question: Would you consider moving to another city in the future?

Answer 1:
Yes, I would consider moving to another city in the future, especially if it offers better job
opportunities. Many large cities have a wider range of industries and career prospects that I might
not find in my current area. For example, if I were to get a job offer from a company in Ho Chi Minh
City, I would definitely consider relocating to advance my career and gain new experiences.
Structure of idea development:

________________________________________________________________________________________________

Answer 2:
It really depends on my financial situation. If I were financially well-off or had a stable income that
allowed me to fend for myself, I would consider moving to another city for new opportunities and
experiences. However, if I didn’t have enough savings or a secure job, I think it would be safer to
stay close to my family, where I could rely on their support during difficult times.
Structure of idea development:

________________________________________________________________________________________________

Answer 3:
It depends largely on my family. I’m quite family-oriented, so if my family were to relocate to another
city, I would be open to moving as well. Being close to them is important to me because we support
each other emotionally and practically. On the other hand, if my family chose to stay where we are,
I would be hesitant to move far away because I wouldn’t want to live in another city and miss out
on family gatherings or milestones.
Structure of idea development:

________________________________________________________________________________________________

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EXAM NOTE 4 “It Depends” Structure for Extending IELTS Speaking Part 1 Answers

The “It Depends” structure is ideal for questions where preferences or opinions vary
based on the situation. This structure demonstrates flexibility, critical thinking, and the
ability to analyze multiple conditions, which is essential for a higher score in lexical
resource and fluency.
• Structure
1. State that your answer depends on a condition, situation, or criterion:
2. Scenario 1 + Answer 1 + Reason: Describe one scenario where one option is preferable.
3. Scenario 2 + Answer 2 + Reason: Provide another scenario where the alternative
option is better.
• Example: “Would you prefer to live in a house or an apartment?”
1. State that it depends:
“It depends on my needs and lifestyle at the time.”
2. Scenario 1 + Answer 1 (House) + Reason:
“If I were raising a family or needed more space, I would definitely prefer living in a house.
Houses often have larger living areas, backyards, and more privacy, which are ideal for
families.”
3. Scenario 2 + Answer 2 (Apartment) + Reason:
“However, if I were living alone or in a busy city, I would prefer an apartment. Apartments
are usually more convenient, with easy access to public transport, supermarkets, and
other urban amenities.”

EXAM NOTE 5 Using conditionals in speaking

Using conditional sentences in IELTS Speaking, particularly when answering with the “It
depends” structure, can help you score higher for Grammatical Range and Accuracy.
Common Conditionals You Can Use:
1. First Conditional (Real future situations):
If I find affordable housing, I will move to a quieter city.
If the job market is better, I will relocate.
2. Second Conditional (Hypothetical future):
If I were financially independent, I would consider living abroad.
If my family agreed, I would move to a larger city.
3. Third Conditional (Past hypothetical):
If I had accepted the job offer, I would have moved to Hanoi last year.
If my parents had supported me earlier, I might have already relocated.

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EXAM NOTE 6 Why you should use different approaches to extend answers

1. Variety and flexibility: Using different methods, like “A.E.E.” or “It Depends,” helps you
answer different types of questions and show that you can think in different ways and
organize your ideas clearly.
2. Depth of thinking: Changing your approach shows that you can look at questions from
various perspectives and give thoughtful, detailed answers.
3. Avoiding repetition: If you use the same method every time, your answers may sound
boring. Using different structures makes your speaking more interesting and lively.

Activity 5: Practice answering these questions. Try to vary the structures of your answers.
Accommodation
1. Where are you living now? How long have you been living there? Do you plan to live there
for a long time?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
2. What kind of accommodation do you live in? Do you prefer living in a house or a flat?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
3. What’s the difference between where you live now and where you have lived in the past?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
4. What makes you feel pleasant in your home?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
5. Do you think it is important to live in a comfortable environment?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Hometown
6. Where is your hometown located?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
7. What is your hometown known for?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
8. What do you like (most) about your hometown?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
9. Is it easy to travel around your hometown?
_____________________________________________________________________________________________
_____________________________________________________________________________________________

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Activity 6: Below is a common layout of a house. What do you and your family often do in
each room of the house? Match the words/phrases with the part of the house.

Bond with family over movie

Unwind after a long day Recharge your batteries
nights

Pamper myself with a relaxing

Reconnect with nature Dive into creative projects
bath

Host lively gatherings with Soak up the morning sun with

Create culinary masterpieces
friends a cup of coffee

Share heartfelt conversations Fuel my ambition with focused

Reflect on the day in peace
over meals work

Wash away the stress Host cheerful barbecues Escape into a world of books

Attic/Rooftop Yard

Office/Library Game room

Bathroom Bedroom

Kitchen/Dining room Living room Garden

Garage

Activity 7: Practice answering these questions. Try to vary the structures of your answers.

Home/Accommodation (cont.)
Are there many rooms in your home?
Which room do you/your family spend the most time in?
What is your favourite room?
What things make your home pleasant to live in?
Do you think it is important to live in a comfortable environment?

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HOMEWORK

Exercise 1: Which phrases in the box would be suitable for describing each of the 3 types of
scenery: natural, urban, and event (e.g., fireworks, sunset)?
Fill in the table. You may use any phrases more than once.

Stunning sunrise Panoramic view Dazzling Bustling streets

Breathtaking (adj)
(n) (n) fireworks (n) (n)
Crystal-clear Vibrant cityscape
Serene (adj) Tranquil (adj) Idyllic (adj)
water (n) (n)
Modern skyline Architectural Picture-perfect
Lush greenery (n) Majestic (adj)
(n) marvels (n) (adj)
Picturesque Untouched Concrete jungle
Spectacle (n) Golden hour (n)
scenery (n) beauty (n) (n)

Natural Views Urban Views Special Event Views

Exercise 2: Fill in these sample answers with phrases from Activity 1. You may use any phrases
more than once.
Question 1: Where can you enjoy beautiful views where you live?
Answer: I live in Ho Chi Minh City, and there are plenty of spots where I can enjoy beautiful views.
From my apartment, I can see a vibrant cityscape with a (1) _______________ full of tall buildings
and lights. The bustling streets below are always full of energy, but I love taking a break on my
balcony to enjoy a (2) _______________ of the whole city. If I go to the park, I can also admire some
(3) _______________, like the unique design of certain skyscrapers. In the evening, the sky is often
filled with vivid colors, especially during sunset, which creates a truly stunning spectacle. The view
from the top of a nearby hill is also remarkable, where the city feels like a (4) _______________, but
from up there, you get a (5) _______________ scene of the entire urban area.

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Question 2: What’s the best view that you have ever enjoyed?
Answer: The most spectacular view I’ve ever seen was during a hiking trip in the mountains. I
reached the top just as the sun was rising, and the view was absolutely breathtaking. The landscape
was so serene, with lush greenery surrounding me on all sides. The air was so fresh and the whole
atmosphere felt incredibly (6) _______________. From that point, I could see the (7) _______________
mountain ranges stretching into the distance, with a (8) _______________ of the valleys below. It
was like a scene from a postcard, full of untouched beauty. I felt like I was in an (9) _______________
place, completely removed from the hustle and bustle of daily life. It was truly a (10) _______________
that I’ll never forget.

Exercise 3: Act as a hotel reservation agent. How would you describe the views from the
windows of different rooms in your hotel to your potential guests? Speak in ~1 minute.
Example:
From your hotel window, you’ll see a stunning view
of towering mountains in the distance. Their rocky
peaks are lightly covered with snow that catches
the sunlight, while the lower slopes are covered in
green trees and plants. The combination creates a
peaceful and pleasant setting. The clean mountain
air and quiet surroundings make it a perfect place
to relax away from the busy city. In the morning,
the sunrise brightens the landscape with soft, warm
colors. Whether you’re enjoying a cup of coffee or
just looking out the window, the view provides a calm
and refreshing experience.

1.
___________________________________________________

___________________________________________________

________________________________________________________________________________________________

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2.
___________________________________________________

___________________________________________________

________________________________________________________________________________________________

3.
___________________________________________________

___________________________________________________

________________________________________________________________________________________________

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Exercise 4: Practice answering the following questions in IELTS Speaking Part I.

1. Where can you enjoy beautiful views where you live?

________________________________________________________________________________________________

2. What’s the best view that you have ever enjoyed?

________________________________________________________________________________________________

3. Do you take photos of good views?

________________________________________________________________________________________________

4. Do you book rooms that have good views when you go travelling?
________________________________________________________________________________________________

________________________________________________________________________________________________

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Unit

3
Technology and Inventions

In this unit, you will:

• Listening: Recognize distractors and paraphrasing in multiple-choice questions and take
effective notes during discussions on space inventions.
• Writing: Learn to write structured static chart reports for Task 1 by grouping features, writing
effective overviews, and comparing data.
• Speaking: Practice describing a piece of technology in Speaking Part 2, using effective note-
taking techniques and the sentence-blocking method to manage time.

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LESSON 7: LISTENING
Multiple-Choice Questions

Getting started
Look at these subjects for talks at a Science and Technology Festival. What do you think each
talk will cover? Which ones would you be interested in attending? Why?
1. Technology for Medicine
________________________________________________________________________________________________
2. Computer Game Design
________________________________________________________________________________________________
3. Houses and Apartments of the Future
________________________________________________________________________________________________
4. Driverless Cars - Benefits and Drawbacks
________________________________________________________________________________________________
5. How to Get the Best Grades In Science
________________________________________________________________________________________________

Activity 1: Fill in the gaps with the correct word or phrase from the box below.

lecture rooms widespread note-taking artificial intelligence

confident reference booklets virtual reality satellites
venue innovation

1. The university has many _____________________ spread across the campus, making it hard to get
to them on time.

2. I feel more _____________________ about my studies after attending the new study skills course.

3. The technology conference will take place at a large _____________________ downtown.

4. The use of _____________________ is common in many industries, especially for tracking weather
patterns.

5. His presentation focused on the latest _____________________ in space exploration.

6. To improve my study habits, I need to work on my _____________________ skills during lectures.

7. We are exploring the potential of _____________________ in gaming and its future applications.

8. Many people are excited about the future of _____________________ and how it will change
everyday life.

9. At the entrance, they handed out free _____________________ with all the information needed for
the event.

10. The popularity of electric cars has become _____________________ across many countries.

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MULTIPLE-CHOICE QUESTIONS
MCQs are a common question type in exams like IELTS, where candidates must choose the
correct answer (A, B, or C) from a list of options.
The main purpose of MCQs is to test your understanding, reasoning, and ability to identify
specific information.
1. Components of MCQs
• Stem: The question or statement that sets up the scenario.
Example: “Why does the speaker apologise about the seats?”
• Options: The list of answers (A, B, or C).
Only one is correct, while the others act as distractors.
2. What Are Distractors?
• Distractors are the incorrect options designed to:
կ Test your ability to distinguish between correct and incorrect information.
կ Mislead candidates who haven’t fully understood the text or audio.
• Distractors may:
կ Include partially correct information.
կ Use similar wording to the text/audio.
կ Appear plausible but do not answer the question fully.
3. Two types of MCQs
There are two types of this task: questions with one correct answer from three possible
answers, or questions with more than one possible answer.
In Section 3 of the Listening test, these tasks become more difficult because they often test
your ability to understand the opinions or arguments that the speakers put forward, rather than
facts or pieces of information (as in Sections 1 and 2).

Activity 2: You are going to listen to two friends talking about a science fair. Read the exam
question and options (A-E). Decide which phrase(s) (1-10) mostly closely relate to each option.

EXAM NOTE 1 Beware of paraphrasing

In listening and reading tasks, the information you need is often paraphrased, so you
should listen or look for synonyms and similar expressions. However, it’s also important
to watch out for antonyms or words with opposite meanings, as they are frequently used
to confuse candidates.
Listen carefully in the test because you usually hear all options referred to in some way.
Remember that here you must listen for what both speakers agree on.

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Which TWO concerns do Dylan and Tanya agree are the most important about the Science and
Technology Festival?

1. pick which ones to go to

2. a waste of time for our courses
A. cost of entry 3. ticket prices
B. distance between venues 4. run from one talk to another
C. choosing between talks 5. the schedule must be really tricky to plan
D. scheduled times of the talks 6. pay a lot on the door
E. relevance to their course 7. it’s almost impossible to decide who to see
8. the lecture rooms around campus are pretty spread out
9. not going to be related to my studies
10. timings in the programme

Activity 3: Fill in the gaps with appropriate phrase to express agreement or disagreement
from the list.

EXAM NOTE 2 Beware of agreement and disagreement.

In multiple-choice questions (MCQs) in the IELTS Listening test, many questions focus on
agreement or disagreement. It is crucial to identify whose opinion the question is asking
about. While listening, pay attention to phrases that indicate agreement (e.g., “I think
you’re right,” “I agree with that”) or disagreement (e.g., “I don’t think so,” “I’m not sure
about that”). Be patient and listen carefully until the end, as the speakers may go back
and forth before reaching a final conclusion.
Example:
Question: What does the man think about the new community center?
A. He supports the idea.
B. He is unsure if it is necessary.
C. He believes it will be a waste of money.
Audio Example:
Woman: “The new community center sounds like a great idea, don’t you think?”
Man: “Well, I’m not convinced. Do we really need one?”
Woman: “It could bring people together and offer more facilities.”
Man: “Hmm, I see your point. Actually, that does sound good now.”
Answer: A. He supports the idea.
(Initially, the man was unsure, but by the end of the conversation, he agreed with the
idea.) This shows the importance of listening until the end to catch the final opinion.

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Expressions:
a. I couldn’t agree more d. That’s not how I see it
b. I see what you’re saying, but... e. I don’t think that’s quite right
c. I’m not so sure about that f. Definitely

1. Alex: “The discovery of water on Mars means we’ll be able to live there soon.”
Taylor: “_____________. There’s still a lot to figure out before that can happen.”
2. Taylor: “Space tourism will be affordable for everyone in the next 10 years.”
Alex: “_____________. It’ll still be for the rich unless costs drop a lot.”
3. Alex: “Unmanned missions are more effective than sending humans.”
Taylor: “_____________. Robots are useful, but humans provide more insights.”
4. Taylor: “The International Space Station is humanity’s greatest collaboration in space.”
Alex: “_____________. It’s a real example of global teamwork.”
5. Alex: “Space exploration wastes resources—we should solve Earth’s problems first.”
Taylor: “_____________. Space brings tech that helps us here.”
6. Taylor: “Do you think we’ll send people to Mars by 2030?”
Alex: “_____________. It’s possible, but I’m not fully convinced yet.”

Activity 4: Listen and answer the questions. You can take notes as you listen.

Which TWO concerns do Dylan and Tanya agree are the most important about the Science and
Technology Festival?
A. cost of entry

________________________________________________________________________________________________

B. distance between venues

________________________________________________________________________________________________

C. choosing between talks

________________________________________________________________________________________________

D. scheduled times of the talks

________________________________________________________________________________________________

E. relevance to their course

________________________________________________________________________________________________

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EXAM NOTE 3 Beware of distractors

As mentioned above, all options will be mention in the recording somehow, but some will be
wrongs. The wrong answers are distractors.
To recognize distractors, you need to identify ‘specific conditions’ in the question.
In this case, the question asks about ‘the most important’ aspect. If an option is mentioned
but is not agreed on by both speakers as ‘the most important’, that option is wrong.
Remember, distractors may:
• Include partially correct information.
• Use similar wording to the text/audio.
• Appear plausible but do not answer the question fully.

Activity 5: You are going to listen to the rest of the conversation and answer questions 3
and 4. Listen to the recording for the first time, take notes as you listen.
3. What does Dylan say about the other students in his tutorials?

__________________________________________________________________________________________

4. What do Tanya and Dylan agree to do immediately after the keynote speech?

__________________________________________________________________________________________

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EXAM NOTE 4 Taking effective notes while listening

1. Focus on Key Information

• What to Note: Write down names, dates, numbers, places, and specific terms or
phrases that directly relate to the questions.
• Avoid Full Sentences: Use keywords and phrases instead of complete sentences to
save time.
2. Use Abbreviations and Symbols
• Abbreviate Words: Use shortened forms of common words (e.g., gov for government,
info for information).
• Use Symbols: Incorporate symbols like:
կ → for “leads to”
կ & for “and”
կ + for “added” or “more”
3. Stay Organized
• Follow the Order: The answers in the recording typically follow the order of the
questions. Write your notes in the same sequence.
• Highlight Key Ideas: Use underlines or circles to emphasize important points.
4. Listen for Clues
• Signal Words: Pay attention to phrases like firstly, next, however, finally that indicate
key points or changes in the speaker’s focus.
• Paraphrasing: Be prepared for synonyms or reworded phrases that match the
meaning of the question.

Activity 6: Now listen again. Complete your notes if necessary. Then choose the correct
answers.
3. What does Dylan say about the other students in his tutorials?
A. They tend to dominate conversations.
B. They are nervous when they do experiments.
C. They usually wait for him to start the discussion.
4. What do Tanya and Dylan agree to do immediately after the keynote speech?
A. go out for dinner
B. go to the more interesting of the two talks that come next
C. take a break and choose lectures to see the following day

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Activity 7: Listen and answer questions 1-6.

Questions 1-2
Choose TWO correct answers.
Which TWO elements of the Science and Technology Festival do Dylan and Tanya agree were
most beneficial?
A. They were able to meet new people.
B. They improved their study skills.
C. It helped to prepare them for their course.
D. It allowed them to become familiar with the university campus.
E. It introduced them to new areas of study.

Questions 3-6
Choose the correct answer.
3. The professor believes that the main role of the festival is to
A. make the general public more aware of science and technology.
B. have a different focus each year.
C. show how both fields of study are equally important.

4. The university information stands were there to

A. help people who were lost.
B. generate more interest in current research.
C. allow the people who attended the festival to meet the lecturers.

5. What does Tanya say about the festival guidebook?

A. The map was confusing.
B. There were too many advertisements.
C. The schedules for some lectures were wrong.

6. Dylan says that nowadays festivals

A. have to increase the entry charge every year.
B. make a lot of money from the admission fee.
C. are mostly paid for through advertising.

Activity 8: Based on the conversations you have listened to, discuss the questions below.
1. Should we spend more money on exploring space? Why?
2. Do you think we use too much technology?
3. How you think technology will change in the future?

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HOMEWORK

Exercise 1: Match the words in Column A with their correct definitions in Column B.

Word/phrase Meaning

1. Gender a. An academic field focusing on science, technology, engineering, and

2. Underrepresented mathematics.
3. STEM b. The action of giving or supporting value to something important to an
4. Psychologist individual.
5. Physicist c. A combination of things or people that are usually different.
6. Assumption d. The act of not being present in sufficient numbers.
7. Values-affirmation e. The perceived societal or cultural roles associated with being male or
8. Mixed female.
9. Perform f. A professional who studies the human mind and behavior.
10. Progress g. A professional who studies matter and energy.
h. Something that is taken for granted without proof.
i. To carry out a task or achieve a result.
j. The act of advancing or improving in something.

1. _____ 3. _ 5. _ 7. _ 9. _____

2. _________ 4. _________ 6. _________ 8. _________ 10. _________

Exercise 2: Fill in the gaps with the correct word from the box below.

database straightforward competitive inventory expenses

payroll manual feedback systematic timetable

1. Sam suggested that employees could electronically log their hours, which would help update
the _______________________ system automatically.
2. The task seemed too _______________________, and Sam wouldn’t learn much from it.
3. Sam would need to visit customers, which might increase his travel _______________________
4. Turners are worried that not having online sales is making them less _______________________
5. Sam mentioned that it was hard to arrange meetings because everyone had a different
_______________________
6. Collecting customer opinions in a more _______________________ way could help the company
improve their services.
7. The company needs improvements in their customer _______________________, as the current
one isn’t very effective.

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8. The company also wanted to collect more organized _______________________ from their
customers to improve services.
9. Their current way of managing stock is too _______________________ and takes too much time.
10. The _____________ of stock takes too much time, so Sam recommended an electronic system.

Exercise 3: Questions 21 – 30
Choose the correct letter, A, B or C.
Study on Gender in Physics
21. The students in Akira Miyake’s study were all majoring in
A. physics.
B. psychology or physics.
C. science, technology, engineering or mathematics.
22. The aim of Miyake’s study was to investigate
A. what kind of women choose to study physics.
B. a way of improving women’s performance in physics.
C. whether fewer women than men study physics at college.
23. The female physics students were wrong to believe that
A. the teachers marked them in an unfair way.
B. the male students expected them to do badly.
C. their test results were lower than the male students’.
24. Miyake’s team asked the students to write about
A. what they enjoyed about studying physics.
B. the successful experiences of other people.
C. something that was important to them personally.
25. What was the aim of the writing exercise done by the subjects?
A. to reduce stress.
B. to strengthen verbal ability.
C. to encourage logical thinking.
26. What surprised the researchers about the study?
A. how few students managed to get A grades.
B. the positive impact it had on physics results for women.
C. the difference between male and female performance.
27. Greg and Lisa think Miyake’s results could have been affected by
A. the length of the writing task.
B. the number of students who took part.
C. the information the students were given.
28. Greg and Lisa decide that in their own project, they will compare the effects of
A. two different writing tasks.
B. a writing task with an oral task.
C. two different oral tasks.

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29. The main finding of Smolinsky’s research was that class teamwork activities
A. were most effective when done by all-women groups.
B. had no effect on the performance of men or women.
C. improved the results of men more than of women.
30. What will Lisa and Greg do next?
A. talk to a professor.
B. observe a science class.
C. look at the science timetable.

Exercise 4:
An IT project for Tuners
Questions 1-6
What is the tutor’s opinion of the following company projects?
Choose FIVE answers from the box, and write the correct letter, A-H, next to questions 1-6.

Tutor’s opinion:
A. It would be very rewarding for the student.
B. It is too ambitious.
C. It would be difficult to evaluate.
D. It wouldn’t be sufficiently challenging.
E. It would involve extra costs.
F. It is beyond the student’s current ability.
G. It is already being done by another student.
H. It would probably have the greatest impact on the company.

Company projects:
1. Customer database ________ 2. Online sales catalogue ________
3. Payroll ________ 4. Stock inventory ________
5. Internal security ________ 6. Customer services ________

Questions 7-8
Choose TWO letters, A-E.
Which TWO problems do Sam and the tutor identify concerning group assignments?
A. Personal relationships. B. Cultural differences.
C. Division of labour. D. Group leadership. E. Group size.

Questions 9-10
Choose TWO letters, A-E.
Which TWO problems does Sam identify concerning the lecturers?
A. Punctuality. B. Organisation. C. Accessibility.
D. Helpfulness. E. Teaching materials.

104
LESSON 8: WRITING
Static Chart

Getting started
Read the article below and answer the questions.

Why Do Different Age Groups Use Digital Devices Differently?

Digital devices are essential to our daily lives, but people of different ages use them in unique ways.
Let’s explore why certain age groups prefer certain devices.
According to a research in 2020, smartphones are the most widely owned devices, and it’s no
surprise why. Younger adults, in particular, rely heavily on smartphones to stay connected, work,
and access entertainment. Nearly everyone aged 18-29 owns one because smartphones offer
everything in one compact device. Even in the 50-64 age group, 85% of people still rely on
smartphones for daily tasks, making it the most widely used technology.
When we look at laptops and desktops, the difference is more noticeable. Younger people,
especially students and professionals, need these devices for work, study, and productivity tasks.
However, as people get older, they tend to use these devices less frequently. Older adults might
already have a laptop that works fine for their needs, so they don’t upgrade as often.
Tablets are a preferred choice for entertainment, like watching videos or reading, but they aren’t
as popular as smartphones or laptops. Younger adults might use tablets for casual browsing
or streaming, but older adults tend to stick with the devices they’re more comfortable with, like
laptops. About half of younger adults own a tablet, while moderately 40% of people aged 50-
64 use one.
Wearable devices, like smartwatches, are far more common among younger people. Fitness
tracking and health monitoring are big selling points for wearables, which attract younger, more
health-conscious adults. Older generations are less likely to invest in wearables, partly because
they may see them as unnecessary or too complicated.
Finally, game consoles are mostly for younger generations. Gaming has always been a popular
activity among teens and young adults, but as people age, they often lose interest in gaming or
have less time for it. This explains why game consoles are far less common among older adults.
50% of people aged 18-29 own a game console, which is 10% more than the older adult group
(only one out of three people owns one).

1. Look at the parts in bold, what is their purpose?

________________________________________________________________________________________________
2. Look at the parts underlined, what is their purpose?
________________________________________________________________________________________________
3. Does the article report any dynamic trends?
________________________________________________________________________________________________

105
STATIC CHARTS IN IELTS WRITING TASK 1
Static charts in IELTS Writing Task 1 present data for a single point in time or a fixed
comparison between categories, unlike dynamic charts, which illustrate changes over time
(e.g., trends, increases, or decreases). Recognizing whether a chart is static or dynamic is
crucial because it determines how you approach your response.
How to Identify Static Charts
1. No timeline or progression:
• Static charts typically do not show time-related data, such as years or months.
• Instead, they compare categories (e.g., age groups, regions, types of devices).
2. Types of Static Charts:
• Bar charts: Compare categories using bars of different lengths.
• Pie charts: Show proportions as segments of a circle.
• Tables: Present detailed numerical comparisons in rows and columns.

Activity 1: Look at the chart below. This chart illustrates the information given in ‘Getting
started’. Answer the questions.

1. Can you include vocabulary such as ‘increase’ and ‘decrease’ when describing the chart?
________________________________________________________________________________________________
2. Which device is the most widely owned across all age groups?
________________________________________________________________________________________________
3. Which device shows the biggest difference across age groups?
________________________________________________________________________________________________
4. Which device is the least owned in the chart?
________________________________________________________________________________________________
5. Which age group owns the most devices?
________________________________________________________________________________________________

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Activity 2:
2.1. Which of these phrases describe exact percentages? Which describe approximations?
1. 98% of people own smartphones.
2. Just over half own laptops.
3. Around a third of the group owns tablets.
4. One in four people wear a smart watch everyday
5. Almost 50% of the group uses wearables.
6. The majority of people own smartphones.
7. 85% of young people use a tablet

EXAM NOTE 1 Using exact data and approximations

When writing about static charts, it is important to use a combination of exact data and
approximations to create a clear, precise, and natural report.
• Exact data (e.g., “52% of participants”) provides accuracy and demonstrates attention
to detail, which is essential when describing specific figures.
• Approximations (e.g., “just over half,” “around 30%”) add variety and make the writing
more engaging, especially when discussing general trends or when exact precision is
unnecessary. You can also use approximations when reporting similar figures in the
same sentence to avoid overwhelming the reader.
When giving approximations, use these phrases:
• About | Approximately | Roughly | Nearly | Around X%
• Just under | Just over | Over | Below X%

2.2. For each given piece of information, write two sentences reporting the date. One should
be written using exact percentages and the other using approximation language. An example
has been done for you.

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1. Smartphones – 18-29 – 98%
The proportion of people aged 18-29 who owned a smartphone was 98% in 2020.
The proportion of people aged 18-29 who owned a smartphone was almost 100% in 2020.
2. Tablets – 30-49 – 44%
________________________________________________________________________________________
________________________________________________________________________________________
3. Wearables – 30-49 – 36%
________________________________________________________________________________________
________________________________________________________________________________________
4. Game consoles – 50-64 – 29%
________________________________________________________________________________________
________________________________________________________________________________________
5. Laptops – 50-64 – 63%
________________________________________________________________________________________
________________________________________________________________________________________
6. Laptops – 30-49 – 69%
________________________________________________________________________________________
________________________________________________________________________________________

Activity 3: Rewrite the given sentences so that the meaning remains the same. Use the
prompts to guide yourself.
The proportion of people aged 18-29 who owned a smartphone was 98% in 2020.
‫ ܣ‬Smartphones _________________________________________________________________________
‫ ܣ‬98% of people aged 18-29 ____________________________________________________________
‫ ܣ‬There _________________________________________________________________________________
‫ ܣ‬The year 2020 ________________________________________________________________________

EXAM NOTE 2 Using diverse structures to report figures

When writing reports based on numerical data, it is important to use a variety of sentence
structures to avoid repetition and demonstrate a strong command of language.
Here are some effective ways to report figures:
• Using the item/category as the subject (e.g. smartphones)
• Using the data as the subject (e.g. 98% of people aged 18–29)
• Using existential structures (“There” sentences):
• Using the time reference as the subject (e.g. the year 2020)
Additionally, instead of saying “X + to be + 50%”, you can change “to be” into these verbs:
• Account for | take up | make up
• Consist of | comprise | constitute
By varying sentence structures, reports become more engaging, readable, and flexible
while maintaining accuracy in data presentation.
This can be used for both static and dynamic charts.

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Activity 4: Look at the chart again. Complete the sentences below using the given words.
There may be more than one possible answer.

the most the least the highest the lowest the largest the smallest

1. _____________ number of wearables owners is in the 18-29 age group.

2. _____________ commonly owned device across all age groups is the smartphone.
3. _____________ popular device among all age groups is the game console.
4. _____________ percentage of tablet ownership is found in the 50-64 age group.
5. _____________ percentage of game console ownership is among the 50-64 age group.
6. _____________ percentage of laptop/desktop ownership is among the 18-29 age group.

EXAM NOTE 3 Making comparisons in Writing Task 1

1. Why should you make comparisons?

IELTS Writing Task 1 assesses your ability to compare and contrast rather than just list
figures. Comparisons help highlight key trends and differences between data points,
making your report more insightful.
Using comparisons improves coherence and fluency, making your writing more natural
and structured.
Tip: Instead of repeating numbers, focus on relationships between data points to create
a clear and engaging report.
2. How to make comparisons effectively?
• Use comparative structures:
Example:
Mobile phone usage was higher than laptop usage among young adults.
Tablet ownership was significantly lower in the oldest age group.
The proportion of students using smartphones was almost twice as high as those using
tablets.
• Use superlatives for extremes:
Example:
The highest percentage of laptop users was in the 18–29 age group.
The lowest proportion of tablet users was among those over 60.
• Use linking phrases to compare trends:
Example:
By contrast, while 70% of young adults used laptops, only 40% of older adults did.
Similarly, tablet usage remained stable across all middle-aged groups.
3. Remember to make comparisons in both static and dynamic charts.

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IELTS Writing Task 1 – Static chart report structure

Paragraph Function

1. Introduction • paraphrase question

• provide overall patterns (avoid specific numbers)
2. Overview
• mention the most prominent change or the highest order
3. Body paragraph 1 • group information based on similarities
• provide detailed description:
4. Body paragraph 2
- key figures
5. Body paragraph 3 (optional) - comparisons

Activity 5: Read three versions of overview for the given chart. Which one is the best? Why?

Version 1:
Overall, smartphone and laptops/desktops ownership was the highest among all age groups, while
tablets, game consoles, and wearables were the least common devices. The youngest age group
(18–29) reported the highest ownership rates across most device types, whereas the oldest group
(50–64) showed lower usage.

Version 2:
The most widely used device across all age groups was the smartphone. In contrast, game consoles
had the lowest ownership rates among older adults.

Version 3:
Smartphones are the most popular device, with ownership rates around 100% for 18–29-year-olds,
slightly lower for 30–49-year-olds, and dropping further among the 50–64 age group. Meanwhile,
tablets and wearables are used by around 40–50% of people in each category, whereas game
consoles show a decline from about 50% in younger users to around 30% in the oldest group.

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Activity 6: Now read two versions of complete reports for given chart and answer the questions.

Version 1:
The bar chart presents data on the percentage of people in three different age groups (18–29,
30–49, and 50–64) who owned five types of digital devices—smartphones, laptops/desktops,
tablets, wearables, and game consoles—in 2020.
Overall, smartphone and laptops/desktops ownership was the highest among all age groups,
while tablets, game consoles, and wearables were the least common devices. The youngest age
group (18–29) reported the highest ownership rates across most device types, whereas the oldest
group (50–64) showed lower usage.
Smartphones and laptops were the most commonly owned devices across all age groups, though
ownership rates declined slightly among older individuals. Among the 18–29 and 30–49 age group,
nearly all individuals owned a smartphone, making it the most commonly used device. Meanwhile,
the 50–64 group recorded a lower percentage, with just over 80% owning a smartphone. Similarly,
there were around 70% to 80% of 18–29-year-olds and 30-49-year-olds who owned a laptop. In
the oldest group (50–64), laptop ownership was the lowest, at roughly 65%.
In contrast, tablets, wearables, and game consoles were less popular and exhibited more
variation across age groups. Tablet ownership was relatively even across the three age groups,
with 30–49-year-olds reporting the highest percentage, at nearly 50%. The 18–29 and 50–64
age groups had slightly lower figures, both around 40%. Wearables and game consoles, however,
showed a clear downward trend with age. The 18–29 age group had the highest usage rates for
both devices, at approximately 40–50%, but game consoles were particularly unpopular among
those aged 50–64, at just over 25%.

Version 2:
The bar chart presents data on the percentage of people in three different age groups (18–29,
30–49, and 50–64) who owned five types of digital devices—smartphones, laptops/desktops,
tablets, wearables, and game consoles—in 2020.
Overall, smartphone and laptops/desktops ownership was the highest among all age groups,
while tablets, game consoles, and wearables were the least common devices. The youngest age
group (18–29) reported the highest ownership rates across most device types, whereas the oldest
group (50–64) showed lower [Link] those aged 18–29, there was an exceptionally high
proportion of smartphone users, with nearly every individual in this category owning one. Laptop
ownership was also substantial, with the proportion standing at approximately 80%. In terms of
other devices, around half of this age group reported having a game console or wearable, while
tablet ownership was slightly lower, at about 40%.
In the 30–49 category, there remained a strong preference for smartphones, as the proportion of
owners was close to 100%. Meanwhile, laptop usage was reported by about seven in ten individuals.
Tablets were more evenly distributed, with ownership standing at nearly 50%. However, there was
a noticeable drop in the proportion of users for wearables and game consoles, at roughly 40% and
just over 35%, respectively.

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For the 50–64 age group, there was a significant decline in device ownership. The proportion
of smartphone users was still the highest, with four in five individuals possessing one. Laptop
ownership followed, with around 65% of this group reporting usage. The proportion of tablet users
was slightly lower, at just under two-fifths. Wearables and game consoles had the lowest figures,
as only about a quarter and three in ten, respectively, owned these devices.

1. How are the body paragraphs organized in both versions?

________________________________________________________________________________________________

2. Which method of organization is more effective in this case? Why?

________________________________________________________________________________________________

EXAM NOTE 4 Organizing paragraphs in static charts

Unlike dynamic charts, static charts do not have a fixed way to organize paragraphs.
Since there is no clear timeline or progression to follow, organizing your report requires
careful analysis of patterns in the data.
1. Start with the overview:
Identify the main patterns or key trends (e.g., most and least common, similarities, or
differences).
2. Decide how to group data based on the overview:
Group similar trends together (e.g., by device, category, or age group).
Your organization should reflect the patterns highlighted in the overview to make the
report logical.
3. What makes a good organization?
Ensure meaningful paragraphs: Features included in the same paragraph should share
clear commonalities, such as similar trends, categories, or significant differences.
Avoid repetition: Do not repeat the same information unnecessarily (e.g., restating the
most popular item for each group).
Highlight important information: Focus on what stands out in the data.
Enable comparisons: Structure your paragraphs to make it easy to compare figures
within a category or across groups.

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Activity 7: Look at the charts below. Think about how you will write the overview and
organize the body paragraphs for each of them.
Chart 1

Overview

________________________________________________________________________________________

Body paragraphs

________________________________________________________________________________________

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Chart 2
Electronic Goods Ownership in Two Countries

Country A (%) Country B (%)

Washing machine 97 90

Color TV 65 55

Computer 78 70

Cell phone 44 35

Video recorder 30 25

Dishwasher 17 15

Overview

________________________________________________________________________________________

Body paragraphs

________________________________________________________________________________________

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HOMEWORK

Exercise 1: Write a complete Task 1 report for this chart.

________________________________________________________________________________________

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Exercise 2: Write a complete Task 1 report for this chart.

Electronic Goods Ownership in Two Countries

Country A (%) Country B (%)

Washing machine 97 90

Color TV 65 55

Computer 78 70

Cell phone 44 35

Video recorder 30 25

Dishwasher 17 15

________________________________________________________________________________________

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LESSON 9: SPEAKING
Part 2

Getting started
Look at the pictures below and answer the questions below?
1. What are these devices?
2. If you have money to spend on two new devices, which two would you buy? Why?
3. When buying a digital device, what aspects do you need to consider?

______________________________________ ______________________________________

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IELTS SPEAKING PART 2
In IELTS Speaking Part 2, also known as the “long turn”, you will be required to speak alone
for 1 to 2 minutes on a topic provided by the examiner. Before you speak, you will be given 1
minute to prepare by writing notes on a paper or notepad provided. You can use this time to
plan your ideas and organize what you want to say.
When the time starts, you should aim to cover the key points listed on the cue card, but you
can also add extra information to expand your answer. The examiner will tell you when to
stop speaking, so focus on speaking clearly, fluently, and in a structured way for as long as
possible within the time limit. This part of the test assesses your ability to develop ideas, use
appropriate vocabulary and grammar, and speak with coherence and fluency.

Activity 1: Read what the person said about her phone and answer the questions.

The phone I bought is a model that’s known for being good value. As a student, my budget is
quite limited, so I have to be careful about how much I spend. I chose this smartphone because it
has similar features to more expensive brands, but on the lower-end price range, which was the
most important factor for me. I choose a black since I usually prefer neutral colors for my phones.
It has a decently bi camera, a long-lasting battery, and enough storage for my needs.
One reason I like it so much is that it’s very intuitive. The interface is simple, and I didn’t have to
spend a lot of time learning how to use the new features. Another thing I appreciate is the battery
life—it lasts almost two days without needing a charge, which is convenient, especially since I’m
often out of the house for long periods. Another point is its compact size makes it easy to carry
with me everywhere.
Overall, I’m very happy with my purchase. It’s a practical device that suits my daily needs
perfectly, and I feel like I got a great deal. It’s not just about having a smartphone; it’s about having
something that is both reliable and affordable. That’s why I would say it’s probably one of my
smartest purchases.

1. What aspects of the phone did Megumi mention?

________________________________________________________________________________________________

2. Why did she pick the phone?

________________________________________________________________________________________________

3. What functions did she like about the phone?

________________________________________________________________________________________________

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Activity 2: Match the words/phrases from the text above with their correct meaning.

Word/phrase Meaning

1. good value A. Shades like black, white, or grey that are not too bright or flashy
2. to be on the lower- B. A very wise and beneficial buying decision
end price range C. Easy to use and understand without much effort
3. neutral colors D. A power source that remains functional for an extended period before
4. long-lasting battery needing a recharge
5. intuitive E. Small and easy to carry
6. interface F. The way a user interacts with a device, such as a smartphone screen
7. new features or controls
8. compact G. Recently added functions or tools in a product
9. to suit one’s needs H. Reasonably priced for the quality offered
10. affordable I. Not expensive and within a reasonable budget
11. a smart purchase J. A category of products that are more affordable than premium models
K. Fits my regular activities and lifestyle

1. 3. 5. 7. 9. 11.

2. ________ 4. ________ 6. ________ 8. ________ 10. ________

Activity 3: Put the given words and phrases into the correct column.

multi-functional pocket-sized high-end

mid-range pastel pink rectangular with sharp corners
dull gray bulky have a metallic finish
budget-friendly user-friendly reasonable
ideal for everyday use flat display glossy black
water-resistant medium-sized premium-priced
high-performing fashionable appearance

Shape and size Price Function Color

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Activity 4: Look at the notes of two students for the topic below. Answer the question.

Describe your favorite technological device.

You should say:
• What it is
• Where аnd whеn you bought it
• Why you bought it
And explain why you like it.

Student A’s note:

Device: My laptop – really like. Use it a lot for different things.
Who/When: My parents bought it as a gift, got into uni. They were so proud of me. Wanted to
make sure I study well.
Features: It’s quite light, but could be a bit smaller bc can get heavy with books 15-inch screen,
sometimes too big
Uses: Mainly schoolwork, like researching things for my assignments, writing essays, and
sometimes watching lectures online.

Student B’s note:

Device: Laptop – essential for study/work
Who/When: Bought by parents – 2 years ago
Features:
կ Lightweight, portable, 15-inch screen
կ Long battery life, fast processor, touchpad
Uses:
Study: research, writing essays, attending online classes
Entertainment: movies, gaming, social media
Why important?
Multifunctional – replaces notebooks, textbooks
Convenient for remote learning & personal projects
Future?
Upgrade to better specs for professional work

Which set of notes is better? Why?

________________________________________________________________________________________________

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Checklist for a good Speaking Part 2 note
Focus on important points
Include some topic-related vocab
Provide examples
Pay attention to verb tenses
Structure your talk

Activity 5: Now prepare your own notes for the given topic. Then, practice speaking.

What it is

Where and when

you bought it

Why you bought it

And explain why

you like it

Now, compare your notes with your friends. Did you ...
- write more than 20 words?
- use complete sentences or short phrases?
- write down every detail or only important points?
- focus more on general content or detailed description and examples?
- write down topic-related vocabulary?
- write down the verb tense(s) you need to use?

EXAM NOTE Time Management in IELTS Speaking Part 2

In IELTS Speaking Part 2, you are given 1 minute to prepare and 2 minutes to speak.
However, since there is no clock in the test room, you cannot rely on checking the time
while speaking. Instead, it is more effective to manage your time using sentences rather
than seconds.
1. How much should you speak?
• Realistically, in 2 minutes, most candidates will speak around 250 words.
• This is roughly 12-15 sentences in total, depending on sentence length.

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2. How to plan your response
• When preparing notes, first identify the number of main ideas you want to cover.
• Each main idea should be developed into 2–4 sentences depending on its importance.
• For example:
Introduction (2–3 sentences) – Briefly introduce the topic.
3 main ideas (3–4 sentences each) – Explain details, give examples, and expand.
Less important ideas can be covered in 1–2 sentences, while more important points should
be given more development.
3. Why this approach helps
• Ensures you have enough material to speak for the full 2 minutes without running out of
ideas too quickly.
• Prevents your answer from being too short or too long, keeping it within the expected
length.

Activity 6: Practice talking about the topic below.

Describe a social media platform you enjoy using.

You should say:
• What platform it is
• How often you use it
• What you use it for
And explain why you like it.

What platform it is

How often you

use it

What you use it

for

And explain why

you like it

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HOMEWORK

Exercise 1: Read the sample again and answer these questions

Well, the object I recently bought is a smartwatch. I’ve been thinking about getting one for
quite a while because I wanted something to help me track my fitness and make daily tasks more
convenient, like receiving notifications without having to check my phone all the time.

As for the price, I would say it was in the mid-range. I got it for around $200, which isn’t exactly
cheap, but I found it to be quite affordable considering its features. There were other high-end
models that were much more expensive, some even going up to $500. I chose this one because
it was a good value for the money, offering features like a heart rate monitor, step tracking, and a
decent battery life, all for a reasonable price.

I bought it mainly because it seemed cost-effective compared to other brands. I think it’s quite
economical for everyday use, and it suits my needs perfectly, as I don’t require all the extra features
that the premium models offer. I was also lucky to get a discount since it was on sale for 10% off.
That made it even more of a bargain, in my opinion.

In terms of features, the smartwatch has a touchscreen interface, which makes it really easy
to navigate. It’s also water-resistant, so I can wear it when I go swimming or run in the rain. The
battery lasts about two days, which is great because I don’t have to charge it every night. It also
has GPS, which is useful for tracking my running routes, and it connects smoothly to my phone,
allowing me to receive messages and calls directly on my wrist.

Overall, I feel that I made a smart purchase. While it’s not the cheapest smartwatch on the
market, I believe it’s worth every penny because it provides high quality at a mid-range price. I’m
very happy with the decision, as it’s both reliable and affordable

1. What specific features of the smartwatch does the speaker mention?

A. Heart rate monitor, step tracking, and decent battery life
B. Sleep tracking, social media notifications, and wireless charging
C. Customizable straps, fast charging, and dual screens
2. How does the speaker describe the price of the smartwatch?
A. The cheapest option available
B. Extremely expensive compared to other models
C. Mid-range and affordable for its features
3. How does the speaker feel about the purchase?
A. Satisfied because it meets their needs and was a good deal
B. Disappointed because it lacks essential features
C. Regretful because they paid too much for it

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4. What overall impression do the words and phrases in the description give about the
smartwatch?
A. Mostly negative, suggesting it was not a good purchase
B. Positive, emphasizing good value and useful features
C. Neutral, without strong opinions expressed

Exercise 2: Fill in the blanks with the words from the box below. Each word is used once.

Multi-functional Water-resistant User-friendly Compact Neutral color

Budget-friendly Pocket-sized Glossy black Affordable High-end

1. The new phone is very ________________, making it easy to navigate without reading the manual.
2. This tablet is designed to be ________________, so it can fit easily in your bag or pocket.
3. I bought a _______________ speaker, which is perfect for both listening to music and taking calls.
4. The smartwatch is ________________, so you can wear it while swimming or running in the rain.
5. The laptop has a ________________ finish, giving it a sleek and shiny look.
6. I love the sofa’s ________________, as it matches with most interior designs.
7. This device is quite ________________, offering great features without a high price tag.
8. Although the phone is from a ________________ brand, it offers amazing features and performance.
9. The backpack is ________________, making it a good choice for students who don’t want to spend
too much.
10. The phone’s design is ________________, making it very easy to carry around.

Exercise 3: Practice speaking with the topic below.

Describe a technological device you would like to own in the future.

You should say:
• What it is
• What features it has
• Why you want it
And explain how it would improve your life.

________________________________________________________________________________________________

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________________________________________________________________________________________________

________________________________________________________________________________________________

Exercise 4: Practice talking about the topic below.

Describe a technological device you would like to own in the future.

You should say:
• What the technology was
• What the problem was
• How you solved it
And explain how you felt about the situation.

________________________________________________________________________________________________

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Unit

4
Travel and Tourism

In this unit, you will:

• Reading: Improve reading comprehension through matching headings and answering T/F/NG
questions by predicting content, identifying key sentences, and recognizing paraphrasing.
• Writing: Develop Opinion essays for Writing Task 2 using brainstorming techniques, writing
clear topic sentences, and avoiding sweeping statements.
• Speaking: Practice describing a trip in Speaking Part 2 using sequencing language, past
tenses, emotional details, and topic-specific vocabulary related to travel.

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LESSON 10: READING
Matching headings & True/ False/ Not Given

Getting started
Look at the pictures below and answer the questions.

• What do you see in these pictures?

• Would you like to visit a place like this? Why or why not?
• What activities do you think people do in places like these?

Activity 1: Match the vocabulary (1-7) with their definitions (A-G).

Word/phrase Meaning

1. Remote A. Gradual destruction of land by wind, water, or human activity.

2. Fragile B. The process of becoming worse or damaged, especially in
3. Indigenous the environment.
4. Seasonality C. Weak and easily damaged, harmed, or broken.
5. Profound D. Belonging to or originating from a particular place, often used
6. Erosion for local people.
7. Degradation E. Far from populated or developed areas.
F. Only happening or available at certain times of the year.
G. Very great or intense, having a deep impact.

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Activity 2: Fill in the blanks with the correct word from the box. Each word can be used only
once.
Remote Indigenous Profound Degradation
Fragile Seasonality Erosion

1. The local ______________ people, who have lived in the area for a long time, may be affected by
tourism.
2. One common problem is ______________, when the environment is damaged by pollution or waste.
3. Tourists often travel to ______________ places that are far away from cities and towns.
4. The issue can get worse because of ______________, as many tourists come during certain parts
of the year.
5. These natural areas are ______________, so they can be easily harmed by people or animals.
6. Too many tourists can speed up .______________, where land is worn away by wind or water.
7. With ______________ planning and careful management, we can protect nature for the future.

MATCHING HEADINGS
For matching headings task, you are given a list of headings (short phrases summarizing the
main idea) and a text with several paragraphs. Your job is to match each paragraph to the
correct heading that best fits its main idea.
What Skills Are Necessary?
• Skimming for the Main Idea:
• You don’t need to read every word. Skim through the paragraph to quickly grasp its overall
topic and purpose.
• Understanding Synonyms and Paraphrasing:
The words in the heading will rarely be repeated exactly in the paragraph. Instead, look for
synonyms, rephrased ideas, or related expressions.
• Distinguishing Between Main Ideas and Details:
Don’t get distracted by specific details (e.g., names, dates, or examples). Focus on the overall
purpose of the paragraph.

EXAM NOTE 1 Before you read

Before you started to read the passage, it’s important to familiarize yourself with the headings
to get a better idea of what the passage is about.
1. Understanding Headings
• Read the headings carefully to understand their meaning.
• Identify headings with similar themes because they are likely to appear together in the
passage.
• It is important to understand how they are different from each other, as small details can
be crucial in making the right choice.

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2. Predicting the Order of Information
• Try to predict how the passage may be structured based on the list of headings.
• Making predictions helps you stay more engaged and makes it easier to follow the text
structure while reading.
• If you understand the flow of information, you can locate answers faster and more
confidently.

Activity 3: Look at the headings below. Which headings share similar themes? Can you predict
how the information in the passage will be ordered?
The passage has 8 paragraphs. Therefore, 2 headings will not be used. However, you can ignore
this for now.
List of headings
i. Taking charge of tourism development rather than opposing it
ii. The seasonal nature of wilderness tourism
iii. Environmental problems related to tourism infrastructure
iv. Increasing demand for remote destinations
v. How regions have managed to balance tourism and local needs
vi. Changes in traditional farming practices
vii. Local communities benefit from craft industries
viii. Dependence on external sources of income
ix. The economic importance of tourism in remote regions
x. Tourism does not have to harm local traditions

Headings sharing similar themes

________________________________________________________________________________________________

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Predictions of informtion order

________________________________________________________________________________________________

EXAM NOTE 2 Identifying the topic sentence for matching headings

1. What is a topic sentence and why should we find it?

• A topic sentence is a sentence that expresses the main idea of a paragraph. It provides a
clear summary of what the paragraph is about.
• Identifying the topic sentence can help you quickly understand the overall purpose of the
paragraph, making it easier to match it with a heading in the exam.
2. Look for the topic Sentence
• In many cases, the first sentence of a paragraph expresses the overall idea most clearly.
This sentence is often the topic sentence.
• However, be aware that the topic sentence might appear in the middle or the end of the
paragraph or sometimes not be explicitly stated at all.
• You should read the first two sentences of a paragraph and the last sentence first. If the
information matches in all three sentences, you can probably identify the main idea already.
3. What do to when there’s no clear topic sentence?
If a paragraph does not have an obvious topic sentence, or if you are unsure about its main
idea, try this approach:
• Write a short summary of the paragraph in your own words. Focus on what the paragraph
is mainly discussing.
• Compare your summary to the available headings and choose the one that best matches
the central idea.

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EXAM NOTE 3 Differentiating main ideas and details

In order to match the headings correctly, you need to understand the main idea of the
paragraph/section. Some headings may be true of one line or phrase in the paragraph, but if
the heading does not summarise the whole section, it is not the correct choice.

Activity 4: Choose the correct heading for each section from the list of headings below.

List of headings

Paragraph i. Taking charge of tourism development rather than opposing it

1. A ______ ii. The seasonal nature of wilderness tourism

2. B ______ iii. Environmental problems related to tourism infrastructure

3. C ______ iv. Increasing demand for remote destinations

4. D ______ v. How regions have managed to balance tourism and local needs

5. E ______ vi. Changes in traditional farming practices

6. F ______ vii. Local communities benefit from craft industries

7. G ______ viii. Dependence on external sources of income

8. H ______ ix. The economic importance of tourism in remote regions

x. Tourism does not have to harm local traditions

The Impact of Wilderness Tourism

A. The market for tourism in remote areas is booming as never before. Countries all across the
world are actively promoting their ‘wilderness’ regions - such as mountains, Arctic lands, deserts,
small islands and wetlands - to high-spending tourists. The attraction of these areas is obvious:
by definition, wilderness tourism requires little or no initial investment. But that does not mean
that there is no cost. As the 1992 United Nations Conference on Environment and Development
recognized, these regions are fragile (i.e. highly vulnerable to abnormal pressures) not just in terms
of their ecology, but also in terms of the culture of their inhabitants. The three most significant
types of fragile environment in these respects, and also in terms of the proportion of the Earth’s
surface they cover, are deserts, mountains and Arctic areas. An important characteristic is their
marked seasonality, with harsh conditions prevailing for many months each year. Consequently,
most human activities, including tourism, are limited to quite clearly defined parts of the year.
However, this does not seem to stop the growth of wilderness tourism.
B. Tourists are drawn to these regions by their natural landscape beauty and the unique cultures
of their indigenous people. And poor governments in these isolated areas have welcomed the new
breed of ‘adventure tourist’, grateful for the income they bring. For several years now, tourism has
been the prime source of foreign exchange in Nepal and Bhutan. Tourism is also a key element in
the economies of Arctic zones such as Lapland and Alaska and in desert areas such as Ayers Rock
in Australia and Arizona’s Monument Valley.

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C. Once a location is established as a main tourist
destination, the effects on the local community are
profound. When hill-farmers, for example, can make
more money in a few weeks working as porters for
foreign trekkers than they can in a year working in
their fields, it is not surprising that many of them
give up their farm-work, which is thus left to other
members of the family. In some hill-regions, this has led to a serious decline in farm output and
a change in the local diet, because there is insufficient labour to maintain terraces and irrigation
systems and tend to crops. The result has been that many people in these regions have turned to
outside supplies of rice and other foods.
D. In Arctic and desert societies, year-round survival has traditionally depended on hunting
animals and fish and collecting fruit over a relatively short season. However, as some inhabitants
become involved in tourism, they no longer have time to collect wild food; this has led to increasing
dependence on bought food and stores. Tourism is not always the culprit behind such changes.
All kinds of wage labour, or government handouts, tend to undermine traditional survival systems.
Whatever the cause, the dilemma is always the same: what happens if these new, external sources
of income dry up?
E. The physical impact of visitors is another serious problem associated with the growth in
adventure tourism. Much attention has focused on erosion along major trails, but perhaps more
important are the deforestation and impacts on water supplies arising from the need to provide
tourists with cooked food and hot showers. In both mountains and deserts, slow-growing trees
are often the main sources of fuel and water supplies may be limited or vulnerable to degradation
through heavy use.
F. Stories about the problems of tourism have become legion in the last few years. Yet it does
not have to be a problem. Although tourism inevitably affects the region in which it takes place,
the costs to these fragile environments and their local cultures can be minimized. Indeed, it can
even be a vehicle for reinvigorating local cultures, as has happened with the Sherpas of Nepal’s
Khumbu Valley and in some Alpine villages. And a growing number of adventure tourism operators
are trying to ensure that their activities benefit the local population and environment over the long
term.
G. In the Swiss Alps, communities have decided that their future depends on integrating tourism
more effectively with the local economy. Local concern about the rising number of second home
developments in the Swiss Pays d’Enhaut resulted in limits being imposed on their growth. There
has also been a renaissance in communal cheese production in the area, providing the locals with
a reliable source of income that does not depend on outside visitors. Native people in the desert
regions of the American Southwest have followed similar strategies, encouraging tourists to visit
their pueblos and reservations to purchase high-quality handicrafts and artwork. The Acoma and
San Ildefonso pueblos have established highly profitable pottery businesses, while the Navajo and
Hopi groups have been similarly successful with jewelery.

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H. Too many people living in fragile environments have lost control over their economies, their
culture and their environment when tourism has penetrated their homelands. Merely restricting
tourism cannot be the solution to the imbalance, because people’s desire to see new places will
not just disappear. Instead, communities in fragile environments must achieve greater control over
tourism ventures in their regions; in order to balance their needs and aspirations with the demands
of tourism. A growing number of communities are demonstrating that, with firm communal decision-
making, this is possible. The critical question now is whether this can become the norm, rather than
the exception.

TRUE/FALSE/NOT GIVEN

For True/False/ Not Given tasks, you need to look at a list of sentences or statements and
decide whether they are:
• True (the statement agrees with the information in the text)
• False (the statement is incorrect and does not agree with the information in the text)
• Not Given (you cannot say whether the statement is true or false because there is no
information about this in the text)

Activity 5: Read paragraph A of the passage carefully. Do the following statements agree
with the information given in the text?
Write
TRUE if the statement agrees with the information.
FALSE if the statement contradicts the information.
NOT GIVEN if there is no information on this.
1. The low financial cost of selling wilderness tourism makes it attractive to many countries.
2. Most high-spending tourists prefer visiting wilderness areas.
3. Wilderness tourism operates throughout the year in fragile areas.

Highlight the parts of the text where you find the evidence for each statement.
Explain why each statement is True, False, or Not Given.

Activity 6: The two statements below are NOT GIVEN. Can you explain why?
1. Tourism in Arctic regions provides stable income and eliminates the need for collecting wild food.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
2. If tourism in Arctic zones declines, local economies would face severe hardship.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

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EXAM NOTE 4 Approaching True/False/Not Given

1. How to Approach True/False/Not Given Questions:

• Read the Statement Carefully: Pay attention to key details, dates, names, and qualifying
words like all, some, only, always, etc., as they can change the meaning.
• Locate the Relevant Section: Skim the text to find the part related to the statement.
The questions typically follow the order of the passage.
• Understand the Information: Read the relevant section carefully to check if the
statement matches, contradicts, or is not mentioned.
• Decide:
True: The meaning of the statement fully agrees with the information in the text.
False: The statement says the opposite of what is stated in the passage.
Not Given: There is no mention of the information or no way to verify it.
2. Key Tips:
• Do not assume anything: Base your answers only on what is in the text, not on your
background knowledge.
• Beware of traps: Look for words that can subtly change the meaning, like never, rarely,
only, or mainly.
• Don’t overthink: If the information isn’t there, it’s likely Not Given—don’t waste time
looking for what doesn’t exist.
• Practice eliminating options: If you can prove the statement wrong or confirm it with
evidence, it’s easier to eliminate incorrect options.
3. Questions with Comparisons:
• Be careful with comparative statements (e.g., “more than,” “less successful,” “the
best”): If the passage does not directly compare the two ideas mentioned, the correct
answer will likely be Not Given.
• Check if both items in the comparison are discussed: If the text talks about only one
item but not the other, or does not explicitly compare them, it’s a strong clue that the
statement is Not Given.

Activity 7: Read the passage. Do the following statements agree with the information given
in the text?
Write
TRUE if the statement agrees with the information.
FALSE if the statement contradicts the information.
NOT GIVEN if there is no information on this.
1. Deserts, mountains and Arctic regions are examples of environments that are both ecologically
and culturally fragile.
2. The spread of tourism in certain hill-regions has resulted in a fall in the amount of food produced
locally.

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3. Traditional food-gathering in desert societies was distributed evenly over the year.
4. Government handouts do more damage than tourism does to traditional patterns of food-
gathering.
5. Erosion from adventure tourism is the most serious environmental problem caused by visitors
that needs to be addressed.
6. Some communities have used tourism to help revive traditional cultural practices.
7. Communities in the American Southwest have achieved greater success than those in the Swiss
Alps in using tourism to boost their income.
8. Most communities in vulnerable environments are now successfully controlling most tourism
ventures.

Activity 8: Complete the notes below using NO MORE THAN TWO WORDS from the passage
for each blank. This exercise will help you understand the key ideas related to wilderness
tourism and its effects.

1. Growth of Wilderness Tourism

• The market for tourism in (1) ___________ areas is rapidly expanding.
• Many governments promote these areas, including deserts, mountains, and (2) ___________
lands, to attract tourists.
• Wilderness tourism requires minimal initial investment but can cause long-term (3) ___________
2. Fragile Environments and Seasonality
• Deserts, mountains, and Arctic regions are classified as (4) ___________ environments
because they are sensitive both ecologically and culturally.
• Human activities, including tourism, are often limited to (5) ___________ parts of the year due
to extreme weather conditions.
3. Economic Importance of Tourism
• Tourism is a major source of (6) ___________ exchange for many remote regions, such as
Nepal, Bhutan, and Arctic zones.
• Communities in these regions benefit from tourists but may become dependent on (7)
___________ supplies for food when traditional farming declines.
4. Environmental and Cultural Impacts
• Adventure tourism can cause environmental damage, including trail (8) ___________
deforestation, and strain on (9) ___________ supplies.
• Some regions have successfully used tourism to (10) ___________ local cultures, benefiting
economically and socially.
5. Solutions and Local Control
• In the Swiss Alps and other regions, communities have integrated tourism with local
economies and imposed restrictions on (11) ___________ developments.
• The key to success lies in (12) ___________ decision-making and balancing tourism with local
needs.

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HOMEWORK

Exercise 1: Match each word (1-7) with its correct definition (A-G).

Word/phrase Meaning

1. Inhabitants A. A detailed plan for a journey, including the places to visit and things to do.
2. Strategy B. The feeling of being happy or pleased with something.
3. Infrastructure C. A plan of action designed to achieve a major goal.
4. Campaign D. The basic systems and services needed for a country or city to function
5. Scenic (such as transport, power, and communications).
6. Itinerary E. People or animals that live in a certain place.
7. Satisfaction F. Beautiful to look at, especially in a natural or outdoor setting.
G. A plan or series of activities designed to promote or achieve a specific
goal, often related to advertising.

Exercise 2: Read the passage and answer the questions.

Case Study: Tourism Zealand Website

A. New Zealand is a small country of four million inhabitants, a long-haul flight from all the major
tourist-generating markets of the world. Tourism currently makes up 9% of the country’s gross
domestic product, and is the country’s largest export sector. Unlike other export sectors, which
make products and then sell them overseas, tourism brings its customers to New Zealand. The
product is the country itself – the people, the places and the experiences. In 1999, Tourism New
Zealand launched a campaign to communicate a new brand position to the world. The campaign
focused on New Zealand’s scenic beauty, exhilarating outdoor activities and authentic Maori
culture, and it made New Zealand one of the strongest national brands in the world.

B. A key feature of the campaign was the website [Link], which provided
potential visitors to New Zealand with a single gateway to everything the destination had to offer.
The heart of the website was a database of tourism services operators, both those based in New
Zealand and those based abroad which offered tourism services to the country. Any tourism-
related business could be listed by filling in a simple form. This meant that even the smallest bed
and breakfast address or specialist activity provider could gain a web presence with access to an
audience of long-haul visitors. In addition, because participating businesses were able to update
the details they gave on a regular basis, the information provided remained accurate. And to
maintain and improve standards, Tourism New Zealand organised a scheme whereby organisations
appearing on the website underwent an independent evaluation against a set of agreed national
standards of quality. As part of this, the effect of each business on the environmentwas considered.

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C. To communicate the New Zealand experience, the site also carried features relating to famous
people and places. One of the most popular was an interview with former New Zealand All Blacks
rugby captainTana Umaga. Another feature that attracted a lot of attention was an interactive
journey through a number of the locations chosen for blockbuster films which had made use of New
Zealand’s stunning scenery as a backdrop. As the site developed, additional features were added
to help independent travellers devise their own customised itineraries. To make it easier to plan
motoring holidays, the site catalogued the most popular driving routes in the country, highlighting
different routes according to the season and indicating distances and times.

D. Later a Travel Planner feature was added, which allowed visitors to click and ‘bookmark’
places or attractions they were interested in, and then view the results on a map. The Travel Planner
offered suggested routes and public transport options between the chosen locations. There were
also links to accommodation in the area. By registering with the website, users could save their
Travel Plan and return to it later, or print it out take on the visit. The website also had a ‘Your Words’
section where anyone could submit a blog of their New Zealand travels for possible inclusion on
the website.

E. The Tourism New Zealand website won two Webby awards for online achievement and
innovation. More importantly perhaps, the growth of tourism to New Zealand was impressive.
Overall tourism expenditure increased by an average of 6.9% per year between 1999 and 2004.
From Britain, visits to New Zealand grew at an average annual rate of 13% between 2002 and
2006, compared to a rate of 4% overall for British visits abroad.

F. The website was set up to allow both individuals and travel organisations to create itineraries
and travel packages to suit their own needs and interests. On the website, visitors can search for
activities not solely by geographical location, but also by the particular nature of the activity. This
is important as research shows that activities are the key driver of visitor satisfaction, contributing
74% to visitor satisfaction, while transport and accommodation account for the remaining 26%.
The more activities that visitors undertake, the more satisfied they will be. It has also been found
that visitors enjoy cultural activities most when they are interactive, such as visiting a marae
(meeting ground) to learn about traditional Maori life. Many long-haul travellers enjoy such earning
experiences, which provide them with stories to take home to their friends and family. In addition,
it appears that visitors to New Zealand don’t want to be ‘one of the crowd’ and find activities that
involve only a few people more special and meaningful.

G. It could be argued that New Zealand is not a typical destination. New Zealand is a small
country with a visitor economy composed mainly of small businesses. It is generally perceived as
a safe English-speaking country with a reliable transport infrastructure. Because of the long-haul
flight, most visitors stay for longer (average 20 days) and want to see as much of the country as
possible on what is often seen as a once-in-a-lifetime visit. However, the underlying lessons apply
anywhere-the effectiveness of a strong brand, a strategy based on unique experiences and a
comprehensive and user-friendly website.

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Question 1 – 7
Complete the table below. Write ONE WORD ONLY from the passage to each answer.

Section of website Comments

• easy for tourism-related businesses to get on the list
• allowed businesses to 1 ___________ information regularly
Database of tourism services
• provided a country-wide evaluation of businesses,
including their impact on the 2 ___________
• e.g. an interview with a former sports 3 ___________, and
Special features on local topics
an interactive tour of various locations used in 4 ___________

Information on driving routes • varied depending on the 5 ___________

• included a map showing selected places, details of

Travel Planner
public transport and local 6 ___________

‘Your Words’ • travelers could send a link to their 7 ___________

Questions 8-13
Do the following statements agree with the information given in Reading Passage 1?
In boxes 8-13 on your answer sheet, write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

8. The website [Link] aimed to provide ready-made itineraries and packages for
travel companies and individual tourists.
9. It was found that most visitors started searching on the website by geographical location.
10. According to research, 26% of visitor satisfaction is related to their accommodation.
11. Visitors to New Zealand like to become involved in the local culture.
12. Visitors like staying in small hotels in New Zealand rather than in larger ones.
13. Many visitors feel it is unlikely that they will return to New Zealand after their visit.

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Exercise 3: Read the passage and answer the questions.
Questions 1-4
Reading Passage 1 has five paragraphs, A-E. Choose the correct heading for paragraphs B-E from
the list of headings below. Write the correct number, i-vii, in boxes 1-4 on your answer sheet.

List of headings

Example: Paragraph A: viii i. Economic and social significance of tourism

1. Paragraph B ______ ii. The development of mass tourism

2. Paragraph C ______ iii. Travel for the wealthy

3. Paragraph D ______ iv. Earning foreign exchange through tourism

4. Paragraph E ______ v. Difficulty in recognising the economic effects of tourism

vi. The contribution of air travel to tourism
vii. The world impact of tourism
viii. The history of travel

The Context, Meaning and Scope of Tourism

A. Travel has existed since the beginning of time, when primitive man set out, often traversing
great distances in search of game, which provided the food and clothing necessary for his survival.
Throughout the course of history, people have travelled for purposes of trade, religious conviction,
economic gain, war, migration and other equally compelling motivations. In the Roman era, wealthy
aristocrats and high government officials also travelled for pleasure. Seaside resorts located at
Pompeii and Herculaneum afforded citizens the opportunity to escape to their vacation villas in
order to avoid the summer heat of Rome. Travel, except during the Dark Ages, has continued to
grow and, throughout recorded history, has played a vital role in the development of civilisations
and their economies.

B. Tourism in the mass form as we know it today is a distinctly twentieth-century phenomenon.

Historians suggest that the advent of mass tourism began in England during the industrial revolution
with the rise of the middle class and the availability of relatively inexpensive transportation. The
creation of the commercial airline industry following the Second World War and the subsequent
development of the jet aircraft in the 1950s signalled the rapid growth and expansion of international
travel. This growth led to the development of a major new industry: tourism. In turn, international
tourism became the concern of a number of world governments since it not only provided new
employment opportunities but also produced a means of earning foreign exchange.

C. Tourism today has grown significantly in both economic and social importance. In most
industrialised countries over the past few years the fastest growth has been seen in the area of
services. One of the largest segments of the service industry, although largely unrecognised as an
entity in some of these countries, is travel and tourism. According to the World Travel and Tourism
Council (1992), Travel and tourism is the largest industry in the world on virtually any economic
measure including value-added capital investment, employment and tax contributions. In 1992’ the

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industry’s gross output was estimated to be $3.5 trillion, over 12 per cent of all consumer spending.
The travel and tourism industry is the world’s largest employer the almost 130 million jobs, or almost
7 per cent of all employees. This industry is the world’s leading industrial contributor, producing
over 6 per cent of the world’s national product and accounting for capital investment in excess
of $422 billion direct indirect and personal taxes each year. Thus, tourism has a profound impact
both on the world economy and, because of the educative effect of travel and the effects on
employment, on society itself.

D. However, the major problems of the travel and tourism industry that have hidden, or obscured,
its economic impact are the diversity and fragmentation of the industry itself. The travel industry
includes: hotels, motels and other types of accommodation; restaurants and other food services;
transportation services and facilities; amusements, attractions and other leisure facilities; gift shops
and a large number of other enterprises. Since many of these businesses also serve local residents,
the impact of spending by visitors can easily be overlooked or underestimated. In addition, Meis
(1992) points out that the tourism industry involves concepts that have remained amorphous to
both analysts and decision makers. Moreover, in all nations this problem has made it difficult for the
industry to develop any type of reliable or credible tourism information base in order to estimate
the contribution it makes to regional, national and global economies. However, the nature of this
very diversity makes travel and tourism ideal vehicles for economic development in a wide variety
of countries, regions or communities.

E. Once the exclusive province of the wealthy, travel and tourism have become an institutionalised
way of life for most of the population. In fact, McIntosh and Goeldner (1990) suggest that tourism
has become the largest commodity in international trade for many nations and, for a significant
number of other countries, it ranks second or third. For example, tourism is the major source of
income in Bermuda, Greece, Italy, Spain, Switzerland and most Caribbean countries. In addition,
Hawkins and Ritchie, quoting from data published by the American Express Company, suggest
that the travel and tourism industry is the number one ranked employer in the Bahamas, Brazil,
Canada, France, (the former) West Germany, Hong Kong, Italy, Jamaica, Japan, Singapore, the
United Kingdom and the United States. However, because of problems of definition, which directly
affect statistical measurement, it is not possible with any degree of certainty to provide precise,
valid or reliable data about the extent of world-wide tourism participation or its economic impact.
In many cases, similar difficulties arise when attempts are made to measure domestic tourism.

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Questions 5-10
Do the following statements agree with the information given in Reading Passage 1?
In boxes 5-10 on your answer sheet, write:

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

5. The largest employment figures in the world are found in the travel and tourism industry.
6. Tourism contributes over six per cent of the Australian gross national product.
7. Tourism has a social impact because it promotes recreation.
8. Two main features of the travel and tourism industry make its economic significance difficult to
ascertain.
9. Visitor spending is always greater than the spending of residents in tourist areas.
10. It is easy to show statistically how tourism affects individual economies.

Questions 11-13
Complete the sentences below. Choose NO MORE THAN THREE WORDS from the passage for
each answer.
Write your answers in boxes 11-13 on your answer sheet.

11. In Greece, tourism the most important ____________

12. The travel and tourism industry in Jamaica is the major____________
13. The problems associated with measuring international tourism are often reflected in the
measurement of ____________

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LESSON 11: WRITING
Opinion essay

Lead-in
Complete the quiz below.
1. What is one of the main reasons governments promote international tourism?
A. To reduce transportation costs
B. To protect the environment from development
C. To boost local economies through foreign exchange
D. To prevent locals from moving abroad
2. Which of the following is an example of over-tourism?
A. Limited tourism activity in rural areas
B. Sustainable tourism practices by travel companies
C. Tourists learning about local customs
D. Large crowds leading to damage at historical sites
3. How can international tourism negatively impact the environment?
A. By creating jobs in rural areas
B. Through deforestation and pollution from tourist activities
C. By increasing international cooperation
D. By supporting eco-friendly infrastructure
4. Which of the following is a benefit of promoting international tourism in developing
countries?
A. Economic diversification and job creation
B. Dependence on seasonal income
C. Permanent damage to ecosystems
D. Cultural exploitation
5. Which strategy can help reduce the negative impacts of international tourism?
A. Implementing sustainable tourism practices
B. Building large resorts in fragile environments
C. Banning international travel altogether
D. Allowing unrestricted development in tourist destinations
6. What can cause local cultures to suffer due to international tourism?
A. Development of community-based tourism
B. Over-commercialization and loss of authenticity
C. Preservation of traditional practices
D. Economic growth and diversification
7. Which type of tourism is designed to reduce environmental and cultural harm while
promoting local benefits?
A. Adventure tourism B. Mass tourism C. Luxury tourism D. Eco-tourism

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IELTS WRITING TASK 2 – OPINION ESSAY

Opinion essay is one of the most common essay types you will encounter in the IELTS exam. In
an opinion essay, you will be asked to respond to a question by giving your opinion on a specific
topic. Common prompts include phrases like: “To what extent do you agree or disagree?” or
“Do you think this is a positive or negative development?”
This task tests your ability to express an opinion and support it with strong reasoning and
examples. You are required to write a MINIMUM length of 250 words.
1. What Students Are Expected to Do:
• State your opinion clearly: Decide if you agree, disagree, or partially agree with the
statement.
• Support your opinion: Provide reasons, examples, and explanations to justify your view.
• Organize your essay: Ensure you have an introduction, body paragraphs, and a conclusion.
• Acknowledge the other side (if necessary): While not always required, addressing both
sides can show balance.
2. Key Focus Areas:
• Clear position: Maintain a consistent opinion throughout.
• Well-developed arguments: Support your ideas with evidence.
• Logical structure: Present your ideas in an organized, easy-to-follow manner.

Activity 1: Read the statement below.

“International tourism promotes global economy and cultural understanding

by connecting people from different countries.”

Read the arguments (a-g). Which ideas (a-g)

1. Make the statement stronger?
2. Make the statement weaker?
3. Are irrelevant to the statement?

a. Virtual reality is a growing trend in travel experiences.

b. Many tourists stick to resorts and don’t interact with locals.
c. Seeing local traditions helps tourists appreciate other ways of life.
d. Tourists often change traditions to suit their expectations, making them less authentic.
e. Tourism creates jobs and boosts the local economy.
f. Travelers learn about other cultures and become more open-minded.
g. Language problems can cause misunderstandings and conflict.

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Activity 2: Complete the table below using your ideas.

Effects of International Tourism

Environment Culture Economy/ Life quality

Pros

Cons

EXAM NOTE 1 Organizing body paragraphs for dynamic charts

1. What is the Stakeholder Method?

The stakeholder method is a brainstorming strategy that helps you generate well-rounded
arguments by considering the perspectives of different groups or individuals affected by the
issue. Stakeholders can include individuals, communities, businesses, governments, and the
environment.
2. How to Apply the Stakeholder Method:
• Identify the Key Stakeholders:
Think about who is directly or indirectly impacted by the topic.
For example, in the context of international tourism, stakeholders could include:
Local residents
Business owners
Governments
Tourists
Environmental organizations
• Consider Different Perspectives:
How does the issue benefit or harm each stakeholder?
What challenges or opportunities do they experience?
Example: Should international tourism be promoted?
Pro Argument: Local businesses benefit from increased customer demand.
Con Argument: Over-tourism can cause environmental damage and displace local
communities.
• Why Use This Method?
Ensures you explore both sides of the argument, leading to more comprehensive essays.
Helps you avoid generalizations by considering specific examples for each stakeholder.
Improves task response by showing awareness of different viewpoints.

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Activity 3: Read the arguments below made by two students about the disadvantages of
international tourism. Whose idea is more specific to the topic of international tourism? Why?

Student A Student B
Argument: Some areas are not suitable to be Argument: International tourism can take
tourist sites away the uniqueness and character of local
culture.
Supporting details: Sơn Đoòng Cave – only Supporting details: Traditions can be
recently discovered; the ecosystem in the reduced to wearing costumes/ putting on
cave might be highly sensitive to light and acts for foreign tourists.
sound -> frequent visits to the cave might kill
the ecosystem.

EXAM NOTE 2 Avoiding irrelevant arguments and examples

When writing an essay, ensure that all your arguments and examples directly address the
question. Introducing off-topic or irrelevant points can confuse the reader and reduce your
task achievement score. Stay focused on ideas that contribute to your position or support your
argument.
Common Pitfalls:
• Adding unrelated facts: Including general knowledge that does not link back to the essay
prompt.
• Overgeneralizing: Providing examples that are too broad or don’t demonstrate how they
support the argument.
Examples of Irrelevant vs. Relevant Support:
Question: Does international tourism promote the global economy and cultural understanding
by connecting people from different countries?
• Example 1:
Irrelevant Argument:
“Technological innovations have made global shipping faster and more efficient.”
(This point about shipping does not connect to how international tourism facilitates cultural
understanding.)
Relevant Argument:
“Cultural tours, where tourists engage with local artisans and attend cooking classes, help
visitors gain insight into local traditions, promoting mutual cultural understanding and
appreciation.”

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• Example 2
Irrelevant Example:
“France is known for having one of the oldest and most prestigious wine industries in the
world, dating back centuries.”
(This fact about wine production does not directly address the connection between international
tourism and the global economy or cultural understanding.)
Relevant Example:
“France’s wine tourism industry attracts millions of visitors annually, boosting local economies
through wine tours, vineyard stays, and wine exports driven by international exposure.”

Activity 4: Now read the two arguments below. Both students are making them same
argument, but using different examples. Whose example better support the argument?

Student A Student B
Argument: International tourism can inflate the prices for goods, services, and living costs.

Explanation: In developing countries, tourist-heavy areas often see significant price hikes as
businesses cater to high-spending visitors with luxury accommodations and premium services,
which makes everyday goods and services unaffordable for locals and sometimes limit their
access to essential resources.

Example: Example:
In Hoi An, a popular destination for international In tourist hotspots like Hawaii, Venice, or
tourists, traditionally embroidered clothes have Bali, luxury hotels and resorts have driven
become luxury items that only foreign visitors up housing prices, leaving locals unable to
can afford. purchase estates in their own hometown.

Notes:
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

EXAM NOTE 3 Avoiding absolute or sweeping statements

Sweeping statements are generalizations that are too broad and lack accuracy or evidence
to support them. They are often absolute, meaning they apply to everyone or every situation
without exception. For example, saying “International tourism always benefits local economies”
is a sweeping statement because it does not consider cases where tourism may cause harm,
such as rising living costs or environmental damage. In exams and academic writing, it is
important not to make absolute or sweeping statements.

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Why Avoid Sweeping Statements?
• Lack of Accuracy: They often oversimplify complex issues and ignore exceptions.
• Weakens Arguments: Absolute claims can make your writing or speaking sound less
credible, as they can be easily challenged.
• Improves Academic Tone: Avoiding sweeping statements makes your arguments more
balanced and thoughtful, which is essential for exams and academic writing.
How to avoid making sweeping statements?
You can make the sweeping statements more tentative by using a range of modifiers and
‘softer” vocabulary.
Quantifiers Verbs Frequency adverbs
Some appear sometimes
many seem often
most tend rarely
Expressions Modal verbs Probability adverbs
It is said that ... Can Possibly
It is possible ... Could Probably
In some circumstances ... May Perhaps
It is more difficult to ... if...

Activity 5: Read the paragraph below. Which sentence is the best topic sentence for the
paragraph below? Why?

A. International tourism is very good for the local people.

B. International tourism brings about significant economic benefits for the locals.
C. International tourism can boost local economies and promote cultural values.

Firstly, tourists contribute directly to local businesses such as hotels, restaurants, and tour
operators, which generates employment for the locals. Additionally, revenue from tourism can be
reinvested in infrastructure, improving services like transportation and public facilities. Beyond
the economic benefits, international tourism provides opportunities for visitors to experience and
appreciate different traditions, art, and cuisine. This exposure encourages mutual understanding
between tourists and locals, fostering respect for different ways of life.

EXAM NOTE 4 Writing an effective topic sentence for body paragraphs

1. What is a Topic Sentence?

A topic sentence is the opening sentence of a paragraph that introduces the main idea or
focus of the paragraph. It helps the reader understand what to expect and provides structure
for the rest of the content.

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2. Guidelines for Writing Topic Sentences:
• General but Relevant:
For paragraphs that include two or more supporting ideas, the topic sentence should be
general enough to cover all the ideas but still relevant to the overall argument.

Do not focus on just one specific detail in the topic sentence—this will limit the paragraph
and cause confusion.
Example:
General (Correct): “International tourism can bring both economic benefits and social
challenges to local communities.”

Too Specific (Incorrect): “Tourism increases housing prices in Venice.”

(This specific example would be better suited for a supporting sentence within the paragraph.)
• Link to the Thesis:
Ensure that the topic sentence connects to the main argument or thesis of the essay. This will
help maintain cohesion and focus throughout the essay.

Activity 6: Write a topic sentence for the paragraphs (1-4) below.

Paragraph 1:
Topic sentence: ______________________________________________________________________________
________________________________________________________________________________________________
Firstly, international tourism can boost the local economy. When tourists travel to different
countries, they spend on hotels, restaurants, and transportation services, injecting money into
the local economy. For example, in Thailand, international visitors help sustain small vendors and
local artisans by purchasing handmade products, providing a steady income for many families.
Additionally, tourism fosters cultural understanding by exposing tourists to local customs and
traditions. Through participation in activities like traditional festivals or cooking classes, tourists gain
a deeper appreciation for local culture. For instance, homestay programs in Japan allow visitors to
live with local families and experience traditional lifestyles, reducing cultural stereotypes.
Paragraph 2:
Topic sentence: ______________________________________________________________________________
________________________________________________________________________________________________
One harmful impact of international tourism is price inflation. Popular destinations often experience
rising property prices, expensive goods, and overcrowded services due to tourism demand. For
example, in Venice, locals have been forced to leave the city center because of unaffordable housing
caused by the surge in short-term rentals for tourists. Furthermore, international tourism can
weaken cultural authenticity when traditions are altered or simplified to meet tourist expectations.
To attract visitors, traditional performances or crafts may be commercialized, losing their historical
significance. For example, in some regions of Vietnam, traditionally handcrafted souvenirs have
become mass-produced items, diminishing their cultural value.

150
Activity 7: Read the essay outlines of two students below and answer questions.

“International tourism promotes global economy and cultural understanding

by connecting people from different countries.
To what extent do you agree or disagree with this statement?”

Student A Student B
Body Paragraph 1: Body Paragraph 1:
Economic growth: Tourist spending boosts Overcrowding: Environmental damage in
businesses (hotels, food, etc.), especially popular areas
in developing countries + Job creation: Commodification: Traditions adapted for
Employment in hospitality, transport, and tours international tourists

Body Paragraph 2: Body Paragraph 2:

Cultural exchange: Promotes understanding Cultural exchange + preservation: Promotes
and appreciation + Tradition preservation: international understanding and encourages
Encourages protecting crafts and customs cultural preservation
Economic boost: Tourist spending supports
local jobs
Managing harm: Tourist caps and eco-tourism
as solutions

1. Does student A agree or disagree with the statement?

2. Does student B agree or disagree with the statement?
3. Who mentioned the opposite viewpoints?

EXAM NOTE 5 Approaches to writing an Opinion Essay

There are two main approaches to structuring your response in an opinion essay:
1. The 100-0 Approach (one-sided)
• The essay focuses solely on agreeing or disagreeing with the topic.
• Each body paragraph provides one argument (with reasons and examples) that
strengthen/dismiss the writer’s main argument.
2. The 40-60 Approach (balanced)
• The first body paragraph presents two arguments why the write agrees or disagrees
with the topic.
• The second body paragraph explains presents two arguments for the other viewpoint
(which the writer believes more strongly)
Both approaches are effective in expressing opinions, but it is essential to organize your
ideas clearly to ensure your position is well-defined and persuasive.

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STRUCTURE FOR OPINION ESSAY
One-sided Approach (100%) Balanced Approach (40-60)

Introduction

• Lead-in:
In recent years, [the topic] has become increasingly significant.
The rise in [the topic] has sparked considerable debate.
• Paraphrase the topic:
Some think that …
Some would argue that …
A prevailing viewpoint is that...
It is sometimes/ often suggested that …
• Thesis statement
For the One-Sided Approach:
This essay will argue that...
In this essay, I will demonstrate why I firmly agree/disagree that...
For the Balanced Approach:
While acknowledging opposing perspectives, this essay will argue that...
Although [opposing opinion] are justifiable, I believe that [main opinion].
This essay will evaluate both sides before concluding that [main opinion].

Body paragraphs

• Body paragraph 1: Argument 1 for Agree/ • Body paragraph 1: 02 arguments for

Disagree Agree/Disagree
Topic sentence: Begin the paragraph by stating Topic Sentence: Introduce the main idea of
the main idea clearly. the paragraph.
Explanation: Expand on the idea by explaining Idea 1: First Supporting Point
why it is valid or important. Present the first idea with an explanation or
Example: Support your explanation with a reason + a specific example.
specific example. Idea 2: Second Supporting Point
Restate (optional): Conclude the paragraph by Present the first idea with an explanation or
reinforcing the main idea, summarizing the key reason + a specific example.
point, or linking back to the essay question. Restate (optional): Conclude the paragraph
by reinforcing the main idea, summarizing
the key point, or linking back to the essay
question.

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• Body paragraph 2: Argument 2 for Agree/ • Body paragraph 2: 02 arguments for
Disagree Disagree/Agree (stronger belief)
Topic sentence: Begin the paragraph by stating Topic Sentence: Introduce the main idea of
the main idea clearly. the paragraph.
Explanation: Expand on the idea by explaining Idea 1: First Supporting Point
why it is valid or important. Present the first idea with an explanation or
Example: Support your explanation with a reason + a specific example.
specific example. Idea 2: Second Supporting Point
Restate (optional): Conclude the paragraph by Present the first idea with an explanation or
reinforcing the main idea, summarizing the key reason + a specific example.
point, or linking back to the essay question. Restate (optional): Conclude the paragraph by
reinforcing the main idea, summarizing the key
point, or linking back to the essay question.

Conclusion

• Restate the writer’s opinion

In conclusion, I firmly believe that [restate your opinion] because ….
To conclude, despite [opposing viewpoint], I concur that [main opinion].
• Give suggestions or predictions (optional)

USEFUL LANGUAGE FOR OPINION ESSAY

Think Agree Disagree

Believe Contend Oppose

Argue Concur Object to
Maintain Support Reject
Asser Be in favor of Dismiss
Align with Disapprove of
Endorse Differ from
Share the view that Be against

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Activity 8: Practice writing the introduction and conclusion for the two essays [Link].

“International tourism promotes global economy and cultural understanding

by connecting people from different countries.
To what extent do you agree or disagree with this statement?”

Student A Student B

Body Paragraph 1: Body Paragraph 1:

Economic growth: Tourist spending boosts Overcrowding: Environmental damage in
businesses (hotels, food, etc.), especially popular areas
in developing countries + Job creation: Commodification: Traditions adapted for
Employment in hospitality, transport, and tours international tourists
Body Paragraph 2: Body Paragraph 2:
Cultural exchange: Promotes understanding Cultural exchange + preservation: Promotes
and appreciation + Tradition preservation: international understanding and encourages
Encourages protecting crafts and customs cultural preservation
Economic boost: Tourist spending supports
local jobs
Managing harm: Tourist caps and eco-tourism
as solutions

• Student A’s essay

Introduction:
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Conclusion:
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

• Student B’s essay

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HOMEWORK

Exercise 1: Complete the sentences below by choosing the correct word from the options
provided.
1. Tourism generates ________, which can be reinvested in infrastructure like transportation and
public facilities.

A. revenue B. investments C. savings

2. Tourists contribute directly to local businesses such as hotels, restaurants, and ________.

A. shopping centers B. tour operators C. banks

3. One of the key benefits of international tourism is fostering ________ between tourists and locals.

A. respect B. cultural exchange C. mutual support

4. Overcrowding at popular destinations can lead to ________, affecting both the environment and
the quality of the tourist experience.

A. congestion B. degradation C. dissatisfaction

5. Entrance fees to protected areas are often used to fund ________ efforts, such as wildlife
preservation and forest restoration.

A. eco-tourism B. conservation C. tourism

6. Tourism creates ________ opportunities in hospitality, transportation, and tour services, benefiting
local economies.

A. job B. business C. training

7. Responsible tourism initiatives encourage people to ________ natural areas and ecosystems.

A. protect B. visit C. develop

8. Local traditions and crafts may be ________ or simplified to suit tourists’ preferences.

A. reinvented B. commercialized C. eliminated

9. Tourism creates incentives to preserve ________ areas, ensuring a balance between economic
growth and environmental awareness.

A. historic B. remote C. natural

10. Insensitive tourist behavior, such as disrespecting sacred sites, can lead to ________ between
visitors and locals.

A. cooperation B. tension C. compromise

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Exercise 2: Read the notes about defining relative clauses. Complete the sentences with
appropriate relative pronouns: who, which, that, where, or leave it blank (-) if a pronoun is not
necessary.

Defining relative clauses

Defining relative clauses tell us exactly which people, things or animals we are talking about.
We use “who” for people, “which” for things and “where” for places.
• You’ll travel on a cable car which / where has all the latest entertainment technology.
• Our guide can take you to parts of the city where / that tourists don’t normally go.
• Our tours include a guide who / which is very experienced.
We can also use “that” instead of “who” or “which”.
• Our driver will ride you around on our special bicycles that / who have seats on the back.
• You can get weekly passes who / that make it more economical.
We can leave out which, who or that when it is the object of the verb, especially in speech and
informal writing.
• Our special map gives you all the information (that) you need.

1. Over-tourism can harm local businesses __________ depend on steady customer traffic.

2 Tourists often visit destinations __________ they can experience unique cultures and traditions.

3. We met a tour guide __________ explained how tourism helps fund local conservation projects.

4. Tourists can participate in activities __________ promote cultural understanding, such as cooking
classes.

5. The program includes eco-friendly tours __________ raise awareness about protecting local
ecosystems.

6. Overcrowding can damage natural areas __________ rare species are found.

7. The local craftspeople __________ sell handmade products benefit from increased tourist spending.

8. Hotels __________ implement green initiatives attract environmentally conscious visitors.

9. The historical site __________ attracts thousands of tourists each year requires better maintenance.

10. Tourists should respect local customs __________ are important to the community’s identity.

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Exercise 3: Write an essay of at least 250 words on the following question.

Tourism has become a key driver of economic development in many countries.

However, some people believe that it does more harm than good to local cultures and
the environment.
To what extent do you agree or disagree with this statement?

________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

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LESSON 11: Speaking
Part 2

Getting started
Think of the juiciest gossip you have heard of. What was it? What makes a gossip interesting in
your opinion?

________________________________________________________________________________________________

Activity 1: Look at the expressions below and put them in the correct column.
1. Did I ever tell you about the time when...? 9. During our holiday, we...
2. All of a sudden, I was... 10. You’ll never believe what happened to
3. A couple of years ago, I was... me when...
4. The next thing, we were... 11. Everything was going fine until...
5. While we were away... 12. It all started when...
6. About two years ago, I was... 13. We couldn’t believe it when...
7. After that, we were... 14. Then, out of nowhere...
8. Before I knew it, I was... 15. In the middle of the trip...

Phrases to build suspense or

Phrases to start a story Phrases to sequence events
signal a climax

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EXAM NOTE 1 Using sequencing language in storytelling

1. What is Sequencing Language?

Sequencing language refers to words and phrases that help connect events in chronological
order, making stories clear and easy to follow.
2. Why Should You Use Sequencing Language?
• Organizes events logically: Helps the listener or reader understand the order of events,
avoiding confusion.
Example: First, we checked into the hotel. Then, we explored the local market.
• Makes the story flow smoothly: Smooth transitions between ideas create a more
engaging and coherent narrative.
Example: After we finished dinner, we decided to take a walk by the beach.
• Builds suspense and interest: By controlling the order of events, you can create
anticipation or highlight key moments.
Example: Suddenly, the lights went out, and we heard a strange noise.
• Enhances Speaking score: In IELTS, effective use of sequencing language demonstrates
strong organization and cohesion. This is especially important in IELTS Speaking Part 2
where you are often asked to describe an event in 02 minutes.

Activity 2: Look at the pictures. Create a story.

1. Look at each picture carefully.

2. Describe where the people are, what is happening, and how they might feel.
3. Use sequencing phrases to connect events if creating a story.

Notes:
________________________________________________________________________________________________

________________________________________________________________________________________________

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Activity 3: Match the beginnings (1-5) and endings (a-e) of the sentences.

Beginnings Endings
1. By the time we reached the airport, a. I found my passport under a pile of clothes.
2. While I was packing my suitcase, b. the flight had already departed.
3. After we had checked into the hotel, c. they handed out the maps of the city.
4. The tour guide explained everything before d. we decided to take a walk along the beach.
5. I had never traveled by plane until e. I flew to New York last summer.

1. 2. 3. 4. 5.__

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Activity 4: Read the complete sentences again. Match the sentences with the use of past
tense below.
a. An action completed before another action in the past.
b. A long action interrupted by a shorter action.
c. A series of completed actions in the past.
d. A single completed action in the past.
e. An action that was completed before a specific time in the past.

1. 2. 3. 4. 5.__

EXAM NOTE 2 Using diverse Past tenses in Speaking

In IELTS Speaking Part 2, you are often asked to describe a past experience or tell a story.
Relying only on the past simple can make stories sound flat. Therefore, you should use
diverse tenses to create engaging and descriptive narratives.
1. Why Use a Variety of Past Tenses?
To show different time relationships between actions.
To enhance clarity, storytelling, and overall coherence.
Demonstrates a range of grammatical accuracy and complexity, important for high scores.
2. Common Past Tenses and Their Uses:
• Past Simple
Used for completed actions in the past.
Often used in narratives to describe the main events of a story.
Example: Last summer, I visited Italy and explored its famous landmarks.
• Past Continuous
Used for ongoing actions in the past, often interrupted by another action.
Adds background details to make storytelling more vivid.
Example: I was walking along the beach when it started raining.
• Past Perfect (e.g., I had finished, They had left)
Used to show an action that was completed before another past action or time.
Helps clarify the sequence of events in complex stories.
Example: By the time we arrived, they had already eaten dinner.
• Past Perfect Continuous (e.g., I had been studying, They had been working):
Used to describe an action that was ongoing before a specific time in the past.
Often used to provide context or explain the cause of a past event.
Example: I had been waiting for two hours when the train finally arrived.

161
Activity 5: You are going to talk for 02 minutes on the topic below. First, take notes of what
you are going to say. Remember to follow note-taking techniques from the previous lesson.

Describe an exciting journey you once took.

You should say:
• Where you went
• How you travelled
• Why you went on the journey
And explain why you remember this journey well.

Activities/ Events Feelings

Time What happened? How did this make you feel?
What past tenses can you use?

Before the trip

During the trip

After the trip

Activity 6: Look at the two samples below. Which story is more engaging? Why?
Version 1:
One of the most exciting journeys I took was when I traveled to Tokyo, Japan, for a short holiday.
Before the trip, I booked my tickets and made hotel reservations early to get good deals. I also
packed my suitcase carefully, making sure I had everything I needed. I checked my itinerary several
times because I didn’t want to miss any attractions.
During the trip, I arrived at the airport early, went through check-in and security without any
problems, and boarded the plane. I watched movies during the flight to pass the time. When I
landed in Tokyo, I took a cab directly to my hotel. Over the next few days, I visited famous
landmarks like the Tokyo Tower, Senso-ji Temple, and Shibuya Crossing. I also took many photos
and tried street food, including sushi and ramen, from local markets. One day, I even took a day trip
to Mount Fuji, which was the highlight of my journey.
After the trip, I returned home and spent hours sharing my travel photos and stories with my friends
and family. I unpacked my bags, feeling both exhausted and satisfied. I also wrote a short travel
journal to remember the best parts of the trip.

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Version 2:
One of the most memorable journeys I ever experienced was my solo backpacking trip to Bali.
Before the trip, I had been planning for weeks, browsing travel guides and online forums to create
a perfect itinerary. As I packed my bag, the excitement was overwhelming, but a hint of anxiety
lingered as I thought about all the things that could go wrong. That night, I could barely sleep, my
mind filled with anticipation.
When I boarded the plane and watched the clouds drift by, I felt a sense of freedom. The next
thing, I was checking into a small beachside guesthouse. I spent the first day exploring the bustling
streets and trying local delicacies, like satay and Nasi Goreng. On the second day, I visited Ubud’s
famous rice terraces and met a friendly local guide who shared stories about Balinese culture. The
highlight was when I went snorkeling in the crystal-clear waters of Nusa Penida, surrounded by
colorful fish and coral reefs. Suddenly, while snorkeling, I spotted a giant manta ray—it was both
terrifying and awe-inspiring.
After the trip, back home, I felt an incredible sense of fulfillment. I spent hours scrolling through
my photos, each one bringing back a flood of emotions. That trip made me realize how travel can
change your perspective and create memories that last a lifetime. I can’t wait for my next adventure!

EXAM NOTE 3 Emotions in storytelling

In speaking, expressing emotions is a key strategy to make your story more compelling
and demonstrate language proficiency.
• Makes the Story More Engaging
Emotions bring the story to life, helping the listener or examiner connect with your
experience.
Example: Instead of saying, “I saw the view,” say, “I was in awe of the breathtaking view,
and my heart raced with excitement.”
• Shows a Wide Range of Vocabulary
Using emotional language demonstrates strong control of expressive vocabulary and
helps you score higher in Lexical resource.
Examples:
Basic: I was happy.
Advanced: I was overjoyed and couldn’t stop smiling.
• Boosts Pronunciation and Expression
Talking about emotions naturally encourages expressive speaking, which improves
pronunciation and intonation.
Use variation in tone to emphasize excitement, fear, or joy.

163
Activity 7: Look at the table. The table lists synonyms of common emotions in storytelling.
Complete the table by matching the phrases below with the correct emotion.

1. I had butterflies in my stomach. 8. I was on cloud nine.

2. My heart was filled with joy. 9. Cold sweat dripped down my forehead.
3. I was fuming. 10. A wave of disappointment washed over me.
4. My blood was boiling. 11. I couldn’t hold back the tears.
5. I couldn’t stop smiling. 12. I had a heavy heart.
6. My heart was racing. 13. It felt like a dream come true.
7. I couldn’t control my anger.

Happy/Excited Sad/Disappointed
• Overjoyed • Downhearted
• Delighted • Blue
• Thrilled • Low-spirited
• Elated • Heartbroken
• _________________________________________ • Devastated.
___________________________________________ • _________________________________________
• _________________________________________ ___________________________________________
___________________________________________ • _________________________________________
• _________________________________________ ___________________________________________
___________________________________________ • _________________________________________
• _________________________________________ ___________________________________________
___________________________________________ • _________________________________________
___________________________________________

Upset/Angry Worried/Anxious
• Bummed out • Uneasy
• Furious • Jittery
• Resentful • Panicked
• Outraged • Terrified
• _________________________________________ • _________________________________________
___________________________________________ ___________________________________________
• _________________________________________ • _________________________________________
___________________________________________ ___________________________________________
• _________________________________________ • _________________________________________
___________________________________________ ___________________________________________
• _________________________________________ • _________________________________________
___________________________________________ ___________________________________________

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Activity 8: Now practice speaking. Try to talk for 02 minutes. Remember to use some of the
phrases above to express emotions.

Describe an exciting journey you once took.

You should say:
• Where you went
• How you travelled
• Why you went on the journey
And explain why you remember this journey well.

Activity 9: Now prepare your notes and practice speaking with the topic below.

Describe a travel experience that didn’t go as planned.

You should say:
• Where you went
• What went wrong
• How you dealt with the situation
And explain how you felt about the experience.

Notes:
________________________________________________________________________________________________

________________________________________________________________________________________________

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HOMEWORK

Exercise 1: Fill in the blanks using the words from the box below. Each word is used only
once.

Reservation Budget Fully-booked Local cuisine Dream destination

Peak season Backpacker Sightseeing Scenic Itinerary
Excursion Low season Travel agent Hostel Souvenirs

1. My __________ includes stops at all the famous landmarks and local markets.
2. Japan has always been my __________ because of its blend of modern cities and traditional
culture.
3. As a student on a tight budget, I stayed in a __________ where I shared a room with other travelers.
4. We spent the entire day __________, visiting historical sites, museums, and parks.
5. I bought some handmade pottery as __________ to remember the beautiful village.
6. The __________ was carrying a large backpack and had maps and a guidebook with her.
7. You should make a __________ at the hotel in advance, especially during the holiday season.
8. The guide organized an exciting __________ to a nearby waterfall, which included a hike and a
picnic.
9. The __________ is a major reason why Vietnam is so popular, attracting tourists eager to taste
authentic dishes and regional flavors.
10. We took a __________ drive along the coastal highway, enjoying breathtaking views of the sea
and cliffs.
11. We planned a __________ trip, staying in budget-friendly accommodations and using public
transport.
12. The __________ helped us plan our trip and recommended places to visit.
13. The hotel was __________, so we had to look for another option at the last minute.
14. Prices are much higher during __________, so we decided to travel in the off-season instead.
15. Traveling in the __________ allowed us to get cheaper flights and accommodations while avoiding
large crowds.

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Exercise 2: Complete the story by filling in the blanks with the appropriate phrases from the
word bank. Each phrase can only be used once.

List of phrases:
• Then, out of nowhere...
• You’ll never believe what happened to me when...
• While we were away...
• It all started when...
• The next thing, we were...
• Everything was going fine until...
• Did I ever tell you about the time when...?
• After that, we were...
(1) ______________________________ I decided to take a road trip with my best friend to the mountains
for the weekend. We were excited to explore nature and take a break from city life.

(2) ______________________________ we packed our bags and hit the road early in the morning,
enjoying the cool breeze and scenic views.

(3) ______________________________ driving through a small village, we stopped to grab some snacks
from a local market. The locals were friendly, and we even bought handmade souvenirs. (4)
______________________________ we continued our journey through winding roads and dense forests.

(5) ______________________________ the car broke down in the middle of nowhere. Panic started to
set in as we realized we had no cell service. (6) ______________________________ we heard a loud
noise coming from the woods, and our imaginations ran wild.

(7) ______________________________ a hiker passed by and helped us fix the car. We thanked him and
quickly got back on the road, laughing about how scared we had been.

(8) ______________________________ we finally reached the campsite and set up our tent under the
stars, feeling relieved and proud of ourselves for surviving the unexpected adventure.

Exercise 3: Practice speaking for 02 minutes with the topic below.

Describe an adventurous activity you tried while traveling.

• What the activity was
• Where you did it
• How you felt
And explain why you would or would not do it again.

Notes:
________________________________________________________________________________________________

________________________________________________________________________________________________

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________________________________________________________________________________________________

________________________________________________________________________________________________

Exercise 4: Practice speaking for 02 minutes with the topice [Link].

Describe a long journey you made.

• Where you traveled
• How you traveled
• What happened during the journey
And explain why it was memorable.

Notes:
________________________________________________________________________________________________

________________________________________________________________________________________________

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Unit

5
Cities and Architecture

In this unit, you will:

• Listening: Enhance listening skills through map labeling and multiple-choice questions,
focusing on prepositions, directions, and distractors.
• Writing: Write clear and well-structured map reports for Writing Task 1 by organizing information
logically, using effective introductions and overviews, and applying descriptive language.
• Speaking: Practice describing cities and architectural features in Speaking Part 2 using
descriptive language, discourse markers, and effective note-taking techniques.

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LESSON 13: Listening
Map Labelling and MCQs

Getting started
Look at the maps below. Match the image with the correct type of map.
A. A park B. A town center C. A mansion

1. _____________

2. _____________

3. _____________

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MAP/PLAN LABELLING

In this task, you will listen to a recording and label specific areas, rooms, or features on a given
map. This task typically focuses on locations within buildings, campuses, or other areas, such
as libraries, museums, or parks. This task is commonly found in IELTS Listening Part 2.
Necessary Skills to Do Well:
• Listening for Directions: Recognize common phrases such as “next to,” “behind,” or “on
the left.”
• Understanding Paraphrasing: Be able to match synonyms and rephrased names of
locations.
• Visual Tracking: Follow the speaker’s instructions and locate features on the map as you
listen.

Activity 1: Now look at the map below. Complete the directions with the prepositions in the
box. There may be more than one possible answer in some questions.

via behind on from

at between to through
across into up opposite
in close to across from of

1. To get to the staircase from the main entrance, go ________ the reception room and take the door
________ to your right.

2. The sitting room is ________ in the top left-hand corner ________ of the map.

3. The library is ________ the sitting room and the study, and you can enter it ________ either room
or ________ the reception room.

4. The cloakroom is adjacent ________ the ballroom.

5. The secretary’s room is ________ the music room.

172
6. Standing ________ the foot of the staircase, facing the stairs, you can see the secretary’s room
diagonally ________ you ________ the left-hand side.

7. The staircase will take you ________ the first floor.

8. ________ the back of the house, just ________ the reception room, you can find the drawing room.

Activity 2: Look at the map and read the description of the University Book shop and Library,
then fill in the blanks with the correct locations.

Coffee shop Accommodation office Tourist information

Gift shop Local interest Second-hand books
International languages Multimedia center

Good afternoon, everyone, and welcome to our recently renovated university bookshop and library.
We’ve made many changes, and I just wanted to give you an idea of what you can find where.
Right, well, the reception desk is to the left as you enter, and directly to the left of that, in the corner,
you’ll find our little shop. You’ll remember that we used to have the accommodation office here, but
that’s been relocated to the main university building. Anyway, now you can buy a range of locally
made items, including birthday cards, notepads and pens.
Behind the reception desk and in front of law and politics is the used books table. This is also a new
addition but something we think will be very popular with all our students.
Information about the region is directly at the back of the library, to the left of our business section.
Everything you want to know about the area can be found here, and you can also buy tickets for
public transport.
On the other side of the business section, we had intended to put a tourist information point.
However, as there is one located just five minutes from the campus, we decided instead to make

173
this a relaxing space where you can buy snacks and hot drinks.
Finally, I’m delighted to tell you that we now have an area dedicated to the integration of audio and
visual technologies. It’s located in the small annexe behind and to the right of the reference area.
You’ll find the toilets there, too.

Activity 3: List the phrases that the speaker used to give directions and positions for each
feature.
1. __________________
________________________________________________________________________________________________
________________________________________________________________________________________________
2. __________________
________________________________________________________________________________________________
________________________________________________________________________________________________
3. __________________
________________________________________________________________________________________________
________________________________________________________________________________________________
4. __________________
________________________________________________________________________________________________
________________________________________________________________________________________________
5. __________________
________________________________________________________________________________________________
________________________________________________________________________________________________

Activity 4: How did the speaker paraphrase the name each feature?
1. __________________
________________________________________________________________________________________________
________________________________________________________________________________________________
2. __________________
________________________________________________________________________________________________
________________________________________________________________________________________________
3. __________________
________________________________________________________________________________________________
________________________________________________________________________________________________
4. __________________
________________________________________________________________________________________________
________________________________________________________________________________________________
5. __________________
________________________________________________________________________________________________
________________________________________________________________________________________________

174
Activity 5: Read the description again. Analyze how information for each feature was given.
An example has been done for you.
Example:
Right, well, the reception desk is to the left as you enter, and (1) directly to the left of that, in the
corner, you’ll find (2) our little shop. You’ll remember that we used to have (3) the accommodation
office here, but that’s been relocated to the main university building. Anyway, now you can (4)
buy a range of locally made items, including birthday cards, notepads and pens.
(1): direction
(2): name of the feature
(3): what used to be here (distractor)
(4): what you can do here

• (1) Behind the reception desk and in front of law and politics is the (2) used books table.
This is also a (3) new addition but something we think will be very popular with all our
students.
(1): _________________________________
(2): _________________________________
(3): _________________________________

• Information about the region is (2) directly at the back of the library, to the left of our
business section. (3) Everything you want to know about the area can be found here,
and you can also buy tickets for public transport.
(1): _________________________________
(2): _________________________________
(3): _________________________________

• (1) On the other side of the business section, we had (2) intended to put a tourist
information point. However, as there is one located just five minutes from the campus, we
(3) decided instead to make this a relaxing space where you can buy snacks and hot
drinks.
(1): _________________________________
(2): _________________________________
(3): _________________________________

• Finally, I’m delighted to tell you that we now have (1) an area dedicated to the integration of
audio and visual technologies. It’s (2) located in the small annexe behind and to the right
of the reference area. You’ll find the toilets there, too.
(1): ________________________________ name of the feature
(2): ________________________________ direction

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EXAM NOTE 1 What to beware of in Map/Plan Labeling tasks

To do well on map/plan labeling tasks, there are several key notes you need to remember.
1. Pay attention to landmarks and reference points.
• When listening, listen for specific landmarks such as “next to something” “behind
something” “in front of something ” or “to the left of something”
• Underline or highlight any mentioned features on the map to help visualize movement
through the described area.
2. Look for paraphrased names of locations/features.
• Names on the map may not always be mentioned exactly as written. Be aware of
paraphrasing like:
Gift shop: referred to as “our little shop.”
Second-hand books: called the “used books table.”
Multimedia center: referred to as “an area dedicated to audio and visual technologies.”
3. Pay attention to the sequence of information given.
• In map labeling tasks, the name of the feature is not always mentioned first.
• The speaker might first describe the location, give additional details, and only later
mention the actual name.
• For example:
Sequence: “On the left as you enter (direction), you’ll find our little shop (name).”
4. Be aware of distractors.
• Sometimes the speaker will mention a feature that is no longer there or an original plan
that was changed.
• Example: “We had intended to put a tourist information point here, but instead, we made
it a coffee shop.”

Activity 6:
6.1. Look at a map of the ground floor of a castle museum. Listen and answer the questions .

1. Room A is
A. Lord Westchester’s bedroom.
B the gift shop.
C. the aviary

2. Room B is
A. the Portrait Gallery
B. the Exhibition room
[Link] anteroom
Why are the other options incorrect?

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6.2. Now listen and label rooms C and D.

Anteroom Dining room Kitchen Sewing room Sitting room

3. Room C _____
4. Room D _____

Activity 7: Listen to the next part of the talk, where the speaker gives more information
about Westchester Castle.
7.1. Match the century with the information about the castle.

1. 11th century a. The Westchester family became the owners

2. 12th century b. The castle had its origins at this time.

3. 13th century c. Living quarters were added

7.2. Which part of the castle is still in good condition?

A. The drawbridge
B. The moat
C. The turrets

Look at the transcript for this question. Listen again and fill in the blanks with NO MORE THAN
THREE WORDS.

As you probably know, the aim of a castle was to provide a secure base against attack. It needed
to be easy to defend while preventing exposure to the attackers. It had to have thick, high walls and
a secure entry gate. Westchester, like other medieval castles, would have had a drawbridge at the
main point of entry, but sadly, it is ________________________. The four turrets—the round towers at
the corners—remain in a remarkably ________________________ for such an ancient castle. You can
see that there ________________________ a moat—another vital defense against invaders—but now
all you see around the building is a dry ditch..

Why are the other answers incorrect?

How did the speaker paraphrase ‘in good condition’?

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EXAM NOTE 2 Handling unknown vocabulary

Don’t panic if you come across unfamiliar words in the question or options. In many cases, the
recording will provide explanations or clues. Even if it doesn’t, you can often determine the
correct answer by paying attention to the surrounding context and how the unknown words
are described or used. Stay focused and trust the information provided in the recording.

Activity 8: You are going to listen to a talk about Holloway Estate. Before you listen, look at
the map of Holloway Estate and answer the questions below
• Where is the Manor House?
________________________________________________________________________________________________
• What is the similary between A and G? How can we differentiate them?
________________________________________________________________________________________________
• What is the similary between E and F? How can we differentiate them?
________________________________________________________________________________________________
• What is the similary between B, C, and D? How can we differentiate them?
________________________________________________________________________________________________
• What is the similary between H and I? How can we differentiate them?
________________________________________________________________________________________________

EXAM NOTE 3 Understand the map before listening

Before you listen to the recording, it’s important to take a moment to analyze the map carefully
and understand its layout. Many features on maps are often located close to each other, which
can lead to confusion and mistakes. By doing this, you’ll have a clear mental image of the map
and will be better prepared to follow the speaker’s instructions accurately.
• Predict directions: Identify key landmarks and their relative positions, such as “next to,”
“opposite,” or “behind.” Anticipate the directions or pathways you might hear during the
recording.
• Compare similar locations: Pay attention to features that look or sound similar and note any
distinguishing details.

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Activity 9: Now listen and answer the questions.
Questions 1-6
Label the map opposite.
Write the correct letter, A–I, next to questions 1-6.
1. gift shop …………..
2. beehives …………..
3. holiday cottages …………..
4. dairy …………..
5. museum …………..
6. estate office …………..

Questions 7-10
Choose the correct letter, A, B or C.
7. How many unpaid helpers does the National
Trust have?
A. about 62,000
B. about 5,899
C. about 4.24 million
8. The main aim of the National Trust is:
A. to make money from its properties.
B. to preserve historical properties.
C. to donate money to property owners in
financial difficulties.
9. A couple can join the National Trust for a year for:
A. £64. B. £108. C. £114.
10. Paying membership fees by direct debit also gets you:
A. a pair of binoculars.
B. a National Trust handbook.
C. three copies of the National Trust magazine per year.

Activity 10: Listen and answer the questions.

New staff at theatre
Questions 11 and 12
Choose TWO letters, A–E.
Which TWO changes have been made so far during the refurbishment of the theatre?
A. Some rooms now have a different use.
B. A different type of seating has been installed.
C. An elevator has been installed.
D. The outside of the building has been repaired.
E. Extra seats have been added.

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Questions 13 and 14
Choose TWO letters, A–E.
Which TWO facilities does the theatre currently offer to the public?
A. rooms for hire
B. backstage tours
C. hire of costumes
D. a bookshop
E. a café

Questions 15 and 16
Choose TWO letters, A–E.
Which TWO workshops does the theatre currently offer?
A. sound
B. acting
C. making puppets
D. make-up
E. lighting

Questions 17–20
Label the plan below.
Write the correct letter, A–G, next to Questions 17–20.
Ground floor plan of theatre

17. box office _ 19. lighting box _

18. theatre manager’s office ___________ 20. artistic director’s office ___________

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HOMEWORK

Exercise 1:
Question 11: Choose the correct letter, A, B or C.
11. According to the speaker, the main purposes of the park are:
A. education and entertainment. B. research and education.
C. research and entertainment.

Questions 12–14: Label the plan below.

Write NO MORE THAN TWO WORDS for each answer.
12. __________________ Area
13. __________________
14. __________________ Area

Questions 15–20
Choose the correct letter, A, B or C.
15. When are the experimental areas
closed to the public?
A. all the year round
B. almost all the year
C. a short time every year
16. How can you move around the park?
A. by tram, walking or bicycle
B. by solar car or bicycle
C. by bicycle, walking or bus
17. The rare breed animals kept in the park include:
A. hens and horses. B. goats and cows. C. goats and hens.
18. What is the main purpose of having the Rare Breeds Section?
A. to save unusual animals
B. to keep a variety of breeds
C. to educate the public
19. What can you see in the park at the present time?
A. the arrival of wild birds
B. fruit tree blossom
C. a demonstration of fishing
20. The shop contains books about:
A. animals. B. local traditions. C. the history of the park.

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Exercise 2:
Questions 11-16
Choose the correct letter, A, B or C.

11. The most famous view in this park is

A. the largest waterfall worldwide.
B. the longest river in the world.
C. the biggest sub-tropical rainforest in the world.
12. According to the tour guide, what is best to do on top of the mountain?
A. having a picnic B. taking photos C. strolling about
13. What did the tour guide recommend for more experienced walkers?
A. the mountain trail B. the Bush Track C. the Creek Circuit
14. What is mentioned about the transport in the park?
A. Bicycles can be hired.
B. Trams are available for tourists.
C. It is included in the bill.
15. Which activity is provided for adults all year round?
A. abseiling B. bungee jumping C. paragliding
16. What should the visitors do before they go to the restaurant?
A. make bookings
B. inquire about availability
C. collect the meal ticket at the reception

Questions 17-20
Label the plan below.
Write the correct letter, A-I, next to Questions 17-20.

17. Campsite ________

18. Business Centre ________
19. Museum ________
20. Café ________

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Exercise 3:
Questions 11–13
Complete the table below.
Write NO MORE THAN THREE WORDS for each answer.
Parks and open spaces

Name of place Of particular interest Open

Halland Common source of River Ouse 24 hours

between 12. ______________

Holt Island many different 11. ______________
and ______________
Longfield reconstruction of a 2,000-year-old
daylight hours
Country Park 13. ______________ with activities for children

Questions 14–16
Choose the correct letter, A, B, or C.
Longfield Park
14. As part of Monday’s activity, visitors will 15. For the activity on Wednesday,
A. prepare food with herbs. A. only group bookings are accepted.
B. meet a well-known herbalist. B. visitors should book in advance.
C. dye cloth with herbs. C. attendance is free.
16. For the activity on Saturday, visitors should
A. come in suitable clothing.
B. make sure they are able to stay for the whole day.
C. tell the rangers before the event what they wish to do.

Questions 17–20
Label the map below.
Write the correct letter, A–I, next to questions 17–20.

17. bird hide ______________

18. dog-walking area ______________
19. flower garden ______________
20. wooded area ______________

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LESSON 14: WRITING
Maps

IELTS WRITING TASK 1 - MAPS

In IELTS Writing Task 1, you may be asked to describe and compare maps that show changes
over time or different features of a location. These tasks assess your ability to describe
spatial relationships, highlight changes, and compare key features using appropriate
vocabulary and grammar.
1. Types of Map Tasks:
• Maps showing development over time:
Describe how a location has changed between two or more different periods.
This is the most common type of maps.
• Static maps:
Describe the key features of a location at a fixed point in time without any changes involved.
This type of maps is very rare.
2. Key Skills for Writing about Maps
• Describing locations and directions: Use phrases like next to, to the right of, behind, adjacent
to, opposite, along, on the corner of, etc.
• Comparing changes: Use appropriate language to describe additions (constructed, added),
removals (demolished, removed), and transformations (converted, redeveloped).
• Grouping information: Identify major changes or key areas and group related details together
in paragraphs.

Activity 1: Put the verbs into the correct category.

demolish modernise relocate extend

replace expand knock down erect
renovate enlarge tear down convert
put up flatten construct alter

Build Change Remove

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Activity 2: Look at the maps below. In 5 minutes, list the differences between the 2 maps.
Then, compare with your partner.

Activity 3: Use the appropriate verb from the box below to fill in the blanks. Each verb
describes a change that took place between Poulton in 1900 and Poulton in 1935.

expand demolish replace construct convert

modernize add relocate develop remain

1. The factory and houses in the north were __________ to make space for mansions and a park.
2. The row of terraced houses on Trent Street was __________ with modern flats.
3. The wasteland and surrounding areas were __________ into Bayley Street Park.
4. A new road, New Lane, was __________ on the right side of the map.
5. The railway workers’ cottages were __________ to create space for a children’s play area.
6. The number of shops along New Lane __________, providing more commercial options.
7. The laundry __________ in both maps, though its surroundings were modernized.
8. A café was __________ next to the laundry, replacing the shop in the northwest area.
9 The small residential houses on the left were __________ by larger flats to accommodate population
growth.
10. The park area was __________ with additional trees and a designated children’s play zone.

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Activity 4: Look at the maps again. Put the features of the map into these categories:
industrial, residential, commercial, or recreational.

Bayley Mansions Café Terraced houses Railway line

Bayley Street Park Shops Wasteland Laundry

Industrial Residential Commercial Recreational

IELTS WRITING TASK 1 – MAP REPORT STRUCTURE

The structure of a map report is typically as follow:

1. Introduction: Paraphrase the question and state what the map(s) show.
2. Overview: Highlight the main changes or overall differences.
3. Body Paragraphs: Describe the specific changes in detail, using appropriate sequencing
and language.
There are several ways to organize your body pargraphs:
• by time (describe each year individually)
• by functions (group features into categories of distinctive functions)
• by areas (north/south/east/west)
The easiet way to organize your body is by time. However, this is not always best approach.
You need carefully analyze the maps in order to find the best approach.

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Activity 5: Look at 4 different introductions for these maps. Match the introductions (1-4) to
the comments (A-D).
The plans illustrate the layout of the ground floor of a library in 2001 and the changes made to it
during its redevelopment in 2009.

1. The plans show that in 2001 the ground floor A. This introduction is taken directly from the
of the library included a reception, a reading question.
area, a computer lab, and a staff room. In
2009, several changes were made, including
the addition of a cafe and the expansion of the
reading area.
2. The plans illustrate the layout of the ground B. This is a good introduction to the maps as it
floor of a library in 2001 and the changes made is clear what the writer is going to talk about.
to it during its redevelopment in 2009.

3. The plans depict the transformations made C. This gives very little information about the
to the library’s ground floor between 2001 and maps, so is not a full introduction.
2009.
4. The library’s ground floor layout underwent D. This includes too many details to be an
several major changes between 2001 and introduction and includes examples that should
2009, with spaces like the reading area and be in the main body of the answer.
reception being altered significantly.

1. _____ 2. _ 3. _ 4. _____

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EXAM NOTE 2 Writing introduction for a map report

The introduction should paraphrase the task prompt and briefly describe what the maps/
diagrams illustrate without including details or analysis.
1. Key Points:
• Keep it concise: Only state what the maps show and the time period involved.
• Paraphrase the given prompt: Use synonyms and different sentence structures to avoid
copying.
1. Synonyms for “show” to use in your introduction:
• illustrate
• depict
• demonstrate
• present
• highlight
2. Examples:
Task Prompt: The plans show the changes made to a park between 2005 and 2020.
→ The plans illustrate how the park was transformed between 2005 and 2020.
→ The given diagrams depict the modifications and developments in the park over a 15-
year period.
→ The maps demonstrate the structural and functional changes made to the park between
2005 and 2020.

Activity 6: Look at the library plans. Put the features of the map into these categories:
bookshelf and study space.
Features:
• Children’s area • Tables
• Newspapers and periodicals • Films & DVDs
• Librarian’s desk • Fiction
• Computers • Law
• History • Kitchen

Academic resources Study space Other facilities

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How has these groups of features changed (or not) over the years? Write short notes.
Academic resources:
________________________________________________________________________________________________
________________________________________________________________________________________________
Study space:
________________________________________________________________________________________________
________________________________________________________________________________________________
Other facilities:
________________________________________________________________________________________________
________________________________________________________________________________________________
=> Overall, are the changes significant or insignificant?
________________________________________________________________________________________________
________________________________________________________________________________________________

Activity 7: Choose the best overview that summarizes the key changes shown in the library
plans between 2001 and 2009. Explain why.
A. Overall, there were some minor adjustments to the layout of the library, particularly involving the
relocation of tables and shelves.
B. Generally, the library underwent significant redevelopment, with notable expansions in its media
resources, study spaces, and additional facilities to accommodate a wider range of users.
C. In general, the fiction section was reduced, and new areas like the children’s area and computer
section were introduced, improving the library’s functionality.

EXAM NOTE 3 Writing an effective overview for a map report

The overview is a crucial part of your response and is often what examiners look for to assess
your Task Achievement. A good overview should summarize the main changes or highlight
key features of the maps without going into specific details.
1. What to Include in the Overview:
• Mention the most significant changes or developments that took place.
• Identify overall trends (e.g., urbanization, industrial expansion, removal or the addition of new
facilities).
• Highlight key differences without describing individual elements (leave that for the body
paragraphs).
2. Tips for Writing the Overview:
• Don’t copy from the prompt—paraphrase it instead.
• Focus on the big picture—what stands out when comparing the maps.
• Group features by function to avoid listing every detail:
For maps showing town development, refer to residential, industrial, and recreational areas rather
than individual buildings.
For library maps, you can group features as bookshelves, study spaces, and media resources
instead of naming every section.

189
Activity 8: Read the complete report below and answer the questions.

The plans depict the transformations made to the library’s ground floor between 2001 and 2009.
Overall, the library underwent significant redevelopment, with notable expansions in its media
resources, study spaces, and additional facilities to accommodate a wider range of users.
In 2001, as visitors entered the library, the librarian’s desk was situated directly opposite the
entrance while a set of stairs was located immediately to the right. The left-hand wall featured
shelves dedicated to fiction, self-help, and history. The right-hand wall was occupied by newspapers
and periodicals. At the far back of the library, additional shelves were devoted to fiction, which
formed a large section of the layout. In the center of the room, several tables were arranged to
allow visitors a place for reading and study.
By 2009, the library had been extensively renovated, resulting in a more modern and versatile
space. On left-hand wall shelves, sections like self-help, history, and fiction shrank to make room
for new areas, including shelves for law and economics and the addition of a kitchen. Meanwhile,
the newspapers and periodicals section which used to be the right-hand wall were replaced by
films and DVDs. Additionally, new computers were added along the right-hand side to provide
digital resources. The fiction section at the back was removed to accommodate a children’s area,
which was positioned in front of newly added larger study tables. The tables in the center of the
room were changed to bigger ones.

190
1. How were the body paragraphs organized in this report?
________________________________________________________________________________________________
________________________________________________________________________________________________
2. In each body paragraph, how was information presented?
________________________________________________________________________________________________
________________________________________________________________________________________________
3. Can you think of other ways to organize the body?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
4. Look at the phrases underlined, what function do they serve?
________________________________________________________________________________________________
________________________________________________________________________________________________

EXAM NOTE 4 Coherence and Cohesion in a map report

1. Coherence (Paragraphing):
• When organizing the body paragraphs, choose a structure that allows you to describe
changes in a way that is logical, easy to follow, and avoids repetition.
• Avoid disorganized descriptions where information jumps around the map or repeats
details unnecessarily.
• Recommended structures for effective paragraphing:
կ By time
կ By functions (if features have distinct purposes)
This prevents jumping back and forth between different areas and ensures a smooth flow.
կ By area
This spatial organization helps readers visualize the layout section by section.
2. Cohesion (Positional Markers and Cohesive Devices):
• Cohesion refers to how ideas and sentences are connected using linking phrases, references,
and logical progression.
• How to achieve it in maps:
կ Use positional markers to guide the reader spatially:
Examples: the left-hand wall, the right-hand wall, at the far back, in the center, opposite the
entrance
These markers help the reader follow the description as they mentally visualize the layout.
կ Include cohesive devices such as:
Overall, by contrast, meanwhile, additionally, at the same time
These devices connect ideas between sentences and paragraphs, showing comparisons,
contrasts, or sequences.

191
Activity 9: The maps show the town Sholeation in 1985 and 2015. Summarise the information
by selecting and reporting the main features and make comparisons where relevant.
You should spend about 20 minutes on this task.
Write at least 150 words

192
HOMEWORK

Exercise 1: Read the information. Then look at the map. Do the statements accurately
describe the map? Choose Yes or No.

1. Sholeaton changed substantially between 1985 and 2015 and is now a better town for shopping.
A. Yes B. No
2. The park was extended as a result of the swimming pool being demolished.
A. Yes B. No
3. Sholeaton became a less visually attractive place, with fewer trees being planted.
A. Yes B. No
4. The bus station was relocated to the south of Sholeaton, to make way for the expansion of the
shopping centre.
A Yes B. No
5. Nothing has been done to improve the area for cyclists in and around the town.
A. Yes B. No
6. It is possible that fewer people are living in the centre of Sholeaton, because there are now fewer
houses between the shopping centre and the main road.
A. Yes B. No
7. The town planners have improved facilities for visitors and local people in a number of ways, with
the new pedestrian crossing a good example of this.
A. Yes B. No
8. The café has been replaced by a fountain, arguably making the centre of Sholeaton a more
pleasant place to visit.
A. Yes B. No

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EXAM NOTE 5

The IELTS Writing Task 1 band descriptor for Task Achievement at Band 8 states: presents,
highlights and illustrates key features clearly and appropriately. To achieve a high mark,
it is extremely important that you study the map very carefully and ensure that the
information you include in your writing is accurate and appropriate. Describing changes
that do not appear in the map will result in the loss of marks for Task Achievement.

Exercise 2: Complete the table with the words in the box.

knock down enlarge erect develop construct convert

modernize. tear down extend refurbish alter put on
renovate relocate demolish flatten

Build Remove Change

Exercise 3: Match the more extended and better developed sentences in the box with the
simple sentences.

A. A few new houses were constructed in the eastern part of the town.
B. Sholeaton’s library was relocated and the old building was converted into a business centre.
C. Sholeaton’s swimming pool was replaced during the expansion of the park.
D. The café was flattened and a fountain was erected in its place.
E. The old bus station was demolished and rebuilt behind the town’s car park.
F. The old car park was extended to include a new space for bicycle parking.
G. The old shopping centre was enlarged to take the place of the former bus station.
H. The shops around the former café were refurbished, and new restaurants were built opposite.

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1. There was a swimming pool, but now the park is bigger.
________________________________________________________________________________________________
2. The shopping centre was changed and it became larger.
________________________________________________________________________________________________
3. The bus station was then put behind the car park.
________________________________________________________________________________________________
4. A bicycle parking area was added to the car park.
________________________________________________________________________________________________
5. Sholeaton now has a new business centre in place of the library.
________________________________________________________________________________________________
6. Some houses were built and now there are more.
________________________________________________________________________________________________
7. A water fountain replaced the café in the west.
________________________________________________________________________________________________
8. The shops around the café were changed, and some restaurants opened.
________________________________________________________________________________________________

Exercise 4: Complete the table with the given words and phrases.

• Nonetheless • Furthermore • In short

• In addition • However • On the other hand
• Generally speaking • What’s more • In spite of this
• Overall • Moreover
• Beside • Nevertheless

Adding a similar point Contrasting Summarizing

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Exercise 5: Look at the maps of Sholeaton again. Choose the most logical sentences that
develop the ideas in the first sentence

1. One of the most striking features is that the swimming pool was replaced by an extension to the
park.
A. Besides, most people would agree that the park is far better.
B. Moreover, extra trees were planted and the library was relocated to next to the newly enlarged
park.
2. The shopping centre in the middle of Sholeaton was extended and the bus station was knocked
down.
A. However, a new bus station was built to the south of the town.
B. In spite of this, a new public transport hub was constructed.
3. The number of houses trebled in Sholeaton in 2015.
A. However, this change was not too dramatic.
B. Nevertheless, this did not affect the size of the town too much.
4. The old library was modernised and converted into a business centre.
A. Nevertheless, a new library was constructed next to the park.
B. In addition, the new library changed location and it moved to the north.
5. Although the demolition of the café reduced eating options in the west of the town, some new
restaurants were established in the shopping centre to the east of the town.
A. Besides, extra trees were planted in the west, making the area a greener place.
B. In any case, newly planted trees help make the place look good.
6. Overall, Sholeaton underwent many changes during the period 1985 to 2015.
A. it’s a marvellous place to live, there is a lot to do and anybody would like to live here.
B. although the town has expanded its facilities, it has also added some natural features .

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Exercise 6: The maps below show the changes that took place at a science and technology
museum between 1996 and 2016. Summarize the information by selecting and reporting the
main features and make comparisons where relevant.
You should spend about 20 minutes on this task.
Write at least 150 words

197
LESSON 15: SPEAKING
Part 2
Getting started
Match the words in the box with the correct picture.

Detached house Apartment block Semi-detached house Bungalow

1. ___________________ 2. ___________________

3. ___________________ 4. ___________________

Activity 1: Put the words below in the correct column.

vibrant picturesque humid skyscraper tropical

bustling foggy overcrowded suburban cosmopolitan
arid historical mountainous quaint mansion
iconic polluted temperate residential monotonous
metropolitan coastal rural tranquil

Area Building Climate Opinion

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Activity 2: Fill in the gaps with the appropriate words from the list above. Some sentences
have more than one possible answer.
1. The __________ city had a beautiful __________, with tall buildings shining brightly as the sun went
down.
2. The coastal town is famous for its __________ beaches, while the nearby __________ village is quiet
and full of charm.
3. As we drove through the __________ area, the __________ air made it feel even hotter and more
difficult to breathe.
4. The once-__________ neighborhood, where streets used to be full of life, now faces problems
with traffic and __________ public areas.
5. The old mansion stood on a __________ hill, looking down over the valley, but its __________
condition showed it hadn’t been cared for in years.
6. The __________ city is always noisy and busy, but many people like to visit the __________
countryside to relax.
7. The town is known for its __________ charm, with old buildings and cobblestone streets that make
it feel like a place from the past.
8. The desert was extremely __________ during the day, but the evenings were cool and __________,
making it more comfortable to sit outside.
9. The new __________ project combines traditional designs with sleek, __________ buildings to show
both history and modern ideas.
10. Living in a __________ neighborhood with parks and quiet streets is peaceful, but some people
enjoy the exciting, __________ city center.

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_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________

Activity 4: Read the travel brochure below about the city of Florence and answer the questions.

Discover the Timeless Charm of Florence!

Welcome to Florence — The Cradle of the Renaissance. Known for its masterpieces of art, grand
architecture, and Tuscan flavors, Florence is a city where history meets modern charm. Whether
you’re an art enthusiast, a foodie, or a curious traveler, Florence promises a magical journey
through time.
※ Iconic Landmarks & Architectural Wonders
Florence’s skyline is dominated by historic structures, but the beauty of the city lies in every
cobblestone street and hidden alley. Explore these must-see landmarks:

• The Duomo (The Cathedral of Santa Maria del Fiore): Florence’s most iconic building, with its
red-tiled dome designed by Brunelleschi. Climb to the top for breathtaking panoramic views of
the city.

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• Ponte Vecchio: The city’s oldest bridge, lined with jewelry shops and offering scenic views of
the Arno River. It’s the perfect spot for a romantic sunset walk

• Palazzo Pitti and the Boboli Gardens: This former royal palace is filled with Renaissance art, and
the lush gardens behind it are a peaceful escape from the busy city.

• Piazza della Signoria: The heart of Florence, home to the impressive Palazzo Vecchio and the
replica of Michelangelo’s David.

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※ Art & History - Step into a Masterpiece
Florence is a living museum, showcasing world-renowned works of art by Michelangelo, Leonardo
da Vinci, and Botticelli. Don’t miss:
• Uffizi Gallery: One of the most famous art museums in the world, featuring masterpieces such as
Botticelli’s The Birth of Venus and da Vinci’s Annunciation.
• Accademia Gallery: Home to Michelangelo’s original statue of David, this gallery offers insight
into the genius of the Renaissance.
• Santa Croce Basilica: The resting place of famous figures like Galileo, Michelangelo, and
Machiavelli, this church is a stunning example of Gothic architecture.

※ Savor the Flavors of Florence

Florence’s cuisine is a celebration of simple, local ingredients prepared with perfection. Here’s
what to try:

• Bistecca alla Fiorentina: A thick, juicy Florentine steak cooked to perfection over an open flame.
• Pappa al Pomodoro: A comforting bread and tomato soup, bursting with flavor.
• Gelato from Vivoli or Grom: Florence is said to be the birthplace of gelato, so don’t miss the
chance to sample it at local favorites.
• Chianti Wine: Pair your meals with a glass of Tuscan wine from the nearby Chianti region.
Friendly Locals and Artisan Traditions

※ Friendly Locals and Artisan Traditions

Florence is not just about monuments — it’s also about the craftspeople and artists who bring the
city to life. Watch leatherworkers, goldsmiths, and painters at work in traditional workshops. Locals
are warm, welcoming, and always eager to share their love of art and food.

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※ Things to Do Beyond the Landmarks
• Take a Day Trip to Tuscany’s Vineyards: Tour the rolling hills, sip on wine, and visit quaint villages
like San Gimignano.
• Visit the Mercato Centrale: A lively market filled with fresh produce, local cheeses, handmade
pasta, and wine.
• Watch the Sunset from Piazzale Michelangelo: Enjoy panoramic views of the city, with the Duomo
and Arno River bathed in golden light.

※ Insider Tip:
Visit during spring or early fall for mild weather, fewer crowds, and the best experience of Florence’s
beauty. Don’t forget to reserve tickets in advance for the Uffizi and Accademia galleries!

4.1. What aspects about the city did the brochure provide information about?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

4.2. Match the words/phrases from the article with the correct meaning.

Word/phrase Meaning

1. grand architecture A. A famous building that represents a city or place.

2. art enthusiast B. People who make things by hand, like artists or carpenters.
3. a foodie C. Someone who loves and enjoys looking at art.
4. a curious traveler D. Impressive, large, and beautiful design of buildings.
5. must-see landmarks E. Someone who likes exploring new places.
6. an iconic building F. Famous art that people know about all over the world.
7. breathtaking panoramic views G. A person who loves food and enjoys trying new dishes.
8. scenic views H. A place that is important for tourists to visit.
9. lush gardens I. Beautiful views of nature or the landscape.
10. to be home to J. Very beautiful or impressive.
11. world-renowned works of art K. Wide views of the area, often from a high place.
12. stunning L. Gardens full of green plants, flowers, and trees.
13. bursting with flavor M. Food that has a strong, delicious taste.
14. craftspeople N. Friendly and inviting to visitors.
15. welcoming O. A place where important things, events, or people are found.

1. 4. 7. 10. 13.

2. ________ 5. ________ 8. ________ 11. ________ 14. ________
3. ________ 6. ________ 9. ________ 12. ________ 15. ________

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EXAM NOTE 1 What to talk about when describing a city

When describing a city in the IELTS Speaking or Writing exams, make sure to cover a
variety of aspects to provide a well-rounded and detailed answer. You don’t have to
mention everything listed below, but it’s useful to know these aspects to prepare relevant
vocabulary and improve fluency.
1. Location and Setting
• Where is the city located (country, region, proximity to rivers, mountains, or coasts)?
• Is it large, small, urban, or rural?
• What is the overall environment like (bustling, peaceful, historic)?
• What is the general vibe of the city (romantic, energetic, traditional, peaceful)?
2. Landmarks and Architecture
• Mention iconic landmarks or famous buildings
• Describe the style of architecture (modern, historic, traditional, or a mix).
• Are there any natural landmarks (rivers, hills, or parks) that define the city?
3. History and Culture
• Talk about any historical significance (famous events, important figures).
• Is the city known for cultural traditions or festivals?
• Mention any legends or stories associated with the city.
• Discuss how the city’s history influences its modern identity.
4. Local Food and Cuisine
• What local dishes or drinks is the city famous for?
• Are there any special food markets, restaurants, or cafes?
• Does the city have unique dining experiences, like food festivals?
5. The People and Their Lifestyle
• Describe the locals (friendly, creative, laid-back, or business-oriented).
• What is the pace of life (busy, relaxed, or dynamic)?
• What do people typically do in their free time?
6. Things to Do
• Highlight popular tourist activities (museums, boat rides, concerts).
• Are there outdoor experiences, such as walking tours, parks, or hiking trails?
• Mention off-the-beaten-path spots for adventurous visitors.
• What kind of entertainment does the city offer (theaters, sports, nightlife)?
7. Weather and Climate
• Describe the city’s typical weather and how it affects daily life.
• Does the climate change drastically between seasons?
• Mention any best times to visit for tourists.

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Activity 4: You are going to talk about the topic below.

Describe a place you have been to where there were lots of people
You should say:
• Where it is
• Who you were with
• What people were doing there
And explain why there were lots of people.

Look at the notes from a candidate below. How could they be improved?
Refer to the exam note on how to take notes effectively from Lesson 9

I went to the city center

It was during New Year’s Eve
I went with a group of friends
People waited for the countdown until midnight
Some people were enjoying street food from vendors
Others were dancing
New Year’s Eve is the biggest celebration of the year in my country
It was a fantastic experience

Checklist for a good Speaking Part 2 note

Focus on important points
Include some topic-related vocab
Provide examples
Pay attention to verb tenses
Structure your talk

Revise the candidate’s note to make it better.

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Activity 6: Read the candidate’s answer. Match the underline phrases above to their functions
(a-f).

1 Well, I’m a big homebody, so I don’t usually go out all that much, but a crowded place that I’ve
been to - and actually had a good time - was the city center during New Year’s Eve celebrations
last year. The city center is a popular spot in my hometown, filled with restaurants, cafes, and a
large square where events are often held. And it’s right in the middle of the tourist areas of my city
so 2 that’s another reason why it’s packed with people during that time of the year. I went there
with a group of friends to join in the festivities. 3 I’m not too sure but I think there were 8 of us.
The atmosphere was electric – 4 what I mean is that everyone was in in high spirits. People of all
ages were gathered together, waiting for the countdown to midnight. Some were enjoying street
food from vendors, others were dancing along to music played by a live DJ, and many people
were taking photos and videos to capture the moment. I tried some of the food from one of the
vendors, too – I was skeptical at first, but it was 5 actually really good. The reason there were so
many people was that it was New Year’s Eve, and this is one of the biggest celebrations of the
year. People love coming together to ring in the new year with friends and family, so the whole city
center was packed with locals and tourists alike, all eager to see the fireworks display at midnight.
6 All in all, it was a fantastic experience, though a little overwhelming with the sheer number of
people.

a. To add an additional point 1. __________

b. To show uncertainty 2. _________
c. To clarify a point 3. _________
d. To emphasize that this information is surprising 4. _________
e. To summarize / close the topic 5. _________
f. To initiate the topic 6. _________

EXAM NOTE 2 Using linking words and phrases in IELTS Speaking

Why use linking words/phrases?

Linking words and phrases help you connect ideas smoothly, making your speech more
coherent and natural. Proper use of linking devices can boost your Fluency and Coherence
score.
Tips for Effective Use
• Don’t overuse linking phrases; aim for natural integration.
• Use a mix of simple and advanced linking words to showcase range.
• Practice with mock responses to build automaticity when speaking under time pressure.

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USEFUL LINKING WORDS OR PHASES

To initiate the topic To add an additional point

• Well, to start with... • Additionally / In addition
• First of all... • What’s more...
• I’d like to talk about... • Moreover...
• What comes to mind is... • On top of that...
• Another reason is...
• Not only that, but...
To give examples To clarify or explain a point
• For example... • What I mean is...
• For instance... • In other words...
• Let me give you an example... • Let me explain...
• Such as... • To be more specific...
• Take [something] as an example...

To show uncertainty To compare or contrast ideas

• I’m not too sure, but... • On the other hand...

• I think it could be... • However...
• It’s hard to say, but I’d guess... • In contrast...
• If I remember correctly... • While it’s true that...
• I’d say around... • Although...

Activity 7: Look at the cue card below and make some notes for your answer. Then, practice
speaking for 02 minutes.

Describe a city you have visited that left an impression on you.

You should say:
• Where the city is
• Why you visited the city
• What you did there
And explain why you liked or disliked the city.

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HOMEWORK

Exercise 1: Read the travel brochure below. Match the words/phrases with the correct meaning.

Explore the Timeless Beauty of Hoi An!

Welcome to Hoi An — Vietnam’s Ancient Port City and Cultural Gem. Renowned for its well-
preserved architecture, vibrant markets, and traditional crafts, Hoi An offers a unique blend of
history, charm, and relaxation. Whether you’re a history lover, foodie, or beach enthusiast, Hoi An
will leave you enchanted.

※ Must-See Landmarks & Architectural Wonders

Hoi An is famous for its ancient town, a UNESCO World Heritage Site, filled with well-preserved
15th-19th century buildings. Don’t miss:
• The Japanese Covered Bridge (Chùa Cầu): An iconic symbol of Hoi An, this 18th-century bridge
connects the city’s old quarters and is beautifully decorated with wooden carvings.
• The Old House of Tan Ky: A traditional merchant’s house showcasing a mix of Japanese, Chinese,
and Vietnamese architecture. Step inside to see centuries-old antiques and intricate woodwork.
• Assembly Hall of the Fujian Chinese Congregation: Known for its grand gates and dragon
sculptures, this hall is a vivid example of Chinese influence in Hoi An’s history.
• Cua Dai Beach: A short ride from the town center, this serene beach offers golden sands and
crystal-clear waters, perfect for relaxation.

※ Traditional Crafts & Cultural Heritage

Hoi An isn’t just about sightseeing — it’s about experiencing local traditions and hands-on activities.
Explore:
• Lantern-Making Workshops: Learn how to make one of Hoi An’s famous silk lanterns that light up
the streets every night.
• Tailor Shops: Get custom-made clothing at one of the city’s renowned tailors, where you can
have high-quality garments tailored to your size in just a day or two.
• Pottery Villages: Visit Thanh Ha Pottery Village and try your hand at making pottery with skilled
local artisans.

※ Savor the Flavors of Hoi An

Hoi An’s cuisine is bursting with flavor and reflects the region’s rich heritage. Be sure to try:
• Cao Lầu: A signature noodle dish topped with pork, fresh greens, and crispy rice crackers.
• Bánh Mì: Hoi An is famous for its Vietnamese baguettes, with crusty bread filled with savory
meats, herbs, and pickled vegetables.

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• White Rose Dumplings: A local delicacy of delicate rice-paper dumplings filled with shrimp and
topped with fried garlic.
• Fresh Seafood: Enjoy grilled fish and prawns fresh from the sea at one of the beachside restaurants.

※ Friendly Locals & Artisan Communities

The people of Hoi An are known for their warm hospitality and artistic talents. Whether you’re
bargaining in the market or learning about lantern-making, you’ll feel welcomed at every turn. Don’t
be surprised if locals invite you for a cup of tea or share the history behind their family businesses.

※ Things to Do Beyond the Old Town

• Take a boat ride along the Thu Bon River: Enjoy a peaceful cruise at sunset, watching the city
light up with colorful lanterns.
• Visit the Hoi An Night Market: Discover local street food, souvenirs, and handcrafted goods as the
lantern-lit streets come alive after dark.
• Day trip to the My Son Sanctuary: Explore this ancient Hindu temple complex surrounded by
mountains, offering insight into the Champa Kingdom’s history.
• Bike through the rice fields: Take a cycling tour through the lush countryside and discover the
traditional Vietnamese way of life.

※ Insider Tip:
Plan your visit during the monthly lantern festival, held on the 14th day of each lunar month. The
entire town turns off its electric lights and glows under the soft glow of thousands of handmade
lanterns floating on the river.

※ How to Get Here

Hoi An is easily accessible from Da Nang International Airport, which is a 45-minute drive away.
The town is best explored on foot or by bike, allowing you to fully experience its narrow streets and
hidden gems.

※ Start Your Hoi An Adventure Today!

Whether you’re savoring street food, admiring lantern-lit streets, or relaxing by the beach, Hoi An
will capture your heart. Book your tour today and immerse yourself in the magic of this historic city!

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Word/phrase Meaning

1. to be renowned for A. A special or traditional meal that people from the area are
2. well-preserved architecture proud of.
3. a unique blend of history, B. People who make things by hand, such as pottery, jewelry,
charm, and relaxation or clothes.
4. to leave someone enchanted C. To be famous or well-known for something.
5. centuries-old antiques D. A combination of different things that make the place special.
6. intricate woodwork E. The friendly and kind behavior shown to visitors.
7. crystal-clear waters F. Very old objects that are valuable and important.
8. local artisans G. Buildings that have been kept in good condition for a long
9. rich heritage time.
10. a signature dish H. Water that is very clean and easy to see through.
11. local delicacy I. Carvings or details in wood that are very decorative and
12. hospitality detailed.
13. hidden gems J. To be amazed or impressed by something’s beauty or charm.
14. to savor street food K. The traditions, history, and culture passed down in a place.
15. to capture someone’s heart L. To enjoy eating food from vendors or food stalls, especially
outdoors.
M. Small or secret places that are special but not well-known.
N. To make someone feel deeply connected to a place and
remember it forever.
O. A special food or dish that is famous in a particular area.

1. 4. 7. 10. 13.

2. ________ 5. ________ 8. ________ 11. ________ 14. ________
3. ________ 6. ________ 9. ________ 12. ________ 15. ________

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Exercise 2: Fill in the blanks using the correct words or phrases from the list below. Be sure
to use the correct form of the words if necessary.

List of words/phrases:
• to be renowned for • rich heritage
• well-preserved architecture • a signature dish
• a unique blend of history, charm, and relaxation • local delicacy
• to leave someone enchanted • hospitality
• centuries-old antiques • hidden gems
• intricate woodwork • to savor street food
• crystal-clear waters • to capture someone’s heart
• local artisans

1. The ancient town of Hoi An is famous for its __________, which has been carefully maintained for
hundreds of years.
2. Florence is __________ its incredible contributions to art, history, and architecture.
3. Visitors to the small town were amazed by the __________ of its handmade furniture and
decorations.
4. The marketplace is the perfect spot to watch __________ selling pottery, jewelry, and handmade
lanterns.
5. The peaceful beaches of Da Nang are known for their __________, making them ideal for swimming
and snorkeling.
6. The old house displayed __________, including furniture and artifacts dating back over 300 years.
7. Vietnamese cuisine offers many mouthwatering dishes, but Bánh Mì is considered __________.
8. The friendly locals greeted tourists with warm smiles, showing true Vietnamese __________.
9. Kyoto is a city that provides __________, with its historic temples, scenic gardens, and relaxed
atmosphere.
10. The hidden café in the old quarter is one of the city’s best-kept __________, offering a cozy space
away from the crowds.
11. The breathtaking view from the top of the hill is enough __________ anyone __________.
12. When visiting Hanoi, tourists love to __________ from street vendors, enjoying the fresh flavors
of local food.
13. Cao Lầu, a noodle dish unique to Hoi An, is considered a __________ by both locals and visitors.
14. The city’s historical museums and ancient temples reflect its __________, passed down over
generations.
15. After exploring the city’s colorful lantern-lit streets and trying its famous food, Hoi An managed
__________ every traveler’s __________.

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Exercise 3: Look at the cue card below and make some notes for your answer. Then, practice
speaking for 02 minutes.

Describe a historical town or city that you know about.

You should say:
• Where it is
• What historical events are connected to it
• What visitors can see or do there
And explain why it is an important place.

Exercise 4: Look at the cue card below and make some notes for your answer. Then, practice
speaking for 02 minutes.

Describe a town or city near the sea that you know about.
You should say:
• Where it is located
• What it is famous for
• What people do there
And explain why you think it is a nice place to visit.

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Unit

6
The Arts

In this unit, you will:

• Reading: Differentiate between T/F/NG and Y/N/NG statements by scanning for keywords,
identifying synonyms, and recognizing paraphrasing.
• Writing: Write structured Advantages & Disadvantages essays for Writing Task 2, avoiding
logical fallacies and using cohesive devices and topical vocabulary.
• Speaking: Describe a famous person in Speaking Part 2 using descriptive language, extending
answers with details about appearance, personality, and achievements.

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LESSON 16: READING
True/False/Not Given & Yes/No/Not Given

Getting started
Look at the following pictures with two different artists. Discuss with your partner.
1. How would you describe these two styles?
2. Which one do you prefer? Why?

Activity 1: You are going to read a passage about two famous artists in the 20th century.
The passage has 06 paragraphs. First, look at the main ideas/functions below. Predict the
order in which these ideas/functions may appear in the passage.

1. The materials Rauschenberg worked with

2. Why Warhol is more famous than Rauschenberg
3. A definition of Modern art
4. The artists’ early lives
5. Warhol’s main work
6. Both artists’ performance art

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EXAM NOTE 1 Predicting content and understanding text structure in reading

Predicting content before reading helps you become familiar with the structure and flow
of the passage, allowing for quicker information retrieval when answering questions.
1. Why predict the order of ideas/functions?
Predicting the order of key ideas improves reading efficiency by narrowing down where
to search for specific answers. It saves time by avoiding random searches across the text.
It also activates prior knowledge and improves comprehension of the overall topic.
2. Practical Tips:
• Skim the text quickly before answering questions to identify topic sentences or
section headings. Don’t focus too much on understanding every word or translating
everything.
• Don’t worry about predicting the exact order correctly—focus on noticing patterns in
the passage.
• Understand how headings, connectors, or introductory sentences in paragraphs can
signal topic changes.

Activity 2: Now read the passage below. Which paragraph contains the following information?
1. The materials Rauschenberg worked with
2. Why Warhol is more famous than Rauschenberg
3. A definition of Modern art
4. The artists’ early lives
5. Warhol’s main work
6. Both artists’ performance art

A The term ‘Modern Art’ refers to art from the period 1860s to 1970s and encompasses the work
of such well-known names as Vincent Van Gogh, Paul Cezanne and Pablo Picasso. Modern Art
represents the discarding of the artistic traditions of the past in favour of a spirit of experimentation.
It conceptualised the functions of art in new ways and introduced different ideas about the nature
of materials. Two artists who had a huge impact on modern art in the twentieth century were
Robert Rauschenberg and Andy Warhol. Arguably, they both had an important influence on art as
we know it today, but whereas Warhol became a household name, Rauschenberg is remembered
only by those in the artistic community.

B Milton Ernest Rauschenberg, who later became known as Robert Rauschenberg, was born in
Port Arthur, Texas in 1925, while Andrew Warhola – Andy Warhol – was born in 1928 in Pittsburgh,
Pennsylvania. Both were of European heritage, born to working-class families. In Rauschenberg’s
case, his childhood environment was hardly inspiring – a blue-collar town that has been described
as a “cultural wasteland with no art.” His father had no understanding of art and gave him no
encouragement. His mother, on the other hand, supported her son as much as she could. For much

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of his life, Rauschenberg had been waiting for the opportunity to leave his hot, sticky, industrial
hometown, and he did so in 1944, moving to California. Like Rauschenberg, Warhol was close to
his mother. A sickly child, he spent a lot of time at home with her. Though he was missing a lot of
school, he was developing his artistic skills and tastes, so it was actually an important period of his
life. He eventually enrolled in the Carnegie Institute in Pittsburgh, where he took his first steps into
the art world. Eventually, both artists gravitated towards New York, which, by the early 1950s, had
taken over from Paris as the centre of the Avant-Garde.

C Artistically, what the two have in common is the willingness to innovate, take chances, and be
different from everything that had gone before. Both were a new type of artist who embraced and
drew inspiration from popular culture. Both rejected the orthodoxical views of “high” and “low” art.
To their minds, anything could be art. Rauschenberg produced paintings and sculptures and even
combined them to produce mixed media, working with a variety of less conventional materials
including silk, metal, and glass. It has been said that “the whole world was his canvas.” He was the
ultimate scavenger, prepared to use anything he could find in his artworks, even going so far as
to incorporate such disparate objects as socks, bedspreads, and car parts into his work. His 1953
piece entitled Automobile Tire Print was conceptual art as never seen before and would ensure him
a place in the art history books.

D Warhol’s work was equally innovative, drawing from the world around him but somewhat
different in approach. He rose to fame with his iconic Campbell’s Soup Can series, which even
today is seen as one of the most definitive images of the Pop Art movement. The simple red-and-
white depictions of an everyday item have been hanging in kitchens and cafés around the world
since the 1960s. It’s a similar story for his iconic series of movie star portraits – including such
popular culture figures as Marilyn Monroe, Elvis Presley, and Elizabeth Taylor. Like Rauschenberg,
he didn’t limit himself to just one medium. In 1964, he produced his first exhibition of sculpture,
which consisted of hundreds of imitation supermarket product boxes, most famously Brillo and
Heinz. It was an exhibition that confounded critics and helped cement his credentials as an artist
challenging the status quo.

E Not content with subverting the conventional art forms of painting and sculpture, both
Rauschenberg and Warhol experimented beyond them. Rauschenberg collaborated with musicians,
costume designers, dancers, and even scientists, never ceasing to expand the possibilities of
what art could be. He has been described as “the wind blowing through the art world, pollinating
everything.” Warhol, too, dabbled in other fields, including rock music and film, and engaged in
Performance Art with his multimedia show The Exploding Plastic Inevitable, becoming one of
the works he is best remembered for. This show pioneered many lighting innovations which rock
musicians have been using in their shows since the 1960s.

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F Both Rauschenberg and Warhol were extremely prolific, the former’s career spanning six decades,
while the latter is a household name whose work has been adapted by several generations. What
differentiates them is that Warhol courted publicity. He wrote books and co-founded a magazine,
Interview, which reported on film, fashion, and popular culture. He socialised with celebrities and
had several TV shows, which helped spread his fame. In contrast, Rauschenberg didn’t seek
the limelight. His name is not widely known outside the art world, but that does not diminish his
influence upon it. Given that Warhol’s work is immensely reproducible and commercial, brightly
coloured and attractive to buyers, it is easy to see why Rauschenberg’s productions with salvaged
garbage and street signs would lack the same popular appeal. However, this great innovator still
deserves to be remembered for his unique contribution to Modern Art.

Activity 3: Match each statement 1–3 with its answer. One is True, one is False, and one is
Not Given. Highlight the parts of the text where you found the information.

1. Rauschenberg was often unwell as a child.

2. Both artists had a positive relationship with their mothers.
3. Warhol began to develop his ability as an artist when he went to New York.

EXAM NOTE 2 Common mistakes in True/False/Not Given

1. Be careful with misinterpreted names or subjects:

Statements often include names or subjects that may be confusing if read quickly. Verify who
is being referred to in the statement and cross-check the information in the passage.
2. Watch for keyword traps:
Keywords from the statement may be present in the text but used in a different context. Ensure
that the statement’s meaning aligns with what is stated in the passage before deciding.
3. Don’t assume information:
If a statement contains a fact that could be true but is not explicitly mentioned in the passage,
it is “Not Given.” Double-check for any supporting or opposing evidence before selecting
“True” or “False.”
4. Pay attention to qualifiers (e.g., always, often, only):
Words like “always,” “never,” “most,” or “often” can significantly change the truth value of the
statement. Ensure you identify these and verify their accuracy against the passage.
5. Time-related clues:
Be aware of time references such as “before,” “after,” or “during,” which can change the truth
of the statement if not aligned with the passage’s events.

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DIFFERENTIATING FALSE AND NOT GIVEN
False Not Given
The statement contradicts or is The statement is not mentioned or
Definition directly opposite to the information in cannot be verified using the passage.
the passage.

Evidence in There is clear evidence in the passage There is no evidence in the passage
the text that disproves the statement. to confirm or contradict the statement.

Statement: Warhol developed his Statement: Rauschenberg received

artistic abilities after moving to New formal artistic training in Paris.
York.
Passage: Warhol was already Passage: Rauschenberg studying art
developing his artistic skills during with one of the most respected artists
Example high school and at the Carnegie at the time.
Institute in Pittsburgh, before moving
to New York.
Answer: False — The statement is Answer: Not Given — No evidence
directly contradicted by the timeline in exists to confirm or deny that he was
the passage. studyng in Paris.

Activity 4: Statements 1–3 are Not Given in the text. Match them with the reasons some
candidates might think they are given (a–c).

1. Conventional materials are not used in Modern Art.

2. Rauschenberg and Warhol influenced each other’s work.
3. Warhol grew up in a working-class part of his hometown.

a. This information is given but about a different person.

b. Some of the words are used in the text.
c. We might expect this to be true, given the focus on these two artists in the text.

Activity 5: Read paragraphs A, B, and C. Are the following True, False, or Not Given?

1. Neither artist is known by their birth name.

2. Rauschenberg first achieved artistic fame in his hometown.
3. Paris was the best place for Modern artists in the 1950s.
4. Neither artist believed in distinguishing between high and low art.
5. Art critics were shocked by Rauschenberg’s use of everyday objects in his work.

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YES/NO/NOT GIVEN
In Yes/No/Not Given tasks, you will be asked whether the statements in the questions match
the views or claims of the writer. A view is a personal opinion. A claim is a statement made
by the writer and presented as a fact.
There are a lot of similarities between True/False/Not Given questions and Yes/No/Not
Given questions. But the main difference is that True/False/Not Given questions are based
on factual information in the Reading passage. Yes/No/Not Given questions ask you to
interpret the views or claims of the writer.
Be careful not to confuse your own assumptions with what’s stated or implied in the
passage. Focus on detecting subjective language and expressions of opinion. However, the
general approach to Y/N/NG is similar to T/F/NG.

Activity 6: Read sentences i-iii. For each sentence, say if it:

a. expresses the same opinion as the statement above (Yes).

b. expresses an opposite opinion from the statement above (No).
c. says something completely new, not mentioned in the original statement (Not Given).

1. Museums should make fine art accessible to everyone, regardless of their educational background,
by offering free entry and simplified explanations of exhibitions.
i. Museums should charge visitors to maintain the quality of exhibits.
ii. Free entry to museums helps promote art education for all people.
iii. Some museums have permanent collections featuring modern art.

2. Fine art is often misunderstood as something meant for the wealthy or the educated, but it has
a universal message that can be appreciated by all audiences.
i. Fine art appeals only to those who are well-educated.
ii. The meaning of art can be appreciated by all people regardless of their background.
iii. Museums should invest in digital guides for visitors to improve accessibility.

3. Interactive museum exhibits allow visitors to connect with fine art on a personal level and make
their experience more engaging.
i. Interactive exhibits make museums more appealing to younger audiences.
ii. Interactive exhibits help people better understand fine art.
iii. Visitors does not find interactive exhibits helpful in helping them appreciate fine art.

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Activity 7: Read the following passage and answer the questions.

Museums of fine art and their public

The fact that people go to the Louvre museum in Paris to see the original painting Mona Lisa
when they can see a reproduction anywhere leads us to question some assumptions about the
role of museums of fine art in today’s world.

One of the most famous works of art in the world is Leonardo da Vinci’s Mona Lisa. Nearly
everyone who goes to see the original will already be familiar with it from reproductions, but they
accept that the art is more rewardingly viewed in its original form.

However, if Mona Lisa was a famous novel, few people would bother to go to a museum to
read the writer’s actual manuscript rather than a printed reproduction. This might be explained by
the fact that the novel has evolved precisely because of technological development that made it
possible to print out huge numbers of texts, whereas oil paintings have always been produced as
unique objects. Additionally, the way we “read” these forms of media is different. When reading a
book, we mainly focus on the meaning of the words, not on the way they are printed. In contrast,
when viewing a painting, we must pay attention to its physical appearance, like the colors and
shapes, as well as the ideas the artwork represents.

Yet there has always been an inevitable sense of loss in the reproduction of paintings. If we
see a reproduction of the Mona Lisa we see very little of the original physical form of the painting
and none of its history. Many museums have long treated reproduction as routine work assigned
to workshop assistants. Today, modern technology makes reproducing paintings easier and more
accurate, with prints made to the same scale, matching colors precisely, and even duplicating the
texture of the painting’s surface.

But despite an implicit recognition that the spread of good reproductions can be culturally
valuable, museums continue to emphasize the special status of original works. Unfortunately, this
seems to place severe limitations on the kind of experience offered to visitors.

One limitation is related to the way the museum presents its exhibits. Art museums are often
called “treasure houses” because they store unique, valuable items. Visitors are reminded of this
before they even enter, as they see security guards, ropes, and display cases designed to protect
the artwork. This setup makes it difficult for visitors to connect with the paintings in a personal way
or imagine them as part of their daily lives.

The National Gallery is housed in numerous rooms, each with dozens of works, any one of
which is likely to be worth more than the average visitor possesses. In a world that judges personal
status of the individual so much by their material worth, it is therefore difficult for the visitor to avoid
a sense of personal worthlessness in such an environment.

Furthermore, considerations of the ‘value’ of the original lie in its rareness: These works were
created in specific historical contexts and have been given a high financial value by powerful
institutions. Because this value is unlikely to change, visitors may be deterred from developing

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their own spontaneous interpretations of the artwork - something that people do more easily with
literature or music.

Visitors may also find it strange to see so many different types of artworks gathered in one
space, often far from their original locations. This feeling of “displacement” is worsened by the
sheer number of exhibits, which for the average viewer are probably more works on display than
could feasibly be viewed in weeks or months.

This is particularly distressing because it seems to be a vital difference in the appreciation of

all art forms. A fundamental difference between paintings and other art forms is that there is no
prescribed time over which a painting is viewed. By contrast, the audience encounters an opera
or a play over a specific time, which is the duration of the performance. Similarly, novels and
poems are read in a specific order, whereas a picture has no fixed place at which to start viewing,
or at which to finish. Thus art works themselves encourage us to view them superficially, without
appreciating the richness of detail and labour that is involved.

As a result, the dominant way of analyzing art in museums is through the lens of art historians,
who focus on understanding the artwork within its historical and cultural context. This academic
approach fits perfectly with the museum’s purpose of preserving and interpreting authentic works.
However, it often leaves little room for spontaneous, personal reactions to the artwork - something
that is common in discussions of literature and music but rare in the world of art history.

The way museums display their collections highlights how critical engagement with art is
limited when spontaneous criticism is suppressed. The museum public, like any other audience,
experience art more rewardingly when given the confidence to express their views. If appropriate
works of fine art were rendered permanently accessible to the public by means of high-fidelity
reproductions, as literature and music already are, the public may feel somewhat less in awe of
them. Unfortunately, that may be too much to ask from those who seek to maintain and control the
art establishment.

Questions 27–31
Complete the summary using the list of words, A–L, below.
Write the correct letter, A–L, in boxes 27–31 on your answer sheet.

A. institution E. paints I. basic technology

B. mass production F. artist J. readers
C. mechanical processes G. size K. picture frames
D. public H. underlying ideas L. assistants

The value attached to original works of art

People go to art museums because they accept the value of seeing an original work of art.
But they do not go to museums to read original manuscripts of novels, perhaps because the
availability of novels has depended on 27. ___________ for so long, and also because with novels,
the 28. ___________ are the most important thing.

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However, in historical times artists such as Leonardo were happy to instruct 29. ___________
to produce copies of their work and these days new methods of reproduction allow excellent
replication of surface relief features as well as colour and 30. ___________ .
It is regrettable that museums still promote the superiority of original works of art, since this
may not be in the interests of the 31. ___________.

Questions 36–40
Do the following statements agree with the views of the writer in Reading Passage 3?
In boxes 36–40 on your answer sheet, write
YES if the statement agrees with the views of the writer
NO if the statement contradicts the views of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this

36. Art history should focus on discovering the meaning of art using a range of media.
37. The approach of art historians conflicts with that of art museums.
38. People should be encouraged to give their opinions openly on works of art.
39. Reproductions of fine art should only be used in public collections if they are of high quality.
40. In the future, those with power are likely to encourage more people to enjoy art.

Activity 8: Based on what you have read from the passage in activity 7. Discuss these
questions with your friends.

1. Why do you think so many people want to see the original Mona Lisa when reproductions are
readily available?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

2. What is the author’s main argument about the difference between paintings and novels in terms
of how they are consumed?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

3. According to the passage, why is there a sense of loss when paintings are reproduced compared
to novels or music?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

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4. How does the structure of museums (security guards, barriers, valuable collections) affect
visitors’ perception of art?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

5. The author contrasts art museums with literature and music. Do you think this comparison is
fair? Why or why not?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

6. Think about a famous painting, sculpture, or monument you have seen or would like to see. How
important is it to you to experience the original rather than a reproduction?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

7. How would you compare viewing paintings in a museum to experiencing other forms of art, such
as movies, novels, or music? Which do you find more rewarding and why?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

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HOMEWORK

Exercise 1: Read the passage about “20th century modern art champions” again. The given
words or phrases appeared in the text. Group the words or phrases with similar meaning
together.

List of phrases: A famous person To try to become popular

To seek the limelight
A household name
To court publicity
A well-known name
A popular culture figure
To spread one’s fame

Exercise 2: Choose the correct meaning of the word or phrase in bold from the options given.

1. The exhibition of his early paintings helped to cement his credentials as one of the most
promising modern artists of the decade.
A. To destroy or damage his reputation
B. To strengthen or establish his reputation
C. To hide his qualifications
2. By using everyday objects in his sculptures, the artist was known for challenging the status quo
and questioning what could be considered “fine art.”
A. Questioning or rejecting the accepted way of doing things
B. Following the traditional rules of art
C. Limiting artistic experimentation
3. Van Gogh may not have been famous in his lifetime, but he was extremely prolific, creating over
2,000 artworks before his death.
A. Struggling to create artworks
B. Criticizing other artists
C. Producing a large number of works
4. Warhol’s colorful, iconic images of celebrities and brands gained popular appeal, making them
famous not only in art galleries but also in homes and cafes.
A. Widespread admiration and acceptance
B. Criticism from professional artists
C. Limited understanding among the public

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5. The painter didn’t stick to one medium—he would often dabble in photography, sculpture, and
even performance art.
A. To avoid using different media
B. To try something casually or as a hobby
C. To master every form of art professionally
6. The museum has recently installed high-fidelity reproductions of some of its most valuable
paintings, allowing visitors to experience them without needing to view the fragile originals.
A. Digital images projected on screens
B. Low-quality versions meant for tourists
C. Copies that are very close to the original in quality
7. The museum provides guided tours to offer different interpretations of the artwork, helping
visitors understand the historical and emotional meanings behind the paintings.
A. Descriptions of how much the art is worth
B. Instructions on how to create the same painting
C. Different opinions or explanations about what the art means
8. As she entered the room with the famous painting, she stood in awe of its size, colors, and
beauty.
A. Deeply impressed and amazed
B. Unimpressed by it
C. Confused or uncertain
9. Some visitors feel overwhelmed by the museum’s displays, especially when they learn that many
of the artworks have a material worth greater than the average person’s life savings.
A. The emotional meaning of an artwork
B. The financial value of something
C. The historical importance of a piece

Exercise 3: Read the following passage and answer the following questions.

Neuroaesthetics
An emerging discipline called neuroaesthetics is seeking to bring scientific objectivity to the
study of art, and has already given us a better understanding of many masterpieces. The blurred
imagery of Impressionist paintings seems to stimulate the brain’s amygdala, for instance. Since the
amygdala plays a crucial role in our feelings, that finding might explain why many people find these
pieces so moving.

Could the same approach also shed light on abstract twentieth-century pieces, from Mondrian’s
geometrical blocks of colour, to Pollock’s seemingly haphazard arrangements of splashed paint on
canvas? Sceptics believe that people claim to like such works simply because they are famous.
We certainly do have an inclination to follow the crowd. When asked to make simple perceptual
decisions such as matching a shape to its rotated image, for example, people often choose a

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definitively wrong answer if they see others doing the same. It is easy to imagine that this mentality
would have even more impact on a fuzzy concept like art appreciation, where there is no right or
wrong answer.

Angelina Hawley-Dolan, of Boston College, Massachusetts, responded to this debate by asking

volunteers to view pairs of paintings – either the creations of famous abstract artists or the doodles
of infants, chimps and elephants. They then had to judge which they preferred. A third of the
paintings were given no captions, while many were labelled incorrectly – volunteers might think
they were viewing a chimp’s messy brushstrokes when they were actually seeing an acclaimed
masterpiece. In each set of trials, volunteers generally preferred the work of renowned artists, even
when they believed it was by an animal or a child. It seems that the viewer can sense the artist’s
vision in paintings, even if they can’t explain why.

Robert Pepperell, an artist based at Cardiff University, creates ambiguous works that are neither
entirely abstract nor clearly representational. In one study, Pepperell and his collaborators asked
volunteers to decide how ‘powerful’ they considered an artwork to be, and whether they saw
anything familiar in the piece. The longer they took to answer these questions, the more highly they
rated the piece under scrutiny, and the greater their neural activity. It would seem that the brain
sees these images as puzzles, and the harder it is to decipher the meaning, the more rewarding is
the moment of recognition.

And what about artists such as Mondrian, whose paintings consist exclusively of horizontal and
vertical lines encasing blocks of colour? Mondrian’s works are deceptively simple, but eye-tracking
studies confirm that they are meticulously composed, and that simply rotating a piece radically
changes the way we view it. With the originals, volunteers’ eyes tended to stay longer on certain
places in the image, but with the altered versions they would flit across a piece more rapidly. As a
result, the volunteers considered the altered versions less pleasurable when they later rated the
work.

In a similar study, Oshin Vartanian of Toronto University asked volunteers to compare original
paintings with ones which he had altered by moving objects around within the frame. He found that
almost everyone preferred the original, whether it was a Van Gogh still life or an abstract by Miró.
Vartanian also found that changing the composition of the paintings reduced activation in those
brain areas linked with meaning and interpretation.

In another experiment, Alex Forsythe of the University of Liverpool analysed the visual intricacy
of different pieces of art, and her results suggest that many artists use a key level of detail to please
the brain. Too little and the work is boring, but too much results in a kind of ‘perceptual overload’,
according to Forsythe. What’s more, appealing pieces both abstract and representational, show
signs of ‘fractals’ – repeated motifs recurring in different scales. Fractals are common throughout
nature, for example in the shapes of mountain peaks or the branches of trees. It is possible that our
visual system, which evolved in the great outdoors, finds it easier to process such patterns.

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It is also intriguing that the brain appears to process movement when we see a handwritten
letter, as if we are replaying the writer’s moment of creation. This has led some to wonder whether
Pollock’s works feel so dynamic because the brain reconstructs the energetic actions the artist used
as he painted. This may be down to our brain’s ‘mirror neurons’, which are known to mimic others’
actions. The hypothesis will need to be thoroughly tested, however. It might even be the case that
we could use neuroaesthetic studies to understand the longevity of some pieces of artwork. While
the fashions of the time might shape what is currently popular, works that are best adapted to our
visual system may be the most likely to linger once the trends of previous generations have been
forgotten.

It’s still early days for the field of neuroaesthetics – and these studies are probably only a taste of
what is to come. It would, however, be foolish to reduce art appreciation to a set of scientific laws.
We shouldn’t underestimate the importance of the style of a particular artist, their place in history
and the artistic environment of their time. Abstract art offers both a challenge and the freedom
to play with different interpretations. In some ways, it’s not so different to science, where we are
constantly looking for systems and decoding meaning so that we can view and appreciate the
world in a new way.

Questions 1–4
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 1-4 on your answer sheet.
1. In the second paragraph, the writer refers to a shape-matching test in order to illustrate
A. the subjective nature of art appreciation.
B. the reliance of modern art on abstract forms.
C. our tendency to be influenced by the opinions of others.
D. a common problem encountered when processing visual data.
2. Angelina Hawley-Dolan’s findings indicate that people
A. mostly favour works of art which they know well.
B. hold fixed ideas about what makes a good work of art.
C. are often misled by their initial expectations of a work of art.
D. have the ability to perceive the intention behind works of art.
3. Results of studies involving Robert Pepperell’s pieces suggest that people
A. can appreciate a painting without fully understanding it.
B. find it satisfying to work out what a painting represents.
C. vary widely in the time they spend looking at paintings.
D. generally prefer representational art to abstract art.
4. What do the experiments described in the fifth paragraph suggest about the paintings of Mondrian?
A. They are more carefully put together than they appear.
B. They can be interpreted in a number of different ways.
C. They challenge our assumptions about shape and colour.
D. They are easier to appreciate than many other abstract works.

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Questions 5–7
Complete the summary using the list of words, A–H, below.
Write the correct letters, A–H, in boxes 5–7 on your answer sheet.
Art and the Brain
The discipline of neuroaesthetics aims to bring scientific objectivity to the study of art. Neurological
studies of the brain, for example, demonstrate the impact which Impressionist paintings have on
our 5 ________. Alex Forsythe of the University of Liverpool believes many artists give their works
the precise degree of 6 ________ which most appeals to the viewer’s brain. She also observes that
pleasing works of art often contain certain repeated 7 ________ which occur frequently in the natural
world.

A. interpretation B. complexity C. emotions D. movements

E. skill F. layout G. concern H. images

Questions 8–13
Do the following statements agree with the views of the writer in the reading passage?
In boxes 8–13 on your answer sheet, write:
YES if the statement agrees with the views of the writer
NO if the statement contradicts the views of the writer
NOT GIVEN if there is no information on this

8. Forsythe’s findings contradicted previous beliefs on the function of ‘fractals’ in art.

9. Certain ideas regarding the link between ‘mirror neurons’ and art appreciation require further
verification.
10. People’s taste in paintings depends entirely on the current artistic trends of the period.
11. Scientists should seek to define the precise rules which govern people’s reactions to works of art.
12. Art appreciation should always involve taking into consideration the cultural context in which an
artist worked.
13. It is easier to find meaning in the field of science than in that of art.

Question 40
Choose the correct letter, A, B, C or D.
Write the correct letter in box 40 on your answer sheet.
40. What would be the most appropriate subtitle for the article?
A. Some scientific insights into how the brain responds to abstract art
B. Recent studies focusing on the neural activity of abstract artists
C. A comparison of the neurological bases of abstract and representational art
D. How brain research has altered public opinion about abstract art

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Exercise 4: Read the passage and answer the questions.

An Introduction to Film Sound

Though we might think of film as an essentially visual experience, we really cannot afford to
underestimate the importance of film sound. A meaningful sound track is often as complicated as
the image on the screen, and is ultimately just as much the responsibility of the director. The entire
sound track consists of three essential ingredients: the human voice, sound effects and music.
These three tracks must be mixed and balanced so as to produce the necessary emphases which
in turn create desired effects. Topics which essentially refer to the three previously mentioned
tracks are discussed below. They include dialogue, synchronous and asynchronous sound effects,
and music.

Let us start with dialogue. As is the case with stage drama, dialogue serves to tell the story
and expresses feelings and motivations of characters as well. Often with film characterization the
audience perceives little or no difference between the character and the actor. Thus, for example,
the actor Humphrey Bogart is the character Sam Spade; film personality and life personality seem
to merge. Perhaps this is because the very texture of a performer’s voice supplies an element of
character.

When voice textures fit the performer’s physiognomy and gestures, a whole and very realistic
persona emerges. The viewer sees not an actor working at his craft, but another human being
struggling with life. It is interesting to note that how dialogue is used and the very amount of
dialogue used varies widely among films. For example, in the highly successful science-fiction
film 2001, little dialogue was evident, and most of it was banal and of little intrinsic interest. In this
way the film-maker was able to portray what Thomas Sobchack and Vivian Sobchack call, in An
Introduction to Film, the ‘inadequacy of human responses when compared with the magnificent
technology created by man and the visual beauties of the universe’.

The comedy Bringing Up Baby, on the other hand, presents practically non-stop dialogue
delivered at breakneck speed. This use of dialogue underscores not only the dizzy quality of the
character played by Katherine Hepburn, but also the absurdity of the film itself and thus its humor.
The audience is bounced from gag to gag and conversation to conversation; there is no time for
audience reflection. The audience is caught up in a whirlwind of activity in simply managing to
follow the plot. This film presents pure escapism—largely due to its frenetic dialogue.

Synchronous sound effects are those sounds which are synchronized or matched with what is
viewed. For example, if the film portrays a character playing the piano, the sounds of the piano are
projected. Synchronous sounds contribute to the realism of film and also help to create a particular
atmosphere. For example, the ‘click’ of a door being opened may simply serve to convince the
audience that the image portrayed is real, and the audience may only subconsciously note the
expected sound. However, if the ‘click’ of an opening door is part of an ominous action such as a
burglary, the sound mixer may call attention to the ‘click’ with an increase in volume; this helps to
engage the audience in a moment of suspense.

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Asynchronous sound effects, on the other hand, are not matched with a visible source of the
sound on screen. Such sounds are included so as to provide an appropriate emotional nuance,
and they may also add to the realism of the film. For example, a film-maker might opt to include
the background sound of an ambulance’s siren while the foreground sound and image portrays an
arguing couple. The asynchronous ambulance siren underscores the psychic injury incurred in the
argument; at the same time the noise of the siren adds to the realism of the film by acknowledging
the film’s city setting.

We are probably all familiar with background music in films, which has become so ubiquitous
as to be noticeable in its absence. We are aware that it is used to add emotion and rhythm. Usually
not meant to be noticeable, it often provides a tone or an emotional attitude toward the story and/
or the characters depicted. In addition, background music often foreshadows a change in mood.
For example, dissonant music may be used in film to indicate an approaching (but not yet visible)
menace or disaster.

Background music may aid viewer understanding by linking scenes. For example, a particular
musical theme associated with an individual character or situation may be repeated at various
points in a film in order to remind the audience of salient motifs or ideas.

Film sound comprises conventions and innovations. We have come to expect an acceleration
of music during car chases and creaky doors in horror films. Yet, it is important to note as well that
sound is often brilliantly conceived. The effects of sound are often largely subtle and often are
noted by only our subconscious minds. We need to foster an awareness of film sound as well as
film space so as to truly appreciate an art form that sprang to life during the twentieth century—the
modern film.

Questions 14–18
Choose the correct letter, A, B, C, or D.
14. In the first paragraph, the writer makes a point that
A. the director should plan the soundtrack at an early stage in filming.
B. it would be wrong to overlook the contribution of sound to the artistry of films.
C. the music industry can have a beneficial influence on sound in film.
D. it is important for those working on the sound in a film to have sole responsibility for it.
15. One reason that the writer refers to Humphrey Bogart is to exemplify
A. the importance of the actor and the character appearing to have similar personalities.
B. the audience’s wish that actors are visually appropriate for their roles.
C. the value of the actor having had similar feelings to the character.
D. the audience’s preference for dialogue to be as authentic as possible.
16. In the third paragraph, the writer suggests that
A. audiences are likely to be critical of film dialogue that does not reflect their own experience.
B. film dialogue that appears to be dull may have a specific purpose.
C. filmmakers vary considerably in the skill with which they handle dialogue.
D. the most successful films are those with dialogue of a high quality.

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17. What does the writer suggest about Bringing Up Baby?
A. The plot suffers from the filmmaker’s wish to focus on humorous dialogue.
B. The dialogue helps to make it one of the best comedy films ever produced.
C. There is a mismatch between the speed of the dialogue and the speed of actions.
D. The nature of the dialogue emphasizes key elements of the film.
18. The writer refers to the ‘click’ of a door to make the point that realistic sounds
A. are often used to give the audience a false impression of events in the film.
B. may be interpreted in different ways by different members of the audience.
C. may be modified in order to manipulate the audience’s response to the film.
D. tend to be more significant in films presenting realistic situations.

Questions 19–23
Do the following statements agree with the information given in Reading Passage 2?
In boxes 19–23 on your answer sheet, write:
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

19. Audiences are likely to be surprised if a film lacks background music.

20. Background music may anticipate a development in a film.
21. Background music has more effect on some people than on others.
22. Background music may help the audience to make certain connections within the film.
23. Audiences tend to be aware of how the background music is affecting them.

Questions 24–26
Complete each sentence with the correct ending, A–E, below.
Write the correct letter, A–E, in boxes 24–26 on your answer sheet.

24. The audience’s response to different parts of a film can be controlled

25. The feelings and motivations of characters become clear
26. A character seems to be a real person rather than an actor

A. when the audience listens to the dialogue.

B. if the film reflects the audience’s own concerns.
C. if voice, sound, and music are combined appropriately.
D. when the director is aware of how the audience will respond.
E. when the actor’s appearance, voice, and moves are consistent with each other.

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LESSON 17: WRITING
Advantage and Disadvantage Essay

Getting started
In pairs or groups, discuss the questions below.
1. Would you prefer to look at digital artworks or traditional artworks? Why?
2. Do you think digital art will completely replace traditional art in the future? Why (not)?

Activity 1: In pairs or groups, complete the tables below about the advantages and
disadvantages of traditional and digital art. Note down the reason and example as well.

Advantages Disadvantages
1. ___________________________________ 1. ___________________________________
_____________________________________ _____________________________________
_____________________________________ _____________________________________
2. ___________________________________ Traditional 2. ___________________________________
_____________________________________ art _____________________________________
_____________________________________ _____________________________________
3. ___________________________________ 3. ___________________________________
_____________________________________ _____________________________________
_____________________________________ _____________________________________

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Advantages Disadvantages
1. ___________________________________ 1. ___________________________________
_____________________________________ _____________________________________
_____________________________________ _____________________________________
2. ___________________________________ 2. ___________________________________
Digital art
_____________________________________ _____________________________________
_____________________________________ _____________________________________
3. ___________________________________ 3. ___________________________________
_____________________________________ _____________________________________
_____________________________________ _____________________________________

Activity 2: Read the article below interviewing two artists. Complete the table using the
information provided in the article.
The Debate Between Traditional and Digital Art: Perspectives from Two Artists
In a world where creativity can be expressed through both physical materials and digital tools,
the debate between traditional and digital art continues to intrigue art enthusiasts. To explore this
topic, we interviewed two passionate artists: Emily Chen, a traditional painter specializing in oil and
watercolor, and Leo Martínez, a digital artist known for his vibrant illustrations and 3D artworks.
Here, they share why they believe their form of art is valuable, and the challenges they face.

Emily Chen: The Beauty of Traditional Art

“When you create a painting by hand, there is an intimate connection between the artist and the
medium,” Emily says as she carefully prepares her palette. For her, traditional art is not just about the
finished product, but the entire process of layering paint, mixing colors, and working with textures.

Why She Loves Traditional Art:

• Tactile Experience: “Nothing beats the feeling of a brush moving across a canvas,” she
explains. The physical interaction between the artist and materials allows her to feel the energy
of each stroke.
• Cultural and Historical Significance: Emily believes traditional art carries the weight of
centuries of history. “When I paint, I feel like I’m part of a lineage that includes the great masters
like Van Gogh and Monet.”
• Unique Originals: She values the uniqueness of traditional works. “No two paintings are ever
the same. Even if I try to replicate a piece, the textures and brushstrokes will always be slightly
different.”
Shortcomings of Traditional Art:
• Fragility and Maintenance: “Traditional works are delicate and require proper care,” she notes.
Paintings can fade or crack over time, and improper storage can cause irreversible damage.

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• Limited Reproduction: While prints are possible, they rarely capture the depth of the original.
“A photo of a painting can never convey the texture and depth of the real thing.”
• Cost of Materials: “High-quality canvases, brushes, and paints are expensive,” she admits.
This can be a barrier for aspiring artists.

Leo Martínez: The Power of Digital Art

Sitting in front of a high-resolution screen, Leo seamlessly switches between software tools as
he explains the appeal of digital art. “With digital tools, the possibilities are endless,” he says
enthusiastically.

Why He Loves Digital Art:

• Unlimited Creative Freedom: “I can create anything I imagine,” Leo says. With digital tools, he
can easily experiment with colors, textures, and styles without the fear of making permanent
mistakes.
• Efficient and Cost-Effective: Unlike traditional art, digital art requires minimal physical
materials. “Once you have the right software and equipment, you can create without spending
money on supplies.”
• Easy Reproduction and Sharing: “Digital art can be shared with the world in seconds,” he adds.
High-fidelity reproductions ensure that everyone sees the work exactly as it was intended.

Shortcomings of Digital Art:

• Lack of Physical Presence: “Digital artworks don’t have the same tactile impact as traditional
pieces,” Leo acknowledges. While digital prints can be impressive, they lack the texture and
depth of a hand-painted canvas.
• Dependence on Technology: “If my computer crashes or software fails, I could lose hours of
work,” he admits. Technical issues can be a major setback.
• Perceived Lack of Authenticity: Some critics view digital art as less “real” compared to
traditional works. “There’s this misconception that digital art is easier or less valuable,” Leo
says, noting that creating high-quality digital pieces requires skill and dedication.

Finding Common Ground

Despite their differences, both Emily and Leo agree that art—whether traditional or digital—is a
powerful form of expression. Emily acknowledges the creative potential of digital tools, while Leo
admits that traditional works often evoke a sense of nostalgia and reverence.
“At the end of the day, it’s not about the medium you use, but the emotions you convey,” Emily
concludes. Leo nods in agreement, adding, “What matters most is the connection between the art
and the audience.”
As the art world continues to evolve, the conversation between traditional and digital art remains
an important one, pushing the boundaries of creativity and allowing artists to explore new frontiers.

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Advantages Disadvantages
1. ___________________________________ 1. ___________________________________
_____________________________________ _____________________________________
_____________________________________ _____________________________________
2. ___________________________________ Traditional 2. ___________________________________
_____________________________________ art _____________________________________
_____________________________________ _____________________________________
3. ___________________________________ 3. ___________________________________
_____________________________________ _____________________________________
_____________________________________ _____________________________________

Advantages Disadvantages
1. ___________________________________ 1. ___________________________________
_____________________________________ _____________________________________
_____________________________________ _____________________________________
2. ___________________________________ 2. ___________________________________
Digital art
_____________________________________ _____________________________________
_____________________________________ _____________________________________
3. ___________________________________ 3. ___________________________________
_____________________________________ _____________________________________
_____________________________________ _____________________________________

Activity 3: Choose the correct word/phrase to complete each sentence. Use context clues
to help you understand the meaning of each word.
1. One reason Emily loves traditional art is the __________, which allows her to physically feel the
energy of each brushstroke on the canvas.
A. Tactile experience
B. Unlimited creative freedom
C. Dependence on technology
2. Traditional works often carry __________, connecting artists to the legacy of famous painters like
Van Gogh and Monet.
A. Perceived lack of authenticity
B. Cultural and historical significance
C. Cost of materials
3. No two traditional paintings are the same due to __________, as brushstrokes and textures are
always slightly different.
A. Lack of physical presence
B. Fragility and maintenance
C. Unique originals

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4. One of the downsides of traditional art is its __________, as paintings can fade, crack, or be
damaged if not stored properly.
A. Fragility and maintenance
B. Easy reproduction and sharing
C. Unlimited creative freedom
5. High-quality supplies like canvases, brushes, and paints can be expensive, highlighting the
disadvantage of the __________ in traditional art.
A. Cost of materials
B. Dependence on technology
C. Lack of physical presence
6. Leo enjoys digital art because of the __________, allowing him to experiment freely without fear
of making permanent mistakes.
A. Easy reproduction and sharing
B. Unlimited creative freedom
C. Cultural and historical significance
7. Digital art is more __________ since it only requires software and equipment rather than a
constant need for physical supplies.
A. Efficient and cost-effective
B. Fragility and maintenance
C. Perceived lack of authenticity
8. Digital artworks can be sent to a global audience instantly, thanks to __________, ensuring
everyone sees the original version as intended.
A. Cost of materials
B. Easy reproduction and sharing
C. Unique originals
9. Leo acknowledges that one drawback of digital art is its __________, as digital prints lack the
tactile impact and texture of traditional paintings.
A. Unlimited creative freedom
B. Lack of physical presence
C. Fragility and maintenance
10. Digital artists face __________, where a computer crash or software failure could result in the
loss of hours of work.
A. Dependence on technology
B. Perceived lack of authenticity
C. Cultural and historical significance
11. Some people believe digital art is less valuable or less “real,” highlighting the challenge of the
__________ faced by digital artists.
A. Unique originals
B. Perceived lack of authenticity
C. Easy reproduction and sharing

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Activity 4: You are going to write an essay on the topic below. First, answer the questions.

The rise of digital art is gaining popularity over traditional forms of art such as painting
and sculpture.
Do the advantages of this trend outweigh the disadvantages?

1. What is the main focus of the essay question?

2. Should you include both benefits and drawbacks of digital art, or just focus on one?
3. Do you have to clearly state whether you think the advantages or disadvantages are more
significant?
4. Do you need to address traditional art forms in your essay?

ADVANTAGE AND DISADVANTAGE ESSAY

In advantage and disadvantage essays, students will discuss both the positive and negative
aspects of a given topic. This type of essay is very similar to Opinion essay. However, you can
not choose to discuss only one side like Opinion essays.
Common Prompts
1. Neutral prompts:
“Discuss the advantages and disadvantages of…”
2. Outweigh prompts (more common)
“Do the advantages outweigh the disadvantages?”
What Students Are Expected to Do
1. Discuss both sides - advantages and disadvantages - with explanations, examples, and
analysis.
2. Provide a clear opinion if the prompt asks for it, and support that opinion throughout the
essay.

IELTS WRITING TASK 2 – ADVANTAGE & DISADVANTAGE ESSAY STRUCTURE

Lead-in:
In recent years, [the topic] has become increasingly significant.
The rise in [the topic] has sparked considerable debate.
Paraphrase the topic:
Some think that …
Some would argue that …
Introduction A prevailing viewpoint is that...
It is sometimes/ often suggested that …
Thesis statement
Although [the topic] presents certain challenges, the benefits it brings
clearly surpass the drawbacks.
While [the topic] offers some potential benefits, its negative aspects hold
more weight.

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• Topic Sentence: Introduce the main idea of the paragraph.
• Idea 1: First Supporting Point
Body paragraph Present the first idea with an explanation or reason + a specific example.
1 (Advantage or • Idea 2: Second Supporting Point
Disadvange) Present the first idea with an explanation or reason + a specific example.
• Restate (optional): Conclude the paragraph by reinforcing the main
idea, summarizing the key point, or linking back to the essay question.

• Topic Sentence: Introduce the main idea of the paragraph.

• Idea 1: First Supporting Point
Body paragraph 2 Present the first idea with an explanation or reason + a specific example.
(Disadvantage or • Idea 2: Second Supporting Point
Advantage) Present the first idea with an explanation or reason + a specific example.
• Restate (optional): Conclude the paragraph by reinforcing the main
idea, summarizing the key point, or linking back to the essay question.

• Restate the writer’s opinion

In conclusion, while the drawbacks of [topic] need to be acknowledged, its
Conclusion
advantages should not be overlooked.
• Give suggestions or predictions (optional)

Note: Whatever opinion you lean towards should be put in Body 2. For example, if your opinion
is that the advantages outweigh the disadvantages, you should discuss disadvantages in Body 1
and advantages in Body 2.

GAP-FILLING QUESTIONS
Advantage Disadvantage Outweigh
Benefit Drawback Overshadow
Merit Weakness Exceed
Positive aspect Downside Be more significant than
Upside Limitation Eclipse

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Exercise 5: Complete the sentences below with the linking words from the box.

also for example however in conclusion therefore

consequently furthermore whilst in contrast

• Technological advancements have significantly influenced the art world. (1) ______________,
many artists now use digital tools to create innovative works that were previously impossible
with traditional methods.
• Digital platforms (2) ______________ make it easier to share artwork with a global audience,
enabling artists to reach people worldwide in real-time. (3) ______________, traditional artists
argue that digital art lacks the depth and emotional connection of hand-created pieces.
• (4) ______________, technology makes art creation more accessible, as people can use
smartphones and tablets to produce high-quality digital pieces.
• (5) ______________, not all aspects of technological integration are positive. The ease of copying
and distributing art online can lead to issues such as copyright infringement.
• (6) ______________ traditional art often takes days or even weeks to complete, digital tools allow
for faster creation and editing, making it ideal for commercial purposes.
• (7) ______________, many critics believe that the human touch present in traditional art will always
have more value than digitally created pieces.
• (8) ______________, the advantages of technology in art include greater accessibility, speed, and
global reach. The disadvantages, (9) ______________, often revolve around issues of authenticity,
emotional depth, and originality.

Activity 6: Read a student’s essay on the given topic. Can you identify the problems with
how each argument is developed? How can you improve it?
The rise of digital art is gaining popularity over traditional forms of art
such as painting and sculpture.
Do the advantages of this trend outweigh the disadvantages?

Digital art has rapidly grown, sparking debate about its impact on traditional art. Some see it as
a threat to painting and sculpture, while others view it as a tool for innovation. Despite its benefits,
I contend that digital art’s drawbacks overshadow its advantages.

On the on hand, the merits of digital art need to be acknowledged. One of the main advantages
of digital art is its flexibility and creative freedom. Digital art is better than traditional art because it
gives artists complete freedom to experiment and fix mistakes easily, making it superior in every
way. For example, a digital artist can test various effects and undo mistakes instantly, which makes
the creative process more dynamic and efficient. Additionally, digital art is so affordable that anyone
can create professional-level artwork without worrying about costs, making it the ideal option for
every artist. After the initial investment in software and equipment, artists do not have to purchase
expensive supplies like canvas, paints, or brushes.

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Despite its benefits, digital art does have some shortcomings. One key drawback of digital art
is the lack of cultural and historical significance. Traditional art is culturally significant because it
is tied to a society’s history and heritage. Famous traditional artworks, like the Mona Lisa and Van
Gogh’s paintings, are important cultural symbols because they reflect their historical and cultural
context. Additionally, digital art is often criticized because it is easier to plagiarize. Unlike traditional
art, digital works can be shared online, making them accessible to a global audience. Many digital
artists have gained fame through online platforms.

In conclusion, although digital art provides creative freedom and lower costs, its downsides -
especially its limited ability to protect cultural heritage and its reputation for being less genuine
- are more significant. As the art world changes, digital art will continue to grow, but traditional art
will remain important for keeping cultural and artistic traditions alive.

Body paragraph 1 – Advantage 1

Problem
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Solution
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

Body paragraph 1 – Advantage 2

Body paragraph 2 – Disadvantage 1

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Body paragraph 2 – Disadvantage 2
Problem
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Solution
________________________________________________________________________________________________
________________________________________________________________________________________________
_______________________________________________________________________________________________

Activity 7: Revise the arguments to make them logical and convincing.

Body paragraph 1 – Advantage 1

One of the main advantages of digital art is its flexibility and creative freedom.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

Body paragraph 1 – Advantage 2

Additionally, digital art is cost-effective and easily accessible.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

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Body paragraph 2 – Disadvantage 1
One key drawback is the lack of cultural and historical significance.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

Body paragraph 2 – Disadvantage 2

Additionally, digital art is often criticized because it is easier to plagiarise.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

EXAM NOTE 1 Watch out for common logical fallacies

When writing essays about topics like digital art, it’s important to avoid logical fallacies
- flaws in reasoning that can weaken your argument. Four common fallacies to watch for
include oversimplification, exaggeration, circular reasoning, and irrelevant reasoning.
1. Oversimplification
What it is: Presenting a complex issue as if it has a simple solution by ignoring important
factors.
Example of Fallacy:
“Digital art is better than traditional art because it’s easier and faster to create.”
Why it’s a problem: This ignores factors like the emotional impact, cultural significance,
and the tactile uniqueness of traditional art.
How to avoid it: Acknowledge that both digital and traditional art have unique strengths.
For example: “While digital art offers speed and flexibility, traditional art’s uniqueness and
cultural value still play an important role in the art world.”

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2. Exaggeration
What it is: Making a statement sound bigger, stronger, or more extreme than it really is.
Example of Fallacy:
“Without digital tools, modern artists cannot to create anything meaningful.”
Why it’s a problem: This exaggerates the importance of digital tools, ignoring the fact
that traditional methods are still widely used and respected.
How to avoid it: Use balanced language and acknowledge exceptions. A better version:
“Digital tools have made creating art more accessible, but many artists continue to
produce meaningful work using traditional methods.”

3. Circular Reasoning
What it is: Using the conclusion of an argument as part of the reasoning without offering
real evidence.
Example of Fallacy: “Digital art is superior because it is modern, and because it is modern,
it is superior.”
Why it’s a problem: This reasoning doesn’t provide any concrete explanation or evidence.
It just repeats the same idea.
How to avoid it: Provide specific evidence to support claims. A better version: “Digital art
is valued for its flexibility, as artists can quickly experiment with colors, styles, and effects
without the limitations of traditional materials.”

4. Irrelevant Reasoning
What it is: Offering information that does not directly support or relate to the argument.
Example of Fallacy: “Digital art is better because online exhibitions attract more viewers
and boost social media engagement.”
Why it’s a problem: The reasoning about online engagement doesn’t directly explain why
digital art is better in terms of quality or creativity.
How to avoid it: Focus on reasoning that directly supports the claim. A better version:
“Digital art offers creative flexibility and easier access to global audiences, allowing artists
to experiment with various techniques and reach more people quickly.”

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HOMEWORK

Exercise 1: Read the article below and answer the questions.

Are Smartphones Distracting Us from Enjoying Art?

Today, smartphones are a global phenomenon, with billions of users worldwide. However, their
long-term impact on how we think and interact with the world remains unclear. One debate centers
on whether smartphones affect how we experience art in places like museums. Can they diminish
our ability to fully appreciate and remember the works we see?

A 2013 study led by Fairfield University psychologist Dr. Linda A. Henkel examined how taking
photographs of art could affect memory. Students visited a museum where they were asked
to observe some artworks and photograph others. The next day, tests showed that students
remembered fewer details about the objects they photographed, including their names and
locations. However, the study found a key exception: when students zoomed in and photographed
specific details, they remembered the artwork better. This suggests that meaningful engagement
with art—such as focusing on small details—can improve memory retention.

But smartphones in museums aren’t just cameras; they are gateways to distractions. A 2017 study
showed that students who took cognitive tests performed best when their phones were in another
room, while those with phones on their desks performed the worst. This demonstrates that even
when phones are not actively used, their presence can reduce attention and mental performance.

Researchers Henry H. Wilmer, Lauren E. Sherman, and Dr. Jason M. Chein identify two types of
phone distractions: external and internal. External distractions occur when notifications, alerts, or
other people using their phones draw attention away. Internal distractions happen when we are
tempted to check our phones or think about using them, even if they stay in our pockets.

While some studies suggest that frequent phone use could weaken creativity and problem-solving
abilities, researchers remain cautious. They note that there is no conclusive evidence linking phone
use directly to long-term declines in creativity or focus. However, the potential effects on attention
and memory are significant enough to warrant caution.

So, should you leave your phone at home the next time you visit a museum? While no definitive
answer exists, it’s worth considering. By disconnecting, you may experience art more deeply
and avoid the mental distractions that phones often bring. Or, if you do bring a camera, consider
capturing meaningful details of the artwork to create a richer connection with what you see.

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Complete the summary using the words from the box below.
cameras memory external creativity
distractions unclear internal deeper

Smartphones have become a worldwide phenomenon, with billions of users, but their long-term
impact on our thinking and interactions remains (1) __________. One important discussion focuses
on whether they affect how we experience art in museums, potentially reducing our ability to fully
appreciate and remember artworks.

A 2013 study by Dr. Linda A. Henkel showed that taking photographs of artworks can harm (2)
__________ retention. Students who photographed objects remembered fewer details, but

zooming in on specific parts helped them recall more. This highlights the importance of
meaningful engagement with art.

Smartphones are more than just (3) __________. A 2017 study demonstrated that even having
a phone nearby can cause (4) __________ to mental focus and performance. Researchers Wilmer,
Sherman, and Chein identified two types of phone-related distractions: (5) __________, which
happen when notifications or sounds divert attention, and (6) __________, which occur when we
think about using our phones without actually picking them up.

Although some studies suggest that frequent phone use may reduce (7) __________ and problem-
solving abilities, there is no strong evidence proving long-term harm. Still, avoiding phone use at
museums could help people engage more (8) __________ with the artworks they see.

Exercise 2: Match the words/phrases below with the correct meaning.

Word/phrase Meaning

1. Cognitive performance A. How well your brain works to focus and complete tasks.
2. Mental distractions B. The ability to remember information over time.
3. Attention span C. Coming up with new ideas or ways to do things.
4. Creativity D. Paying close attention to something to better understand
5. Memory retention or remember it.
6. External distractions E. Distractions from outside, like phone notifications or noise.
7. Internal distractions F. Distractions from inside your mind, like thinking about
8. Meaningful engagement checking your phone.
G. The amount of time you can focus on something without
losing attention.
H. Things that make it harder to think clearly or stay focused.

1. 3. 5. 7.

2. ________ 4. ________ 6. ________ 8. ________

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Exercise 3: Write an essay of at least 250 words on the topic below.

Technological advancements have impacted the way art is created, shared, and appreciated.
Do the advantages of technology in art outweigh the disadvantages?

________________________________________________________________________________________________

_______________________________________________________________________________________________

________________________________________________________________________________________________

_______________________________________________________________________________________________

________________________________________________________________________________________________

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LESSON 18: SPEAKING
Part 2

Getting started
You are going to watch a video about the “Top 10 Greatest Pop Stars of the Last Decade”. Can
you guess who these 10 pop stars are?
1. _____________________________ 6. _____________________________
2. _____________________________ 7. _____________________________
3. _____________________________ 8. _____________________________
4. _____________________________ 9. _____________________________
5. _____________________________ 10. _____________________________

Activity 1: Match the words/phrases below with the correct meaning.

List of words/phrases
• An ear worm • To drop/release an album
• To be formally trained • To maintain relevance
• To take over/dominate music charts • Iconic hits
• Broad appeal • A living legend
• To cement/solidify one’s status as an icon • To go on hiatus
• Ubiquitous • To rise to fame
• To take the world by storm • To elevate and evolve
• To venture into/dabble in different genres • To feature in a song
• An unprecedented hit

1. ___________________________ To experiment or try out different styles or types.

2. ___________________________ Attracting a large audience.
3. ___________________________ A success never been seen or achieved before.
4. ___________________________ Famous everywhere; found or seen everywhere.
5. ___________________________ To temporarily stop an activity or career.
6. ___________________________ To produce and share an album publicly.
7. ___________________________ To achieve widespread success and recognition.
8. ___________________________ A song that gets stuck in your head.
9. ___________________________ To become popular globally in a very short time.
10. ___________________________ To secure one’s role as a cultural symbol.
11. ___________________________ To perform or collaborate in someone else’s song.
12. ___________________________ Well-known songs with lasting recognition.
13. ___________________________ To achieve a top position in music rankings.

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14. ___________________________ Someone alive widely admired for their work.
15. ___________________________ To receive professional training in an area.
16. ___________________________ To remain important or popular over time.
17. ___________________________ To become better

Activity 2: Look at the notes of a student below for this topic. Can you guess which
celebrity the student is talking about?

Describe a famous person you would like to meet

You should say:
• who is he/ she
• what is he /she famous for
• what you would do if you meet him /her
And explain why you would like to meet him/ her.

American singer, songwriter, producer

Ubiquitous S
tylish, charismatic, iconic presence
Iconic hits, take world by storm
Prolific in writing songs, play instruments
Strong bond with fans
If meet, take selfie, autograph, thrilled
Admire perseverance, global success, always elevate + evolve

Look at the checklist for good notes below. What are the good qualities of the above notes?

Checklist:
⃞ Organize ideas according to the cues.
⃞ Include vague, general information instead of specific details.
⃞ Use descriptive and topic-specific vocabulary.
⃞ Avoid personal connection or feelings.
⃞ Add examples or events to make your answer more engaging.
⃞ Focus on irrelevant details that don’t answer the question clearly.
⃞ Only write short phrases, not the whole sentence.
⃞ Include both content words (singer, awards, autograph, etc.) and functional words (am, will,
etc.) in the notes.

249
EXAM NOTE 1 Using descriptive language in speaking

When preparing notes for IELTS Speaking Part 2, using descriptive and topic-specific
vocabulary is crucial. Instead of writing basic or obvious words, you should choose
descriptive terms that create a clearer and more vivid picture for your listener.
1. Why is descriptive language important?
• It helps improve your Lexical Resource score by showing a range of vocabulary.
• It makes your answer more engaging and memorable.
• It helps you extend your speech with more depth.
2. Examples of Descriptive Notes:
• Basic note: Famous singer → Descriptive note: Iconic singer, global presence, living
legend
• Basic note: Good at making music → Descriptive note: Prolific songwriter, known for
iconic hits, takes music charts by storm
• Basic note: Hardworking → Descriptive note: Perseverant, elevates and evolves
over time
Tip: Include words that reflect feelings and impact. For example:
• Instead of “She is popular”, write “She connects with fans and has broad appeal”.
• Instead of “He made a good album”, write “He released an album that became an
unprecedented hit”.

Activity 3: Read the full answer below. Underline the linking phrases the student used to
introduce, connect, emphasize, and conclude ideas.
Actually, the famous person I’d love to meet is an American singer, songwriter, and producer -
Taylor Swift. She is known for her ubiquitous presence in the music industry and recognized as one
of the world’s best-selling music artists.
(1) Her tall, slender figure, blonde hair, and elegant fashion sense make her stand out everywhere
she goes. She’s not only stylish and charismatic but also has an iconic presence that sets her apart.
(2) One reason why I admire her is her personality. She’s known to be humble and kind-hearted,
despite her fame. After all, not every celebrity takes the time to bond with their fans the way she
does. She also supports charitable causes and is commited to giving back to the community.
(3) Oh, and one more thing, her talent is truly extraordinary. With numerous iconic hits that
have taken the world by storm, she’s prolific in creating music, writing songs, and playing multiple
instruments. She had also dabbled in multiple genres and constantly tries to elevate and evolve
her talents. Her numerous awards, including several Grammys, are a testament to her hard work
and versatility.
(4) If I ever had the chance to meet her, I would take a selfie and ask for her autograph. I’d
be absolutely thrilled. I can’t put into words how inspiring it would be to meet someone who has
achieved so much through passion and perseverance. So, all in all, she’s not just a talented artist
but also a genuine role model for millions, including me.

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EXAM NOTE 2

Discourse markers are essential for making your Speaking Part 2 response clear and well-
structured. Use phrases like “First of all”, “Another reason is”, and “Finally” to organize
your points logically. They also help you sound more natural and fluent. For example, when
transitioning between topics, you could say, “Another reason is that...” or “Oh, and one
more thing...” Practice using these markers to improve your flow and coherence.

Activity 4: Read the answer above again. Which aspects of the person did the student
describe. Read each paragraph (1-4) and fill in the mind map below.

EXAM NOTE 3 Describing a person in IELTS Speaking Part 2

When describing a person in IELTS Speaking Part 2, organizing your answer around key
aspects ensures that you give a complete and detailed response. Here are the four main
areas to focus on:
1. Appearance:
Describe their physical characteristics, such as height, hair, clothing style, or unique features.
Use descriptive adjectives (e.g., tall, stylish, charismatic) to bring the person to life.
2. Personality:
Talk about their traits, such as kindness, sense of humor, or creativity. This section allows you
to express opinions and highlight qualities that make the person memorable or admirable.
3. Talent/Skills:
Mention what they are known for, such as singing, acting, or leadership abilities.
Use relevant phrases like prolific artist, natural talent, or formally trained to demonstrate a
strong vocabulary in this context.

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4. Relationships/Feelings:
Explain your relationship with the person or how you feel about them. You can discuss why
you admire them, the emotional connection you have, or how they’ve inspired you.

Why this structure matters:

• You don’t need to include all four aspects in every answer, but covering at least three will
help you give a well-rounded description.
• Using examples and personal experiences will make your response sound more natural
and engaging.
• This approach ensures that you use a variety of vocabulary and sentence structures,
which can help you achieve a higher score.
Tip: Be sure to give specific details and avoid overly general statements. For example, instead
of saying, “She is very talented,” explain what makes her talent unique and give an example
of her achievements.

Activity 5: Prepare your own notes for the topic below. Plan what you will say and make a
note of useful phrases and discourse markers you might use.

Describe a famous person you would like to meet

You should say:
• who he/she is
• what he/she is famous for
• what you would do if you meet him /her
And explain why you would like to meet him/ her.

who is he/she

what is he/she famous for

what you would do if you

meet him /her

why you would like to

meet him/her

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Remember to:
• structure their talk well using discourse markers
• use descriptive language
• successfully used a conditional sentence

EXAM NOTE 4 Using conditionals in speaking

Why use conditionals?

Conditionals are essential in both speaking because they help express possibilities,
hypothetical situations, and outcomes. Using conditionals can make your language more
varied and sophisticated, improving your grammatical range and accuracy.

Types of Conditionals to Use:

1. Zero Conditional: For general truths and facts
Structure: If + present simple, present simple
Example: If a singer releases a new album, fans usually stream it online immediately.
Tip: Use this to talk about general facts related to celebrity behavior, fan reactions, or
industry patterns.
2. First Conditional: For real or possible future situations
Structure: If + present simple, will + base verb
Example: If I meet my favorite celebrity, I will ask for advice on staying motivated.
Tip: Use it to discuss realistic future situations in your speaking or writing.
3. Second Conditional: For hypothetical or unlikely situations
Structure: If + past simple, would + base verb
Example: If I were famous, I would use my platform to raise awareness about mental
health.
Tip: This is great for exploring dreams, aspirations, or hypothetical scenarios related to
fame.
4. Third Conditional: For unreal past situations
Structure: If + past perfect, would have + past participle
Example: If the artist had promoted their new album better, it would have topped the
charts.
Tip: Use this to reflect on missed opportunities or different past outcomes related to
success or failure.

How to apply them effectively in Speaking Part 2 & 3:

Use the second and third conditionals to expand answers and sound more reflective or
imaginative.
Example: If the singer had collaborated with another artist, the song might have reached
a wider audience.

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HOMEWORK

Exercise 1: Read the sample again and fill in the blanks with the appropriate words that are
in bold.
The famous person I’d like to meet is Jack Ma. Actually, he’s one of the most well-known
entrepreneurs and visionaries in the world, and it’s amazing how he built one of the largest
e-commerce empires, Alibaba, from scratch. He’s famous for revolutionizing online shopping in
China and globally, which is why I find him so admirable - his ability to innovate and think ahead
of market trends is truly impressive.

What’s even more inspiring is how he faced numerous setbacks early in life, including rejection
from schools and jobs, but his resilience allowed him to persevere and achieve remarkable
success. I’m also interested in his leadership style and how he motivates others with his passion
and positivity. His work ethic and ability to see opportunities where others don’t have been crucial
in his rise to global recognition.

Oh, and if I ever met him, I would love to ask him about how he maintained self-belief and
found creative ways to overcome obstacles. His success has had a deep impact on how I view
challenges, and he has shown that failures can be stepping stones to greatness. As one of the
most influential business leaders today, meeting Jack Ma would be an incredible experience to
gain wisdom about persistence, risk-taking, and leadership.

1. Elon Musk is a well-known ____________________ who has launched multiple successful

companies, including Tesla and SpaceX.
2. I find the life of Marie Curie ____________________ because she made groundbreaking
discoveries despite the challenges she faced as a female scientist in her time.
3. To succeed in business, it’s important to ____________________ and plan for future trends and
potential challenges.
4. Every successful person encounters ____________________ along the way, but they learn from
these challenges and keep moving forward.
5. After facing several failures, her ____________________ helped her to keep going and eventually
achieve her goals.
6. A strong ____________________ is essential in any career, as it shows dedication and the
willingness to put in the effort to succeed.
7. As one of the most ____________________ authors of her generation, J.K. Rowling has inspired
millions around the world with her writing.

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Exercise 2: Match the professions/groups of people with the traits that best describe them.

Groups of traits
a. Protective, Selfless, Sacrificing e. Compassionate, Dedicated, Diligent
b. Creative, Visionary, Expressive f. Ambitious, Strategic, Enterprising
c. Disciplined, Focused, Resilient g. Supportive, Playful, Trustworthy
d. Heroic, Dependable, Courageous h. Influential, Charismatic, Articulate
i. Nurturing, Empathetic, Knowledgeable

Profession Traits
1. Artists ___________________________________________________________
___________________________________________________________

2. Teachers ___________________________________________________________
___________________________________________________________

3. Doctors ___________________________________________________________
___________________________________________________________

4. Business People ___________________________________________________________

___________________________________________________________

5. Politicians ___________________________________________________________
___________________________________________________________

6. Athletes ___________________________________________________________
___________________________________________________________

7. Parents ___________________________________________________________
___________________________________________________________

8. Siblings and Friends ___________________________________________________________

___________________________________________________________

9. Police Officers and Firefighters ___________________________________________________________

___________________________________________________________

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Exercise 3: Practice answering the topic below.

Describe a person who you often asked for advice

You should say:
• Who this person was
• Why you asked for the advice
• What the advice was
And explain how you felt about the advice.

________________________________________________________________________________________________

_______________________________________________________________________________________________

Exercise 4: Practice answering the topic below.

Describe a person you know who is successful in their job.

You should say:
• Who this person is
• What they do
• How they became successful
And explain what you can learn from their success.

________________________________________________________________________________________________

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Unit

7
Migration and Life Abroad

In this unit, you will:

• Listening: Improve listening skills by completing note-completion tasks, predicting answers,
and following talks using signaling language and paraphrasing.
• Writing: Write effective process reports for Task 1 by recognizing key stages, using cohesive
devices to signal order, and applying relative clauses to add detail.
• Speaking: Develop Speaking Part 3 skills by extending answers with comparisons, predictions,
and flexible approaches for opinion-based or Yes/No questions.

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LESSON 19: LISTENING
Note completion

Getting started
Look at the picture. What do these pictures show?

NOTE COMPLETION

In IELTS Listening Part 4, you will listen to a monologue or academic lecture on an academic
or general topic (e.g., science, history, society). It is one of the most challenging sections
because the audio is played without pauses, and it contains higher-level vocabulary and
complex sentence structures. There are usually 10 questions that require you to listen for
specific details.
1. What to expect:
• Context: An academic setting with a speaker explaining a topic in detail.
• Topics: Academic topics such as climate change, scientific research, historical events, or
social trends.
• Question Types:
Note completion (Gap-filling)
Multiple choice (less common)
2. Strategies for Success
• Skim the Questions First:
Quickly read through the questions before the audio starts.
Underline keywords or clues that tell you what to listen for.

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• Predict Possible Answers:
Try to guess the type of information you need (e.g., a date, a fact, a reason).
Pay attention to headings, notes, or summaries for context clues.
• Listen for Signposting Language:
Words like “First of all,” “Next,” “However,” “Finally” help guide you through the lecture.
Signposting phrases often indicate when the speaker is moving to a new point.
• Be Aware of Synonyms and Paraphrasing:
The speaker might use different words or phrases than what is written in the questions.
Prepare for synonyms (e.g., “decline” instead of “decrease”).
• Stay Focused:
The continuous nature of the section requires constant attention.
Don’t get stuck on one question if you miss an answer—move to the next one and return later
if possible.
• Check for Grammar:
When filling gaps, ensure the completed sentence is grammatically correct.

Activity 1: You will listen to a lecture about Italian migration to Canada in the early 20th
century. Work in groups of 3-4. Think about what you might hear in the lecture.

1.
-
-
-

4. 2.
- Italian -
- migration -
- -

3.
-
-
-

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Activity 2: Match the sentences from the listening text with the correct paraphrase.

Listening text Paraphased version

1. Migrants were coming over from Italy to a. Italian migrants initially worked on
Canada in search of work. construction projects like railroads.
2. The recently industrialised north was much b. Over the time, many were able to bring their
more prosperous than the rest of the country. families over or went back to Italy to find a
suitable wife
3. …the agricultural south, where work was in c. The Italian community in Guelph created a
very short supply, with consequent extreme new culture combining Italian and Canadian
poverty elements.

4. Most of the migrants who came to Canada d. Northern Italy was wealthier compared to
worked outdoors, doing things like railroad the other regions because of recent industrial
construction. growth.
5. Eventually, many were able to send for their e. There was a severe lack of jobs in southern
families, or returned to Italy to find a suitable Italy.
bride
6. As the next generation of children was born f. The Italian migrants came to Canada to find
in Canada, a new culture evolved, still based work.
on Italian memories but combined with the
more immediate Canadian experience.

1. _____ 2. _ 3. _ 4. _ 5. _____

EXAM NOTE 1 Beware of paraphrasing

In the IELTS Listening test, paraphrasing is a key feature. The language you hear in the
audio often differs from the wording in the questions. This is done to test your ability
to recognize and connect ideas, rather than simply match exact words. Understanding
common paraphrasing techniques can help you perform better and locate the correct
answers efficiently.
Common ways of paraphrasing
1. Changing Word Forms (Nouns, Verbs, Adjectives)
Paraphrasing often involves changing a word’s form while keeping its meaning.
Example:
Audio: The north was industrialized.
Question: Northern Italy experienced industrial growth.
Strategy: Pay attention to how words shift from verbs to nouns or adjectives and
recognize these transformations.

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2. Synonyms or Similar Words
The audio may use words or phrases with similar meanings but different wording.
Example: halted → stopped | wealthier → more prosperous
Strategy: Build your vocabulary by learning common synonyms that frequently appear
in academic or everyday contexts.
3. Changing Sentence Structure
Paraphrasing can involve altering the sentence structure, but the meaning stays the same.
Example:
Audio: Many migrants traveled to Canada seeking job opportunities.
Question: Job opportunities were the reason why many Italians migrated to Canada.
Strategy: Pay attention to verbs, subjects, and objects as they may be rearranged. Listen
for clues that maintain the overall idea.
4. Using Passive and Active Voice
The active voice in the audio may be rephrased as the passive voice in the question, or
vice versa.
Example:
Audio: Farmers could not find work in southern Italy.
Question: Many farmers were met with a lack of jobs.
Strategy: Be aware of how passive and active forms communicate the same action.
5. Using General or Specific Words
The audio may present general ideas while the questions use more specific terms, or vice
versa.
Example:
Audio: Car production and textile production contributed to the economic growth.
Question: The newly industrialized north prospered.
Strategy: Understand the relationship between broad terms and specific examples.

Activity 3: Read the sentences below and guess the meaning of the word/phrase in bold,
then match them with the correct definition in the table.
1. The government gave a subsidy to the farmers to help them grow more food.
2. The teacher seemed to favor the students who always did their homework on time.
3. Industrialization changed the city by bringing more factories and jobs.
4. My family’s relocation to the city was difficult, but we found better jobs.
5. The new shopping mall was built at the expense of a beautiful park that was destroyed.
6. My uncle works at a firm that makes cars.
7. The construction workers spent the whole day manual laboring, carrying heavy bricks and
building walls.

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1. subsidy (n) a. The process of developing industries in a region or country.

2. favor (v) b. Financial support given by a government or organization

3. industrialization (n) c. To happen with negative consequences for someone else.

4. relocation (n) d. Physical work that involves the use of hands.

e. A company or business, especially in manufacturing or

5. be at the expense of (adj)
services.

6. firm (n) f. To give preferential treatment to one side over another

g. Moving to a new place, often for work or better living

7. manual laboring (n)
conditions.

1. _ 3. 5. 7.

2. __________ 4. __________ 6. __________

Activity 4: Now look at the questions. Predict the information needed for each gap in the
note below.
ITALIAN MIGRANTS IN GUELPH FROM 1900
Reasons for leaving Italy
1. __________________ favoured northern industrialisation
Lack of work in the south - led to severe 2. __________________
Destinations of those emigrating
• other parts of Europe
• South America, especially 3. __________________
• North America

Examples of areas of work done by early migrants to Canada

4. __________________ (summer)
5. __________________ (winter)

Commercial development of Guelph

Subsidies made available for new 6. __________________
Relocation of existing 7. __________________ companies.

The Italian-Canadian community

Grew up in 8. __________________ sector of Guelph
Still puts on an annual 9. __________________ every July

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EXAM NOTE 2 Predicting information for Gap-Filling questions

Predicting answers before the recording starts is a crucial strategy for the IELTS Listening
test, particularly for gap-filling tasks.
1. Benefits of Prediction:
• Focus on Relevant Information:
Predicting allows you to ignore distractions in the audio and pay attention to specific
details like names, dates, or quantities.
Example: If the gap is before a word like “costs,” you’ll know to listen for a number or
currency.
• Improve Speed and Accuracy:
When you predict the type of word needed (e.g., noun, verb, number), you can quickly
identify the answer without hesitation.
• Reduce Errors:
Predicting the form and meaning helps you choose an answer that fits grammatically and
contextually, reducing the risk of mistakes.

2. How to Predict Effectively:

• Look at the Grammatical Form:
Identify if the missing word is likely a noun, verb, adjective, or adverb based on the
sentence structure.
Clues:
Articles (a, an, the) indicate a noun.
Adjectives before the gap suggest a noun.
Modal verbs (should, could) or auxiliary verbs (is, was) suggest a verb.
• Consider Meaning:
Think about the meaning of the entire sentence. What kind of information logically fits in
the gap?
Common categories of answers include time, place, quantity, reason, and description.
Example:
Sentence: The museum will open at __________.
Prediction: The gap requires a time expression.

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Activity 5: Now listen and complete the notes. Write NO MORE THAN TWO WORDS for each
answer.
ITALIAN MIGRANTS IN GUELPH FROM 1900
Reasons for leaving Italy
1. __________________ favoured northern industrialisation
Lack of work in the south - led to severe 2. __________________
Destinations of those emigrating
• other parts of Europe
• South America, especially 3. __________________
• North America
Examples of areas of work done by early migrants to Canada
4. __________________ (summer)
5. __________________ (winter)
Commercial development of Guelph
Subsidies made available for new 6. __________________
Relocation of existing 7. __________________ companies.
The Italian-Canadian community
Grew up in 8. __________________ sector of Guelph
Still puts on an annual 9. __________________ every July

Activity 6:
6.1. Complete the sentences from the listening extract above with the correct words/ phrases
in the box.

notably eventually consequent

in order to in the very early days for instance

1. ___________________ understand why Italians came to Canada, you need to understand why they
left Italy.
2. This state of affairs was influenced by government policy, which encouraged northern growth at
the expense of the agricultural south, where work was in very short supply, with ___________________
extreme poverty.
3. By the turn of the century, many Italian men from both the north and the south were leaving to
seek seasonal employment elsewhere in Europe, in South America - ___________________ Argentina
- and North America.
4. Migrants mostly went to urban centres like Toronto, where they picked up casual work,
___________________ manual labouring.
5. ____________, many were able to send for their families, or returned to Italy to find a suitable bride.
6. ___________________, most of the migrants who came to Canada worked outdoors in the summer,
doing things like railroad construction.

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6.2. Match the signaling language to its function or meaning from the options provided.

1. In order to A. To provide an example

2. consequent B. To show a result or consequence

3. eventually C. To indicate a purpose or reason

4. For instance D. To specify or highlight an important detail

5. In the very early days E. To indicate a progression or conclusion

6. notably F. To describe a specific time in the past

EXAM NOTE 2 Understanding signaling language in IELTS Listening

What is signaling language?

Signaling language consists of words or phrases that help organize and guide a talk
or lecture by highlighting key points, indicating examples, showing cause-and-effect
relationships, or summarizing ideas.
Why is signaling language important?
• Helps you predict information: By identifying signals, you can anticipate what comes
next (e.g., an example, explanation, or result).
• Guides your focus: It tells you where to focus your attention, especially when important
details or key answers are being mentioned.
• Improves understanding of the lecture’s structure: It helps you navigate through
different sections of the talk, such as the introduction, main points, examples, and
conclusion.
Common signaling phrases

Function Signaling Language

In order to, so that, to explain why, to

To indicate purpose or explain an idea
illustrate, for the purpose of
For example, for instance, such as, to
To give examples or clarify
illustrate, namely, in particular
Consequently, as a result, therefore, thus,
To show results or consequences
hence, leading to
First, next, then, finally, at the same time,
To indicate order or progression
subsequently, in the early stages
To highlight key points or important Notably, importantly, it is worth noting, in
details particular, significantly, most importantly
However, on the other hand, although,
To indicate contrast or a shift in the topic whereas, in contrast, nonetheless, despite
this

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Activity 7: You just heard about a family that moved from a rural village in their home country
to a large city in a foreign country for better job opportunities.
Work in pairs. Tell a story based on the questions below. The story should last at least 2 minutes.

Why did the family emigrate?

• What are the possible factors contributing to this decision? Were there any difficulties that they
experienced in their native country?

What were some changes in their thoughts and feeling during the journey?
• Were there any other feelings such as excitement or sadness? What was their picture of the
new place like?

What difficulties did they encountеr when they reached their destination?
• Were they challenged with the language, culture or availability of jobs? What in their opinion
was the hardest thing about the adjustment?

How (i.e., in what ways) did the family respond to the change?
• What did they do to bond with the society? Did they work, socialize or study the language?

EXAM NOTE 4 Making use of listening pracitce

Narrating text from guided questions is relevant to note-taking skills because it encourages
active listening, comprehension, and concise summarization—key components of
effective note-taking.
• Active Listening and Focus: When responding to guided questions, you must pay
attention to the essential information, which mirrors how note-takers need to filter out
trivial details while listening.
• Summarization: Narrating based on guided questions helps you practice summarizing
longer, complex information into shorter, concise responses - a core skill in note-taking.
• Organizing Information: Notes should be structured in a coherent, easy-to-follow
manner. Guided questions provide a structure, and narrating based on them trains you to
organize information logically.
• Recall and Paraphrasing: Answering guided questions requires you to recall and
paraphrase information in your own words, which strengthens your ability to jot down
ideas quickly during the listening tasks.

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Activity 1: Complete the notes below. Write ONE WORD ONLY for each answer.

How the Industrial Revolution affected life in Britain

19th century
• For the first time, people’s possessions were used to measure Britain’s 31 __________________________.
• Developments in production of goods and in 32 __________________________ greatly changed lives.

MAIN AREAS OF CHANGE

Manufacturing
• The Industrial Revolution would not have happened without the new types of 33
__________________________ that were used then.
• The leading industry was 34 __________________________ (its products became widely available).
• New 35 __________________________ made factories necessary and so more people moved into
towns.

Transport
• The railways took the place of canals.
• Because of the new transport:
- Greater access to 36 __________________________ made people more aware of what they could buy
in shops.
- When shopping, people were not limited to buying 37 __________________________ goods.

Retailing
• The first department stores were opened.
• The displays of goods were more visible:
- Inside stores because of better 38 __________________________.
- Outside stores, because 39 __________________________ were bigger.
•40 __________________________ that was persuasive became much more common.

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HOMEWORK

Common topics in IELTS Listening Part 4

IELTS Listening Part 4 typically involves a lecture or academic talk on a wide variety of
topics. Below are some common topics you are likely to encounter.
1. Environment and Climate
• Topics: Climate change, pollution, conservation, ecosystems, renewable energy
2. Technology and Innovation
• Topics: Advancements in technology, AI, space exploration, robotics
3. Health and Medicine
• Topics: Medical breakthroughs, mental health, public health campaigns, nutrition
4. History and Society
• Topics: Historical events, ancient civilizations, cultural heritage, colonization
5. Education and Learning
• Topics: Learning methods, teaching strategies, education systems, e-learning
6. Business and Economy
• Topics: Entrepreneurship, marketing strategies, global trade, consumer behavior
7. Science and Nature
• Topics: Biology, physics, chemistry, natural disasters, environmental phenomena
8. Art and Culture
• Topics: Literature, music, painting, architecture, cultural traditions
9. Media and Communication
• Topics: Social media, advertising, news reporting, public relations
10. Psychology and Human Behavior
• Topics: Behavioral studies, cognitive psychology, emotional intelligence, motivation
For this lesson’s homework, you will practice listening to some of the topics above.

Exercise 1: Complete the notes below. Write ONE WORD ONLY for each answer.

BIRD MIGRATION THEORY

Most birds are believed to migrate seasonally.
Hibernation theory
• It was believed that birds hibernated underwater or buried themselves in 31. ________________
• This theory was later disproved by experiments on caged birds.
Transmutation theory
• Aristotle believed birds changed from one species into another in summer and winter.
In autumn he observed that redstarts experience the loss of 32. ________________ and thought they
then turned into robins.

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• Aristotle’s assumptions were logical because the two species of birds had a similar 33. __________
17th century
• Charles Morton popularised the idea that birds fly to the 34. ________________ in winter.
Scientific developments
• In 1822, a stork was killed in Germany which had an African spear in its 35. ________________
previously there had been no 36. ________________ that storks migrate to Africa
• Little was known about the 37. ________________ and journeys of migrating birds until the practice
of ringing was established.
• It was thought large birds carried small birds on some journeys because they were considered
incapable of travelling across huge 38. ________________
• Ringing depended on what is called the 39. ‘________________’ of dead birds.
• In 1931, the first 40. ________________ to show the migration of European birds was printed.

Exercise 2: Complete the notes below. Write ONE WORD ONLY for each answer.

ARGUMENTS FOR AND AGAINST URBAN MIGRATION

Cities now
• account for 3% of the planet’s land areas
• consume more 31. ________________ than the countryside
Advantages for moving into the city
• good for some 32. _________________ to recover
• poor 33. _________________ in the countryside
• clean energy: recycling of methane gas produced from 34. _________________.
For women
• more likely to have late marriages
• better chance of getting a 35. _________________ at work
Downsides of moving into the city
• possible to lose 36. _________________ because it is difficult to maintain previous lifestyle
• higher rates of 37. _________________ in the city than in the country
• poor quality of 38. _________________ in the city
Economic factors
• Increased 39. _________________ in population results in increase in energy consumption.
• People find the heavy 40. _________________ stressful.

Exercise 3: Complete the notes below. Write ONE WORD ONLY for each answer.
The history of coffee
Coffee in the Arab world
• There was small-scale trade in wild coffee from Ethiopia.
• 1522: Coffee was approved in the Ottoman court as a type of medicine.
• 1623: In Constantinople, the ruler ordered the 31. ____________________ of every coffee house.

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Coffee arrives in Europe (17th century)
• Coffee shops were compared to 32. ____________________.
• They played an important part in social and 33. ____________________ changes.

Coffee and European colonisation

• European powers established coffee plantations in their colonies.
• Types of coffee were often named according to the 34. ____________________ they came from.
• In Brazil and the Caribbean, most cultivation depended on 35. ____________________.
• In Java, coffee was used as a form of 36. ____________________.
• Coffee became almost as important as 37. ____________________.
• The move towards the consumption of 38. ____________________ in Britain did not also take place
in the USA.

Coffee in the 19th century

• Prices dropped because of improvements in 39. ____________________.
• Industrial workers found coffee helped them to work at 40. ____________________.

Exercise 4: Complete the notes below. Write ONE WORD ONLY for each answer.

‘Self-regulatory focus theory’ and leadership

Self-regulatory focus theory
• People’s focus is to approach pleasure or avoid pain.
• Promotion goals focus on 31. __________________.
• Prevention goals emphasize avoiding punishment.

Factors that affect people’s focus

The Chronic Factor
• Comes from one’s 32. __________________.
The 33. __________________ Factor
• We are more likely to focus on promotion goals when with a 34. __________________.
• We are more likely to focus on prevention goals with our boss.

How people’s focus affects them

• Promotion Focus: People think about an ideal version of themselves, their 35. ________________,
and their gains.
• Prevention Focus: People think about their ‘ought’ self and their obligations.

Leaders
• Leadership behavior and 36. __________________ affect people’s focus.

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Transformational Leaders:
• Pay special attention to the 37. __________________ of their followers.
• Passionately communicate a clear 38. __________________.
• Inspire promotion focus in followers.

Transactional Leaders:
• Create 39. __________________ to make expectations clear.
• Emphasize the results of a mistake.
• Inspire prevention focus in followers.

Conclusion
• Promotion Focus is good for jobs requiring 40. __________________.
• Prevention Focus is good for work such as a surgeon.
• Leaders’ actions affect which focus people use.

Exercise 5: Complete the notes below. Write ONE WORD ONLY for each answer.

ETHNOGRAPHY IN BUSINESS
Ethnography: research which explores human cultures
It can be used in business:
• To investigate customer needs and 31. __________________
• To help companies develop new designs

Examples of ethnographic research in business

Kitchen equipment
• Researchers found that cooks could not easily see the 32. __________________ in measuring cups.
Cell phones
• In Uganda, customers paid to use the cell phones of entrepreneurs.
• These customers wanted to check the 33. __________________ used.
Computer companies
• There was a need to develop 34. __________________ to improve communication between system
administrators and colleagues.
Hospitals
• Nurses needed to access information about 35. __________________ in different parts of the
hospital.
Airlines
• Respondents recorded information about their 36. __________________ while traveling.

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Principles of ethnographic research in business
• The researcher does not start off with a hypothesis.
• Participants may be selected by criteria such as age, 37. __________________, or product used.
• The participants must feel 38. __________________ about taking part in the research.
• There is usually direct 39. __________________ of the participants.
• The interview is guided by the participant.
• A lot of time is needed for the 40. __________________ of the data.
• Researchers look for a meaningful pattern in the data.

Exercise 6: Complete the notes below. Write ONE WORD ONLY for each answer.

Ocean Biodiversity
Biodiversity hotspots
• Areas containing many different species
• Important for locating targets for 31. __________________
• At first only identified on land
Boris Worm, 2005
• Identified hotspots for large ocean predators, e.g., sharks
• Found that ocean hotspots:
- Were not always rich in 32. __________________
- Had higher temperatures at the 33. __________________
- Had sufficient 34. __________________ in the water
Lisa Ballance, 2007
• Looked for hotspots for marine 35. __________________
• Found these were all located where ocean currents meet
Census of Marine Life
• Found new ocean species living:
- Under the 36. __________________
- Near volcanoes on the ocean floor
Global Marine Species Assessment
• Want to list endangered ocean species, considering:
- Population size
- Geographical distribution
- Rate of 37. __________________
• Aim: To assess 20,000 species and make a distribution 38. __________________ for each one
Recommendations to retain ocean biodiversity
• Increase the number of ocean reserves
• Establish 39. __________________ corridors (e.g., for turtles)
• Reduce fishing quotas
• Catch fish only for the purpose of 40. __________________

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LESSON 20: WRITING
Processes
Getting started
Look at three diagrams below. What does each diagram show?
A.

The diagram shows _______________________________.

Type of diagram: _________________________________.

The diagram shows _______________________________.

Type of diagram: _________________________________.

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C.

The diagram shows _______________________________.

Type of diagram: _________________________________.

IELTS WRITING TASK 1 – PROCESSES

In IELTS Writing Task 1, you may encounter a diagram depicting a process. This type of question
requires you to describe the process in detail, explaining how each step leads to the next.

Types of processes:
• Man-made processes
Production/manufacturing process (e.g. how tea is produced)
Operation (e.g. how a water filter system works)
• Natural (e.g. life cycle of an animal, precipitation cycle)

Key Skills for Describing Processes:

• Understanding sequence: Recognize and describe the logical order of events.
• Summarizing effectively: Write a clear overview without excessive det
• Paraphrasing: Reformulate the task description using your own words.
• Using cohesive devices: Apply connectors and transition phrases to maintain flow.
• Technical vocabulary: Incorporate specific terms relevant to the process.
• Mastering passive voice: Use passive constructions to describe steps clearly.

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Activity 2: Look at three diagrams below. How many steps are involved in each process in
total? Divide these steps into main stages.
1. The diagram shows the process of making smoked fish.

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2. The diagram shows the process of making chocolate.

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3. The diagram below shows the production of soft cheese.

EXAM NOTE 1 Analyzing main stages in processes

Identifying the main stages of a process is essential to avoid getting overwhelmed by small
details. By doing this, you can summarize key actions and changes effectively, creating
a more concise and clear overview. This is crucial for scoring well in Task Achievement.
Dividing the process into clear stages helps you write well-organized body paragraphs,
which improves coherence and logical progression. This ensures the reader can easily
follow each step and boosts your score in Coherence and Cohesion.
Standard Process Stages:
Most process diagrams involve the following three stages:
1. Collecting and preparing materials/ingredients
2. Processing the materials (e.g., washing, drying, filtering, heating, fermenting, etc.)
3. Packaging and distributing the product to the end destination (e.g., supermarkets or
stores)
Note: Some diagrams may not include all three stages, so always analyze the diagram
carefully.

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Activity 3: The verbs in the box are frequently used in a process description essay. Label
each of the following pictures with the correct word.

stir add evaporate ferment heat cool deliver transfer dry filter harvest
load onto condense crush combine distribute

1._________ 2._ 3._ 4. _________

5._________ 6._ 7._ 8._________

9._________ 10._ 11._ 12._________

13. _________ 14. _ 15. _ 16. _________

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Activity 4: The diagram below shows the process of making soft cheese. Write the
introduction and overview for this process.

EXAM NOTE 2 Writing an introduction and overview for a process

1. Introduction
Paraphrase the question. Introduce the type and purpose of the process.
Structure:
The diagram demonstrates/ features/depicts how [A] is made/ produced/ manufactured
from [...].
2. Overview:
Provide a short summary of the main stages
Structure:
Overall, there are [...] steps involved in the process, which can be further organized into
[two/ three] main stages. This begins with [first stage], followed by [second stage], and
finally ends with [last stage].

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Activity 5: Read the paragraphs below describing the two stages of soft choose production.
5.1. Choose the correct answer A, B, or C to complete the gaps.
The process begins with thorough preparation of the ingredients. First, water and milk are combined
in a mixing chamber to (1) ____________________________. This mixture is then cooled to 5°C for two
hours, during which it is stirred continuously to (2) ____________________________. After the initial
cooling, salt is introduced, and the mixture undergoes a fermentation phase. At this stage, the
temperature is raised to 37°C while the mixture is continuously stirred for the next six hours so that
it (3) ____________________________.
1.
A. improve its taste
B. create a uniform mixture
C. undergo fermentation
D. achieve a higher temperature
2.
A. separate the ingredients
B. maintain its color
C. ensure consistency
D. enhance flavor
3.
A. gradually becomes thicker
B. cools down completely
C. loses its salt content
D. evaporates into steam

EXAM NOTE 3 Describing individual steps

When describing processes in IELTS Task 1, always explain the purpose of each step,
not just the actions or tools. For example, instead of saying, “The mixture is stirred for
two hours,” say, “The mixture is stirred to ensure consistency.” This not only shows your
understanding of the process, making your writing complete and logical, but also helps
the reader clearly understand how each step contributes to the final outcome

5.2. Fill in the gaps with the correct form of the verbs in brackets. Use passive voice.
The final stages of the process focus on condensing and solidifying the mixture into soft cheese.
Once fully fermented, the thickened mixture _______________ (direct) to an evaporator where
it ________________ (heat) to 100°C for eight hours as steam discharges. In the final phase, the
condensed mixture _______________ (transfer) to a cooling tank, where it _______________ (leave)
undisturbed at 5°C for an additional eight hours, allowing it to solidify into soft cheese. During
this stage, waste water _______________ (extract) through two filtration devices connected to the
transfer pipe and the tank outlet.

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EXAM NOTE 4 Using passive voice in describing processes

Passive voice in the Present simple is specifically needed for IELTS when you describe
a process diagram in Academic IELTS Task 1. It emphasizes the actions or processes
rather than the person or entity performing them. In IELTS Writing Task 1, the focus is
on describing the steps of a process, and using the passive voice helps maintain an
objective, formal tone. It thus allows you to describe the sequence of steps in a neutral
way, avoiding subjectivity.

Activity 6: Underline/List the phrases in two paragraphs in 5.1 and 5.2 that show order of
steps.
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EXAM NOTE 5 Enhancing cohesion in describing processes

1. Use time-order transitions to sequence steps logically:

Time-order transitions, such as first, then, after that, once completed, and finally, help
organize your description and clarify the order of events. For example:
• First, water and milk are combined...
• Next, salt is introduced...
• Finally, the condensed mixture is cooled...
2. Reference phrases to maintain cohesion and improve visualization:
Use reference phrases such as the thickened mixture, the condensed mixture, or the
uniform mixture to describe how the subject (e.g., a substance) changes during each
step of the process. This helps connect sentences smoothly and ensures cohesion by
avoiding repetitive language.
3. Practical Tips for Writing Cohesive Process Descriptions:
• Be consistent with your use of reference phrases to describe materials or substances.
For example, if the substance becomes “thickened” after a step, maintain that reference
until further changes occur.
• Avoid overusing the same transition phrases by varying them. For instance, alternate
between then, next, and afterward for variety while maintaining clarity.

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Activity 6: Put the linking words in the box into the correct column.

then the next step is/involves

first of all following this
subsequently to begin with
the process commences with initially
finally in the final phrase
after after which
after that once + Vpii
at this stage

The first stage is Next The last stage is

Activity 7:
7.1. Look at the sentences below. Which grammar structure did the writer used to connect
information and create complex sentences?
• This mixture is then cooled to 5°C for two hours, during which it is stirred continuously to
ensure consistency.
• Once fully fermented, the thickened mixture is directed to an evaporator where it is heated to
100°C for eight hours as steam discharges.
• In the final phase, the condensed mixture is transferred to a cooling tank, where it is left
undisturbed at 5°C for an additional eight hours, allowing it to solidify into soft cheese.
• During this stage, waste water is extracted through two filtration devices connected to the
transfer pipe and the tank outlet.
-> The writer used _______________________

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7.2. Combine the two sentences provided into a single complex sentence using an appropriate
relative clause.
1. The fish are caught at sea. They are stored in large nets until they are loaded onto the boat.
-> The fish, ________________________________________, are stored in large nets until they are loaded
onto the boat.

2. The port is the place. The freshly caught fish are unloaded and frozen there.
-> The port is the place ________________________________________.

3. The frozen fish are thawed using fresh water. This process prepares them for further cutting and
cleaning.
-> The frozen fish, ________________________________________, are prepared for further cutting and
cleaning.

4. The mixture of salt water and yellow coloring is applied to the fish. It improves their flavor and
visual appeal.
-> The mixture of salt water and yellow coloring, __________________________________, improves their
flavor and visual appeal.

5. The fish are placed in a smoking chamber. The chamber adds a distinctive flavor while preserving
the fish.
-> The fish are placed in a smoking chamber _____________________________________.

6. The processed fish are stored in containers at 0°C. The containers ensure that the fish remain
fresh before delivery.
-> The processed fish are stored in containers _____________________________________.

7. The refrigerated trucks deliver the fish to stores. These trucks maintain the cold storage
conditions.
-> The refrigerated trucks, ________________________________________, deliver the fish to stores.

EXAM NOTE 6 Using relative clauses in process writing

Why Use Them?

• Add extra details about materials, equipment, or actions.
• Improve cohesion by connecting steps naturally.
• Avoid repetition by embedding details in sentences
Common Relative Pronouns:
• That: Refers to objects/actions in a defining relative clause (The machine that separates
impurities is essential.)
• Which: Refers to things/actions in a non-defining relative clause (The solution, which is
heated, passes through a filter.)
• Where: Refers to locations (The cooling tank, where the mixture solidifies, stores the product.)
• When: Refers to stages (The temperature rises to 37°C, when fermentation occurs.)

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Activity 8: Write a report of at least 150 words for the process below.

The diagram shows how bricks are produced. Summarize the information by selecting and
reporting the main features and make comparisons where relevant.

Introduction
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Overview
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Body
• Paragraph 1
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________________________________________________________________________________________________
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• Paragraph 2
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• Paragraph 3
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HOMEWORK

Exercise 1: Fill in the blanks using the most appropriate words from the box. Each word can
only be used once.

collected heated released cooled packaged

transported stored filtered mixed extracted
separated removed compressed assembled tested

1. Initially, the raw materials are ______________ from their source and prepared for the process.
2. These materials are then ______________ to the main processing facility.
3. Once at the facility, they are ______________ to remove impurities.
4. Useful elements are ______________ from waste.
5. Some of the materials are ______________ under high pressure to reduce their size or volume.
6. After the raw materials are prepared, they are ______________ to a mixture of other ingredients.
7. The mixture is ______________ in an oven to ensure a uniform consistency.
8. The final product is ______________ into its desired shape using specialized machinery.
9. The mixture is ______________ in a fridge.
10. Once ready, the product is ______________ into containers for protection and easy handling.
11. The finished products are ______________ for quality to ensure they meet required standards.
12. The items are then ______________ in a storage facility until they are needed.
13. After being ______________, the products are transported to distribution centers.
14. In some processes, harmful substances are ______________ to avoid contamination.
15. Finally, the processed product is ______________ into the market for consumption or sale.

Exercise 2: Combine the two sentences using a relative clause.

1. The cocoa pods are harvested from trees. The trees grow in regions like South America, Africa,
and Indonesia.
-> The cocoa pods, ________________________________________, are harvested for further processing.
2. The beans are fermented inside banana leaves. This stage is important to develop the chocolate
flavor.
-> The beans are fermented inside banana leaves, __________________________________.
3. The beans are spread in the sun. This helps to dry and preserve them for transport.
-> The beans, ________________________________________, are dried and preserved for transport.
4. The dried beans are placed in large sacks. The sacks protect the beans from damage during
transport.
-> The dried beans are placed in large sacks ______________________________________.

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5. The sacks of beans are transported by train or truck. They are taken to factories for processing.
-> The sacks of beans, ________________________________________, are taken to factories for
processing.
6. The beans are roasted at high temperatures. This step enhances the rich flavor of the cocoa.
-> The beans are roasted at high temperatures, ____________________________________.
7. The outer shells of the beans are removed after being crushed. This reveals the inner part used
to produce chocolate.
-> The outer shells of the beans, ________________________________________, are removed to reveal
the usable part.
8. The inner part of the beans is pressed. This pressing produces liquid chocolate.
-> The inner part of the beans, ________________________________________, is pressed to create liquid
chocolate.

Exercise 3: Write a report of at least 150 words for the process below.
The diagram shows how chocolate is made.
Summarize the information by selecting and reporting the main features and make comparisons
where relevant.

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LESSON 21: SPEAKING
Part 3

Getting started
Choose the correct option A, B, or C for each question below.

What do you know about IELTS speaking part 3?

1. What are speaking part 3 questions about?
A. Personal experiences and preferences only.
B. Abstract ideas, opinions, and discussions on social issues.
C. Your self-introduction.
2. Speaking part 3 questions
A. are related to speaking part 2 topic
B. are all about you
C. are randomly picked from any topics
3. How long is Speaking part 3?
A. 4-5 minutes
B. 6-7 minutes
C. 8-9 minutes
4. How long should you aim to speak when answering a Part 3 question?
A. 10-15 seconds
B. 20-30 seconds
C. 30-60 seconds
5. Which of the following techniques is effective for developing your answer?
A. Giving a personal opinion only
B. Explaining your opinion and providing examples
C. Repeating the question in your answer

Activity 2: Four responses below (1-4) answer the question below.

“How have migration patterns changed over the years?”
Complete the responses with the correct sentence in the box (A-D).

A. When you look at migration around the world, there are some big differences between
countries.
B. Personally, I believe migration has really changed a lot over the years.
C. In my view, there are pros and cons to migration.
D. When it comes to migration, older and younger people see things pretty differently.

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1. Technique 1: _______________________________________
_____________________________________. In the past, I think most people moved within their own
countries, like moving from the countryside to the city just to find work. But these days, it’s all about
crossing borders. Now, people are moving internationally for better jobs, schooling, or even just
to escape tough situations. So, compared to the past, where most migration was internal, it’s way
more global now.

2. Technique 2: _______________________________________
________________________________________________. The older generation often thinks of migration
as a tough choice, for example, because of wars. They’ve lived through hard times where moving
meant leaving everything behind. On the flip side, younger people view it more like an adventure.
They see moving as a chance to explore new places and meet different people, whether it’s for
school or a job. So, I’d say that while older people might view it as a last resort, younger ones see
it as a cool opportunity.

3. Technique 3: _______________________________________
________________________________________________. The biggest benefit is that people may have
better job opportunities or education, which can really boost their lives. But it also means they
probably miss out on their hometown connections and culture. In some cases, migrants may face
dangerous situations and often have to leave everything behind, which is super tough.

4. Technique 4: _______________________________________
________________________________________________. Like in Canada, they really welcome immigrants
and see them as a big plus for their economy and culture. But in some parts of Europe, I suppose
things can get pretty heated with discussions about immigration. They might have stricter rules
and a lot of debates about how many people they should let in. So, compared to Canada’s friendly
approach, other places can be way more standoffish about newcomers.

Follow-up questions:
1. What phrases are used to give opinions?
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2. What are the answers above have in common?
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EXAM NOTE 1 Starting your answer with a general statement

An answer in speaking part 3 often starts with a general sentence (i.e., topic sentence)
before digging into specific details with explanation and elaboration.
In IELTS Speaking part 3, each answer should last around 40s-60s, including 5-8
sentences. This is somewhat equivalent to the length of a paragraph in writing task 2,
with each response consisting of 2-3 arguments/points. It is important that these points
are fully developed and well supported with explanation and examples.
Among the various techniques to achieve this, making comparisons is an effective way to
extend your answer while adding depth to your response.

Activity 3:
3.1. Identify the technique of comparison used in each answer in Activity 2. Fill in the gaps
(Technique 1 – Technique 4) in Activity 2.

• Contrasting age groups or generational differences

• Using cross-cultural comparisons
• Comparing advantages and disadvantages
• Highlighting changes over time (Past / Present / Future)

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3.2. What words/phrases in the responses in Activity 2 are used to compare/ contrast.
Complete the table below.

Types of comparison Structures from sample answers

Highlighting changes over time (Past/ Present

/ Future)

Contrasting age groups or generational

differences

Comparing advantages and disadvantages

Using cross-cultural comparisons

Activity 4: Read the responses to this speaking part 3 question.

“Do you think living in cities offers a better quality of life?”

Response 1:
Well, I think it depends on the individual’s priorities and lifestyle. On the one hand, cities often
provide better access to essential services like healthcare, education, and public transport, which
can significantly improve one’s quality of life. For example, urban areas typically have top-tier
hospitals and universities, not to mention a wide range of entertainment options like cinemas and
restaurants, which add to the convenience and enjoyment of daily life.
On the other hand, city living can also come with challenges such as higher living costs,
overcrowding, and pollution. These issues can negatively impact one’s physical and mental well-
being. For instance, some people might find the constant noise and hectic pace of city life stressful,
preferring the tranquility and cleaner environment of the countryside.
So, overall, while cities offer many opportunities and conveniences, they may not necessarily
guarantee a better quality of life for everyone. It really comes down to what an individual values
most—whether it’s accessibility and variety or peace and space.

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Response 2:
Absolutely, I think living in cities offers a much better quality of life overall. Cities provide easy
access to essential services like top-quality healthcare and education, which are crucial for
a comfortable and fulfilling life. For instance, urban areas often have specialized hospitals and
renowned universities that are hard to find in rural regions.
Moreover, cities are hubs of opportunity. They offer diverse career options, better salaries, and
professional networking opportunities that can significantly enhance one’s standard of living.
On top of that, the variety of recreational facilities—like parks, theaters, and shopping centers—
ensures there’s always something to enjoy.
While some might argue that cities have their downsides, such as noise or congestion, I believe the
advantages far outweigh these inconveniences. The convenience and opportunities cities provide
make them the ideal place for a high-quality life.

1. Which response demonstrates a balanced view? Which one shows a one-sided view?
________________________________________________________________________________________________
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2. What arguments are used by the speaker to support their view?

Response 1
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Response 2
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EXAM NOTE 2 02 approaches to Opinion or Yes/No questions in Speaking Part 3

When answering opinion-based or Yes/No questions in Part 3, you can approach them
effectively by providing well-structured and coherent responses.
One-Sided Approach
· Support one side of the argument strongly.
· Focus entirely on the advantages or disadvantages and provide clear, well-developed
reasons to justify your viewpoint.
Balanced Approach
· Discuss both sides of the argument, weighing the pros and cons before reaching a
conclusion.
· Use comparisons and contrasts to develop your response. Highlighting differences is
important, but mentioning a couple of key similarities demonstrates a comprehensive
understanding of the topic.
· This approach shows critical thinking and the ability to evaluate different perspectives.
Flexibility is Important
·Examiners value varied and adaptable responses. Choose either the balanced or
one-sided approach based on the question and your ability to provide strong, logical
arguments.

Activity 5:
5.1. Work in pairs. Note down ideas for this speaking question in the table.
“Do you think it is better for people to move to another country for work?”

Totally agree/disagree Idea 1: Idea 2

Reason

Example*

Compare and contrast*

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Balanced Idea 1: Idea 2
Reason

Example*

Compare and contrast*

5.1. Now, take turns answering the question using the ideas noted.
Remember to:
• speak for 5-8 sentences
• include at least 2 arguments/points in your answer
• give opinions
• compare and contrast
• use cohesive devices

Activity 6: Think of how you answer these questions using comparison techniques. Make
notes. Then practice speaking.

Questions Techniques Notes

1. Do you think migrating to
another country is worth the
risks and challenges?

2. How can living in a foreign

country affect a person’s
personal growth?

3. Is it important for countries

to encourage skilled workers
to migrate?

4. Do you believe migration can

solve unemployment issues in
some countries?

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HOMEWORK

Exercise 1: Complete the sentences with the phrases given

a. is much more beneficial for... than... f. is more likely to happen in... than in...
b. is not as easy as... g. is less problematic for... than for...
c. is far less accessible in... compared to... h. is not as common in... as it is in...
d. is just as challenging as... i. is much harder for... due to...
e. is significantly more appealing to... j. is equally important for... and...
because of...

1. Migration _______ low-skilled workers _______ high-skilled professionals because of the demand
in certain industries.
2. Access to affordable housing _______ rural areas _______ urban areas for most migrants.
3. Learning the local language _______ adapting to cultural norms for new immigrants.
4. Moving abroad _______ staying in one’s home country _______ economic reasons.
5. Healthcare _______ migrants in high-income countries _______ those in low-income countries.
6. The process of obtaining a work visa _______ younger migrants _______ older migrants because
of job market preferences.
7. Finding long-term employment _______ temporary jobs for migrants in competitive labor markets.
8. International migration _______ regional migration _______ economic and cultural factors.
9. Understanding immigration laws _______ finding social support networks for new arrivals.
10. The impact of remittances _______ families in developing countries _______ those in developed
countries.

Exercise 2:
2.1. Fill in the blanks with the correct word(s) from the box.

generational differences migration patterns cross-cultural comparisons

pros and cons internal migration globalization workforce urbanization

1. Over the years, ____________ has increased as more people move to cities for job opportunities.
2. One of the ____________ of migration is the ability to improve one’s quality of life, but it may lead
to losing cultural connections.
3. ____________ often sees younger people more willing to move internationally compared to older
generations.
4. In some countries, ____________ primarily involves moving within the same country rather than
across borders.
5. ____________ have significantly shifted due to advancements in transportation and communication.

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6. Comparing ____________, we see that some countries welcome immigrants, while others have
stricter policies.
7. Many people migrate due to the influence of ____________, which has created global job
opportunities.
8. Migration can benefit the ____________ by filling skill gaps and boosting economic growth.

2.2. Match the phrases with their use in a comparison.

Phrases Functions

1. In the past, ... But these days, ... a. Highlighting changes over time

2. Compared to the past, it's way more b. Comparing advantages and disadvantages
common now

3. The biggest advantage is ... However, it also c. Contrasting age groups or generational
means ... differences

4. While older people might ..., younger ones d. Using cross-cultural comparisons
tend to ...

5. In [Canada], ... But in [other parts of the e. Highlighting differences between past and
world], ... present

Exercise 3: Record yourself answering the following questions.

Remember to:
• speak for 5-8 sentences
• include at least 2 arguments/points in your answer
• give opinions
• compare and contrast
• use cohesive devices

1. Why do you think people choose to migrate to other countries?

2. Do you believe migration has more positive or negative effects on society?
3. What are your thoughts on governments restricting migration?
4. Do you think migrants should adapt completely to the culture of the host country, or should they
keep their own traditions?
5. Why might some people choose to move back to their home country after living abroad?
6. In your opinion, how does migration affect the job market in the host country?
7. Should wealthy countries accept more migrants from poorer countries? Why or why not?

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Unit

8
Health Investment and Policy

In this unit, you will:

• Reading: Revise techniques for answering MCQs and matching sentence endings by scanning
for details and understanding paraphrasing.
• Writing: Write concise and structured Discussion essays for Writing Task 2 by developing ideas
effectively and avoiding wordy expressions.
• Speaking: Extend Speaking Part 3 answers using hypotheses, predictions, and idea
development techniques while avoiding common mistakes.

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LESSON 22: READING
MCQs and Matching Endings

Getting started

1. What are some things that help people stay healthy?

________________________________________________________________________________________________

2. What are some ways the government can help people stay healthy?

________________________________________________________________________________________________

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Activity 1: Match the words/phrase below with the correct meaning.

Word/phrase Meaning

1. Health investment A. Financial assistance provided to reduce the cost of services or goods.
2. Public policy B. Workers who are healthy and efficient, leading to better economic
3. Preventive performance.
measures C. To give people the ability or tools to make decisions or take action.
4. Balanced nutrition D. Spending resources to improve public health and well-being.
5. Subsidies E. Beverages high in sugar, often linked to obesity and other health
6. Sugary beverage problems.
7. Infrastructure F. Eating a variety of foods in the correct proportions to maintain health.
8. Productive G. Actions taken to stop diseases or issues before they occur.
workforce H. To actively encourage or support something.
9. To promote I. Physical facilities and systems needed for healthcare, such as hospitals
10. To empower and clinics.
J. Government strategies or laws to address societal issues

1. 3. 5. 7. 9.

2. ________ 4. ________ 6. ________ 8. ________ 10. ________

MULTIPLE-CHOICE QUESTIONS
In the exam, multiple-choice questions come in different formats. You might be asked to:
• Select the correct answer to a question.
• Match sentence endings to form a complete and meaningful sentence based on the text.
Remember:
• The order of the questions will follow the same sequence as the information in the text.
• All the answer options will be mentioned in the text in some way, but only one option will
fully and accurately answer the question.

EXAM NOTE 1 Locating evidence with key words

1. Read the Questions Carefully: Identify what the question is asking.

2. Underline Key Words: Highlight important words or phrases in the questions to focus
your search.
3. Locate Information in the Passage: Scan the text to find where the relevant details
are mentioned.
4. Recognize Paraphrasing: Be aware that the information in the passage may be
expressed differently from the question. Paraphrase or summarize the details to identify
the correct answer accurately.

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EXAM NOTE 2 Be careful of distractors in MCQs

When answering multiple-choice questions, keep the following tips in mind:

1. Watch Out for Distractors: All options will be mentioned in the text in some way, but
not all are correct.
2. Don’t Rely Solely on Key Words: Matching key words from the question to the text is
not enough. Look at the context and meaning to ensure accuracy.
3. Treat MCQs Like True/False/Not Given Questions:
• Wrong Answers: These are equivalent to False or Not Given statements—they either
contradict the text or are not supported by it.
• Correct Answer: This is the statement that is True according to the text. Analyze
each option critically and confirm it aligns fully with the information in the passage
before selecting your answer.

Activity 2: Read the passage and answer the questions.

1. What is one primary change in contemporary health investment according to the passage?
A. Moving from preventive to reactive healthcare.
B. Prioritizing preventive measures and healthier lifestyle promotion.
C. Increasing funding solely for vaccinations.

2. Identify the key words in the question and find the paragraph that contains this information.

3. Which options are directly contradicted or not mentioned in the text?

Health Investment and Policy: A Holistic Approach to Societal Well-being
Governments worldwide are increasingly recognizing the critical importance of health investment
and its broader implications for public policy and national development. Traditionally, healthcare
spending has focused largely on treating diseases after they arise, often requiring costly medical
interventions and long-term care. However, there is now a growing emphasis on a more proactive
approach: investing in preventive measures and promoting healthier lifestyles across all age groups.
By adopting this forward-looking approach, governments aim not only to reduce the immediate
healthcare needs of their populations but also to lessen the overall burden of disease in the long
term. This shift in focus is not only beneficial for public health but also serves to lower national
healthcare expenses, making it an economically strategic choice.
One of the most effective strategies in health investment is improving access to preventive
services. These services include vaccinations, screenings for various diseases, and comprehensive
health education programs. Studies from across the globe consistently show that countries with
significant investments in preventive health services report lower incidences of chronic diseases
and related healthcare costs. For instance, regular health screenings can detect diseases like
diabetes, hypertension, and some cancers at an early stage when they are more manageable and
less costly to treat. In this way, preventive services play a vital role in tackling non-communicable
diseases (NCDs), which, according to the World Health Organization (WHO), are now among
the leading causes of death globally. By catching these conditions early, individuals can receive

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treatment sooner, avoid severe complications, and reduce overall treatment costs for both families
and health systems.
In addition to direct medical interventions, policies that promote physical activity and balanced
nutrition are integral components of a preventive health strategy. Recognizing the lifestyle factors
that contribute to long-term health, many governments have implemented measures to encourage
healthier daily habits. These policies may include subsidies for gym memberships, taxes on sugary
drinks, and mandatory guidelines for nutritional labeling on food products. Such initiatives not only
empower individuals to make informed health decisions but also cultivate a broader culture of
wellness. Japan, for example, has a well-known initiative called the “Metabo Law,” which requires
citizens over a certain age to have regular waist measurements. If their measurements exceed
recommended limits, they are encouraged to adopt lifestyle changes to lower their risk of chronic
illnesses such as heart disease and diabetes. These targeted policies highlight how government
action can guide citizens towards healthier choices that benefit both individuals and society as a
whole.
Beyond the direct health benefits for individuals, investments in public health also yield significant
economic advantages. A healthier population contributes to a more productive workforce, as
individuals are less likely to take sick days and can work more efficiently. This increase in productivity
can have a profound impact on a country’s economic performance, leading to higher GDP growth
and economic stability. Countries with effective health policies that reduce disease rates and
promote wellness often see a ripple effect in their economies, as a capable and energetic workforce
drives further development and innovation. This connection between health and economic output
underlines the importance of health investment as a fundamental strategy not only for social well-
being but also for national economic resilience.
However, implementing effective health policies is not without challenges, especially in developing
countries where resources may be limited. In many low-income nations, restricted budgets and
underdeveloped infrastructure prevent the establishment of comprehensive health programs.
Without the proper facilities, trained personnel, and financial resources, these countries struggle
to provide basic preventive and curative healthcare services. To bridge this gap, international
organizations, such as the World Health Organization (WHO) and various non-governmental
organizations, have introduced initiatives aimed at strengthening healthcare systems in these
regions. These programs provide essential funding, technical expertise, and resources, supporting
low-income countries in building sustainable health infrastructure and improving healthcare
accessibility and quality for their populations.
In conclusion, health investment represents a crucial element of public policy that extends far
beyond individual health. It impacts overall socio-economic conditions, economic stability, and
national development. By prioritizing preventive measures, improving access to healthcare, and
creating supportive policies, governments around the world can work towards building healthier,
more resilient societies. While specific approaches to health investment vary depending on a
country’s resources and needs, the overarching objective remains the same: to foster well-being
for all citizens and promote a healthier future.

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Activity 3: Now answer the remaining questions.
1. What is the primary goal of health investment according to the conclusion of the passage?
A. To build healthier and more resilient societies
B. To focus on treating diseases rather than preventing them
C. To ensure economic growth is prioritized over public health
2. Why are preventive health services considered effective in reducing chronic diseases?
A. They reduce the cost of medical bills.
B. They can cure the disease more quickly.
C. They focus on treating diseases after diagnosis.
3. According to the passage, how does Japan encourage healthy lifestyle practices?
A. Through body measurements and lifestyle guidance.
B. By providing free healthcare for chronic diseases.
C. By limiting sugary drinks.
4. Which of the following is an economic benefit of health investment as described in the
passage?
A. Decreased spending on hospital infrastructures.
B. Better efficiency due to a healthier workforce.
C. Workers can work a lot more jobs.
5. What is a major barrier to health policy implementation in developing countries?
A. Lack of international support.
B. Overreliance on the WHO’s resources.
C. Insufficient budgets and infrastructure.
6. What is the main goal of international organizations in supporting health policies in low-income
countries?
A. To increase the number of healthcare personnel.
B. To help construction of better healthcare facilities
C. To replace existing healthcare systems.

MATCHING ENDINGS
This task requires you to match the beginning of a sentence with the correct ending from a
list. There will be more endings than you need.
1. Don’t Rely on Grammar Alone: All sentence beginnings and endings may fit grammatically,
so you can’t guess based on grammar or meaning alone.
2. Locate Relevant Text: Find the part of the text that relates to the sentence beginning.
3. Read in Detail: Carefully check the text to identify the ending that matches the meaning of
the sentence. Remember that the information in the question will be paraphrased compared
to the one in the passage.

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Activity 4: Predict the endings to this sentence and match the explanation why other answers
might be incorrect.

EXAM NOTE 3 Making predictions for matching endings questions

Try to predict how each sentence will end before looking at the list of endings.
Before you select a sentence ending, look carefully at the:
• subject-verb agreement.
• verb tense.
• possible meaning of each part of the statement.

Beginning: Preventive services such as vaccinations and screenings...

a. various medication in hospital

b. something that doctors can diagnose
c. are very important to prevent diseases
d. have many negative effects on the patient

Predicted ending: _______________

Why other endings are incorrect:

1. Possible meaning: The meaning might not be correct _______________
2. Subject-verb agreement: it is an adjective not a verb _______________
3. Subject-verb agreement: it is a noun not a verb _______________

EXAM NOTE 4 Grammar is not the ultimate indicator

The complete sentences need to be grammatically correct, but they also need to
accurately reflect the information in the text. This is another type of exam task where
focusing on the key words in the instructions and looking for synonyms and paraphrasing
in the text will help. Look for the key words in the sentence beginnings, not the endings:
you may not need to read through all the endings in detail, so don’t waste your time!

Activity 5: Read the beginnings below. Identify keywors. Predict the paragraph in which you
may find the information. Then, scan to check your preditcions.
1. Preventive services such as vaccinations and screenings...
2. Health policies that promote physical activity and balanced nutrition...
3. Economic benefits of health investment include...
4. The World Health Organization aims to...
5. Implementing comprehensive health policies in developing countries is challenging due to...
6. Subsidies for gym memberships and taxes on unhealthy products are examples of policies that...

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Activity 6: Read the text and match the endings to complete the sentence
1. Preventive services such as vaccinations and screenings...
2. Health policies that promote physical activity and balanced nutrition...
3. Economic benefits of health investment include...
4. The World Health Organization aims to...
5. Implementing comprehensive health policies in developing countries is challenging due to...
6. Subsidies for gym memberships and taxes on unhealthy products are examples of policies that...

List of endings
A. _____ a healthier workforce and higher workplace productivity.
B. _____ provide funding and resources for sustainable health systems.
C. _____ are crucial in lowering the incidence of chronic diseases.
D. _____ limited financial and infrastructural resources.
E. _____ encourage citizens to make health-conscious choices.
F. _____ reduce the burden of chronic diseases on public health systems.

Progress check
How many boxes can you tick? You should work towards being able to tick them all.
Did you ...
⃞ read the sentence beginnings carefully?
⃞ remember to underline the key words in the sentence beginnings?
⃞ try to predict what could grammatically come next in the sentence?
⃞ check carefully if the meaning of the sentence ending you chose corresponded exactly to
what was said in the passage?

Activity 7: Below is a table summarizing the main ideas of the passage. Fill in the blanks
with the appropriate information from the text.

Aspect Main Idea Examples/Details

Shift from reactive healthcare Preventive measures like

Focus of Health
(treating diseases after they arise) ____________ and promoting
Investment
to ____________. healthier lifestyles.

Helps detect diseases early, making Reduces the impact of NCDs like
Benefits of
them more ____________ and less ____________, hypertension, and
Preventive Services
costly to treat. some cancers.

Encourage ____________ and Examples include subsidies for

Lifestyle Policies balanced nutrition through gym memberships, taxes on sugary
supportive measures. drinks, and ____________.

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A healthier population leads to
Economic a more ____________, boosting Reduces sick days and increases
Advantages economic performance and workforce ____________.
stability.

Limited resources and infrastructure Support from WHO and NGOs

Challenges in
hinder comprehensive health includes funding, technical
Developing Nations
programs. expertise, and ____________.

Activity 8: Read the passage below and answer the questions.

Changing Rules for Health Treatment
People who are grossly overweight, who smoke heavily or drink excessively could be denied
surgery or drugs. The National Institute for Health and Clinical Excellence (NICE), which advises
on the clinical and cost effectiveness of treatments for the National Health Service (NHS) in the UK,
said that in some cases the ‘self-inflicted’ nature of an illness should be taken into account.

NICE stressed that people should not be discriminated against by doctors simply because they
smoked or were overweight. Its ruling should apply only if the treatment was likely to be less
effective, or not work because of an unhealthy habit The agency also insisted that its decision
was not an edict for the whole NHS but guidance for its own appraisal committees when reaching
judgements on new drugs or procedures. But the effect is likely to be the same.

NICE is a powerful body and the cause of much controversy. It is seen by some as a new way of
rationing NHS treatment. Across the UK, primary care trusts (PCTs) regularly wait for many months
for a NICE decision before agreeing to fund a new treatment. One group of primary care trusts
is ahead of NICE. Three PCTs in east Suffolk have already decided that obese people would not
be entitled to have hip or knee replacements unless they lost weight The group said the risks of
operating on them were greater, the surgery may be less successful and the joints would wear out
sooner. It was acknowledged that the decision would also save money

NICE said no priority should be given to patients based on income, social class or social roles
at different ages when considering the cost effectiveness of a treatment. Patients should not
be discriminated against on the grounds of age either, unless age has a direct relevance to the
condition. NICE has already ruled that IVF should be available on the NHS to women aged 23 to
39 as the treatment has less chance of success in older women. It also recommends that flu drugs
should be available to over-65s, as older people are more vulnerable.

But NICE also said that if self-inflicted factors meant that drugs or treatment would be less clinically
and cost effective, this may need to be considered when producing advice for the NHS.

They state that ‘If the self-inflicted cause of the condition will influence the likely outcome of a
particular treatment, then it may be appropriate to take this into account in some circumstances.’
They acknowledge that it can be difficult to decide whether an illness such as a heart attack was

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self-inflicted in a smoker. ‘A patient’s individual circumstances may only be taken into account
when there will be an impact on the clinical and cost effectiveness of the treatment.’

Prof Sir Michael Rawlins, the chairman of NICE, said: ‘On age we are very clear – our advisory groups
should not make recommendations that depend on people’s ages when they are considering the
use of a particular treatment unless there is clear evidence of a difference in its effectiveness for
particular age groups. Even then, age should only be mentioned when it provides the only practical
‘marker of risk or benefit NICE values people, equally, at all ages.’

But Steve Webb, the Liberal Democrat health spokesman, said there was a danger of primary care
trusts following the same course of action. There is no excuse for cash-strapped hospitals denying
treatment to people whose lifestyle they disapprove of, he said. Treatment decisions involving
people’s lifestyle should be based on clinical reasons, not grounds of cost The NHS is there to keep
people healthy, not to sit in judgement on individual lifestyles.’

A spokesman for NICE said: ‘We want to reassure people that in producing our guidance we are
not going to take into consideration whether or not a particular condition was or is self-inflicted.
The only circumstances where that may be taken into account is where that treatment may be less
effective because of lifestyle choices.’

Jonathan Ellis, the policy manager at Help the Aged, said it was pleased NICE had finally shown an
understanding of the importance of tackling age discrimination. ‘While this is a major feat, there is
still some way to go to banish the evident inherent age discrimination that exists within health care
services,’ he said. The NHS now has much to learn. It will ensure a fairer deal all round for older
people using the NHS.’

Questions 1-3
Choose THREE letters A-H.
NB Your answers may be given in any order.

Which THREE of the following statements are true of NICE, according to the text?
A. It feels that people with bad health habits should not receive treatment.
B. It is an agency that offers advice to the NHS.
C. Some of the reports they produce discriminate against the elderly.
D. It insists its decision should only be applicable in certain situations.
E. It is an agency that controls all NHS policy regarding treatments.
F. Its powers are not as extensive as those of the NHS.
G. Many PCTs base their decisions concerning funding on ones made by NICE.
H. It has made a statement that overweight people will not receive new joints.

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Questions 4-6
Choose the correct letter, A, B, C, or D.
4. NICE argues that
A. rich people should not be given special consideration over the poor.
B. only patients from certain classes should be considered for treatment.
C. social roles should be considered when deciding treatment.
D. cost of treatment would depend on patients’ income.
5. What recommendations has NICE made?
A. to provide older women with IVF treatments
B. to make flu drugs accessible to women under 40
C. to give people between 23-39 flu drugs
D. to allow certain women to have IVF treatments
6. NICE admits that
A. some drugs used by the NHS were not clinically effective.
B. their advice is sometimes ignored by the NHS.
C. it is often hard to determine if a patient has caused his or her condition.
D. they are more concerned about cost-effectiveness than patients.

Questions 7-13
Look at the following statements (Questions 7-13) and the list of people below. Match each
statement with the correct person A-C.
7. This person was happy that NICE realised age discrimination needed dealing with.
8. This person holds a very high position in the NICE agency.
9. This person is a member of a political party.
10. This person says their policy regarding age is precise and easy to understand.
11. This person does not agree with the position taken by NICE.
12. This person feels the NHS must further improve its relations with the elderly.
13. This person says that NICE does not discriminate on the grounds of age.

A. Michael Rawlins B. Steve Webb C. Jonathan Ellis

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HOMEWORK

Exercise 1: Fill in the blanks using the words from the box. Each word can only be used once.

Mortality rates Subsidies Consumption Public policy

Chronic diseases Efficiency Infrastructure Health campaigns

1. Governments are introducing stricter regulations on sugary beverages to reduce their

____________, which is a significant factor contributing to obesity.
2. The construction of new hospitals and the improvement of existing medical facilities are key
aspects of healthcare ____________.
3. ____________ such as diabetes and hypertension are becoming increasingly common due to
unhealthy lifestyle choices.
4. The government launched several ____________ to raise awareness about the benefits of a
balanced diet and regular exercise.
5. Providing ____________ to farmers helps lower the cost of fresh produce, making healthy food
more accessible to the population.
6. The effectiveness of a healthcare system is often measured by its ____________ in providing
timely and affordable care.
7. The country’s ____________ has focused on increasing access to preventive services to improve
public health outcomes.
8. Improved healthcare access has contributed to a decline in ____________, particularly among
infants and elderly populations.

Exercise 2: Read the passage below and answer the questions.

A Hearing impairment or other auditory function deficits in young children can have a major
impact on their development of speech and communication, resulting in a detrimental effect on
their ability to learn at school. This is likely to have major consequences for the individual and the
population as a whole. The New Zealand Ministry of Health has found from research carried out
over two decades that 6–10% of children in that country are affected by hearing loss.
B A preliminary study in New Zealand has shown that classroom noise presents a major concern
for teachers and pupils. Modern teaching practices, the organisation of desks in the classroom,
poor classroom acoustics, and mechanical means of ventilation such as air-conditioning units
all contribute to the number of children unable to comprehend the teacher’s voice. Education
researchers Nelson and Soli have also suggested that recent trends in learning often involve
collaborative interaction of multiple minds and tools as much as individual possession of
information. This all amounts to heightened activity and noise levels, which have the potential to
be particularly serious for children experiencing auditory function deficit. Noise in classrooms can
only exacerbate their difficulty in comprehending and processing verbal communication with other
children and instructions from the teacher.

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C Children with auditory function deficit are potentially failing to learn to their maximum potential
because of noise levels generated in classrooms. The effects of noise on the ability of children
to learn effectively in typical classroom environments are now the subject of increasing concern.
The International Institute of Noise Control Engineering (I-INCE), on the advice of the World Health
Organization, has established an international working party, which includes New Zealand, to
evaluate noise and reverberation control for school rooms.
D While the detrimental effects of noise in classroom situations are not limited to children
experiencing disability, those with a disability that affects their processing of speech and verbal
communication could be extremely vulnerable. The auditory function deficits in question include
hearing impairment, autistic spectrum disorders (ASD), and attention deficit disorders (ADD/ADHD).
E Autism is considered a neurological and genetic life-long disorder that causes discrepancies
in the way information is processed. This disorder is characterised by interlinking problems with
social imagination, social communication, and social interaction. According to Janzen, this affects
the ability to understand and relate in typical ways to people, understand events and objects in
the environment, and understand or respond to sensory stimuli. Autism does not allow learning or
thinking in the same ways as in children who are developing normally.
F The attention deficit disorders are indicative of neurological and genetic disorders and are
characterised by difficulties with sustaining attention, effort and persistence, organisation skills
and disinhibition. Children experiencing these disorders find it difficult to screen out unimportant
information and focus on everything in the environment rather than attending to a single activity.
Background noise in the classroom becomes a major distraction, which can affect their ability to
concentrate.
G Children experiencing an auditory function deficit can often find speech and communication
very difficult to isolate and process when set against high levels of background noise. These levels
come from outside activities that penetrate the classroom structure, from teaching activities, and
other noise generated inside, which can be exacerbated by room reverberation. Strategies are
needed to obtain the optimum classroom construction and perhaps a change in classroom culture
and methods of teaching. In particular, the effects of noisy classrooms and activities on those
experiencing disabilities in the form of auditory function deficit need thorough investigation. It is
probable that many undiagnosed children exist in the education system with ‘invisible’ disabilities.
Their needs are less likely to be met than those of children with known disabilities.
H The New Zealand Government has developed a New Zealand Disability Strategy and
has embarked on a wide-ranging consultation process. The strategy recognises that people
experiencing disability face significant barriers in achieving a full quality of life in areas such as
attitude, education, employment, and access to services. Objective 3 of the New Zealand Disability
Strategy is to ‘Provide the Best Education for Disabled People’ by improving education so that
all children, youth learners, and adult learners will have equal opportunities to learn and develop
within their already existing local school. For a successful education, the learning environment
is vitally significant, so any effort to improve this is likely to be of great benefit to all children, but
especially to those with auditory function disabilities.

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I A number of countries are already in the process of formulating their own standards for the
control and reduction of classroom noise. New Zealand will probably follow their example. The
literature to date on noise in school rooms appears to focus on the effects on schoolchildren in
general, their teachers, and the hearing impaired. Only limited attention appears to have been given
to those students experiencing other disabilities involving auditory function deficit. It is imperative
that the needs of these children are taken into account in the setting of appropriate international
standards to be promulgated in future.

Questions 1-6
Reading Passage 1 has nine sections, A–I. Which section contains the following information?
1. An account of a national policy initiative
2. A description of a global team effort
3. A hypothesis as to one reason behind the growth in classroom noise
4. A demand for suitable worldwide regulations
5. A list of medical conditions which place some children more at risk from noise than others
6. The estimated proportion of children in New Zealand with auditory problems

Questions 7-10
Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.
7. For what period of time has hearing loss in schoolchildren been studied in New Zealand?
8. In addition to machinery noise, what other type of noise can upset children with autism?
9. What term is used to describe the hearing problems of schoolchildren which have not been
diagnosed?
10. What part of the New Zealand Disability Strategy aims to give schoolchildren equal
opportunity?

Questions 11 and 12
Choose TWO letters, A–F.

The list below includes factors contributing to classroom noise.

Which TWO are mentioned by the writer of the passage?
A. Current teaching methods
B. Echoing corridors
C. Cooling systems
D. Large class sizes
E. Loud-voiced teachers
F. Playground games

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Question 13
Choose the correct letter, A, B, C, or D.

What is the writer’s overall purpose in writing this article?

A. To compare different methods of dealing with auditory problems
B. To provide solutions for overly noisy learning environments
C. To increase awareness of the situation of children with auditory problems
D. To promote New Zealand as a model for other countries to follow

Exercise 3: Read the passage below and answer the questions.

The Growing Global Threat of Antibiotic Resistance
Antibiotics have been one of humanity’s success stories for hundreds of years, being responsible
both for saving the lives of millions of patients and for helping scientists to take enormous steps
in the fields of medical and surgical treatment. But this success has come at a price. The growing
resistance of many bacterial strains to the curative effects of antibiotics is such a concern that it
has been referred to, in some quarters, as the greatest threat to our continued existence on earth.
We have become careless, it is argued, not only in our reliance on the quick fix of medicine if we
feel even slightly under the weather, but also in taking the availability of antibiotics for granted,
using them incorrectly, not following the prescribed dosage. This has given rise to a new form of
superbacteria, a type which is able to fight off antibiotic treatment with ease.

Although their resistance to antibiotics has been built up over a long period of time, bacteria
actually replicate extraordinarily quickly, and any resistance developed is also duplicated as they
divide. In addition, those bacteria carrying resistance genes happen to spread those genes further
via ‘horizontal gene transfer’, a process whereby one bacterium passes on the resistance gene
from another without even needing to be its parent. What makes the spread of these strains more
difficult to control is that it occurs in a cyclical process. In the case of humans, when a person
becomes infected and the resistant bacteria set up home in the gut, the sufferer has two choices:
look for help or stay at home. In seeking medical assistance, whether through an appointment to
visit their local doctor or taking themselves to the hospital, they contaminate other patients, later
to be discharged and sent home. The resistant bacteria then spread out into the local community.
This is also the end result if the infected person decides not to seek any medical assistance at all:
they keep the bacteria at home and allow them to breed without treatment.

Livestock also play their part in dispersing these newly evolved, bullet-proof microorganisms
into the food chain. These resilient bacteria do not discriminate between man and beast, and so
animals play host to the very same bacteria as are found in humans, with the end result that our
farms and abattoirs have become breeding grounds for inter-species infection. In fact, even after
slaughter, these bacteria can easily survive on animal carcasses, remaining alive and reproducing
until the point of purchase and beyond, eventually invading our systems when we ingest the flesh as
infected meat. So is the answer simply to become a vegetarian? Sadly not. The very same resistant

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bacteria will leave a host animal’s gut in the form of faeces, which are employed in agriculture
as manure to support food crops. From there, wheat, maize, and corn that are grown for human
consumption transport the bacteria into our bodies. There really is no escape.

That said, there is always something that can be done to try and minimise any risk, however
much of a lost cause it might seem. In 2014, after accumulating data from 114 countries, the World
Health Organization (WHO) issued a set of guidelines intended to tackle the increasing problem of
resistance. Doctors and pharmacists were advised to avoid prescribing and dispensing antibiotics
as much and as often as possible. Only when treatment is utterly necessary should they resort to
doing so, while the greatest care should be taken to ensure that the antibiotics they provide are
the correct ones to treat the illness. In turn, the general public must play their part by only taking
antibiotics as prescribed by a doctor, as well as making sure they see out the full course, even
if they feel better before the antibiotics are finished. Additionally, they should never share their
medication with others or—astonishing as it may seem that this would need to be stated—buy
drugs online.

Away from the individual and onto organisations, the WHO has urged policymakers to invest
in laboratory capacity and research to track increasing drug resistance as it happens, over
time. Our leaders and governors were also advised to ensure that use of antibiotics is strictly
regulated, something that can only be achieved through cooperation between themselves and
the pharmaceutical industry. If innovation in research were encouraged, and new tools developed,
the WHO argued, the threat might yet be contained. But herein lies the biggest challenge of all.
Antibiotic development has slowed down considerably over recent decades as the pharmaceutical
industry becomes ever more governed by profit margins. Since they are used for a relatively short
time, and are often effective in curing the patient, antibiotics are nowhere near as lucrative as the
drugs that treat long-term disorders, such as diabetes or asthma. Because medicines for chronic
conditions are so much more profitable, this is where pharmaceutical companies invest their time
and money. A further stumbling block is the relatively low cost of antibiotics, newer examples
of which tend to cost a maximum of £1,000 to £3,000 per course. When compared with cancer
chemotherapy, for example, a process of treatment that costs tens of thousands of pounds, the
discrepancy becomes impossible to mend.

As a race, humans have seen remarkable health benefits over the years as a huge number
of illnesses have been treated by antibiotics, but we now face a global emergency as antibiotic-
resistant bacteria are beginning to emerge more rapidly and frequently than ever before. Not only
has this created a potential health crisis, since we are increasingly unable to provide the sick with
treatment as a result of worldwide overuse of these drugs, but it is also unlikely to be tackled
anytime soon, as the powerful pharmaceutical companies are primarily driven by profit and see
little benefit in researching and creating new antibiotics. It simply does not work on the balance
sheet, and so it falls to governments and individuals around the world to find ways to manage the
crisis. Coordinating such efforts will not be easy.

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Questions 1–7
Complete the flow-chart below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.

How Antibiotic Resistance Spreads

Infected bacteria become established in 1. __________.
• Human:
կ Patient opts for 2. __________.
կ 3. __________ is infected, contamination spreads.
կ Bacteria multiply due to an absence of 4. __________.
• Animal:
կ Bacteria survive on carcasses following 5. __________.
կ Humans consume 6. __________.
կ Bacteria enter our 7. __________.

Questions 8–11
Complete the table below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.

Recommendations from World Health Organization

Medical Professionals General Public

Only prescribe antibiotics when there is no Only take antibiotics prescribed by a doctor.
alternative. Take the complete 8. __________.
Prescribe or dispense correct treatment on a Avoid (9) __________ purchase of medication.
case-by-case basis.
Governments/Policymakers Pharmaceutical Industry
Give money towards increasing 10. __________. Co-operate with policymakers to fund new
kinds of research in order to find 11. __________
with which to fight the threat of antibiotic
resistance.

Questions 12–14
Complete the sentences below. Choose NO MORE THAN TWO WORDS from the passage for
each answer.
12. The rapid emergence of antibiotic-resistant bacteria could put a stop to the __________ that
have been enjoyed by humanity.
13. Owing to its __________, antibiotic treatment of people with illnesses is becoming dangerously
less effective.
14. With pharmaceutical companies preoccupied with profit, responsible governments and
individuals must take steps to tackle the __________ themselves.

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LESSON 23: WRITING
Discussion Essay

Getting started
If you have the power to decide how to spend the national buget, which areas will you invest in?
Why? List 5 areas in order descending level of priority.
1. __________________
2. __________________
3. __________________
4. __________________
5. __________________

Activity 1: Look at the essay prompt below. Highlight the key words in the prompt. Answer
the questions below
Some people say that when allocating investments, government should prioritize health care.
Others think that there are more important priorities for tax-payers’ money.
Discuss both views and give your own opinion.

1. What is the main focus on the question?

2. Can you discuss about one view only?
3. Do you need to present your opinion?

IELTS WRITING TASK 2 – DISCUSSION ESSAY

A discussion essay in IELTS Writing Task 2 requires you to present both sides of an argument
equally and give your own opinion. The common question prompt is: “Discuss both views
and give your own opinion”. There are several notes you need to be aware of:
1. Balanced Discussion:
You must discuss both positions objectively and provide relevant examples, reasons, and
explanations for each side.
Show an understanding of both perspectives before presenting your opinion.
2. Presenting Your Opinion:
State your opinion clearly in the introduction and reinforce it in the conclusion.
In this case, you have to state which viewpoint you agree more with.
3. Criteria for Higher Band Scores:
• Band 5: Incomplete coverage of the prompt, unclear or underdeveloped position.
• Band 6: Adequate coverage, but some areas may be underdeveloped or repetitive.
• Band 7: Full and relevant coverage of both views, with a well-developed and clear position

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Activity 2: Match the phrases below with their correct meaning.
• To promote social stability • Social mobility
• To increase life expectancy • To foster a healthier workforce
• To reduce environmental degradation • To lower crime rates
• Low-income families • To be vulnerable to attacks and instability
• To nurture informed and engaged citizens • Socioeconomic inequalities
• To raise living standards • To promote sustainable economic growth
• The backbone of a functioning economy • External and internal threats
• To mitigate the impact of widespread diseases • To improve literacy
• To allocate the national budget • Dropout rates
• Pensions and unemployment benefits • To reduce poverty and inequality

Phrase Meaning

1. _________________________________ To spread out government money to different areas.

2. _________________________________ To help people live longer.

To lower the number of poor people and make things

3. _________________________________
fairer for everyone.

4. _________________________________ Families without enough money to meet basic needs.

5. _________________________________ To make the effects of large illnesses less harmful.

6. _________________________________ The ability to move to a higher or lower social class.

7. _________________________________ To help more people learn how to read and write well.

To help people become knowledgeable and involved in

8. _________________________________
community activities.
The number of students who leave school before finishing
9. _________________________________
their studies.

10. ________________________________ To help workers stay healthy and productive.

11. ________________________________ The main parts that keep the economy working well.

12. ________________________________ The unfair differences between rich and poor people.

13. ________________________________ Dangers that come from outside or within a country.

14. ________________________________ To be at risk of harm from conflicts or violence.

15. ________________________________ To stop the environment from getting worse.

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To support long-term economic progress without harming
16. ________________________________
the environment.

17. ________________________________ To make people’s lives better and more comfortable.

18. ________________________________ Money given to support retired or jobless people.

19. ________________________________ To help the country stay peaceful and balanced.

20. _______________________________ To reduce the number of crimes happening.

Activity 3: Read the article below. In groups, complete the summary table.
Key Considerations for Government Budget Allocation: Balancing the Nation’s Priorities

When a government decides how to allocate the national budget, it faces the challenge of balancing
current needs with future growth. Seven key areas deserve attention—healthcare, education,
infrastructure, defense, environmental sustainability, economic development, and social benefits.
Investing in these areas ensures stability, safety, and better living standards for citizens. Neglecting
them can lead to problems that affect the whole nation.

1. Healthcare
Why It Needs Investment:
Healthcare is fundamental to the productivity and well-being of a nation. A well-funded healthcare
system reduces mortality rates, increases life expectancy, and fosters a healthier workforce.
Investment in hospitals, research, and public health initiatives can also help mitigate the impact
of widespread diseases and future health crises. Public health campaigns focusing on prevention,
vaccinations, and awareness can save billions in treatment costs in the long run.
Moreover, accessible healthcare ensures that low-income families receive medical attention
without financial strain, reducing poverty and inequality. Medical research investment also drives
innovation in treatments and technology that benefit both the population and the economy.
Consequences of Neglect:
Without proper funding, hospitals can become overcrowded, diseases can spread, and people
may not get the care they need. This increases poverty and reduces productivity, especially during
health emergencies.

2. Education
Why It Needs Investment:
Education is key to social mobility and economic development. An educated population drives
innovation, productivity, and national growth. Investment in primary, secondary, and higher
education improves literacy, critical thinking, job readiness, and the country’s global competitiveness.
Additionally, vocational and technical education programs equip individuals with practical skills for
emerging industries.

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Education investment also strengthens democracy by nurturing informed and engaged citizens.
Funding for teacher training, modern classrooms, and digital learning tools ensures that students
acquire relevant skills to thrive in a knowledge-driven economy.
Consequences of Neglect:
Poorly funded education systems result in high dropout rates, low literacy, and a lack of skilled
workers. Countries that fail to invest in education face slow economic growth and greater inequality.

3. Infrastructure
Why It Needs Investment:
Infrastructure—including transportation, energy, and communication networks—is the backbone
of a functioning economy. Investment in infrastructure facilitates trade, enhances connectivity,
and improves productivity. Well-maintained infrastructure reduces travel times, logistics costs, and
promotes access to education and healthcare, particularly in rural areas.
Modern infrastructure attracts investors, boosts trade, and supports businesses. Sustainable
projects like renewable energy systems help reduce pollution while supporting economic growth.
Consequences of Neglect:
Poor infrastructure causes traffic jams, delays in goods delivery, and limits access to important
services. Rural areas are often the most affected, creating inequalities.

4. Defense
Why It Needs Investment:
A strong defense protects the country from external and internal threats. Funding goes toward
modern equipment, technology, and border security. With rising cyber threats, investment in
cybersecurity is also crucial.
Defense spending can lead to technological advancements, like satellite systems and the internet,
that benefit civilians too. A well-protected country is also more stable and attractive to investors.
Consequences of Neglect:
Without proper investment, a country may become vulnerable to attacks and instability, which
could scare off investors and disrupt everyday life.

5. Environmental Sustainability
Why It Needs Investment:
Environmental protection is essential for mitigating climate change, preserving biodiversity, and
ensuring long-term resource availability. Investments in renewable energy, conservation programs,
and pollution control reduce environmental degradation and promote sustainable economic growth.
Environmental projects, like planting trees and managing waste, create jobs and make cities
healthier. Climate-resilient infrastructure can prevent losses from natural disasters, saving money
in the long run.
Consequences of Neglect:

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Neglecting environmental issues leads to rising pollution, health problems, and costly natural
disasters. Over time, this can damage the economy and quality of life.

6. Economic Development
Why It Needs Investment:
Investing in economic growth means creating jobs, supporting businesses, and raising living
standards. Governments can fund industries like manufacturing and technology to boost
productivity and increase exports.
Small businesses also need support through grants and loans to grow and contribute to the
economy. Investments in innovation and research help countries stay competitive globally.
Consequences of Neglect:
Without investments, unemployment rises, businesses struggle, and economic growth slows.

7. Social Benefits
Why It Needs Investment:
Social benefit programs provide support to those in need, such as pensions for the elderly,
unemployment benefits, and affordable housing. These programs reduce poverty and help people
get back on their feet during tough times.
Investing in social welfare promotes social stability and lowers crime rates. It also ensures equal
opportunities, such as access to childcare and support for people with disabilities.
Consequences of Neglect:
Without these programs, more people could fall into poverty, increasing the burden on other
systems like healthcare and law enforcement.

Conclusion
A government’s ability to properly allocate funds
to these sectors shapes a nation’s development.
Healthcare keeps people healthy, education
builds a skilled workforce, infrastructure enables
growth, defense ensures safety, environmental
investments protect resources, economic
development creates jobs, and social benefits
provide support for everyone. Neglecting any
of these areas can lead to serious problems,
but smart investments can create long-term
prosperity and stability.

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Area Why It Needs Investment Consequence of Neglect

Healthcare

Education

Infrastructure

Defense

Environment

Economic
Development

Social
Benefits

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Activity 4:
4.1. Read the sample introductions from 3 candidates. Choose the best introduction.
Why are the other options not appropriate?
A. Some people say that when allocating investments, government should prioritize health care.
Others think that there are more important priorities for tax-payers’ money. I believe that prioritizing
healthcare is essential to ensure a healthy and productive population.
B. Many people think that governments should focus on healthcare when deciding tax spending,
while some argue that other areas deserve greater attention. This essay will discuss both viewpoints.
C. There is ongoing debate about whether healthcare should be prioritized in government spending
of tax revenues or whether other sectors should take precedence. In my opinion, while healthcare
is important, there are other areas such as education and infrastructure that require substantial
investment to create a balanced and thriving society.

4.2. Practice writing your own introduction for this question.

Lead-in
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Paraphrase the question
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Thesis statement (Agree with View A more)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Thesis statement (Agree with View B more)
________________________________________________________________________________________________
________________________________________________________________________________________________
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Activity 5: Read the extracts (1-4) from a candidate. Which side of the argument do the
extracts belong to? Label them A (Government should prioritize healthcare) or B (There are
more important areas).
1. Ensuring that all citizens have access to high-quality healthcare should be the government’s top
priority, as good health is essential for a productive and prosperous society. _____
2. While healthcare is undeniably important, issues such as education and infrastructure are equally
deserving of significant funding to improve the quality of life for all. _____
3. Governments should focus more on economic growth by investing in sectors like infrastructure
and technology, which would benefit the whole population in the long term. _____
4. By focusing tax revenues on healthcare, the government can reduce long-term medical costs
and prevent diseases. _____

IELTS WRITING TASK 2 – DISCUSS ESSAY STRUCTURE

• Lead-in:
In recent years, [the topic] has become increasingly significant.
The rise in [the topic] has sparked considerable debate.
• Paraphrase the topic:  
Some think that …  
Introduction Some would argue that …
A prevailing viewpoint is that...
It is sometimes/ often suggested that …
• Thesis statement
Although there are a number of justifications for [view A], I believe that [view B].
While [view B] is valid to a certain extent, I contend that [view A].
• Topic Sentence: Introduce the main idea of the paragraph.  
• Idea 1: First Supporting Point  
Present the first idea with an explanation or reason + a specific example.
Body paragraph 1
• Idea 2: Second Supporting Point  
(View A or View B)
Present the first idea with an explanation or reason + a specific example.
• Restate (optional): Conclude the paragraph by reinforcing the main idea,
summarizing the key point, or linking back to the essay question.
• Topic Sentence: Introduce the main idea of the paragraph.  
• Idea 1: First Supporting Point  
Present the first idea with an explanation or reason + a specific example.
Body paragraph 2
• Idea 2: Second Supporting Point  
(View B or View A)
Present the first idea with an explanation or reason + a specific example.
• Restate (optional): Conclude the paragraph by reinforcing the main idea,
summarizing the key point, or linking back to the essay question.
• Restate the writer’s opinion
Conclusion In conclusion, …..
• Give suggestions or predictions (optional)

Note: Whatever opinion you lean towards should be put in Body 2. For example, if you lean towards
View A more, discuss View B in body paragraph 1 and View A in body paragraph 2.

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Activity 6: Read the paragraph below discussing why governments should prioritize
healthcare. Answer the questions.
Topic Sentence: It is extremely important for governments to provide significant amounts of
funding for the healthcare sector because it plays an essential role in maintaining the productivity
of the country and ensuring that its citizens remain physically and mentally healthy.

Idea 1: First Supporting Point

One of the main reasons why healthcare funding is so important is that having a healthy population
is necessary for the creation and maintenance of a productive and efficient workforce. When
individuals experience fewer illnesses or health problems, they are able to work more consistently
and perform their tasks effectively. For example, in countries like South Korea, where healthcare
spending is prioritized, employees tend to miss fewer workdays due to sickness, and this means
their productivity is higher and their economy develops.

Idea 2: Second Supporting Point

In addition, when government invest in healthcare, they can stop the spread of diseases and
reduce long-term healthcare expenses. By focusing on prevention through programs like public
vaccinations or awareness campaigns, governments make sure that major outbreaks of disease do
not happen. For instance, many developed nations carried out widespread vaccination programs,
and they have prevented serious illnesses like measles and polio. This has saved many lives and
reduced the financial burden of treatment on the country.

1. The paragraph provided two arguments with explanations and examples. It also makes good
use of vocabulary items and grammar structures. However, can you identify any problems
with the writer’s expression?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
2. Can you rewrite these sentences to make them more concise?
• It is extremely important for governments to provide significant amounts of funding for the
healthcare sector because it plays an essential role in maintaining the productivity of the
country and ensuring that its citizens remain physically and mentally healthy.
→ _____________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
• One of the main reasons why healthcare funding is so important is that having a healthy population
is necessary for the creation and maintenance of a productive and efficient workforce.
→ _____________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

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• When individuals experience fewer illnesses or health problems, they are able to work more
consistently and perform their tasks effectively.
→ _____________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
• For example, in countries like South Korea, where healthcare spending is prioritized, employees
tend to miss fewer workdays due to sickness, and this means their productivity is higher and
their economy develops.
→ _____________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
• In addition, when government invest in healthcare, they can stop the spread of diseases and
reduce long-term healthcare expenses.
→ _____________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
• By focusing on prevention through programs like public vaccinations or awareness campaigns,
governments make sure that major outbreaks of disease do not happen.
→ _____________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
• For instance, many developed nations carried out widespread vaccination programs, and they
have prevented serious illnesses like measles and polio. This has saved many lives and reduced
the financial burden of treatment on the country.
→ _____________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

EXAM NOTE 1 Writing concisely

What is conciseness?
Conciseness means expressing ideas clearly and effectively using as few words as
necessary without losing meaning. A concise sentence conveys its message directly and
avoids unnecessary details, redundancy, or overly wordy expressions.
Why is conciseness important?
• Clarity: Concise writing makes ideas easier to understand and follow.
• Efficiency: It allows you to say more with fewer words, helping readers focus on key
ideas.
• Coherence: Shorter, well-structured sentences improve the overall flow and
coherence of writing.

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How to achieve conciseness
1. Avoid redundancy: Identify and remove words or phrases that repeat the same idea.
Wordy: “Governments should provide funding to healthcare, which is important because
it ensures citizens stay physically and mentally healthy.”
Concise: “Healthcare funding ensures citizens stay healthy.”
2. Use precise language: Replace long phrases with single words or shorter alternatives.
Wordy: “Due to the fact that public health initiatives focus on prevention, they lead to a
reduction in long-term costs.”
Concise: “Because public health initiatives focus on prevention, they reduce long-term
costs.”
3. Combine related ideas: Merge closely related sentences into one, using subordination
or coordination.
Wordy: “Healthcare funding helps prevent the spread of disease. It also saves money in
the long run.”
Concise: “Healthcare funding prevents disease and saves money long-term.”
4. Use nominalization sparingly: Nominalization is the process of turning verbs or
adjectives into nouns (e.g., “decision” from “decide”). While it can sometimes make
writing more formal, excessive use can lead to wordiness. Use nominalization only when
necessary.
Wordy: “The implementation of preventive healthcare policies leads to the reduction of
health crises.”
Concise: “Implementing preventive healthcare policies reduces health crises.”
5. Omit unnecessary modifiers: Cut extra adjectives or adverbs that do not change the
meaning of the sentence.
Wordy: “It is completely essential for governments to invest heavily in public vaccination
programs.”
Concise: “Governments must invest in public vaccination programs.

Activity 7: Practice writing a body paragraph.

• Topic sentence: Some people believe that while health care is essential, it should not be the
government’s top priority for investments, as other sectors play an equally significant role in
societal development.

• Introduce supporting point 1:

One of the areas that the government can invest in is ________________________________
Provide reasoning for point 1:
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

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Provide example for point 1:
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

Introduce supporting point 2:

Another sector that necessitates government funding is ________________________________
Provide reasoning for point 2:
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Provide example for point 2:
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

• Concluding sentence: As these areas thrive, they stimulate economic growth, create jobs, and
increase tax revenues, which can then be reinvested in public services, including health care.

Activity 8:
8.1. Read the following conclusions and choose the best one. Why are the other conclusions
less effective?
A. To sum up, while investing in other sectors like education and infrastructure is essential for long-
term societal growth, prioritizing health care ensures the well-being of the population, which is the
foundation of any prosperous society. In my opinion, governments should prioritize health care as
it directly impacts citizens’ quality of life and supports broader economic and social development.

B. To sum up, while investing in other sectors like education and infrastructure is essential for long-
term societal growth, prioritizing health care ensures the well-being of the population, which is the
foundation of any prosperous society. Governments must decide based on the specific needs of
their countries.

C. To sum up, while investing in other sectors like education and infrastructure is essential for long-
term societal growth, governments should prioritize investment in green energy to combat climate
change and create a sustainable future.

D. To sum up, while investing in other sectors like education and infrastructure is essential, I believe
health care should be the biggest priority for any country.

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Notes:
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

8.2. Practice writing your own conclusion for this question.

Conclusion 1 (Agree with View A more)
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

Conclusion 1 (Agree with View B more)

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HOMEWORK

Exercise 1: Match the words with their definitions.

Word/phrase Meaning

1. Regulate (v.) a. A person or organization with the power to make decisions and
2. Obesity (n.) enforce rules
3. Authority (n.) b. A natural tendency to develop certain traits or health conditions
4. Diabetes (n.) because of genes inherited from family
5. Nutrition (n.) c. The process of getting the food and nutrients your body needs to
6. Genetic grow, stay healthy, and have energy
predisposition (n.) d. To control or manage something according to certain rules or
7. Processed food (n.) guidelines
8. Chronic disease (n.) e. A condition where a person has an unhealthy amount of body fat,
which can lead to health problems
f. A health condition that lasts a long time and often requires ongoing
medical care
g. Food that has been changed from its natural state by adding
ingredients, such as preservatives, to make it last longer or taste
different.
h. A health condition where the body has trouble controlling blood
sugar levels, often requiring special treatment or medication

1. 3. 5. 7. 9.

2. ________ 4. ________ 6. ________ 8. ________ 10. ________

Exercise 2: Read the article below

Processed foods are making us sick. It’s time for the FDA and USDA to step in.
Federal food law is clear: It bans “any poisonous or deleterious substance which may render [a
food] injurious to health.”

For decades, regulators have used that provision mostly to crack down on food contaminated
with toxic chemicals or microbes such as Listeria and salmonella that can make us acutely ill.
It’s important to protect people from these harms, but let’s also put them in perspective: These
regulated contaminants kill an estimated 1,400 Americans per year. By contrast, 1,600 Americans
die every day from chronic food illness, such as obesity, diabetes, heart disease, and cancer.

In recent years, evidence has mounted that these chronic illnesses are caused by substances
in ultra-processed foods. From heat-and-eat meals such as frozen pizza to sweetened breakfast

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cereals, ultra-processed foods are industrial formulations of ingredients from substances extracted
from foods or synthesized in laboratories. They are also staples of our diets.

About 678,000 Americans die each year from chronic food illness. That toll is higher than all our
combat deaths in every war in American history—combined. That’s right: there are more deaths
each year from our food than all the combat deaths from the Revolutionary War through the wars
in Afghanistan and Iraq.

In addition to deaths, poor diet causes tremendous suffering. For instance, two-thirds of severe
COVID cases resulting in hospitalization have been attributed to four diet-caused diseases: obesity,
diabetes, hypertension, and heart failure. In other words, these hospitalizations could have been
prevented if the patient didn’t have these diseases. All told, the economic cost of nutrition-related
chronic diseases has been estimated at $16 trillion over the period from 2011 to 2020.

Mounting evidence suggests that ultra-processed foods are causing much of this harm.

While on the ultra-processed diet, people ate an additional 500 calories per day and began to
rapidly gain weight. When the same people were later assigned to eat the minimally processed
diet, they lost weight.

This is an important finding, because it raises the possibility that it’s the additives and
processing—not just the percentage of fat or sugar in a diet—that make us sick. More research is
urgently needed.

Our regulatory agencies clearly have the legal authority to take on this threat to public health.
Congress revealed its intent in a 1958 amendment that provides that no food additive shall be
deemed safe if it is found to induce cancer, a chronic illness, when ingested by humans or animals.
There is recent precedent for using our food safety laws to regulate chronic food illness. In 2015,
the FDA banned artificial trans fats from food on the grounds that it caused heart disease, another
chronic illness linked to diet.

The agencies should use this same authority to regulate the design of ultra-processed foods.
Our food must continue to be delicious, affordable, and convenient—traits Americans appropriately
demand—but can be eaten daily without making us sick.

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Decide if the following statements are TRUE or FALSE according to the text
1. Regulators mostly focus on acute food illnesses caused by toxic chemicals or microbes such as
salmonella. _____
2. Chronic illnesses like obesity and diabetes kill fewer Americans annually than foodborne
contaminants.
3. Ultra-processed foods are primarily made from natural ingredients. _____
4. Diet-related chronic diseases contributed to higher hospitalization rates during the COVID-19
pandemic. _____
5. Congress’s 1958 amendment stated that any food additive found to cause cancer in humans or
animals cannot be considered safe. _____
6. The article argues that governments have the power to regulate the production of processed
foods. _____

Exercise 3: Read the essay question below. Then, read the ideas brainstormed by a student.
Decide if these ideas are relevant to the essay question or not with a check mark (✓).

Some people think that the government have the duty to ensure its citizens to have a healthy
diet, while others argue it is the responsibility of each individual. Discuss both views and give
your opinion.

1. Government regulations on food industries can help reduce harmful additives and promote
nutritious products. ___________
2. Technology advancements in renewable energy can reduce overall environmental pollution.
___________
3. Over-regulation of diets by governments may lead to resistance and infringement on individual
rights. ___________
4. A healthy population contributes significantly to economic productivity, which is why the
government should ensure a healthy diet. ___________
5. Public awareness campaigns and education programs funded by the government can encourage
healthier eating habits. ___________
6. The rise of electric vehicles has lessened the demand for fossil fuels. ___________
7. Access to affordable healthy food is often dependent on government policies and subsidies.
___________
8. Art and culture funding can create a more harmonious and creative society. ___________
9. Individuals have the autonomy to make their own dietary choices, which aligns with personal
freedom and responsibility. ___________
10. Space exploration can inspire innovation and technological progress on Earth. ___________

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Exercise 4: Read the statements below about Discussion essays and decide if they are
TRUE or FALSE.
1. In a discussion essay, you will see two opposing arguments in the question ______
2. You should choose one side and argue for that only ______
3. You should argue for both sides equally ______
4. In some cases, you will have to present your opinion ______
5. Your opinion should be presented in a separate paragraph ______
6. Your opinion should be presented in the conclusion ______
7. The conclusion should introduce a new idea ______
8. The conclusion should summarize the ideas mentioned in the body paragraph and your
opinion if necessary ______

Exercise 5: Write an essay of at least 250 words on the topic below.

________________________________________________________________________________________________

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LESSON 24: SPEAKING
Part 3

Getting started
Work in pairs. Discuss the question below.
“Healthcare should only be provided by the government, not by private organizations.
Do you agree or disagree?”
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

Activity 1: Read the response to a Speaking Part 3 question below and answer the questions.

“What effect would increasing taxes on cigarettes have on society?”

Response 1:
Well, the effects of increasing taxes on cigarettes can vary depending on the country. For example,
in countries like Australia, where cigarette taxes are very high, smoking rates have dropped
significantly, and the extra revenue is invested in healthcare. On the other hand, in some developing
countries, higher taxes might not be as effective because cheaper, illegal cigarettes often become
more common. Compared to wealthier countries, where people can afford alternatives like nicotine
patches, the impact in less affluent nations might be different. So, the effectiveness of this measure
really depends on the economic and cultural context.

Response 2:
There are several potential impacts of increasing cigarette taxes on society. One possible outcome
could be that fewer people would buy them because of the price increase. I think that would
especially affect younger people or those who might be thinking of starting, as the cost could act
as a deterrent. Plus, higher taxes would mean more funds that the government could then put into
healthcare or anti-smoking campaigns. In the long run, this approach might lower smoking rates.

1. Which technique does the speaker use to extend the response 1?

⃞ Providing specific examples
⃞ Providing explanation
⃞ Making hypotheses
⃞ Using comparison

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2. Which technique does the speaker use to extend the response 2?
⃞ Providing specific examples
⃞ Providing explanation
⃞ Making hypotheses
⃞ Using comparison

EXAM NOTE 1 Extending your answer with flexibility

In IELTS Speaking Part 3, extending your answers effectively is essential for giving detailed
and well-rounded responses. To achieve this, use a variety of techniques instead of relying
on just one or two methods, which can make your answers sound repetitive. Techniques like
comparing, explaining, and hypothesizing can add depth and flexibility to your responses.
1. Compare:
a. Discuss differences between past and present situations.
b. Highlight varying perspectives from different age groups or cultures.
c. Explore opposing viewpoints to enrich your answer.
2. Explain:
a. Give reasons for your opinions or ideas.
b. Clarify your thoughts to make your answers more comprehensive.
3. Hypothesize:
a. Explore possible outcomes or scenarios.
b. Use this to demonstrate your critical thinking skills. In the last speaking lesson, you focused
on extending answers to ‘opinion’ and ‘listing’ questions using comparison and explanation.
In this lesson, we’ll build on that foundation by introducing a new technique: making
hypotheses. Combining all these strategies will help you deliver longer, more meaningful
responses in your exam.

Activity 2: Read 4 responses below. Complete the responses (1-4) with the correct phrases
(A-D) in the box.

• this might lead to • there’s a chance that

• if the government were to invest more in • one possible outcome could be

“In what ways can government promote public health?”

1. _________________________________ building local health clinics and subsidizing healthcare costs,

more people could access essential medical services. This would help detect diseases early and
encourage regular check-ups, promoting a healthier population overall.

2. There are several ways government can achieve this. If the government invests in fitness
facilities, like public gyms or walking trails, _________________________________ in an increase in

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the public’s willingness to exercise. This could lead to a healthier population overall, as staying
active can reduce the risk of many common health issues. In addition, if the government runs
more health awareness campaigns, which might encourage people to adopt healthier habits.
These initiatives could gradually lead to a lower strain on the healthcare system and benefit both
individuals and society.

3. If the government prioritized investments in fitness facilities and parks, _____________________

____________ more people engaging in regular physical activity. As a result, rates of obesity and
related illnesses will probably decrease, leading to a healthier and more active society.

4. _________________________________ when the government provided more support for mental

health services, we’d see a decline in mental health-related issues like depression and anxiety.
This would not only improve individuals’ well-being but also be likely to increase productivity and
quality of life across the country.

Now, underline all the words/phrases used to make predictions or hypotheses.

EXAM NOTE 2 Making hypotheses

To make predictions, using hypotheses is an excellent way to extend answers in

IELTS Speaking Part 3, especially when discussing abstract or speculative questions.
Hypothesizing allows you to demonstrate critical thinking, creativity, and the ability to use
a range of grammatical structures, such as conditional sentences and modal verbs. To
make predictions, you can use:
• Conditionals If
• Modals of possibility (would, could, might, etc)
• Expressions of possibility/ probability (It is possible that..., It is likely that..., There is a
good chance that ...)
• Future tense with will

Activity 3: Complete the sentences below using your own ideas.

“In what ways can government promote public health?”

Vaccination programs
If the government provided more funding for vaccination programs, ____________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

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Sports facilities
One possible outcome ________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

Clean water infrastructure

There’s a chance ________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

Activity 4: Prepare your notes for the questions below. Then, practice speaking. Remember to
use a wide range of idea development techniques to provide more depth for your response.
1. How could increased government spending on healthcare improve the economy?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

2. How can government investment in health education reduce healthcare costs in the future?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

3. Do you think it’s important for governments to invest in healthcare or in education? Why?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

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4. Do you think governments in healthier countries spend more wisely on healthcare than those
in developing countries? Why or why not?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

5. Should governments allocate more funds to care for the elderly? Why?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

6. Should healthcare be provided by the government or by private organizations. Why?

Activity 5: Read the Speaking Part 3 questions and their answers below. Can you identify any
problems with idea development with each of the responses?
1. How can government investment in health education reduce healthcare costs in the future?
Well, honestly, I think health education’s important, but sometimes people just don’t listen, you
know? Like, even if the government spends loads on telling folks to eat healthy or quit smoking,
some people are still gonna do what they want. Maybe the money could go toward better facilities or
training more doctors instead. I mean, sure, prevention is great, but if someone’s already sick, they
need treatment, not just advice. So, while it might save money in theory, it’s not always guaranteed
to work in real life.

2. Do you think it’s important for governments to invest in healthcare or in education? Why?
Um, I think both are important, but maybe healthcare is more important. If people are healthy,
they can study and work better. Education is good too, but if you’re sick, you can’t do much, right?
So, yeah, I think healthcare should come first.

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3. Should governments allocate more funds to care for the elderly? Why?
Well, you know, the elderly are such an important part of our society. I mean, they’ve done so
much for us, like raising families and contributing to the economy in their younger years. And, you
know, healthcare in general is really expensive these days, especially with all the new technologies
coming out. People are living longer now, so there are more elderly people than ever. I guess if
governments don’t help, families might struggle to manage everything on their own. So, yeah,
maybe it makes sense for governments to put in more money for elderly care, but it depends on
their priorities, I suppose.

EXAM NOTE 3 Reminders for Speaking Part 3

To give a comprehensive and high-scoring response in Speaking Part 3, follow these

guidelines:
• Address the question fully: Make sure to directly answer the question without straying
off-topic. Stay focused on what is being asked.
• Develop your ideas with support: Don’t stop at stating your opinion. Provide explanations,
reasons, examples, and even anecdotes to add weight to your answer.
• Avoid short answers: Responses should last at least 40-60 seconds to show sufficient
development of your ideas. Short answers may indicate a lack of depth.
• Show complexity and depth: Use advanced strategies, such as discussing hypothetical
situations, cause-and-effect relationships, comparisons, or opposing viewpoints.
• Organize your response: Include connectors like “for example,” “on the other hand,” and
“as a result” to maintain logical flow and cohesion.
• Maintain clarity and coherence: Ensure your ideas flow naturally and avoid
overcomplicating sentences, as this can reduce clarity.

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HOMEWORK

Exercise 1: Complete the sentences below with the correct phrases from the box.

• get the most bang for the buck • a public outcry

• a drain on resources • allocate funds to
• strike a balance • put money where their mouth is
• pay dividends • tighten the budget
• pour money into • stretch the budget

1. The government needs to _____________________ renewable energy to reduce carbon emissions.

2. With rising costs, households across the country are being forced to ______________________.
3. Critics argue that excessive spending on luxury projects is ______________________.
4. When planning a city budget, it’s important to ______________________ between public transport
and road construction.
5. Subsidizing education might not bring immediate results, but it could ______________________ in
the future for society.
6. To support low-income families, officials must __________________ affordable housing programs.
7. Taxpayers expect the government to ___________________ and actually deliver on their promises.
8. Efficient public health programs aim to _______________________ by focusing on preventive care.
9. The charity struggled to ______________________ to cover all its operational expenses.
10. The government’s decision to cut social welfare benefits sparked ______________________ over
their policy.

Exercise 2: Complete the sentences with your own ideas and develop them further. You
may use structures like “if,” “could,” “might,” and “would” to make predictions.
1. If governments invested in building more hospitals in rural areas, ______________.
2. Increased funding for vaccination programs could ______________.
3. If healthcare workers were offered better salaries, ______________.
4. Free healthcare for all might ______________.
5. If governments collaborated with private companies to improve healthcare infrastructure,
______________.
6. A focus on mental health services could ______________.
7. If developing countries received more aid for healthcare, ______________.
8. Advanced medical research funded by governments would ______________.
9. If telemedicine were more widely adopted, ______________.
10. Greater investment in public health education might ______________.

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Exercise 3: Prepare notes and record your answer to the following Speaking Part 3 questions.
Remember to use a wide range of idea development techniques to provide more depth for
your response.
1. What do you think are the possible long-term benefits of increased government spending on
healthcare?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

2. In your opinion, how might government investment in health education help reduce future
healthcare costs?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

3. Do you believe that investing in mental health services could improve the overall healthcare
system? Why or why not?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

4. How might the economic situation of a country affect its decision to invest in healthcare?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

5. Should governments focus more on preventative healthcare measures rather than treating
illnesses? Why?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
341
PRE-SENIOR
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