Fighter4 Teacher'SBook

4
Fighter Teacher’s Book
Sophie Walker
Megan Yucel
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Fighter4_TB_FM.indd 1 3/15/2023 4:43:02 PM

TASK TYPE 1 Sentence Completion
LESSON OVERVIEW
This lesson looks at the Sentence Completion listening task which tests the ability to identify key information
from a listening text. Students are required to fill in the gap in a number of sentences using information from
the recording. Students have to listen for facts in the form of words and numbers.
A About the task

Answers
1 You can ask students to read this section for 1 England
homework before the class or ask them to read it in 2 (soft) ball
class. 3 wood
Elicit a few of the basic rules set out with bullet 4 yellow
points about the sentence completion task. 5 200
Ask students to read the ‘Notes’ on Section A at the
bottom of the page and find four mistakes.
Ask them to work in pairs and check their answers. Audioscript 01
Conduct feedback with the whole class. More details The game of squash is essentially a variant of other racquet
about the numbers of speakers in each section can sports and is a close cousin of tennis and badminton. The
be found in the introduction on page 2. game was developed at Harrow School in England in the
nineteenth century, and soon spread to the USA and other
Answers parts of the world.
Unlike tennis, squash has no net, and the small court is
1 NO–There may be one, two or three
surrounded by high walls against which the ball is hit. The
speakers. word ‘squash’ was originally used to refer to the soft ball
2 YES that is used in the sport. These are made of rubber and have
3 NO–The instructions tell you how many to be ‘warmed up’ before a match because when they’re
words to write. cold, they don’t have a great deal of bounce. Racquets were
4 YES originally made from wood, although these days synthetic
5 NO–You hear the same information, but the materials have become the norm.
exact words are different. Squash balls come in different qualities and a coloured
6 YES dot tells you what type of player they are most suitable
7 NO–You only hear it once. for. For example, a beginner’s ball would have a blue dot,
an advanced player’s yellow, while an intermediate player
would use a ball with a red dot on it.
B Sample questions When top players hit the ball, it typically flies through the air
2 01 Tell students that they are going to practise at a speed of 200 kilometres an hour, although the fastest
recorded example is of a ball travelling at 280 kilometres an
doing a Sentence Completion task based on a
hour.
listening text about the game of squash. Then ask
students to complete the IELTS Practice Task. C Tips and tactics
Ask them to work in pairs, compare their answers
and discuss any that are different. Point out that in 3 You can ask students to read this section for
1 England must have a capital letter as it is a proper homework before the class or ask them to read it in
noun. Encourage them to try to explain how they got class.
them. Ask students to work in pairs and choose the three
Ask them to: ‘Think about the information you most useful tips in their opinion and compare their
have written, the number of words you have used, answers. Alternatively, ask them to divide the tips
spelling, etc. Decide whose answer is best. Check into three categories: I already knew this, I didn’t
your answers with another pair of students.’ know this, I want more information about this, and
then compare their categories with their partner.
w Extra help Ask students to work in pairs and discuss questions
For lower level students, give the answers for a, b and c.
questions 1 (England) and 2 ((soft) ball) first. Ask
them to find the relevant parts in the passage and
say why these are the answers. Then ask them to
continue on their own for questions 3–5.
w Extra idea
Have you ever played squash? What other similar
games can you think of? How are they different
from each other? What vocabulary do you need to
talk about these games? racquet, ball, court, net,
score, game, match
2 LISTENING
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w Extra idea exhibition hall, the museum also offers other facilities for
Refer students back to the Sample answers in B to visitors. The restaurant was also rebuilt in 2004 and now
see examples of some of the tips. seats 950 diners, whilst the new conference centre offers
state-of-the-art audio-visual equipment.
Question 1 is a good example of Tip 2. You are
The museum’s oldest exhibits are over a hundred years
listening for the name of a country.
old. The oldest two-wheeler is actually a bicycle with an
Question 2 is a good example of Tip 5. The missing engine attached, which dates back to 1902. Even older
noun must be singular because it is followed by still, however, is the Beeston motorised tricycle which was
‘is’. constructed in 1898 to celebrate the raising of the speed
Question 3 is a good example of Tip 11. You hear limit to 12 miles per hour in 1896.
the word material so you know that the word you
need to write is coming. 6 02 Before students listen again, ask them to
Question 4 is a good example of Tip 4, where the try to answer the questions based on their notes
sentence tells you what to listen for (a colour). from Exercise 5. Ask them to underline the key
Question 5 is a good example of Tip 9 on writing information in each question. For example, in
numbers as figures. sentence 1, they need to listen for the number of
motorcycles that the museum had when it first
D Skills-building exercises opened. Then play the recording again and complete
the exercise.
4 Elicit from the class the type of information generally
targeted in the Sentence Completion task. (Answer:
as stated in A, often facts such as nouns and numbers). Answers
Tell students to read the sentences, look at each 1 350
gap and the words around it and guess what type of 2 (serious) fire 3 audio(-)visual
information is missing. 4 1902
Check answers and encourage students to explain
how they found them. Ask: ‘What grammatical or 7 02 Ask students to listen again to confirm (or
contextual clues did you use?’ change) their answers. Ask why some of the words
and numbers they hear are not correct. For example,
they hear two numbers: 350 and 650. 350 refers to
Answers
the number of motorcycles at the museum when
1 a number – The phrase ‘a total of’ gives you it first opened, and 650 refers to the number of
this clue. motorcycles on display at the museum now. Then
2 a noun – The article ‘a’ tells you it will be conduct a whole-class feedback.
a noun.
3 a noun – The gap will be a word that 8 Before they listen, ask them to predict the type of
gives an adjective – you more answer that they will need to write for each gap (e.g.
information about the facilities a name, a date, a number, etc.) and underline the
in the conference centre. parts of the question that helped them to guess.
4 a date – The phrase ‘in the year’ gives
you this clue. Answers
1 a year 4 a number/percentage
2 a noun or fraction
5 02 Tell students they are going to hear a short
3 a number 5 a noun
talk about a motorcycle museum. Ask them to read
instructions 1–4, then listen once to the talk and 6 a number
write down the information.
9 03 Ask students to read the instructions
Answers carefully. Ask them how many words and/or
numbers they should write in each gap. (Answer:
1 350/400/650 no more than two words and/or a number). Ask
2 a fire/museum doors reopened/restaurant students to listen and complete the sentences.
was rebuilt
3 exhibition hall/restaurant/conference
4 1896/1898/1902 Answers
1 1938 4 a/one third
2 speed record 5 weight
Audioscript 02
3 51/fifty-one 6 160
The National Motorcycle Museum opened its doors on
the first of October 1984, with a collection of more than
350 motorcycles on display. Since then, it has become
the largest motorcycle museum in the world, with five
exhibition halls containing 650 machines, fully restored to
the manufacturers’ original specifications.
On the sixteenth of September 2003, the museum suffered
a serious fire, resulting in damage to 75 per cent of the
structure and some 400 machines. Due to the determination
of the owners, staff and contractors, the museum doors
re-opened on the first of December 2004. As well as the
LISTENING 3

Audioscript 03 VIDEO: Mega Green Museum

Welcome to the National Motorcycle Museum. Today I’m going Before you watch
to tell you the story of an incredible motorcycle. It’s called the
Brough Superior and was designed by a man called George 12 Ask what ‘a green building that breathes’ means.
Brough, who was one of the early pioneers of motorcycle Then ask them to try to identify what aspects of a
construction. During the early 1900s, George Brough set up a green building might be environmentally friendly, or
workshop in the English city of Nottingham. He soon developed ‘green’. Elicit possible answers such as: the building
a reputation for producing motorcycles that were not cheap to materials, the design of the windows, heating,
buy, but which performed to very high standards. water/waste recycling, use of non-fossil fuel, etc.
The first Brough Superior was built in the year 1919 and Read through the questions and ask students to
continued in production until 1940, and you can see one here work in pairs and brainstorm their answers.
in the museum that was built in 1938. The bike was an instant
success and by 1922??? Brough himself was competing in races
at the world-famous Brooklands racetrack. At first, Brough’s
Suggested answers
fellow competitors laughed at his careful attention to detail as 1 live exhibits (animals, plants, insects, sea
he got his beautiful bike ready for the race, but their attitude creatures), aquariums, aviaries, skeletons,
changed after he’d not only come first, but also broken the speed fossils, educational displays, interactive
record for the track. displays, etc.
Suddenly the Brough Superior was news and soon came to 2 the impact it has on the environment, i.e. the
be the bike of choice for celebrities and adventurers. Brough, materials it is built from, how sustainable it is,
meanwhile, went on to win 51 of the 52 races he went in for, its carbon footprint, how energy efficient it is,
being denied victory in the last one only because he fell off, how waste is recycled, etc.
although the bike went on to cross the finishing line without him!
Brough produced around 3,000 superior machines over a twenty-
year period until the factory ceased production in 1940. Those While you watch
that are still in existence, and that’s around a third of them, are 13 Ask students to watch the whole video to confirm
now mostly to be found in private collections. their ideas from Exercise 12. Advise them to
Every new Brough Superior motorcycle was specifically built for focus on understanding the overall gist as this first
its owner, the design taking into account how tall that person watching task is aimed at global comprehension
was, his weight and also his particular style of riding a motorbike. only.
The new bike was then test ridden to ensure that it performed
to specification, and was personally certified by George Brough. 14 This next task requires the students to watch one
The SS100 model was ridden at 160 kilometres per hour or more section of the video and complete sentences 1–4.
before being handed over to its new owner, whilst the SS80 Remind students to read the instructions carefully,
model was ridden at 130 kilometres per hour or more before check how many words and / or numbers they can
delivery. If any motorcycle did not meet specification, it returned write, and then read each sentence, underlining the
to the workshop for refit until it performed properly. Often key words, and try to predict the type of answer
compared to a Rolls Royce car, in terms of fit and finish, the that might fit in the gap. Ask students to check their
Brough Superior was the most expensive road-going motorcycle answers in pairs.
in the world.
10 03 Ask students to listen again to confirm Suggested answers

(or change) their answers. Then elicit answers for 1 warm air
questions 1 and 2 as a whole-class feedback. 2 recycled
3 21/twenty-one metres
11 This exercise highlights some common errors that
4 60,000
candidates make in the IELTS Test. Ask students to
decide why the student’s answers were wrong. Point
out that even though they have identified the correct 15 Ask students to watch the whole video again (if
information, their answer could still be marked wrong necessary) and complete the summary following the
if they write an extra word or make a spelling mistake. same steps as in Exercise 3. Conduct whole-class
Remind students it’s very important to check their feedback.
answers carefully in the time provided.
Answers
Answers 1 land
1 More than two words – write numbers in 2 line drawing
figures not in words, e.g. 1938 3 complicated
2 Three words – don’t copy words that are 4 (visionary) public
already in the sentence, e.g. ‘a new’. 5 roof
3 Wrong information
4 Three words – don’t include information
that is already in the sentence, e.g. ‘around’
means the same as ‘approximately’.
5 Spelling – ‘weight’ not ‘wait’.
6 Wrong information
4 LISTENING

After you watch IELTS PRACTICE TASK 1 04

16 Ask students to choose the words and phrases from
the box that they think apply to the building. To check Give students 30 seconds to read questions 1–10,
students understand the vocabulary, ask them to work underline key information, and try and identify the type
in pairs with their dictionaries. Then tell students to of information that is missing in each gap before they
work in pairs and think of a building which has inspired listen.
them. They may want to do some research on the Play the recording and ask students to answer
Internet or you could bring in some photos of iconic or questions 1–10 under exam conditions.
interesting buildings. Remind students to listen carefully to the examiner’s
instructions on the recording.
17 Ask students to work in pairs. Allow them one minute to You may wish to direct students to transfer their
prepare and ask each student to speak for two minutes answers onto a separate piece of paper once they have
about a building which has inspired them. finished in order to add to the realism. You could then
18 This would be a good opportunity for you to elicit some ask them to swap their papers with a partner and mark
famous modern buildings that the students have heard of. each other’s answers. This can be a worthwhile exercise
You could also show some images of the buildings in the as sometimes students don’t see their own errors
list and elicit students’ opinions on them. Ask them to add (spelling mistakes, for example).
more buildings to the list if they can. Ask them to follow Ask students: ‘How are questions 1–4 different from
the instructions in the rubric and work in pairs to discuss 5–10?’ (Answer: 1–4 are separate sentences and 5–10 is
the questions. Set a time limit and conduct whole-class a continuous text.)
feedback at the end.
w Glossary
Videoscript A beaver is a large rodent that lives in and around
water in Europe and in North America. It has thick
The California Academy of Sciences is the largest green brown fur, webbed feet, and a broad flat tail and it
museum, not just in San Francisco, California, but in the world.
is known for building dams.
‘From the first day was, really, the idea to make the roof like
a flying carpet, like, like a piece of the park flying.’ Architect
Renzo Piano designed this ‘home’ to thousands of animals Answers
and beautiful sea creatures, a unique modern model of living 1 sixteenth/16th – The speaker mentions two
architecture, and it’s the only one on the planet. Its visual impact different centuries, but only one completes
is stunning, but this mega green museum’s impact on the the sentence with the correct information.
environment must be very, very low. ‘We felt very strongly that 2 water quality – Listen for the word
the building should be built to the highest level of sustainability ‘improve’– it matches ‘make better’ in the
possible.’ Architect Renzo Piano is ready for that challenge. ‘As
an architect, the first thing you have to do when you have a job
sentence.
is to walk on the site and trying to understand the topography 3 four/4 – The phrase ‘a total of’ tells you that
of the land.’ And what a beautiful piece of land it is, Golden you’re listening for a number.
Gate Park in San Francisco, California. ‘It was immediately 4 monitoring programme – The phrase ‘what’s
clear that the potential of designing a science museum in the called a ..’ tells you that you’re listening for a
centre of the Golden Gate Park; it was immense.’ He starts to specific term.
sketch an idea into a simple line drawing. ‘I think when I first 5 internship – Eileen says that she’s not ‘an
saw some of Renzo’s drawings, it was hard to understand the employee’ the word ‘internship’ tells us her
scope and extent of what he was proposing, and there was a role in the project.
simplicity and an elegance to that design. But the more you 6 biodiversity – Eileen tells us that this is her
look at it, the more you realise how complicated the building
is.’ The sketched out design shows one of the largest state-
‘speciality’.
of-the-art, visionary public buildings in the world. The roof will 7 building – Three types of behaviours are
be a ‘living roof’, floating above the ceiling, covered with many mentioned – but Eileen is only studying one
flowers and plants. Openings in the front will let cool air flow of them.
into the museum and warm air will exit through the roof. All the 8 boat – Eileen mentions two forms of
materials: concrete, steel, even insulation, must be recycled transport – but she only used one of them
materials. Most of the building’s floors are 12 metres high, that evening.
but the planetarium and rain forest domes will be as tall as 21 9 measure – The word ‘to’ before the gap
metres.‘ When we drew, when we sketched all those curves, tells us that we are listening for a verb.
I knew, before, that that was going to be a great challenge for 10 camera trap – The words ‘what’s called’ tell
engineers.’ The solar cells actually play the game of nature. They
are like little leaves in the forest. The solar cells take the energy
you that you’re listening for a term.
from the sun and they project a shadow underneath, to create
a canopy. Sixty thousand solar panels later, the roof is almost
complete – time for the architect to sign off on his innovative
project. The team is waiting to hear what master architect
Renzo Piano will say. ‘A long time ago Roberto Rossellini, was a
great Italian filmmaker, he told me something. He said, ‘Renzo,
don’t watch the building. Watch the face of people coming to
the building’. My face was smiling because all the people’s
faces were smiling. I’m a very lucky man, I have to say, and,
yes, I was happy today.’ The master architect has approved the
building and now the next phase of work can begin.
LISTENING 5

Audioscript 04 IELTS PRACTICE TASK 2 05

You will hear an announcement about a wildlife project Give students 30 seconds to read questions 1–10,
in Scotland. Look at the task, then listen and answer underline key information, and try and identify the type
questions 1 to 4. of information that is missing in each gap before they
The Scottish Beaver Trial is a unique and exciting 21st- listen.
century conservation project. It is the first official project of Play the recording and ask students to answer
its kind in Britain and a groundbreaking study to explore how questions 1–10 under exam conditions.
beavers can enhance and restore natural environments. Wild Remind students to listen carefully to the examiner’s
beavers have been reintroduced back into Scotland after instructions on the recording.
being extinct for centuries. Beavers are a native species to You may wish to direct students to transfer their
the UK, hunted to extinction in the sixteenth century.
answers onto a separate piece of paper once they have
So why have these animals been reintroduced? One reason
finished in order to add to the realism. You could then
is that beavers are known as a ‘keynote’ species. This is
because they create ponds by building dams, which can
ask them to swap their papers with a partner and mark
help to improve water quality – something which has wider each other’s answers. This can be a worthwhile exercise
benefits for the local environment. as sometimes students don’t see their own errors
The beavers were released into Knapdale Forest in Scotland (spelling mistakes, for example).
in 2009. They have since been busy settling into their Ask students: ‘How are questions 1–5 different from
new home; building lodges and nurturing newborn family 6–10?’ (Answer: 1–4 are separate sentences and 5–10 is
members. Four beaver families have now been reintroduced a continuous text.)
and visitors are welcome to explore this beautiful woodland
and spot the signs of beaver activity. The trial will continue Answers
for five years. 1 steam engine – Challenger was unusual
Throughout the trial, to assess the effect beavers have on in being powered by a steam engine as well
the local environment, a scientific monitoring programme as by sails. This made the ship perfect for
will be carried out. The results of the trial will help decide the exploration and scientific research.
future of beavers in Scotland.
2 chemistry – As well as other facilities for
You will hear a woman called Eileen talking about her
research into subjects such as natural history
work on the Scottish Beaver Trial project. Look at the
and chemistry.
task, then listen and answer questions 5 to 10.
Hallo, my name’s Eileen and I’ve come along to tell you 3 navigation – He was also a writer, who’d
about my work with beavers. I’m not actually an employee published an influential book on the subject
on the Scottish Beaver Trial project, but I work alongside the of navigation.
team because I’m actually doing a two-month internship 4 botany – Charles Thomson, whose
as part of the first year of my Masters degree at university. speciality was botany.
I’m specialising in biodiversity and I’m very interested in 5 glass – Samples of water from different
seeing animal species conservation projects like the one locations were collected – each securely
here at Knapdale. Working on a reintroduction trial like this sealed in a glass container.
is a great opportunity. All aspects of beaver behaviour are 6 rock – Scientists aboard the ship were
being studied here, and some people are studying feeding able to collect many rock samples from the
behaviours, others reproductive behaviours, whereas my sea bed.
project is to compare the building behaviours of the four 7 constant – Scientists had long thought
beaver families. that, away from the surface and the
Beavers are surprisingly interesting animals. I had not effects of the sun, the temperature of the
studied them before coming here and I was really impressed deep oceans must be constant. By taking
by what they can do. I’ve been very lucky and I saw beavers measurements in different oceans, scientists
on the first day. You can see the beavers from the bank of aboard Challenger were able to show that
the lake, and we have a hide there, which you can reach by this was not the case.
bicycle, but we went out at night in a boat and we saw some
8 depth – Challenger also discovered the
beavers swimming around the lodge. One of them popped
existence of the Mariana Trench in the
up really close – just a few metres in front of me.
Pacific, where the ocean is at its greatest
I help Rob, the SBT Field Officer with fieldwork tasks,
which is very interesting, and allows me to discover the depth.
beautiful area of the Knapdale forest. He has to monitor 9 nineteen/19 years – It was nineteen years
various aspects of the beavers’ environment, and build up a before all the final findings of the expedition
database. My part in that project is to measure every beaver had been written up and published.
construction, such as dams and lodges. It wasn’t easy to 10 fifty/50 – The report came out gradually in
figure out how to do this in a standardised method, but I fifty separate sections known as volumes.
managed to find a way. I’m now using a camera trap to try
to get some video footage of beavers at work, which I can
then study carefully. I’m even beginning to recognise the
individual animals.
6 LISTENING

Audioscript 05
You will hear part of a lecture about a scientific
expedition at sea in the nineteenth century.
Today I’m talking about a round-the-world expedition that
took place between 1872 and 1876 aboard a sailing ship
called HMS Challenger. This expedition is widely regarded
as representing the birth of the subject we now know as
oceanography – the study of the world’s seas and oceans.
Built in 1853, Challenger was unusual in being powered by a
steam engine as well as by sails. This made the ship perfect
for exploration and scientific research, because it wasn’t as
dependent on the wind as the traditional sailing ships of its
day. The ship was specially adapted for the voyage, and there
were laboratories on board, as well as other facilities for
research into subjects such as natural history and chemistry.
The captain of the ship was a man named George Nares,
who had previously been a chart maker, working for the
British Navy in Australia and the Middle East. He was also a
writer, who’d published an influential book on the subject of
navigation. Nares was chosen as captain of the Challenger
because of the scientific approach he took to all his work,
which made him very well-suited to lead an expedition of
this sort.
The expedition was led by a man called Charles Thomson,
whose speciality was botany. Challenger was to travel more
than 125,000 kilometres under his leadership. A total of
4,000 new species of marine life were discovered during the
expedition, which took samples of the sea bed as well as
analysing the waters near the surface. Nearly 1,500 samples
of sea water from different locations were collected – each
securely sealed in a glass container and returned to Britain –
quite a difficult thing to achieve on board a ship at that time.
So, what was the most important achievement of this
expedition? Using a technique known as dredging, scientists
aboard the ship were able to collect many rock samples
from the sea bed that contributed enormously to the
understanding of mineralogy. But the expedition’s greatest
achievements concerned the water of the oceans itself.
Scientists had long thought that, away from the surface and
effects of the sun, the temperature of the deep oceans must
be constant. By taking measurements in different oceans,
scientists aboard Challenger were able to show that this was
not the case.
Challenger also discovered the existence of the Mariana
Trench in the Pacific, where the ocean is at its greatest
depth, as well as the underwater ridges in the Atlantic,
above which the water is relatively shallow. The existence
of such variations was another major discovery in what was
one of the most significant expeditions of the nineteenth
century.
Once back in Britain, the work didn’t stop, and it was
nineteen years before all the final findings of the expedition
had been written up and published. The impact and
influence of the expedition has been immeasurable
and is still felt today. The report came out gradually in
fifty separate sections known as volumes, each one
contributing significantly to scientific knowledge. In
recognition of the scientists’ achievements, the American
space shuttle Challenger was named after the expedition in
the twentieth century.
w Self-evaluation
Ask students how they feel about the Sentence
Completion task. Ask them to complete the
checklist.
LISTENING 7

TASK TYPE 2
1 Note,
Sentence
Form,
Completion
Table, Flow-chart
Completion and Short Answer Questions
LESSON OVERVIEW
This lesson looks at the listening task which includes Note Completion, Form Completion, Table Completion,
Flow-chart Completion and Short Answer Questions. This task type tests the ability to comprehend and note
down the key points of a listening text. Students are required to fill in gaps in an outline of part or of all of the
text from the recording. The outline will focus on the main ideas or facts in the text.
A About the task w Extra help

For lower level students, give the answers for
1 You can ask students to read this section for questions 1 ((big) hotel) and 2 (guided tour) first.
homework before the class or ask them to read it in Ask them to find the relevant parts in the passage
class. and say why these are the answers. Then ask
Ask students what they know about the Note them to continue on their own for questions 3–5.
Completion, Form Completion, Table Completion,
Flow-chart Completion and Short Answer Questions
tasks. and brainstorm some questions that they Answers
would like to ask about it. It is worth emphasising 1 (big) hotel you can see the Yavari in Puno
that these tasks are grouped together because Bay, near to the big hotel.
they target the same listening skills: listening for 2 guided tour and a guided tour is available
specific information. Ask them: ’How are the Note 3 1862 it was constructed in the city of
Completion, Form Completion, Table Completion, Birmingham in England in 1862.
Flow-chart Completion and Short Answer Questions 4 iron The ship, which is made mostly of iron
similar? How are they different?’ Tell students to 5 train the coast. From there, it continued its
work in small groups and discuss the question. Elicit journey by train
one or two responses from students. For example: 6 wool raw materials such as precious metals
The notes, forms, tables and flow charts look slightly and wool
different visually but the task is the same. There 7 steam (engine) the ship was originally
is always a space to write in. You always write the driven by a steam engine
exact words you hear, not your own words.
Ask students to read the information about Section A
Audioscript 06
and then read the email from a student who missed
the class. Ask them to answer the questions based You will hear part of a talk about a ship called the Yavari.
on the information in Section A. Good evening. Tonight I’m going to tell you an amazing story
Conduct feedback with the whole class. about a remarkable ship called the Yavari. If you go to Lake
Titicaca in Peru, which lies at 3,800 metres above sea level
Answers in the Andes mountains, you can see the Yavari in Puno Bay,
near to the big hotel. The boat is open to visitors everyday
1 You hear one or two speakers. and a guided tour is available. You can even stay overnight
2 Yes. on the boat, floating on the world’s highest navigable
3 The written instructions tell you how many waterway. It’s quite an experience.
words to write.
But the Yavari didn’t begin its life in Peru. When the rotting
4 Yes. remains of the ship were discovered in Puno in 1983,
5 Yes – you must spell the words correctly. people believed that it’d been built at Glasgow in Scotland in
6 Only once. 1905, but this proved not to be the case. It’s actually much
older and research has shown that it was constructed in the
city of Birmingham in England in 1862.
B Sample questions The ship, which is made mostly of iron, was ordered by
2 06 Tell students that they are going to practise the Peruvian government and constructed according to
doing a Note Completion task based on a listening what was known as the ‘pin-built’ method. In other words,
text about a historical ship in Peru. Then ask students the ship was made in England, then taken to pieces and
to complete the IELTS Practice Task. shipped to Peru in small sections, arriving at the port of
Ask students to work in pairs, compare their answers Arica on the coast. From there, it continued its journey by
and discuss any that are different. Encourage them to train – around 55 kilometres across the Atacama Desert to
the foothills of the Andes. At which point the ship, split into
try to explain how they got them.
2,766 separate sections, was carried on horseback up to
Ask them to: ‘Think about the information you
Lake Titicaca, where it was reassembled; the journey from
have written, the number of words you have used,
England taking a total of six years.
spelling, etc. Decide whose answer is best. Check
your answers with another pair of students.’
8 LISTENING

TASK TYPE 2 Note, Form, Table, Flow-chart Completion and Short Answer Questions
As well as transporting people and essential supplies to

communities around the lake, the Yavari spent most of Answers
its working life collecting raw materials such as precious
metals and wool from around the lake and bringing them 1 You follow the information from top to
to a central collection point from where they could be bottom. The numbered questions help you
transported down to the coast. follow the order of information.
Lake Titicaca is so high that no trees grow there, and wood 2 a – numerical information? Q5
is not readily available, and there are no coal reserves b – an adjective describing ability? Q7
locally. Even so, the ship was originally driven by a steam c – the name of an activity? Q8
engine and needed a source of fuel. Until 1914, when a d – a word which is likely to be spelled for
diesel engine was fitted, llama droppings provided the you? Q1/2/3
answer – a total of fourteen hundred bags of the stuff being
needed to fuel a trip all the way around the lake. 6 07 This is an IELTS-type listening task which
follows on from the analysis that students have just
C Tips and tactics done in Exercise 5. Form completion of this type
might occur in Section 1 of the Listening Test. Remind
3 You can ask students to read this section for
students to check the instructions to see how many
homework before the class or ask them to read it in
words and/or numbers they need to write in the gaps.
class.
After listening, check answers and encourage
Ask students to work in pairs and choose the three
students to explain how they found them. Ask: ‘What
most useful tips in their opinion and compare their
grammatical or contextual clues did you use?’
answers. Alternatively, ask them to divide the tips
into three categories: I already knew this, I didn’t
know this, I want more information about this, and Answers
then compare their categories with their partner. 1 THWAITE John-Paul Thwaite. That’s T-H-W-
Ask students to work in pairs and discuss questions A-I-T-E.
a, b and c. 2 HASLEWORTH No. H-A-S-L-E-W-O-R-T-H.
w Extra idea 3 PREBEND F: P-R-E-B-E-N-D?
Refer students back to the Sample questions in B M: That’s it.
to see examples of some of the tips. 4 Medicine F: Shall I put Medicine?
Question 1 is a good example of Tip 5. The notes 5 23(rd) July 1996 / 23/07/1996 / 07/23/1996
around the gap help you to determine if you are 6 Canadian I was born in Montreal, so I have
listening for a singular or a plural noun. a Canadian passport.
Question 2 is a good example of Tip 7. The answer 7 Intermediate
is a compound noun. F: So shall we say intermediate level?
Question 3 is a good example of Tip 2. The notes M: Isn’t there anything between beginner and
show that you are listening for a number – a year. intermediate?
Question 4 is a good example of Tip 4, where the F: I’m afraid not.
sentence tells you what to listen for (a type of M: That’ll have to do then.
building material). 8 squash (club)
Questions 5 and 6 are a good example of Tip 10. M: I did join the squash club last year, but
The notes are there to guide you, so ‘on I didn’t go to many sessions, and I’m not
horseback’ and ‘precious metals’ are given to you. renewing my membership.
Question 7 is a good example of Tip 12. Think F: Well, I’ll put that down for the record.
about the meaning. What engine was first fitted?
You hear steam and diesel but steam is the Audioscript 07
answer.
F: Hello, Student Services. Tamsin speaking. How can I help
D Skills-building exercises you?
M: Hello. I’d like to join the tennis club, please.
4 Ask students to look at the Application form for a
F: Sure. There’s a form you need to fill in. Do you have it?
tennis club and answer the question. (Answer: c) M: No. Where can I get one?
5 Elicit from the class the type of information targeted F: I could email it to you.
in the Note Completion, Form Completion, Table M: Oh, sorry. I’m afraid my internet connection’s down at the
Completion, Flow-chart Completion and Short moment.
Answer Question tasks. (Answer: as stated in F: No problem. I can ask you the questions over the phone if
Tip 5 and Tip 7 in Section C, most answers will be you like and fill it in for you?
facts about the topic so either numbers or single or M: Oh fine – yes, let’s do that.
F: OK. So your name is …?
compound nouns).
M: Thwaite. John Paul Thwaite. That’s T-H-W-A-I-T-E.
Tell students to read the sentences, look at each gap
F: OK. So that’s Mr John Paul Thwaite.
and guess what type of word is missing. Facts will
M: Correct.
generally be nouns and adjectives. F: And your address?
Check answers and encourage students to explain M: Room 42, Hasleworth Hall of Residence.
how they found them. Ask: ‘What grammatical or
contextual clues did you use?’
LISTENING 9

F: Is that H-A-Z ..? 9 Ask students to look at the task and to identify what
M: No. H-A-S-L-E-W-O-R-T-H. type it is, ie. Notes, Form, Table, or Short Answer
F: Right. I don’t know that one. Questions. (It is a table with information under
M: It’s in Prebend Street.
headings.)
F: P-R-E-B-E-N-D?
M: That’s it.
F: And the postcode? Answer
M: CD3 7GB. b.
F: OK. And your email address, please?
M: [email protected]
F: Got it. And do you have a contact number – like a mobile 10 Ask students to look at questions 1–8 and answer
phone? the questions about them, then compare their
M: Sure. The number’s 09114 87877. answers. Elicit answers from individual students.
F: And which faculty are you studying in? Answers will vary but these questions reinforce the
M: Dentistry. importance of knowing the typical organisation of a
F: That’s a department, not a faculty. Shall I put Medicine? table and using the context clues around the gap to
M: I guess so. Or is it the Faculty of Life Sciences? help them identify and confirm the correct answer.
F: Um, we don’t have one with that name, actually. Do you
want me to check online?
M: No, it’s OK. I’m sure you’re right. Answers
F: OK. And your student ID card number. 1 From left to right (not up and down in
M: JPR440021. columns). The numbered questions help you
F: Thanks. Next I need your date of birth. follow the order of information.
M: The twenty-third of July 1996. 2 a a location? Q3 and 6
F: Are you a UK passport holder? b part of a compound noun? Q1, 4, 8
M: No, I’m not actually. My mum’s British, but I was born in c a word which is likely to be spelled for
Montreal, so I have a Canadian passport. you? Q2
F: OK – and you’ve played tennis before?
M: Well, I’m not much good, but I’m not a beginner.
F: So shall we say intermediate level?
11 08 This is an IELTS-type task which follows
M: Isn’t there anything between beginner and intermediate? on from the analysis done in Exercise 10. Remind
F: I’m afraid not. students to check the instructions to see how many
M: That’ll have to do then. words and/or numbers they need to write.
F: Any disabilities? After listening, check answers and encourage
M: None. students to explain how they found them. Ask:
F: And finally. Have you signed up for any other sports clubs? ‘What grammatical or contextual clues did you use?’
M: I went along to a taster session for the badminton club,
but I’ve decided to do tennis instead, so I never actually Answers
joined that one. I did join the squash club last year, but
I didn’t go to many sessions, and I’m not renewing my 1 structural He’s a structural engineer – and
membership. that’s what his presentation’s going to be about.
F: Well, I’ll put that down for the record – but I’ll leave the 2 NDJUMA – that’s N-D-J-U-M-A.
badminton off for the moment. 3 Red Room The red one’s slightly bigger, so
M: OK. we’ve gone for that one
F: That’s it then. I’ll get this processed and you’ll get a text 4 marine I wasn’t sure whether he was doing
telling you when the first session is and all the details. You marine biology or not so I left that blank
can pick up your membership card then. – but he is apparently.
M: OK – you’ve been very helpful. Thanks. 5 pronunciation she’s going to be talking
F: No problem. Enjoy your tennis. about pronunciation.
M: Thanks. Bye. 6 Quiet Room It’s called the Quiet Room
7 online courses He’s going to be talking
7 07 Ask students to compare their answers. Then about online courses after all.
conduct feedback with the whole class. Point out 8 (the) medal it’s actually the medal ceremony.
that the answers may come from either speaker.
In question 3, for example, the woman spells out Audioscript 08
the man’s name and the man confirms it. Point out
the different acceptable ways of writing dates in M: Hi, Jill. I wanted to ask you about the conference –
whether we’ve got the draft programme finalised yet,
question 5.
because I need to put something on the website.
8 07 Ask students to listen again and think about F: Yes, I’ve emailed you a draft, but there’ve been some
their answers to questions a and b. Elicit other changes.
possible titles. (E.g. Mrs, Ms, Miss, Dr.) Check that M: Oh. I’ve got the draft here – let’s run through it. I’ll make a
students know that Surname is a synonym for Family note of any amendments.
Name. F: Great. Well, as you know, we’re starting at 10.30 with
three parallel sessions. In the first session, three students
from different faculties will be presenting their research
findings.
M: So we’ve got three rooms operating at the same time.
10 LISTENING

F: Correct. We’ve got one speaker in the main auditorium.

He’s called Pedro Novak, and he’s from the faculty of Answers
engineering. 1 electrical = wrong information
M: Yes, I’ve got that here – but not his subject area. Is it 2 ENDYUNA = wrong spelling
mechanical engineering or electrical engineering? 3 Yellow Library = wrong information
F: Neither, actually. He’s a structural engineer – and that’s what 4 Life Sciences = wrong information
his presentation’s going to be about.
5 pronunciation = wrong spelling
M: OK. Then there are two more rooms with speakers at 10.30.
6 in the red room = too many words
F: That’s right. We’ve got the Green Room, and that’s the law
faculty, but there we’ve got a change of speaker. The topic is
7 online courses not work placements = too
still copyright law, but instead of Tom Wilson, we’ve now got many words + some wrong information
Grace Ndjuma. 8 closing = wrong information
M: Right. How do you spell that?
F: Grace – G-R-A-C-E – then Ndjuma – that’s N-D-J-U-M-A.
M:
F:
Thanks. I’ve got that now.
And the third speaker at 10.30 will be Maria Bruni, who’s
VIDEO: Songs Under a Big Sky
talking about international banking. Before you watch
M: Yeah – that’s unchanged. But I don’t have a note of the
room for that. Are we still using the library? 14 Ask students to work in pairs to brainstorm their
F: No, we thought it wouldn’t be big enough in the end. We answers to the question, ‘Do you know which regions
were offered either the Red Room or the Yellow Room. of Europe are associated with Celtic music?‘
The red one’s slightly bigger, so we’ve gone for that one
– even if the yellow one would’ve been closer to the main Answers
auditorium.
Ireland, Scotland, Wales, Isle of Man, Cornwall,
M: I see. Then after lunch?
F: We start again at two, with three more parallel sessions.
north-west France (Brittany), north-west Spain
We’ve got Alex Lorusso in the main auditorium. He’s from (Galicia)
the Life Sciences faculty. I wasn’t sure whether he was
doing marine biology or not so I left that blank – but he is 15 Ask students to read the rubric. Give them time to look
apparently. at the vocabulary in the box and use their dictionaries to
M: OK. I’ll put that in then. check the meaning of any unknown words. Ask them to
F: And we’ve got Kathy Lin in the Green Room. That’s LIN, L-I-N. work in pairs and discuss the music they like and why.
M: Yes, I’ve got that, but no subject. You could also use this exercise as an IELTS Speaking
F: Well, she’s from the Linguistics Faculty, and she’s going to
Part 2 practice. Give them a minute to prepare their
be talking about pronunciation.
talks. They can take notes if they wish. Then ask them
M: Interesting.
F: Yes, should be. Then we’re in yet another room for the third
to take turns speaking for up to two minutes about the
afternoon session, I’m afraid. It’s called the Quiet Room topic while their partner times them.
– not ideal, but apart from the canteen, it was all they had While you watch
available. And that’s where Declan Boyd from the Physics
Faculty is going to be talking about astronomy. 16 Ask students to read the rubric and watch the first
M: OK. Was that Boyle, B-O-Y-L-E? part of the video up to 00.32. This is a profile of the
F: No, Boyd. B-O-Y-D. singer Iarla Ó Lionáird. Ask students to tell their
M: Ah, OK. Then we’re all together in the main auditorium for partner their opinion of his music.
the last two sessions.
17 Before they watch the rest of the video, ask students
F: That’s right. After the break at 3.45, we’ll hear Professor
Makin’s lecture. I didn’t have a title from him when I did the
to look at the task. Remind them to read the
draft. He’s going to be talking about online courses after all. instructions carefully so they know how many words
He had considered doing something on work placements they can write. Suggest that they try to predict the
and links with industry, but changed his mind. type of information that might go in each gap on the
M: OK – so that just leaves the Vice Chancellor at four. Is that concert promotion leaflet. (E.g. for question 1 they
the closing ceremony? will be listening for a place.)
F: Well – it’s actually the medal ceremony. The student
who gives the best presentation is going to get a medal,
remember? Answers
M: Oh, yes, of course. Thanks, Jill. So there isn’t a formal 1 Ireland / Cork
closing ceremony? 2 5 / (about) five
F: Not really.
M: OK, thanks. I’ll get all that keyed in and uploaded
straightaway.
18 Whilst strictly speaking not an IELTS task, this
12 Ask students to listen again and then check their exercise focuses on comprehension of some of the
answers. Ask them which questions they found key ideas in the video. Tell students to watch the
particularly difficult. This leads them onto the next video all the way through again and make notes to
exercise, which looks at common errors in this task type. answer the questions. After watching, encourage
students to compare their answers in pairs or small
13 Ask students to say why the answers were wrong.
groups, then conduct whole-class feedback.
Remind them to always check their answers, as it is
easy to make a careless mistake.
LISTENING 11

Videoscript
Suggested answers ‘My name is Iarla Ó Lionáird and I’m an Irishman. I come
1 He was ‘born to an Irish-speaking family from Cork, West Cork, and I’m a person who sings.’
famous for generations of singers’ and ‘grew Iarla was the eighth of twelve children, born to an Irish-
up singing Sean nós in Gaelic’. So these facts speaking family, famous for generations of singers. He
was five years old before he learned English. Iarla grew up
probably influenced him to become a singer.
singing Sean nós in Gaelic, the old way – a dark passionate
2 a mix of song and oral history style that melds song and oral history.
3 She lifted him up and stood him on a desk ‘I remember my first day at school, Mrs McSweeney, Mrs
and said ‘Sing!’. So this probably reinforced his Mac, was my teacher. I remember she lifted me up, and she
family influences and his identity as a singer. stood me on a desk, first day I was ever in school, and I was
4 He realised that Sean nós was only popular to about five – and she said, ‘Sing!’ It was almost as if there
those with whom he grew up and felt it was was, there was kind of shoes there, waiting for me to put
leading nowhere (a dead-end street), so he my feet into it.’
gave up singing. Then he was invited to play All through his youth, Iarla sang the old way. But as he
with some African musicians and this inspired came of age, his enthusiasm flagged. ‘I felt a little bit like
a museum piece, really. I had spent like 20 years of my life
him to sing again.
perfecting, as best I could, this way of singing, to find out
that nobody was interested, except the people I grew up
After you watch with. And that was a horrible realisation. That was like the
coldest breakfast you ever had to eat.‘
19 This exercise focuses on some of the idiomatic Frustrated, despairing, Iarla found himself on a dead-end
language used in the video. Ask students to work in street. He quit singing entirely, until fortune revealed a path.
small groups and discuss what the sentences from Without so much as an audition he was invited to work with
the video mean. Elicit ideas from the class about the Afro-Celt Sound System. ‘I’ve been so fortunate that I
what these phrases might mean before providing have the real experience of being there with these people
the answers. Ask students if they know of any when they sing and make music. And in a way, they’re Irish,
similar idioms in their first language. You may wish to some extent – the brevity of everything they do, and the
levity of everything they do. And so there’s a genuineness
to provide students with a copy of the videoscript at
and a largeness of heart that I experienced in African music
this point, so that they can find and highlight these that, I suppose, it just shook me to the foundations, you
phrases in context. know? I’d never really experienced it before.‘
Inspired by his encounter with the African artists, Iarla
Suggested answers reclaimed his sound, and began bringing it to audiences
again.
1 It was expected he’d be a singer, it was a
‘Thank you. Thank you very much for listening to me. I really
family tradition. appreciate it. Thank you very much, thank you. Thanks a lot,
2 His music wasn’t viewed as modern, but old- thank you.’
fashioned.
3 He couldn’t see a future for himself singing
traditional songs. IELTS PRACTICE TASK 1 09
4 It’s authentic and makes everyone feel This task is intended to give students some realistic test
included or part of the tradition, no matter practice. It features short answer questions. You may
what your background is, everyone is wish to direct students to transfer their answers onto a
welcome to join in. separate piece of paper once they have finished in order
to add to the realism. You could then ask them to swap
their papers with a partner and ask their partner to mark
20 This exercise is also suitable for IELTS Speaking Part their answers. This can be a worthwhile exercise as
2 practice. Ask students to work in groups of three. sometimes students don’t see their own errors (spelling
Assign each member of the group one of the topics. mistakes, for example).
Give them the opportunity to read the question first
and ask you for help with any unknown words. Then
give them a minute to prepare their talks. They can
Answers
take notes if they wish. Then ask them to take turns 1 (Arctic) wolf/wolves as well as on Arctic
speaking for up to two minutes about the topic while wolves
one member of their group times them and one 2 observational (study) Dr Gray’s research was
member of the group thinks of a question to ask at what’s termed an observational study
the end of the talk. 3 600 metres The study area is about 600
metres above sea level
21 This post-listening discussion is a nice way to look 4 (the/its) toe(s) it’s usually possible to make out
back on some of the ideas raised in the video. You the toe marks of an Arctic hare
may wish to emphasise to students that it is also a 5 (around) rocks Such evidence is often found
good practice for the discussion in IELTS Speaking around rocks
Part 3. Read the questions aloud with the group and 6 dried/dry apples dried apples were placed
elicit a few general responses, then put students inside.
into groups. They can remain in the groups formed 7 2/two kilometres some hares could be
in the previous exercise. Encourage all students identified from up to two kilometres away
to participate in the discussion and monitor round 8 midnight (shift) more effort was spent on the
the class. At the end of the discussion, get some midnight shift
feedback of students’ views from each group.
12 LISTENING


You will hear part of a presentation about a biologist who This task features flow-chart completion. Follow the same
has studied an animal called the Arctic hare. procedure as for Practice Task 1.
Good evening. My presentation tonight is about the work of
Dr David Gray. Dr Gray is a biologist and writer whose love of
Answers
the Arctic led him to study birds and mammals in Canada’s far
north over many decades. 1 client’s needs An architect will use this
Dr Gray’s work mainly focused on the behaviour of the Arctic stage to get an understanding of the client’s
hare, a member of the rabbit family, as well as on Arctic needs.
wolves and other species found in the far north of Canada. 2 materials This is also when an architect will
David planned and carried out a research project on the start selecting the materials that will be used
behaviour of Arctic hares, making seven research trips to the in the design.
Nunavut area of northern Canada over a period of twenty 3 plans This is when the details of how
years. Dr Gray’s research was what’s termed an observational to build the project are put together in a
study, and the photographs and video footage that document thorough set of plans.
the research are stored in the archives of the Canadian 4 estimates/bids This is when the
Museum of Nature. construction documents have been approved
The study area chosen for the project was a seven-kilometre and an owner gets estimates, or bids, from
stretch of the Sverdrup Pass, which is an 80-kilometre-long potential contractors.
pass that runs across northern Ellesmere Island in Nunavut. 5 clarifying the architect’s in charge of
The study area is about 600 metres above sea level, and
clarifying the drawings for those doing the
is bounded on the north side by mountains rising to 1,500
work.
metres above sea level, and to the south by mountains and a
valley glacier leading up to a major icecap rising to more than
2,000 metres. Within the study area of the pass, the sandy
flats in mid-valley are scattered with clumps of Arctic willow
Audioscript 10
trees and other types of vegetation. You will hear part of a lecture about the design process in
The animals are white in colour in winter, providing the perfect architecture.
camouflage in snowy conditions. So how does a researcher There are five stages in the design process that every
go about finding Arctic hares in this type of landscape? Arctic architect follows. It’s a natural progression that takes you from
hares can be tracked by following fresh tracks in snow. Even initial idea through to completion of the project. While the
on hard snow drifts, it’s usually possible to make out the toe design itself can benefit from free-flowing ideas, the process
marks of an Arctic hare, even when the shape of the whole itself needs to be very scientific, with checks and balances at
foot can’t be discerned. But finding the animals themselves is each stage to keep you on track.
basically a visual search, which is fairly easy in the High Arctic
because the hares don’t have much vegetation to hide in. The The first stage is called ‘schematic design’. An architect will
presence or lack of droppings is a good indication of whether use this stage to get an understanding of the client’s needs.
hares can be expected in an area. Such evidence is often found At this stage, an architect will use tools such as an adjacency
around rocks, which are a better starting place when looking matrix and a bubble diagram to help gather and analyse these
for hares than wooded areas or open meadowland. ideas.
Dr Gray’s research team also trapped live Arctic hares before The second stage is what’s known as ‘design development’.
marking them and releasing them. Wire-mesh traps were This is when the design is starting to take shape and the
found to be effective for this purpose. As bait to lure the hares spaces are understood and recognised. This is also when an
in, dried apples were placed inside. Both single-door and architect will start selecting the materials that will be used in
double-door traps were used. Once inside the trap, each hare the design.
was weighed, measured, colour-marked with picric acid, and The term ‘construction documents’ is used to define the third
tagged with a small coloured and numbered ear tag. Using stage. This is when the details of how to build the project are
different combinations of coloured tags in one or both ears put together in a thorough set of plans. These consist of things
allowed at least twenty hares to be identified individually, even like a set of drawings and a set of specifications such as
when tag numbers couldn’t be read. When using a telescope, electrical diagrams. They are kept together so that a contractor
some hares could be identified from up to two kilometres has all the information needed to build the project.
away in good light conditions, and the tag number could be The fourth stage goes by the name ‘bidding and negotiations’
read from a 175 metres away. stage. This is when the construction documents have been
The standard hare-watching equipment is a binocular approved and an owner gets estimates, or bids, from potential
telescope mounted on a tripod. The tripod makes watching for contractors.
long periods possible and frees the hands for note-taking or
photography. Researchers worked in shifts and watched Arctic The final stage is referred to as ‘construction administration’.
hares 24 hours a day, but usually concentrated on the early- This is when the project’s underway and the architect’s in
morning and mid-afternoon shifts which corresponded to active charge of clarifying the drawings for those doing the work. It
feeding cycles. During the breeding season, however, more can be a time-consuming aspect of the process, with different
effort was spent on the midnight shift because late evening variables coming into play. For example, materials that were
and early morning are prime times for breeding activity. available during the construction documents stage are no
After the young were born, summer observation hours were longer available, so alternatives have to be found, approved
determined by the nursing schedule of the mother hares. and ordered.
So, before I go on to …
LISTENING 13

M: And when it gets warmer, they go camping, right?

IELTS PRACTICE TASK 3 11
F: Yes, at least twice. They really look forward to that.
This task features both table and note completion. M: And my oldest boy is fourteen.
Follow the same procedure as for Practice Tasks 1 F: That’s the Voyagers group – eleven to fifteen. They do
and 2. Fridays, and a bit longer, from 5.00 to 7.00 p.m.
M: And where do they meet?
Answers
F: Well, a lot of their activities take place on the beach and
1 basement 6 sailing so we use the room that leads out onto that, room one. You
2 nature 7 Solbakken can either go through the hall to get there, or use the beach-
3 Tuesday 8 clothes side entrance. It’s called the Flag Room – because of all the
4 camping 9 competition different types that ships use for signalling.
5 Flag/flag 10 9585661-00 M: So for this age group, they’re out on the water a lot, are
they? I mean, are they learning some of the basics about
Audioscript 11 sailing?
You will hear a telephone conversation between a F: That’s right. Techniques that’ll give them a good start if
woman who works at a club for children and a man they choose to take it up seriously. And we also train them
who is calling to get some information about the in life-saving, how to resuscitate someone – deal with a
club’s activities. broken arm – that kind of thing.
F: North Beach Active Kids Club. How may I help you? M: That’s great …
M: Oh, hello. I’m just calling to get some general M: … Now, do you have any of this information in a leaflet
information about the club – to find out if it’s suitable for or something like that?
my three boys. F: I’m afraid not. We working on putting it on our website
F: Oh, sure. And your name is? but it’s not up there yet. What I suggest you do is contact
our programme co-ordinator – he’s the one that schedules
M: Peter Marsh.
all the activities for the year. His name is Greg Solbakken. I’ll
F: And how old are your sons? spell that for you: S-O-L-B-A-K-K-E-N.
M: Well the youngest is seven. M: How do I get a hold of him?
F: Seven? Well, for the younger children, they join a F: Use the same number and call any time after midday.
group called the Adventurers. And they meet up on a He’s here most afternoons.
Wednesday – from, er, 3.30 to 4.45.
M: OK, good. And what do my children need to bring when
M: OK, that’s fine. Your building is right next to the old they come along? Spare clothes, I suppose?
library, isn’t it?
F: I would say that’s a must. It’s either paint or glue or
F: That’s right. Now, the Adventurers usually get together mud or – they simply get wet quite a lot of the time – so
in the main hall, but that’s being done up at the moment, something clean and dry to change into is a good idea. Food
so for the time being, they’re down in the basement. and drink is included in the fees, though, so no need to
Don’t worry – it’s heated and it’s a really nice, bright bring anything like that.
space for running around.
M: And do you expect us to give a hand with the activities? I
M: OK, and what kind of activities do the children do? mean, are the parents supposed to help in any way?
F: A lot of creative crafts – you know, like painting, F: Generally that’s not necessary. Our group leaders have
making stuff out of clay, that kind of thing. But we’ve assistants to help and the caretaker deals with the cleaning
also put together some simple lessons on the subject up and any mess that gets left behind! The one thing we
of nature and the kids watch some film clips and do might need you for is the competition that takes place at
worksheets all about that. It’s fun but informative. the end of term four. The older boys – the Voyagers – they
M: I see. And I’ve also got a ten-year-old that’s keen to race against another club. We need parents in boats out on
join the club. He’s got a friend at school that already the water just to supervise things.
comes to you. M: Sure – put my name down. And what’s the best way to
F: So he’d be joining the Explorers; the nine to eleven pay you?
age group. F: Internet banking, please. Shall I give you the account
M: And that’s on a Tuesday, so I understand? number?
F: Er, Thursdays, I think. No, hang on, you were right. M: Please.
I was thinking about last term. And, er, that group F: It’s the National Bank – the code is 02-41-77. And the
gets together in room three, or as it’s also known, the account number is 9585661–00.
Captain’s Room.
M: Great – I’ll go and do that now.
M: OK.
F: OK. We look forward to meeting the boys next week.
F: Yes, and it becomes a bit more challenging with this
M: Bye.
group, because they’re taught how to read maps and
use a compass, how to use ropes and tie different kinds w Self-evaluation
of knots. Ask students how they feel about the Note, Form,
M: I heard about that from my son’s friend. And you do a Table, Flow-chart Completion and Short Answer
lot of outdoor activities, I’m told. In summer and winter? Question task. Ask them to complete the checklist.
F: At the moment, they’re running and swimming –
swimming in the indoor pool, of course – too cold to be
outside.
14 LISTENING

TASK TYPE 3 Multiple Choice
LESSON OVERVIEW
This lesson looks at the Multiple Choice listening task, which tests a variety of listening skills, from
comprehending main ideas to understanding details. Students are required to choose one correct answer
from three options, A, B, or C.
A About the task w Extra help

For lower level students, give the answers for
1 You can ask students to read this section for questions 1 (A) and 2 (B) first. Ask them to find the
homework before the class or ask them to read it in relevant parts in the passage and say why these
class. are the answers. Then ask them to continue on
With books closed, ask students what they already their own for questions 3–6.
know about the Multiple Choice task and brainstorm
some questions that they would like to ask about it.
It is likely that students have encountered multiple Answers
choice questions before, as it is a common test 1 A According to recent research, an
question type. However, they may have only seen incredible 70 per cent of people never
four-option multiple choice questions before this. bother to lock the screen with a
Tell students to work in small groups and discuss the passcode.
questions. They may come up with some well-known 2 B when it comes to shopping apps, it’s
strategies, such as choosing ‘C’ if you don’t know really foolish to stay logged in on your
the answer. Elicit one or two examples. Asking them handset – you really shouldn’t do that
how they feel about the task will encourage students 3 B This might help if you’ve simply forgotten
to consider how easy or difficult they consider the where you put it in your room
task to be. 4 C for use in the worst-case scenario where
Ask students to read the information about the task you don’t get your phone back.
type (if they haven’t already) and complete the quiz. 5 A if you’ve sensibly locked yours with a
Ask them to work in pairs and check their answers. passcode, how is the kind person who
Conduct feedback with the whole class. comes across it by chance, and wants to
return it to you, able to do that?
6 C Finders and losers are linked up
Answers
anonymously so they can organise the
1 You have to choose one of the three options return of the item directly.
in each set.
2 The questions are in the same order as the
information in the passage. Audioscript 12
3 The incorrect options refer to information you
hear find in the recording. Now, I know that many of you are going travelling during
4 You are unlikely to hear the actual words used the long summer vacation and I’m sure that one thing you’ll
certainly take with you is your smart phone, whatever type
in the options in the recording.
you happen to have. Now losing your phone is a horrible
5 You write a letter on the answer sheet.
feeling at any time, but when it’s your main link to your life
back home, it can be really upsetting. What’s more, we
generally keep a lot of sensitive information on our phones –
B Sample questions so if they fall into the wrong hands, it can lead to all sorts of
problems.
2 12 Tell students that they are going to practise So what should you be doing to protect your phone?
answering some Multiple Choice questions based According to recent research, an incredible 70 per cent of
on a radio programme about smart phones. Remind people never bother to lock the screen with a passcode – so
them that they should choose their answers while this is the first thing you should do and it’s really easy. Less
they listen as they will only hear the listening of a surprise is the finding that if someone comes across a
passage once (as in the real test). Then ask students lost phone, they’re highly likely to go through it looking for
to complete the IELTS Practice Task. personal information to identify the owner, even if they don’t
Ask students to work in pairs, compare their have criminal intent.
answers and discuss any that are different. What’s more, leaving an unlocked phone somewhere
Encourage them to try to explain how they got them. silly opens up your personal life to whoever wants to take
Ask them to: ‘Think about the answer you have a look, even if you don’t actually lose it. It’s bad enough
chosen, and the key words you heard that gave you allowing easy access to emails, notes, contact lists and
the answer. Decide whose answer is best. Check personal photos – but when it comes to shopping apps, it’s
your answers with another pair of students.’ really foolish to stay logged in on your handset – you really
shouldn’t do that, no matter how secure the site claims to be.
Have a browse through your apps later and take a moment to
consider the impact of a dishonest person getting hold of all
that information.
LISTENING 15

So what if you do lose your phone? When you first realise Tip 4: Use of paraphrase (different words or
it’s not in your pocket, do check that you haven’t just dropped phrases with the same meaning):
it, like under the seat in a car or whatever. Missing phones In question 1 the answer is A: The majority
can also be located by sending what’s called a ‘scream’ of phone owners fail to use simple security
instruction to your device, so that it makes a loud noise measures. In the script, the speaker says, ‘an
wherever it is. This might help if you’ve simply forgotten incredible seventy per cent of people never bother
where you put it in your room – less so in the case of theft to lock the screen with a passcode.’
or if you’ve left it behind on a bus. But if you still can’t find it, Remind students that the words used in options A,
there are apps available to help you locate a missing phone B, and C may be different from the words used in
via GPS – just search the relevant app store for something
the listening passage.
like ‘find my phone’. But whichever option you go for, make
sure you enable the app and register before you leave home.
D Skills-building exercises
Some of these apps also have a lock and complete data-wipe
feature for use in the worst-case scenario where you don’t 4 This task focuses on identifying the target
get your phone back. Although you have to pay extra for information that students need to listen for. Ask
this, it’s probably worth it to give you peace of mind – even students to read each question stem and underline
though you’ll probably never use it. But, of course, it goes the key words or phrases. Conduct whole-class
without saying that you need to have your data backed up feedback. Suggested words/phrases to underline:
somewhere else if you go for this option.
Passcodes, however, can be a pain. People have been Answers
known to forget them, especially new ones, or need to keep
1 main point, proposals
a written record of them somewhere for fear of forgetting
them, which also compromises the security of the phone.
2 topic, beginning with
But more significantly, not every lost phone falls into criminal 3 best procedure to adopt
hands. And if you’ve sensibly locked yours with a passcode, 4 outcome, research project
how is the kind person who comes across it by chance, and
wants to return it to you, able to do that? One great solution 5 This exercise asks students to match the excerpts
is to stick on a tag from a global lost-and-found service that from the recording with the questions that they have
uses QR code stickers to mark an item. This allows anyone just read and analysed. It puts Tip 3 from Section C
finding your phone to log on to a website and arrange how into practice. Encourage students to look for words
to get it back to you. When you register a tagged item, you
in the extracts that match the words that they
provide contact details and can even offer a reward if you like,
underlined in the question stem.
using a credit card or PayPal account to fund it. Finders and
losers are linked up anonymously so they can organise the
return of the item directly. What a great use of the QR code, Answers
and one that gives essential peace of mind for every smart 1 E One of the key aspects of the proposal is
traveller. getting off on the right track.
2 C The topic you start with should be quite
C Tips and tactics wide, so that you can narrow it down as you
3 You can ask students to read this section for get more ideas.
homework before the class or ask them to read it in 3 A After you have a topic, you’ll want to
class. focus on the procedure that you’ll follow to
Ask students to work in pairs and choose the three do the research.
most useful tips in their opinion and compare their 4 B In order to complete your idea for
answers. Alternatively, ask them to divide the tips research, you need to have a possible
into three categories: I already knew this, I didn’t outcome for your research in your head.
know this, I want more information about this, and
then compare their categories with their partner.
6 13 This is an IELTS-type listening task which
Ask students to work in pairs and discuss questions
follows on from Exercises 4 and 5. This particular
a, b and c. Clarify any questions they may have.
listening task might occur in Section 3 of the
For example, Tip 7 advises students to answer
Listening Test.
all questions, even if they are not sure. In some
Tell students to listen to the university tutor talking
multiple choice tests – NOT IELTS – candidates
about student research projects and choose the best
are penalised for wrong answers to discourage
answer (A or B) for each question. Remind them to
guessing. In IELTS there is no penalty for wrong
use the tips and tactics in Section C, for example,
answers, so if they have no idea of the answer, it is
Tip 1: Before you listen you have time to read the
OK for students to guess.
question stems and the options first and underline
w Extra idea the most important words and ideas. You may want
Refer students back to the Sample questions in B to remind them again that they will not hear the
to see examples of some of the tips. exact same words in the recording but that they
Tip 3: Listening for words from the question stem need to listen for the meaning of the words and
in the recording: expressions they have underlined.
In question 6 the stem has the ‘global lost-and- After listening, check answers with the whole class
found service’. This is also mentioned in the and encourage students to explain how they found
listening passage and the answer comes after it. them. Ask: ‘What clues did you use?’
16 LISTENING

7 This exercise focuses on identifying the focus of the

Answers question. Is it a fact, such as a date? Whose point of
view is it? Ask students to read each question stem
1 B One of the key aspects of the proposal
and decide whether the focus is A, B, or C.
is getting off on the right track – a hastily
chosen focus might be regretted half-way
through if you discover it’s too thin to Answers
support your research or too complex for 1 A 2 B 3 B 4 C
you to complete in the time available. 5 C 6 B
2 A The topic you start with should be quite
wide, so that you can narrow it down as
you get more ideas.
3 B you’ll want to focus on the procedure 8 14 This is an IELTS-type listening task which
that you’ll follow to do the research. This follows on from Task 7. Now that students have
should ultimately lead to your conclusion. analysed the question stems, this should make
4 B In order to complete your proposal for it easier for them to listen and select the correct
research, you need to have a possible answer. This particular listening task might occur
outcome for your research in your head. in Section 3 of the Listening Test, as it is set in an
academic context. Sections 3 and 4 are always
based on educational or study situations.
Audioscript 13 After listening, check answers and encourage
students to explain how they found them. Ask:
OK, today I’m going to be talking about your research ‘What clues did you use?’
projects because you have to submit your proposals by the
end of the month. One of the key aspects of the proposal is
getting off on the right track – a hastily chosen focus might Answers
be regretted halfway through if you discover it’s too thin to 1 B
The deadline is the 21st of May – but
support your research or too complex for you to complete that’s Wednesday – not Tuesday!
in the time available. To avoid these sorts of issues, I’ll be 2 B I list the points I’d like to include on the
going through some practical ideas and tips to help you on plan itself – like stuff I already know –
your way. and leave a space for new information
The first thing to think about is the topic. Obviously, your I come across as I’m going through my
ideas should relate to your field of study. The topic you background reading around those points.
start with should be quite wide, so that you can narrow it 3 C I write the paper and cite the reference.
down as you get more ideas. Topics for science students, I mean that is important. But it’s only
for example, might include looking at a new bacteria, worth doing if you can find those notes
researching the history of electricity or looking at space again. I spend half my life searching for
exploration. It may or may not be something you’ve already stuff.
looked at closely. 4 A G: It’s a nice idea, but it didn’t work for
After you have a topic, you’ll want to focus on the procedure me when I tried it.
that you’ll follow to do the research. This should ultimately L: Oh good – because I found the
lead to your conclusion. For example, you might be same thing.
researching the history of a new experimental procedure, 5 B L: but you have to make it clear in your
or you might be researching all of an author’s work – but notes what’s a direct quote and what isn’t
the key thing is that the procedure is providing you with …
the evidence you need to back up any claims you’re going
G: … otherwise you risk forgetting and
to make in the final analysis; it shouldn’t just copy the way
accidentally plagiarising someone’s work.
other people do things and hope for the best.
6 C And if you have to do any kind of oral
In order to complete your proposal for research, you need to presentation about your research project,
have a possible outcome for your research in your head. For the same notes come in handy then too.
instance, if you’re researching vaccinations, your outcome
could be to answer whether, in your opinion and from
your research, they work, whereas if you’re researching
an author, you might strive to find out what his motivation
was, or what her enduring influence will be. For space
exploration, your outcome might revolve on whether the
space programme is moving forward. Once you have an
outcome in your sights, you’ll be able to come up with the
right research ideas.
LISTENING 17

Audioscript 14 VIDEO: Picture Perfect

L = Lisa, G = Graeme Before you watch
L: Hi, Graeme – how’s your research project going? It’s the 9 Ask students to read through the rubric. Ask them
deadline next Tuesday, isn’t it? The twenty-first of May. to work in pairs and discuss the questions about
G: I thought it was Thursday actually, Lisa – let me have a taking photos. Encourage students to share their
look. No, we’re both wrong, the deadline is the 21st of own experiences and ideas. You could also use this
May, but that’s Wednesday not Tuesday! Anyway, how’s exercise as an IELTS Speaking Part 2 practice. Give
it going? them a minute to prepare their talks. They can take
L: Well, Graeme, I’m struggling a bit with note-taking notes if they wish. Then ask them to take turns
strategies – you know, knowing what to make a note speaking for up to two minutes about the topic while
of and in how much detail – like when I’m doing my
their partner times them.
background reading.
G: It helps to be organised certainly. When I research an While you watch
item on the outline plan I’ve made for my research
project, I list the points I’d like to include on the plan 10 Whilst not a multiple choice task, this task focuses
itself – like stuff I already know – and leave a space for on comprehension of some of the key ideas in the
new information I come across as I’m going through my video. Ask students to read the statements 1–4.
background reading around those points. I can’t see the Suggest that they try to predict which ones are true
point of setting up a separate file. or false. Students then watch the video about Steve
L: Good idea – I’ll have to start doing that. I make a note McCurry and decide if the statement is true, false,
of detailed references, like dates, people’s names and or there is no information about the statement.
theories – stuff like that. And I write down any source After watching, encourage students to compare
and page numbers so that I can refer back to it when their answers in pairs or small groups, then conduct
I write the paper and cite the reference. I mean that is whole-class feedback.
important. But it’s only worth doing if you can find those
notes again. I spend half my life searching for stuff. Answers
G: I use my outline plan for annotations like that too. And 1 NOT GIVEN He says he started his
I also write any questions I have about the references photography career in college, but there’s
there as well so that I remember to follow them up no mention of if he studied photography in
afterwards. My problem is I go too far off my main topic
college.
if I’m not careful – get interested in the details of the
2 NOT GIVEN He says he’s been working
stuff I read that have no relevance to my main idea.
almost continually for National Geographic,
L: Yeah, I know what you mean. Somebody suggested
doing a mind map – you know putting a question inside but there’s no mention of retirement.
a circle in the centre of a blank page and as you branch 3 TRUE Steve is looking for 36 picture
off of the main idea, making notes in bubbles around it. perfect frames to shoot on this final roll of
Then you should be able to connect your ideas together Kodachrome.
by drawing a straight line from one circle to another. If 4 NOT GIVEN I think it could really work for
you can’t, then you’ve wandered off track. one of my 36 shots.
G: It’s a nice idea, but it didn’t work for me when I tried it.
L: Oh good, because I found the same thing. But one
piece of advice I did find useful is about direct quotes. 11 This exercise gives students some practice in
You know, remembering to use your own words, and if answering IELTS-style Multiple Choice questions.
you quote someone, to give them proper credit. Ask students to read the questions first, reminding
G: Yeah, it’s so easy when taking notes just to copy what’s them to underline key words in the question so that
written in your source but you need to avoid using they know what information to listen for. Also tell
those exact words again when you write up your paper. them to think about what the focus of each question
L: Well, you can use a direct quote in your research paper is – is it factual or a particular speaker’s point of
if you believe it’s the best way to say it, but you have view? Ask students how they would express the
to make it clear in your notes what’s a direct quote and key ideas in each question in their own words. This
what isn’t … can help them to predict how these ideas might be
G: … otherwise you risk forgetting and accidentally paraphrased in the listening passage.
plagiarising someone’s work.
L: That’s right. But I think the real value of note-taking
is that it gives you the time to learn what it is you’re Answers
researching. Rather than just looking up information 1 C But my real ambition was to find a
and rewriting it in your own words, it allows you to profession, hopefully in photography which
internalise it as you read and write about the new would allow me to travel and see the world.
information you’re coming across. 2 A To go back and do that action again was a
G: Yeah, it’s a process that helps you when you begin bit strange, a little bit nostalgic …
writing the research paper. It comes more easily than if 3 B life is out there and you just improvise. It’s
you hadn’t taken notes first. And if you have to do any really about observation, walking around and
kind of oral presentation about your research project, then discovering.
the same notes come in handy then too.
4 B where there’s some play of light and
L: Right – I hadn’t thought of that – like when you have
shadow
to present the stuff in a new form, you go back to your
notes. I’ll remember that.
18 LISTENING

a remorse, somehow, that this was the last time I would

After you watch do that. OK, there we go. It’s all set, all ready to go. I’ve
worked on so many assignments over the years and I
12 This question depends on students knowing about wanted this to be something from me, something from
the rolls of films that were used before digital my heart, something that … photograph things that spoke
photography. Kodachrome was the name of the most to me personally. For me, the most fun of photography is
popular type of camera film. It was inserted inside the walk out the front door of your home or the hotel and
the camera and then developed by a photographic life is out there and you just improvise. It’s really about
studio. The question asks students to consider what observation, walking around and then discovering.’ Steve
is looking for 36 picture perfect frames to shoot on this
would be important for them to take pictures of.
final roll of Kodachrome.‘You’re constantly evaluating things
For example, people, places or things. What would moment to moment and trying to find something that’s
be important to record on camera? If you wish to inspiring and, you know, visually interesting and something
simplify the topic, you could ask them: ‘What would that, you know, that moves you.’
you take pictures of if you were the owner of the Steve is in the heart of New York City. ‘This is probably as
only camera in the world?’ good as it gets in New York City, right here. And I think it’s
an amazing place and I think it could really work for one of
13 This post-watching discussion task should be done my 36 shots. It could just as easily happen maybe not in the
individually and then in pairs. Tell the students to first grand hall at Grand Central. Maybe it’s in one of the lower
look at the three situations and think about how they corridors where there’s some play of light and shadow and
feel about them and how they are going to answer. some little human story happening.’
Then put them into pairs and ask them to compare Steve finds his first photo, only 35 to go.
their answers, explaining why they chose the
items they did for each scenario. At the end of the
discussion, conduct whole-class feedback to find out IELTS PRACTICE TASK 1 15
what the most common items are for each scenario
and who had items in common. This task is intended to give students some realistic test
For question 3, make sure students know what a practice in answering Multiple Choice questions. It is
‘time capsule’ is. (It’s a secure container which is based on a conversation between a university tutor and
usually buried in a school yard or park and which two students about their research project on birds called
contains items that are significant or symbolic of the robins. Remind students to answer the questions while
time and place. The idea is that the time capsule will they listen and mark their answers clearly. To practise
be dug up at some point in the distant future and transferring answers, you may wish to direct students
will be of historical significance or interest for future to transfer their answers onto a separate piece of paper
generations?). once they have finished.
You may wish to monitor during the discussion,
noting down common language or pronunciation Answers
errors that you can deal with at the end 1 A with the aim of identifying any variations
(anonymously) on the board with the whole class. in long-term patterns of behaviour.
Elicit what is wrong and how it can be corrected. 2 B: F: And what made it all the more
14 This post-watching discussion task is a nice way to incredible was that it happened all of a
look back on some of the ideas raised in the video. sudden, didn’t it, Jack?
You may wish to emphasise to students that it is M: That’s right.
also a good practice for the discussion in IELTS 3 A I was convinced that it was going to be
Speaking Part 3. Read the questions aloud with something like diet, so we changed the food
the group and elicit a few general responses. Then we gave our captive birds, but that made no
put students into groups and choose two of the difference.
questions to discuss. They can remain in the groups 4 B Honestly, I didn’t think that this could
formed in the previous exercise. Encourage all make much difference, but by that time, we
students to participate in the discussion and monitor were willing to try almost anything to get
round the class. At the end of the discussion, get these birds to show their natural behaviour.
some feedback of students’ views on the questions 5 A I was happy because we could resume
from each group. our normal experiments
6 C Which suggests a correlation with
Videoscript density of human population and activity –
therefore robins in urban areas are at greater
‘My name is Steve McCurry. I’m a photographer. I started
my photography career in college. When I got out of school, risk.
the first job that came along was working on a newspaper.
But my real ambition was to find a profession, hopefully in
photography, which would allow me to travel and see the
world. I’ve been working almost continually for National
Geographic for 30 years.’ What would you take pictures of if
you had the last roll of Kodachrome film ever made?
‘Here’s the last roll right here. When I loaded that last roll
of film into my camera, it was kind of a strange feeling
because I had done it thousands and thousands of times
and it became second nature. To go back and do that
action again was a bit strange, a little bit nostalgic, kind of
LISTENING 19


T = Tutor, F = Fiona, J = Jack This task features Multiple Choice questions. Follow the
T: So Fiona, Jack, tell me about your research with same procedure as for Practice Task 1.
robins. How did it start, Fiona?
F: Well, we were originally doing some simple Answers
experiments to see how birds know which way to
1 B But the thing is, this one has done so
fly when they migrate. It’s a study involving small
European birds called robins, and it’s been going on
well, hasn’t it, in terms of employment and
for years – with the aim of identifying any variations in profits – that’s what attracted me to it. (A is
long-term patterns of behaviour. wrong because lots of small communities are
J: When it’s time for the birds to migrate, they start to working on similar ideas; C is wrong because
feel what’s called migratory restlessness and they there has been hardly any press coverage.).
fly off northwest in spring and fly back southeast in 2 A So you couldn’t have found a better
autumn. place, because what you needed was right
F: The strange thing was that for some reason, the birds there. (B is wrong because the local people
we were studying stopped doing it. They’d become were a bit suspicious. C is wrong because
disorientated, going in one direction one day and in the roads were terrible.)
the opposite direction the next. And what made it 3 C ... but then seemed to do everything
all the more incredible was that it happened all of a they could to stop it going ahead. How can
sudden, didn’t it, Jack? you explain that? John: It doesn’t make
J: That’s right. This wasn’t a gradual thing – it was sense, does it? (A is wrong because the
overnight. Something was interfering with the bird’s financial contribution never came about. B is
navigation system, but we didn’t know what. wrong because there was no planning.)
F: I was convinced that it was going to be something 4 A They started to get orders from
like diet, so we changed the food we gave our captive countries in Asia and Europe. (B is wrong
birds, but that made no difference. Then I wondered if because they’d made brooms for generations.
air pollution was the cause, so we put some birds in a
C is wrong because no foreigners visited the
protected environment – and that made no difference
village, only the trade fair in the capital.)
either.
J: Then we did the same with light pollution at night – all
5 B IWhat I like though, was that they
to no avail. encouraged husbands, wives, their grown-
F: Then Jack came up with the idea that it might be up children, whole groups of relatives to
electromagnetic noise – like radio waves. Honestly, I get trained up, so as to generate some
didn’t think that this could make much difference, but income for the whole household. (A is wrong
by that time, we were willing to try almost anything to because the training was basic. C is wrong
get these birds to show their natural behaviour. because $5 is a lot in that part of the world.)
T: And so you started screening out the electromagnetic 6 C And I think that’s what makes it such
fields using a piece of equipment called a Faraday a great example – the fact that it could be
Cage. What did you start to see? Jack? replicated elsewhere (A is wrong because it
J: The birds started to orient just like they were was a group effort. B is wrong because the
supposed to do – back to normal. I was like, ‘Really?’ village still isn’t wealthy.)
That was very unexpected, but anyway, I was happy
because we could resume our normal experiments – Audioscript 16
and that’s just what we did.
F: But it also became clear to me that if the improved E = Emily, J = John
orientation was really due to the screening out of E: So, John, the tutor wants us to write a joint report. We
the electromagnetic noise, then that was a very talked about doing it on the Bapoppo Broom Project in
important finding in its own right. So I convinced Jack Africa. Have you started thinking about it, yet?
that we should start to investigate which particular J: Yeah, a bit, but, Emily, I need your input, really.
frequencies were interfering with the birds. E: OK, well, how do you think we should start the
J: It was this that allowed us to identify medium-wave report?
radio as the source rather than say electricity power J: I guess we should describe the project, and why we
lines of mobile phone communication. first became interested in it.
T: So, what do you think the implications of this are? E: Well, it’s a business project, isn’t it? In the village of
F: Well, the birds needed to be quite near to the source Bapoppo, which is in Central Africa. And the idea is
– in this case the radio receiver – for the effect to be to make brooms, you know, for sweeping the floor.
present. Which suggests a correlation with density They’d been making these brooms in Bapoppo for
of human population and activity – therefore robins in generations, on a small scale, and selling them locally.
urban areas are at greater risk. J: Exactly, very simple, very obvious in some ways –
M: Which also goes a long way to explaining why this many small communities in developing countries are
seemed to affect our birds and not all robins in general working on similar ideas.
and why it happened suddenly. Somebody must’ve E: But the thing is, this one has done so well, hasn’t
started listening to the radio nearby who hadn’t been it, in terms of employment and profits – that’s what
doing so before. It was as simple as that. attracted me to it.
J: Yeah, me too. But there’s been hardly any press
coverage – it’s not well known at all.
E: But that’s what makes it such a good topic for our
report, something a bit different.
20 LISTENING

J: Good point. So, then in the report, maybe we should

start off by talking about the location?
E: Yes, the village of Bapoppo itself. Well, the local
people had never been involved with a business
project like this before. They just made brooms for
local use. They were a bit suspicious.
J: But in the surrounding countryside, a species of tree
called ‘fireweed’ grows wild. You find it everywhere.
And its small branches are ideal for making brooms.
So you couldn’t have found a better place, because
what you needed was right there.
E: Except the roads are so terrible, so they’d never
thought about wider markets.
J: That’s true. Then I think we should write about the
local government in Bapoppo, which was important in
the early stages of setting up the project.
E: Well, yeah, important all right, but for the wrong
reasons. Because they said they were all in favour of
the broom project, but then seemed to do everything
they could to stop it going ahead. How can you
explain that?
J: It doesn’t make sense, does it? The much talked-about
financial contribution never actually came about, did
it?
E: No, puzzling really. But the next thing was a group
of villagers took their brooms to a regional trade fair
being held in the capital. That helped a lot.
J: Because at the trade fair they started to get some
international interest. They started to get orders from
countries in Asia and Europe. It showed the villagers
that the demand was there, if they could only produce
more brooms.
E: Right, so on the basis of that, the villagers set up
a training programme in Bapoppo, didn’t they? So
they could increase the workforce and produce more
brooms.
J: Yeah, and it cost about $5 per person to take part. That
might not sound like much, but actually, it was a lot of
money in that part of the world.
E: Yes, it was. What I like though, was that they
encouraged husbands, wives, their grown-up children,
whole groups of relatives to get trained up,so as to
generate some income for the whole household.
J: Yeah, I thought that was a great idea too. And actually
the training was quite basic. Most of the villagers
already knew how to make the brooms anyway. It
was more about standardising the design, so all the
workers were making an identical product – nothing
too difficult.
E: OK, that’s a good point to make in our report. And
then, how do you think we should finish our report?
What conclusions can we draw about the broom
project?
J: Well, it was a group effort, wasn’t it – a number of
villagers worked together to make it happen. And I
think that’s what makes it such a great example – the
fact that it could be replicated elsewhere – a way of
using local skills and local resources.
E: Yeah, I think you’re right. Bapoppo still isn’t a rich
settlement, but they’ve created a sustainable small-
scale industry and really improved the lives of local
people.
J: Well, I think that’ll be the basis of a good report for
the tutor ...
w Self-evaluation
Ask students how they feel about the Multiple
Choice task. Ask them to complete the checklist.
LISTENING 21

VOCABULARY 1
LESSON OVERVIEW
This lesson looks at a range of vocabulary areas including times dates and numbers, phrasal and prepositional verbs,
compound nouns, suffixes, research data, formal and informal synonyms, guessing meaning from the context, and
nouns, verbs and adjectives. These vocabulary areas are connected to language that has been used in the listening
passages and many of the examples in the exercises will be familiar to the students as they are taken from those
texts. Each vocabulary area starts with a brief explanation of key points followed by one or two practice activities.
Times, dates and numbers

1 Explain to students that they often have to recognise
Answers
a time, date, or number in the listening passages. 1 created 4 appeared unexpectedly
Direct them to read the explanation in the box about 2 continued 5 develop
this. Briefly highlight the point that this information 3 conducted 6 understand
may be phrased in different ways, e.g. the time 7:30
could be said as seven-thirty or half-past seven.
2 This task helps students to recognise paraphrase. Ask Compound nouns
them to match the words/phrases on the left with a
word/phrase on the right that has a similar meaning. 6 Ask students to read the information about
Once students have completed the matching task, compound nouns. Emphasise that it’s important to
elicit the difference between the two groups of be able to recognise them and understand them.
words in Column A and Column B. Check they understand that compound nouns are
sometimes whole words: greenhouse, two words:
orange juice, or have a hyphen: ice-cream. However,
Answers some words can either have a hyphen or be two
1 e 2 h 3 i 4 f 5 b words and it does not matter, as long as they use a
6 d 7 c 8 a 9 g consistent spelling, for example, ice cream or ice-
The words in column A are more formal/academic. cream are both acceptable spellings.
7 Students have to match the words to make
3 This task requires students to fill in the gaps in the compound nouns. Ask them to check their answers
sentences using words/phrases from Exercise 2. in pairs then conduct whole-class feedback if there
Before students do the task, remind them to look are any queries.
carefully at the punctuation around the gap and to
make sure the word/phrase fits both grammatically Answers
and in terms of meaning. 1 c 2 h 3 f 4 a 5 g
6 d/e 7 b 8 d/e
Answers
1 immediate/instant 8 Ask students to complete the sentences with their
2 a minimum of/at least own ideas. Students can compare answers in pairs
3 At first/Originally before getting some whole-class feedback.
4 Meanwhile/At the same time
Suggested answers
Phrasal and prepositional verbs
1 is rising/has risen over the last twenty years.
4 In this exercise students should first read the 2 two and seven hours.
information about phrasal/prepositional verbs. 3 wool or metal.
Because they are often used in spoken English, it
is important that students can recognise them and
understand their meaning, as they may occur in
listening passages. Tell students not to worry too
much about the grammatical difference between
phrasal verbs and prepositional verbs. Explain that
they are both multi-part verbs, but that the main
difference is that a prepositional verb is followed by
an object, while a phrasal verb does not need an object.
Example:
He tried to drive through the flood waters.
(prepositional verb – followed by an object)
My car broke down. (phrasal verb – no object)
5 Ask students to match the phrasal/prepositional
verbs in the sentences with the verbs in the box.
22 LISTENING

VOCABULARY 1
Suffixes Research data

9 Write the word final on the board. Elicit from students 13 In the IELTS Listening Test sections 3 and 4, which
any other endings which can be added to this word. are more academic in nature, the speakers may talk
(Answers: finally, finalise/ize, finality) about their own research data or that of others. This
Ask students how suffixes change the word and lesson provides some useful vocabulary for talking
elicit that these suffixes can be added to the word about data. Ask students to read the information in
to change the form, i.e. final (an adjective) becomes the box, then complete Exercise 14.
finally (an adverb) with the addition of -ly. Then
ask students to read through the box that explains 14 Ask students to complete the sentences with the
suffixes. correct word from the box then work in pairs and
check their answers.
10 Ask students to try to identify the word classes in
sentences 1–6 without using a dictionary, using the
suffix and the context clues to help them.
Answers
1 stretch 5 shifts
2 live 6 corresponded
Answers 3 tagged 7 season
1 adjective 4 verb 4 frees the hands 8 prime
2 verb (participle) 5 noun
3 noun 6 noun
Ask students to identify the typical grammatical
forms of the words in the box. For example, live
w Extra Idea is typically a verb but used as an adjective in the
Point out that the pronunciation of present changes summary, stretch is typically a verb but used as a
according to whether it is a noun or a verb. Mark the noun in the summary.
stress like this: present (noun), present (verb).
11 This exercise requires students to build new words Formal and informal synonyms
using one of the suffixes provided and identify the
15 Ask students to read the information about formal
form of the word that they have made.
and informal synonyms. Emphasise that it’s
important to recognise both formal and informal
Answers register in English, and to know when to use them
1 finalise – verb appropriately.
2 amendment – noun 4 presentation – noun
16 Ask students to match the words in Column A and
3 structural – adjective 5 placement – noun
Column B to make pairs of synonyms. Elicit which
6 industrial – adjective
column has more formal words.
Note: Point out to students that the -ise suffix is
used in British English and can also be spelled -ize, Answers
especially in American and international English. The
IELTS exam accepts either spelling but candidates 1 h 2 b 3 d 4 i 5 c
must be consistent in which spelling they use. 6 f 7 e 8 a 9 g
Column A has more formal words.
12 This task enables students to use the words in context
by completing the sentences.
17 Ask students to complete the sentences using
a word from Column A. Students can compare
Answers answers in pairs before whole class feedback.
1 structural
2 placement 4 finalise
3 presentation 5 industrial Answers
6 amendments 1 select
2 significant
w Extra Idea 3 mislaid
You could raise awareness of the stress of these
words. Ask students to say the words aloud and
mark the stressed syllables.
w Extra Idea
Ask students to work in pairs and test each other.
1 structural 2 placement 3 presentation
Student A – book closed. Student B – calls out
4 finalise 5 industrial 6 amendments
a word from column A. Student A – gives the
synonym from column B. Then swap roles.
LISTENING 23

VOCABULARY 1
Guessing the meaning from context 22 In this task, students use the words from the previous
exercise to complete the sentences.
18 This exercise focuses on guessing meaning from They can do this individually or in pairs, then check their
context. Write this sentence on the board: answers with another pair.
‘Unlike their grandparents, people nowadays have
an increasingly sedentary lifestyle and this may have
long-term health effects.’
Answers
Can you guess what the word sedentary means? 1 cite 4 submit
Are there any clues in the sentence? 2 relationship 5 relevant
Elicit or tell students that sedentary means ‘not 3 Plagiarism 6 quote
physically active’ and give an example of a sedentary
job such as working in an office to make sure they 23 This task asks students to reflect on the advice given in
understand how it is used. Exercises 20 and 22.
Then ask students to complete the exercise, Ask them. ‘Have you ever had to write an assignment? Did
matching the words in bold with their meanings in you follow this advice?’ Ask them to work with a partner
the box. They should use the context clues in the and come up with some more advice for somebody doing
sentence to guess the right meaning. a written assignment at university. Students’ answers will
vary, but they might add something about the importance
Answers of writing an outline, for example. Conduct whole-class
1 private 4 it is obvious feedback.
2 take the trouble 5 annoying
3 brief look 6 finds
Common IELTS topic: The natural world
19 Ask students to practise using the vocabulary by Phrasal and prepositional verbs
completing the sentences using their own words. 24 In this exercise, students practise using phrasal/
Elicit students’ own answers here. You can suggest prepositional verbs in the context of the IELTS Listening
some sample sentences of your own before they do Test Sections 3 and 4, which focus on more academic
the task to get them started. For example: topics. In this case, all of the passage extracts relate to the
1 It goes without saying that Stockholm is a cold natural world.
place in winter. Ask students to complete the sentences with the correct
2 Running out of milk can be a pain. option then work in pairs and check their answers.
3 I don’t usually bother shutting down my computer.
Answers
Nouns, verbs and adjectives 1 C 2 A 3 D 4 C 5 B
20 This task gives students practice in identifying word 6 A 7 D 8 D
forms. Ask them to look at the word or phrase in
bold and identify the part of speech. Tell them to
check their answers in pairs or elicit the answers
Wordbuilding
with the whole class. 25 In this task students practise wordbuilding by completing
sentences with the correct form of the word in brackets.
Remind students to read the sentence carefully and check
Answers the words around the gap so the word fits grammatically
1 verb 4 verb into the gap.
2 verb 5 adjective
3 noun (compound) 6 verb
Answers
1 specifications 6 indication
21 This task provides wordbuilding practice. Students 2 illustration 7 intelligently
may wish to use a dictionary for this task. Get them 3 variations 8 volunteered
to learn the spellings of new words, for example, 4 inadequacies 9 beneficial
relevant (not relevent). 5 incorrectly 10 Theoretically
Answers
1 submission 4 plagiarism
2 relevance 5 quote
3 relationship 6 cite
w Extra Idea
You could raise awareness of the stress of these
words. Ask students to say the words aloud and
mark the stressed syllables.
1 submission 2 relevance 3 relationship
4 plagiarism 5 quote 6 cite
24 LISTENING

VOCABULARY 1
Common IELTS topic: Academic life

Formal and informal synonyms
26 In this task, students practise using formal and
informal synonyms in the context of IELTS listening
passage extracts. In this case, all of the passage
extracts relate to academic life. Tell students to
replace the word or phrase in bold with one that has a
similar meaning, either A, B, C or D.
Answers
1 D 2 A 3 C 4 B 5 D
6 A 7 B 8 D 9 B 10 C
LISTENING 25

LISTENING PRACTICE TEST
LESSON OVERVIEW
The Practice Test gives students the chance to put the skills and strategies that they have learned into practice
and to evaluate their listening abilities at this stage.
Before starting the Practice Test, it is a good idea to go over the four sections of the test with the students and
check that they remember what they will have to do in each section of the test.
Direct students to re-read About the Listening Test on pages 4–5 of the Student’s Book Introduction.
Remind students that they will hear instructions about the context of the conversation, talk, lecture, etc. so
they will get an idea about where it takes place, who is talking and so on followed by a pause to read the
questions.
Also remind them that they only have the chance to listen once, so it is a good idea to make the most of the
time provided to read the questions, underline key words and check answers.
It is also recommended to photocopy an answer sheet for each student so that they can transfer their answers
during the time provided (ten minutes) at the end of the test.
Give students the Practice Test in exam conditions.
Give them the chance to check their answers in pairs or go through the answers with the whole class. The
places in the audioscript which provide the key to the answers are given below.
At the end of the test, you may want to discuss with students how well they did or give them a chance to
discuss their answers.
Students sometimes don’t see their own mistakes (spelling errors, for example) and may mark an answer
correct when it would actually be marked wrong in the IELTS Test. For this reason, having somebody else
mark their work can be a good learning exercise.
Remind students when they are marking that the answer must match exactly what is on the answer key (it
must be spelled correctly and must be the correct number of words, for example, in productive items).
Answers 19 A Now when it comes to complaints about

Section 1 the whole meal … then I do want to know.
… I want to speak to the customers myself
1 DANIEL Is that D A N I E L? 20 A Finally, if the customer has already paid,
2 410623 The number is 410623. and then complains about anything, then this
3 0779 435354 Yes, that’s 0779 435354. is something only the manager can sort out
4 Art History I’ve enrolled to do Art History.
5 4(th) Aug(ust) / 04/08 / 08/04 The fourth of Section 3
August. 21 A/C F: I guess we could look at local records
6 Self catering Self-catering, please. to see why this particular site was chosen.
7 single let’s say single. M: OK, I’ll do that then.
8 private F: So shall I put ‘private’? 22 C/A M: Really – now that is interesting. I
M: Yes, OK. Let’s do that. could look to see whether anyone’s applied
9 car Yes, it’s for a car. for permission to the local council’s Planning
10 100 Oh, one hundred, please. Office?.
Section 2 F: Exactly.
23 E/D M: I guess we need to ask somebody
11 A The clean stuff is kept just inside the if it’s OK before we go over there and start
kitchen – OK? The same place where the chef talking to people.
leaves the plates of food that are ready to be F: Yes – the land belongs to the city
served. council, and somebody there manages it. I’ll
12 F Clean table linen is kept in a cupboard give them a call.
here below the till 24 D/E F: Then I thought I ought to check
13 D the stand by the front door. There are out any other research there’s been on the
always spares there if you need one. subject.
14 C in a bucket of water beside the door that M: Yes, that’s true. We don’t want to do
leads into the yard behind the restaurant. stuff that’s already been done!
15 E there’s a supply of disposable towels next 25 B F: or something more attitudinal. Like,
to the barman’s sink. what motivates people to do it, what they
16 G there’s a red box on the wall by the door get out of it, what difference it makes to their
into the restroom which you share with the lives.
kitchen staff. M: Yes, I like that. Let’s go with that.
17 C If, … customers complain when the first 26 B M: Well, she said specifically … to go to
enter the restaurant … This is something the her once we had a definite proposal – with
head waiter will deal with. the details in place.
18 C with complaints about the food … always F: OK. Let’s do that then.
go through the head waiter.
26 LISTENING

F: OK. First of all, what’s your surname?

27 C F: I think that’s going to be the hardest M: BLAKE – that’s B-L-A-K-E.
part. … finding what level of detail to go into. F: OK … and your first name?
M: I think you’re right. M: Daniel.
28 B but the creeping buttercup doesn’t have F: Is that D-A-N-I-E-L?
little leaves which point downwards just M: Yes, that’s right.
under the flower – they’re called sepals – F: Thank you. And have you studied with us before?
whilst the bulbous buttercup does. M: Yes, I have.
29 C M: And then it has polygonal-shaped F: Great – then you’ll have an ID document with a number.
leaves rather than triangular-shaped leaves. Have you got that to hand?
So if the leaf is divided into five sections M: Yes … um … here we are. The number is 410623.
rather than three, then it’s the creeping F: Thank you. And I’m putting ‘male’ for gender.
buttercup. M: That’s correct.
30 G but only the creeping buttercup sends out F: Could I take an email address, please?
new stems from the base, which creep along M: Sure, it’s [email protected] – all lower case.
the ground – and these are called stolons. F: OK … so that’s [email protected].
Section 4 M: That’s correct.
F: And do you have a phone number where you can be
31 fragmentation the wildlife that remains – reached if there’s a problem?
even in pristine, untouched habitat – is under M: Yes, that’s 0779 435354
threat due to the effects of a process known F: 453354?
as fragmentation M: No, 435354.
32 fruit small areas of rainforest don’t have F: OK. I’ve got it.
the same volume of vegetation as larger So, you said you’re going to be studying with us in the
areas, and so provide less of the food – in summer. What course are you doing?
particular fruit – needed to support complex M: I’ve enrolled to do Art History.
ecosystems. F: And which start date have you selected? The first of
33 genetic diversity This leads to a reduction in July?
genetic diversity. M: No, the later one. Umm …
34 temperature Farming practices change F: The fourth of August.
the quality of the habitat where it meets M: That’s it.
the forest, affecting the amount of light and F: And what type of accommodation would you like to
shade and the temperature. book – was it full board, half board, bed and breakfast or
35 hunting Additionally, rainforest bordering self-catering?
farmland is more likely to attract hunting M: Self-catering, please.
parties. F: OK – and did you want a single room or a shared room?
M: Oh, I hadn’t thought about that really. Is there a
36 diet However, small animals are also
difference in price?
vulnerable, especially if they rely on a very
F: Yes, the shared room is much cheaper, but I can’t
specific diet. guarantee who you’d be sharing with at this stage.
37 monkeys keep your eyes and ears open for M: I see … no, I don’t want to share – let’s say single. I
the animals themselves or signs of them. This can see the prices here in the prospectus – it’s not too
works for noisy animals such as monkeys expensive.
38 snakes or creatures with predictable hiding F: Good. And you’ll see you can also pay extra for a private
habits such as some snakes. bathroom if you want.
39 buckets usually a long sheet of plastic. In M: Ah yes – that sounds like a good idea.
trying to get around it, the animals fall into F: So shall I put ‘private’? You can always change it before
buckets dug into the ground. you send the form in if you have second thoughts.
40 microchip a microchip can be inserted M: Yes, OK. Let’s do that.
under the skin so it can be identified if caught F: And finally, Daniel, will you need a parking place?
again. M: Oh, yes, please.
F: I need to put here the type of vehicle – just whether it’s
a bicycle, a motorbike or a car, you know.
Audioscript
M: Yes, it’s for a car.
Section 1 17 F: OK. Well, that’s all. I’ll email you this now and you can
check it and send it in with your deposit.
You will hear a telephone conversation between the M: Thanks.
accommodation officer at a university and a student. F: Did you want to pay fifty pounds or one hundred
F: Good morning. National University Accommodation pounds as your initial deposit?
Office. Rosemary speaking. How can I help you? M: Oh, one hundred please.
M: Hi. I’m coming to do a short course at the university F: Thank you. A credit card payment will be prompted
this summer, and I’d like to book some accommodation, when you submit the form.
please. M: OK.
F: OK. Have you seen the online booking form on our F: Is there anything else I can help you with?
website? M: No, that’s all. Thank you very much.
M: Oh no, sorry. I didn’t realise … F: My pleasure. Goodbye.
F: Don’t worry – I can fill it in for you now if you like – then
I can email it to you so you can check it and submit it
online. Will that be OK?
M: Oh yes, thanks.
LISTENING 27

be responsible for dealing with complaints about the food,

Section 2 18 please don’t approach him directly, always go through the
head waiter.
You will hear a restaurant manager giving a briefing
to new staff. Now when it comes to complaints about the whole meal –
whether it’s the food or the service in general – then I do want
OK – so it’s really good that the three of you are starting to know. The head chef and the head waiter will be involved in
today. I can give you this briefing all together and save time. sorting out the problem, but I want to speak to the customers
Basically, you’re all going to be waiting at table – moving myself and find out what’s gone wrong, and offer them a free
between the kitchen, the dining room and the bar – taking meal or a discount.
the customer’s orders and bringing them their food and
drinks. Most things are fairly obvious but sometimes when Finally, if the customer has already paid, and then complains
it gets busy you have to find things in a hurry and there’s about anything, then this is something only the manager can
nobody to ask, so I’m going to show you where one or two sort out because it could be a refund, perhaps on a credit card
key items are kept. – and this will need authorisation. I’m generally in my office
if I’m not actually in the dining room, so don’t hesitate to call
First, cutlery – knives, forks, spoons – that kind of thing. me. So, if there are no further questions …
As soon as each table is vacated, when the diners get up
to leave, you should come and clear the table and relay it.
Section 3 19
The clean stuff is kept just inside the kitchen – OK? – the
same place where the chef leaves the plates of food that You will hear two students talking about a research
are ready to be served. Remember waiters aren’t allowed to project they have to do together.
enter the food preparation area itself, so you needn’t go any K = Kirsty, M = Mark
further into the kitchen than that.
K: Hi, Mark.
But before you can lay the table, you’ll need to put on fresh M: Kirsty! Hi. So we’ve got this research project to organise.
table linen: obviously the napkins, but also the cloth, even I really like the idea of doing it on the allotment gardens
if it looks clean, will need changing. Clean table linen is opposite the college – brilliant idea of yours.
kept in a cupboard here below the till, where we deal with K: Oh, not really! I walk past there every day, and see people
the customer’s payments, so you may have to be patient working on little plots of land, growing their own food and
if somebody’s waiting for a credit card authorisation or I thought it’d be interesting to find out more about it.
something. M: Great. So we’d better decide who’s doing what in terms of
Now, customers are given menus when they first enter the gathering some background data.
restaurant to look at while they’re waiting at the bar to be K: Right. I thought we ought to do two things – do some
shown to their table. All you have to do is collect these up background reading, then actually go and interview some
after you’ve taken the order and return them to the stand of the people involved.
by the front door. There are always spares there if you need M: Sure. I guess we could start by looking into why the
one. allotment gardens are there; whose idea it was, when
There are real flowers on each table. These don’t usually get they were established, etc., looking at historical records.
changed between customers, but if people want to take K: Well, I’ve already discovered that it was a national
them, they can or sometimes they get damaged. Anyway, programme in the 1920s, so our local one would’ve been
if you need new ones, you can find them in a bucket of a part of that. I guess we could look at local records to see
water beside the door that leads into the yard behind the why this particular site was chosen.
restaurant. M: OK, I’ll do that then. I guess it was waste land or
And finally, if there’s a spill or a glass gets knocked over something. There’s quite interesting geology and soils
or you need something to clean up the mess, there’s a round here, actually …
supply of disposable towels next to the barman’s sink. That’s K: Oh, I don’t think we need to go into all that.
something you’re sure to be needing sooner or later. And if M: Oh, OK.
anyone actually gets injured, there is always a first aider on K: But what you could do is find out what the terms and
duty – there’s a duty list on the wall in my office and there’s conditions are for the gardeners – do they pay rent, do
a red box on the wall by the door into the restroom which they have a contract, etc.
you share with the kitchen staff. That’s got all the necessary M: Well, I think you can ask them that – we don’t need to
stuff in, you know, bandages, plasters and so on. So, has research it ourselves.
anyone got any questions so far …? K: Yes, you’re right. But I did read a newspaper report that
said the site was under threat of development – you know
And now, just a word about complaints. Ideally we don’t get somebody wants to build housing there.
any, but sometimes things can go wrong, and sometimes M: Really – now that is interesting. I could look to see
you also get difficult customers. Anyway, as the waiter you whether anyone’s applied for permission to the local
will often be the person who gets to hear the complaint council’s Planning Office.
first. It’s important not to respond, however, but to refer the K: Exactly.
complaint to the responsible person who will deal with it. M: OK, great … Right then. I guess we need to ask
As manager, I like to hear about all complaints, but I don’t somebody if it’s OK before we go over there and start
need to be directly involved in minor ones. talking to people.
If, for example, customers complain when they first enter K: Yes – the land belongs to the city council, and somebody
the restaurant – perhaps they don’t like their table, or there manages it. I’ll give them a call.
they’re kept waiting too long – then there’s no need to call M: Great. He should be able to give you a plan of the site too.
me. This is something the head waiter will deal with. K: Yes, and maybe some indication of who amongst the
When it comes to the food itself, however – particular gardeners it might be best to approach – like who’s been
dishes that people don’t like or whatever – there’s a need to there the longest or whatever.
be cautious. The head chef is quite a strong character who M: Yeah, OK. It might be good to have an introduction rather
doesn’t like to be criticised. So although in the end he will than just approaching them out of the blue, actually.
K: I agree. Then I thought I ought to check out any other
research there’s been on the subject.
28 LISTENING

who have the job of trying to calculate the level of biodiversity

M: Yes – that’s true. We don’t want to do stuff that’s
in rainforest areas – particularly in those places where only
already been done!
small areas of forest remain – surrounded by land which has
M: Have you got any idea what we should actually focus on
been cleared for human exploitation, usually farming.
in our research?
K: Well, I think it’s a choice between a survey about use It is well known that deforestation has a directly detrimental
– how many people use the land, how often they go, effect on many species of animals by destroying their habitats.
how productive it is, you know – or something more However, in all of these ecosystems across the world, the
attitudinal. Like, what motivates people to do it, what wildlife that remains – even in pristine, untouched habitat
they get out of it, what difference it makes to their lives. – is under threat due to the effects of a process known as
M: Yes, I like that. Let’s go with that. But what about fragmentation, in which one large forest gets broken up into
issues, you know, disputes between the gardeners, many smaller areas.
difficulties they have with the management – things like This is very bad news for wildlife for many reasons. Firstly,
that? small areas of rainforest don’t have the same volume of
K: Well, I don’t think we can make that our aim – there vegetation as larger areas, and so provide less of the food – in
may not be any problems. particular fruit – needed to support complex ecosystems. This
M: Yes, you’re right. Let’s stick to the attitudinal focus then. means it can support fewer plant-eating animals, and even
K: OK. fewer of the large animals which prey on them.
M: I think the next stage is to do some preliminary work – Secondly, large animals need large territories, but they also
find out if we can get permission, see if anyone will talk need access to the territories of other populations of their own
to us, whether there are any specific issues we could species. Unfortunately for many species of land animal, a piece
focus on. of forest a kilometre away on the other side of a cattle farm
K: Shouldn’t we consult our tutor before doing all that – may as well be on the other side of the world because it can’t
get the go-ahead for the topic in principle? cross the farmland. This leads to a reduction in genetic diversity.
M: Well, she said specifically not to do that – to go to her
once we had a definite proposal – with the details in Finally, another problem occurs when a large proportion of a
place. rainforest habitat is bordering farmland. This is known as the
F: OK. Let’s do that then. I think that’s going to be the edge effect. Farming practices change the quality of the habitat
hardest part. where it meets the forest, affecting the amount of light and
M: What, writing the proposal? shade and the temperature. Evidence of this can be found in
K: No, finding what level of detail to go into. You know, poor tree growth and the absence of many animal species up
we could interview lots of people and try and find their to one hundred metres in from the forest edge. Additionally,
overall views – or just pick a few and really do in-depth rainforest bordering farmland is more likely to attract hunting
interviews with lots of questions. parties.
M: I think you’re right. But I think once we start, we’ll see Often it is the biggest species that are absent in these small
what’s going to work best with this particular context. areas of rainforest: large grazing mammals which need a lot
K: OK ... of land and vegetation, like elephants, or those at the top of
M: Actually there is one issue we could look into. their food chain like lions. However, small animals are also
K: Really? vulnerable, especially if they rely on a very specific diet. Indeed,
M: Yes, there’s a particularly invasive wild plant species many of the most endangered species in the world are small
that grows round here. The college gardener said it’s animals that live a fragile existence.
really hard to get rid of and it makes growing other stuff Assessing biodiversity starts with trying to work out how
difficult. I’m sure the gardeners on the allotments must many species there are in an area, and estimating how many
have a problem with it. It’s called creeping buttercup. individuals there are of each species based on how many
K: OK – what does it look like? you find. The most basic method is to simply walk through
M: Well, there are two types actually. Bulbous buttercup, a habitat and keep your eyes and ears open for the animals
which is not a problem – and creeping buttercup themselves or signs of them. This works for noisy animals such
which is. To tell the two apart you have to look at the as monkeys, or birds with identifiable nests, or creatures with
flowers. They are identical with yellow petals, but the predictable hiding habits, such as some snakes. Despite being
creeping buttercup doesn’t have little leaves which point simple, this technique does need careful consideration – timing
downwards just under the flower – they’re called sepals and location are everything.
– whilst the bulbous buttercup does.
Trapping methods are useful for a wide range of different
K: OK.
animals which are harder to spot. Small, ground-dwelling
M: And then it has polygonal-shaped leaves rather than
animals such as rodents and frogs can all be assessed with
triangular-shaped leaves. So if the leaf is divided into
traps, for example, a temporary fence is put up – usually a long
five sections rather than three, then it’s the creeping
sheet of plastic. In trying to get around it, the animals fall into
buttercup.
buckets dug into the ground. These have a layer of soil and
K: Right.
leaves at the bottom and the animals stay there until they can
M: Both plants have a long stem, which grows out of a
be checked, recorded and released. Flying species such as bats
bulb – which is below ground – but only the creeping
and low-flying birds can be trapped using fine nets called mist
buttercup sends out new stems from the base, which
nets.
creep along the ground – and these are called stolons.
It’s these things which make the plant such a problem. For those animals that are elusive and more difficult to trap,
K: Interesting. camera traps are great for determining the presence of that
species but are unlikely to be able to provide a good estimate
Section 4 20 of the number of individuals in a population.
You will hear an ecologist talking about how levels of For those animals that can be caught, a microchip can be
biodiversity are calculated. inserted under the skin so it can be identified if caught again.
Calculating how many captures are actually ‘recaptures’
Today I’m going to be talking about the work of scientists
provides an estimate of how many of that species there are in
total.
LISTENING 29

TASK TYPE 1 Note, Table, Flow-chart Completion and Diagram
Labelling
LESSON OVERVIEW
This lesson looks at the Note, Table, Flow-chart Completion and Diagram Labelling tasks. These tasks test
the ability to find specific factual information in the passage. Students are required to read a passage and
complete a set of notes, a table or a chart, or to label a diagram with correct information from the text.
A About the task

1 You can ask students to read this section for Answers
homework before the class or ask them to read it in 1 supplementary services
class. Some supplementary services, such as
Ask students what they already know about the food for the workers, can be in the hands of
Note, Table, Flow-chart Completion and Diagram private companies
Labelling task types. Explain they are going to read 2 economic inefficiences
some information about the tasks and answer some Economic inefficiencies have led to a decline
questions. in the number of service ports in recent years
Ask students to first read the seven questions after 3 Port Authority
the text that a classmate has emailed them. Ask called the Port Authority
them to underline the answers as they find them. 4 transitional stage
Allow about three or four minutes for students to for many ports, the tool port stage represents
read then ask them to work in pairs and discuss their a transitional stage.
answers, giving reasons where necessary. 5 rent
in exchange for rent
Answers 6 port equipment
to maintain port equipment and keep it up to
1 Yes – that’s correct.
date.
2 No – the instructions will tell you how many
7 stock
words to write in each gap.
public agencies own a majority of the stock
3 No – the notes may take different forms, e.g.
8 port activities
a set of notes under headings, a set of notes
but must agree to only develop port activities
in a table, a diagram or flow chart with labels.
9 regulatory
4 Not always – This is correct for notes, tables
the government operates in just a regulatory
and flow charts, but in diagrams the answers
capacity
may not come in the same order as the
information in the passage.
5 Yes it is – the words you write must be Note: students may have errors with question 3 if
spelled correctly. they wrote ‘the Port Authority’, so point out they
6 No – write the words exactly as you see them need to read the notes carefully because there is
in the passage – you mustn’t change them in already an article there, a. Also for question 9 they
any way. might have written regulatory capacity but the word
7 Yes – that’s correct. role in the notes has the same meaning as capacity,
so both words are not needed. This is a common
mistake they need to watch out for.
B Sample questions
2 Elicit the word port from students by asking them C Tips and tactics
the name of a place where ships can be loaded and 3 You can ask students to read this section for homework
unloaded. If possible show students a picture of a before the class or ask them to read it in class.
port from the Internet, especially one of the ones Ask students to work in pairs and choose the three
named in the passage, such as the port of Rotterdam most useful tips in their opinion and compare their
or Singapore. Talk about the photos and try to use answers. Alternatively, ask them to divide the tips
or elicit some port-related vocabulary from the text, into three categories: I already knew this, I didn’t
such as dock workers, cargo, containers, forklift know this, I want more information about this, and
trucks, cranes, load, unload. Ask students who they then compare their categories with their partner.
think owns and manages these kinds of ports. Ask students to work in pairs and discuss questions
Tell students they are going to have a go at a table a, b and c. Give them five minutes to read the
completion task. Remind them about the rules from twelve statements and answer the questions. Get
Section A such as check how many words to write, a few students to give their answers in open class
read through the notes first to decide what kind of briefly. The class could also decide as a group on the
information is missing, expect information to be in best three tips.
order, don’t change the form of any words and check
spelling carefully. Tell students they have about 12
minutes to do the task, but monitor and adjust that
time if they need a bit longer or finish quickly.
30 ACADEMIC READING

TASK TYPE 1 Note, Table, Flow-chart Completion and Diagram Labelling
If you set Part C as homework, you can briefly

review the tips and tactics at the beginning of the Answers
next class. For example, ask students to share what
they think are the three most important tips and Traditional methods: fibre discs, heavy stones,
tactics with a partner in the following lesson. ladders, millstones, wooden spoons
Note: Tip 5 is important as many candidates make Commercial methods: assembly line, electronic
singular or plural errors. Keep reminding them about tongs, fans, hammermill, industrial decanter, large
this throughout the course. nets, nitrogen
w Alternative idea
7 Ask students to look at the flow-chart and the notes.
Put students in A/B pairs. Ask Student A to read
Point out the organisation of the table: traditional
Tips and Tactics 1–6 and Student B to read 7–12.
methods on the left, commercial methods on the
Tell them they should highlight key words in the
right with arrows showing movement between
statements and use these key words to help
the stages of the process. Tell students that the
them to explain each point to their partner. Allow
headings (e.g. harvesting, cleaning, etc) are the
students a few minutes to read and highlight. Tell
best words to scan for in the reading passage, find
students they have to share their Tips and Tactics
and then start reading around in detail to locate
by explaining each one they read about, using
the answers. Remind students to use the words
the key words to help them (they shouldn’t just
before and after the blank to help them predict the
be reading them out). To give them a reason for
missing word(s), e.g. number 2 must be a plural
listening, tell them they will have to choose the top
noun because of the word are. In number 4, most
three tips from all twelve. Allow 10 or 15 minutes
unwanted material paraphrases the majority of in the
for this activity and then invite a few pairs to share
passage so the answer must be fans.
their top three.
D Skills-building exercises Answers

4 Ask students to cover up the passage or ask 1 ladders
students to close their books and write the words in workers on ladders simply pick the olives by
the box on the board. Point out the Focus box which hand
signposts the type of exercise this is, i.e. identifying 2 Electronic tongs
target information for the completion and labelling Commercial processors use electric tongs to
task. Ask them what kind of text they expect to read; strip olives off the branches
what will it be about, why do they think that? Some 3 large nets
words may be new so help students to understand and drop them into large nets spread out
them through gesture: tongs, hammer (from below the trees
hammersmith), decanter, grinder, assembly line, 4 Fans
or simple explanation: nitrogen is a gas, chemical Fans blow away the majority of smaller
symbol N, or a simple drawing: discs. particles.
5 (large) Millstones
Large ‘millstones’ are used for this purpose
Answer 6 hammermill
The vocabulary describes an industrial process. involves the use of a mechanised alternative,
known as a hammermill.
Next show students the title of the passage and ask 7 wooden spoons
them to predict what some of the traditional and This is done with wooden spoons
commercial ways are of producing olive oil. 8 Nitrogen
may fill the malaxation chamber with an inert
Note: It is always good to encourage students to gas such as nitrogen
use the title of the passage to predict what it will be 9 fibre discs
about. This helps to activate their knowledge of the the paste is spread on to fibre discs
topic which will help them in understanding the text. 10 Heavy stones
heavy stones are placed on top of the discs
5 Ask students to read the passage and underline
11 industrial decanter
the words from the box in Exercise 4. Give them a
uses a machine called an industrial decanter
minute to do this to encourage them to scan and
12 Assembly line
not read in detail. Encourage them to use their pen
while commercial producers use an assembly
to move across the text as their eyes scan down
line
through the lines.
6 Ask students to go back to each of the words they
underlined and read around the words in more detail
to find out whether they refer to a traditional or
modern method.
ACADEMIC READING 31

8 Ask students to read the students’ answers and in IELTS PRACTICE TASK 2
pairs or open class to say why they are wrong.
For a fun start, you could ask one or two students to
come out and draw a giraffe on the board, then ask the
Answers class to talk about the different physical features of a
1 Student has written the wrong word. giraffe. This will help to generate some giraffe vocabulary.
5 Student has written ‘milstones’ instead of Ask students to look at the diagram first and guess what
‘millstones’. information might be missing. Remind them also to
11 Student has spelled the answer incorrectly. choose key words that they will scan for, e.g. number 1
12 Wrong answer: the answer should be about = almost 50cm, number 2 = ‘joint’. Remind students too
the commercial method. that the answers might come from anywhere in the text,
they are not necessarily in order. Allow students up to
ten minutes to do the task.
IELTS PRACTICE TASK 1 When they have finished, ask students to check their
There are three Practice Tasks in this section which answers in pairs then go through them with the whole
allows students to put into practice the strategies they class.
have learned in this unit. Remind students of the steps
they need to go through to do the task: check how many Answers
words to write, read through the notes first to decide
1 tongue
what kind of information is missing, expect information
its tongue can stretch as far as forty-six
to be in order, don’t change the form of any words and
centimetres.
check spelling carefully.
2 180 degrees/180°
Give a ten minute time limit to complete the task.
it can move its head through 180 degrees
Encourage peer checking when they have finished before
3 ball-and-socket
going through the answers with the whole class.
ball and socket are joined together by what
are known as ball-and-socket joints.
Answers 4 flexibility
1 the Heliosheath the ones that join the neck to the back. These
Both are currently in the Heliosheath have the same type of joints as the cervical
2 copper vertebrae, which gives the giraffe great
The Golden Records are 12-inch gold-plated flexibility, as well as explaining why it has its
copper discs characteristic hump
3 aluminium jackets 5 Tight skin
sealed in aluminium jackets a concentration of red blood cells and tight
4 a committee skin, especially around the legs
selected for NASA by a committee. 6 One-way valves
5 scientific This doesn’t happen because of one-way
The first images are mainly of scientific valves
interest 7 standing position
6 cultures to rise to a standing position on its spindly
Images of humanity depict a wide range of legs
cultures
7 fifty-five/55 languages
spoken greetings in fifty-five languages
8 classical
In addition to such classical pieces
9 world music
what we would call ‘world music’ today
10 kiss
The final sound is that of a kiss.
32 ACADEMIC READING

IELTS PRACTICE TASK 3 w Self-evaluation

Ask students how they feel about the Note, Table,
Give a ten minute time limit to complete the task. Flow-chart Completion and Diagram Labelling task.
Encourage peer checking when they have finished before
going through the answers with the whole class.
Answers
1 oceans
One reason for this was that the natural
environment was a perfect source of food
to support the bird population, particularly
from the enormous oceans that surround the
country.
Both are currently in the Heliosheath
2 mammals
Another important factor was that the birds
had no predators on land because, with the
exception of a single species of bat, there
weren’t any mammals at all in the country
that would otherwise have killed birds and
kept their numbers down.
3 wings
For example, they didn’t have to defend
themselves from predators, so many birds
lived on the ground and didn’t have wings
because they didn’t need to fly, such as the
iconic kiwi bird and also the much larger,
ostrich-like bird called the moa.
4 eggs
One final development was that many of
these birds now made their nests on the
ground rather than in trees and the eggs that
they laid became much bigger over time.
5 (Pacific) rats
Unfortunately, however, they unintentionally
brought Pacific rats with them, a species
previously unknown in New Zealand, and
these killed many birds that were unable to
fly away.
6 (fish) hooks
Birds were useful in other ways, too. Fish
hooks were frequently manufactured from
bones, while feathers were highly prized as
decorations to be worn in the hair or clothing.
7 fast
...and he has concluded that New Zealand is
a unique example because bird species were
wiped out so fast, relative to other countries.
8 (hunting) dogs
The journals of the earliest European
explorers in the country are full of references
to how they relied on their hunting dogs to
catch birds in order to supply the expedition
with food.
9 deforestation
… but before this was possible it was
necessary to clear the land of trees, and
this process of deforestation had serious
consequences for many birds ...
10 (small) islands
The location for nearly all of these sanctuaries
has been small islands scattered around the
coastline.
ACADEMIC READING 33

TASK TYPE 2 Short Answer Questions
LESSON OVERVIEW
This lesson looks at the Short Answer Questions task. This task test the ability to find specific factual
information in the passage. Students are required to write short answers to questions based on the passage.
A About the task

Answers
homework before the class or ask them to read it in 1 (a/the) supercontinent
class. that fuses continents together into a single
Tell students that two students have written notes land mass – or supercontinent – and then
about the Short Answer Questions type task and forces them apart again
they have to decide who is right. Read through the 2 Two hundred/200 million years
five sets of statements underneath the text with the the most recent evidence coming from the
whole class then give students three or four minutes splitting up of the single land mass called
to read the text and choose whether Student A or Pangaea about 200 million years ago
Student B is correct for each point. 3 about 300/three hundred kilometres
It is made up of six distinct segments that
together span a distance of about 300
Answers kilometres
1 Classmate A You are mostly reading for facts 4 (significant) earthquakes
and figures. Part of the reason is that the region has been
2 Classmate B The questions usually follow the site of significant earthquakes
the order of the passage. 5 (a/the) tectonic map
3 Classmate A You have to check the combined them to create a new tectonic map
instructions to see how many words you can of the seafloor
write. 6 embryonic
4 Classmate B You have to write the exact ‘It is not a fully developed subduction, but an
words you find in the passage. embryonic one,’
5 Classmate A All answers must be spelled 7 (the) oceanic section
correctly. the oceanic section – which is made
of denser rock – will dive beneath the
continental section
8 (the) Mediterranean (Sea)
B Sample questions could also pull Africa and Europe together,
causing the Mediterranean Sea to vanish.
2 If you have access to the Internet in class, show the
students an image of ‘plate tectonics’ so they can
visually see the ideas discussed in the passage, i.e.
the plates in the ‘crust’ moving under / over each
other at the subduction zone. Otherwise, try to draw C Tips and tactics
a very simple image on the board depicting this idea.
Tell students they are going to have a go at a Short 3 You can ask students to read this section for
Answer Questions task. Remind them of the advice homework before the class or ask them to read it in
in Section A: check how many words to write, class.
answers are in order in the text, find key words in Ask students to work in pairs and choose the three
the question and scan for these in the passage, don’t most useful tips in their opinion and compare their
change the form of the word and check your spelling answers. Alternatively, ask them to divide the tips
as you write it down. Tell students they have about into three categories: I already knew this, I didn’t
12 minutes to do the task. Monitor closely to see if know this, I want more information about this, and
they need a shorter or longer time. then compare their categories with their partner.
Ask students to work in pairs and discuss questions
a, b and c. Give them five minutes to read the ten
statements and answer the questions. Get a few
students to give their answers briefly to the class.
review the tips and tactics at the beginning of the
next class. For example, ask students to share what
they think are the three most important tips and
tactics with a partner in the following lesson.
34 ACADEMIC READING

D Skills-building exercises 7 As a lead-in to this reading passage ask students if

they think a horse’s hooves are all off the ground at
4 Draw students’ attention to the Focus box signpost the same time when they run. If they think so, how
and tell students this set of three short exercises could they prove it? Hopefully, this will generate some
builds up their understanding of the Short Answer of the ideas about photography in the passage. Use
Questions although there is no actual reading the photos on page 54 (or if possible, show some
passage for these questions. Tell them they need more internet images by searching for ‘Eadweard
to read questions 1 to 6 and look at the underlined Muybridge’ in a search engine) to give students a
words. Then they have to decide what type of sense of who he was, the time period in which he
information the question is looking for. Do the first lived and how ground-breaking his technique was.
one together as an example: Ask students to look at the questions and underline
1 The question is looking for the name of a person. key words. Then give them six to seven minutes to
Students can continue individually, in pairs or in read the passage and check if the answers in the
open-class questions and answers for a minute. exercise are correct or incorrect. Tell them to put a tick
or a cross next the answers. When they have finished,
Answers ask students to work in pairs and check their answers.
After a few minutes, check the answers with the
1 The question is looking for the name of a whole group.
person.
2 A technical name for a part of the eye.
3 A number. Answers
4 Names of colours (more than one). 1✓ The Gold Rush
5 A technical name for a type of light. The region had just seen the rapid
6 The name of an animal. development associated with the Gold Rush
2✗ (a) bookseller
5 Remind students that it is important to find key Muybridge initially set himself up as a
words in the question as this will help them to scan bookseller in the city
the passage to try and find the answer. Ask them to 3✓ landscape
underline the other important words in the questions soon began to develop a reputation for his
in Exercise 4. Tell students that the best key words to images of the local landscape
scan for are words that won’t change in the passage, 4✓ Alaska
either because they are a name or a technical word As part of his new role, Muybridge travelled
or because it is just not logical to paraphrase them. to Alaska, which had just become US
Eye, colour, dogs, bees are good examples of this. territory, to produce a photographic record
Ask students to work in pairs and check the words 5✗ wet-plate techniques
they underlined. Then quickly check with the whole But his first efforts, using wet-plate
class explaining anything that is not clear. techniques, were not conclusive
6✓ projecting the images
by projecting images on to a screen … using
Answers a device called a zoopraxiscope which he also
1 Who discovered that white light breaks into invented
component colours? 7✗ (in) 1882
2 Which part of the human eye is sensitive to Muybridge’s public demonstration of this
colour? technique in 1882
3 How many colours is the human eye able to 8✗ Thomas Edison
distinguish? is regarded as having inspired Thomas Edison
4 Which colours are dogs unable to perceive? who was to invent the cinecamera.
5 What type of light can bees see that humans
can’t see? 8 Ask students to work in pairs and discuss
6 Which animal has the most complicated the reasons why they marked some of the
colour vision? answers incorrect and how they came to their
decisions.
6 Tell students to work in pairs and discuss what each
question focuses on and what kind of information
you would look for in a reading passage to which
these are the questions.
In order of the questions, the words breaks into,
sensitive, distinguish, perceive, see, complicated are
all important to underline in the questions. Students
need to be skimming and scanning for possible
paraphrases of these words in the reading passage,
for example the word vision could be paraphased as
sight or seeing, and distinguish could be paraphrased
as tell apart or recognise.
ACADEMIC READING 35

IELTS PRACTICE TASK 1 w Extra idea

Understanding reference
This task allows students to put into practice the It is important for students to be able to recognise
strategies they have learned in this unit in the form of a and follow the links between ideas and words in
real IELTS Practice Task. a text that a writer makes through referencing.
Write the word ‘biomimicry’ on the board and ask Students will probably be familiar with pronoun
students if they know or can guess what it means. Break reference using they or it, so start with a simple
the word down with the students. Ask them what the example. Ask students to put line numbers down
prefix bio means (connected with life or living things) and the left-hand side of the IELTS Practice Task
the noun mimicry (copying the sounds or movements of reading passage Staying Cool … Naturally to make
someone/thing), then what the word as a whole might it easier to talk about where the referencing word
mean (humans designing / producing things based on and referrent (the thing referred to) are. There
systems in the natural world for example, animals). should be 33 lines including the headings.
Draw students’ attention to the headings in the passage
First ask students to circle the word they towards
as they might help them to locate key words from the
the end of line 3. Elicit that they is a pronoun and
questions. Remind students to underline the number
that here it is referring back to ‘forward-thinking
of words they need to write and the key words in the
designers’ (line 3). Do the same with they on the
questions. Allow about 12 minutes to do the task, then
next line (line 4) and again elicit it is referring to the
check answers.
‘designers’.
Next, ask them to circle ‘The idea’ at the start of
Answers
line 6. This time the definite article and noun are
1 biomimicry referring back to a longer stretch of text where
Through a process known as biomimicry, they an idea was first introduced. In this case it is ‘use
aim to use designs inspired by the natural designs inspired by the natural world to address
world to address human problems. human problems.’
2 non-renewable energy
Put the other examples of referencing and line
Human manufacturers, on the other hand,
numbers below on the board and ask pairs of
use large inputs of non-renewable energy
students to decide what they refer to in the
3 air pockets/natural ventilation system
reading passage. Encourage students to draw
The insects accomplish that feat by creating
circles and lines to show the connections. Then tell
air pockets in strategic places in the mounds
students to work in pairs and check their answers.
they inhabit. This clever design creates a
The answers below give the lines in the text which
natural ventilation system,
the words and phrases 1–14 refer back to.
4 (near/at/in) the/its core
which ends up warming the blood that is 1 this approach (line 10)
closer to the animal’s core 2 the issue of air-conditioning (line 10)
5 heat exchangers 3 The insects (line 14)
Heat exchangers in industrial-scale heating 4 that feat (line 14)
and cooling systems use a similar type of 5 the mounds (line 14)
principle 6 they (line 14)
6 brown dog tick 7 This clever design (line 15)
similar to the liquid that a parasitic insect 8 that idea (line16)
called the brown dog tick secretes to absorb 9 The system (line17)
water from the air. 10 their (line 21)
7 (bumpy) (whale) flipper 11 the animal (line 22)
thanks to an idea inspired by the bumpy 12 its (line 22)
design of a humpback whale’s flipper 13 the snow and icy water (line 22/23)
8 twenty-five per cent/25% 14 a similar type of principle (line 24)
WhalePower says its fans move 25 per cent
more air than conventional fans
36 ACADEMIC READING

Answers IELTS PRACTICE TASK 2

Lines in the text which the words refer back to This task allows students to put into practice the
1 Nature takes what it needs, where it needs it, strategies they have learned in this unit in the form of a
using water-based chemistry (line 10) real IELTS Practice Task.
2 With heatwaves gripping ...air-conditioning Remind students to underline the number of words they
systems use a tremendous amount of energy need to write and the key words in the questions. Allow
(lines 1–3) about 12 minutes to do the task, then check answers.
3 termites (line 13)
4 big termite mounds...stay remarkably cool
Answers
inside, even in blistering heat (lines 13/14)
5 big termite mounds (line 13) 1 fighter planes / Lightening planes / lightning
6 the insects (line 14) planes / planes
7 creating air pockets in strategic places (line 14) Earl had been inspired by the twin tail fins
8 a natural ventilation system, driving air he’d seen on the Lightning fighter planes
through the mound through the process of used during the war and ...
convection (lines 15/16) 2 (a) race
9 shopping centre in Zimbabwe that is cooled So, in the 1950s, a race began between
with the outside air (line 17) American car manufacturers to see
10 Penguins (line 20) who could produce cars with the most
11 Penguins (line 20) pronounced ...
12 the animal’s (line 22) 3 (national) optimism
13 cold climates (line 20) But in the 1950s and 60s the American
14 keeping cooler blood closer to the snow and people were filled with a sense of national
icy water, such birds never lose heat overall optimism, because theirs was a young
(lines 22/23) country...
4 Firebird III / Firebird 3
General Motors’ Firebird III had no fewer than
nine fins – still a world record ...
5 (new) laws
The result was that the Federal Government
passed a number of new laws that
transformed the automotive industry.
6 (abnormal) shrimp
In 1998, Chinese researchers found a fossil,
deep beneath the ground, of a species they
named the abnormal shrimp.
w Self-evaluation
Ask students how they feel about the Short
Answer Questions task.
ACADEMIC READING 37

TASK TYPE 3 Matching Headings
LESSON OVERVIEW
This lesson looks at the Matching Headings task. This task tests the ability to read and understand the main
ideas in a paragraph and to find the heading that best describes the information in the whole paragraph or
main section of the paragraph.
A About the task Answers

1 You can ask students to read this section for 1 iii Three reasons are mentioned: to
homework before the class or ask them to read it in reduce cross-contamination; to protect
class. patients from infection; to protect health
Ask students what ‘headings’ are in a text. Where professionals from infection.
do they come in a text, and what is their purpose? 2 vi Two main varieties are mentioned:
Try to elicit that they come before a section of text, surgical gloves and exam gloves, as well
in this case a paragraph, and that their purpose is to as other variations such as sterile/non-
tell the reader something about the content of that sterile and powdered/unpowdered.
paragraph. Therefore, students need to summarise 3 v The paragraph talks about the
the main idea in the paragraph and choose the ‘innovations’ that led to the use of
heading which matches it. gloves.
Tell students they are going to read some 4 vii mentions the publication of Bloodgood’s
information about the Matching Headings task and report
then answer five quiz questions. Ask students what 5 i Criminals wrongly assumed gloves would
information they expect to read and try to elicit some protect their identity.
examples. Creating an expectation before reading
makes the job of reading easier as students will
have a focused reason for reading and will be more w Extra idea
motivated to find out if their prediction is right or Key words in headings
wrong. Ask students which words they circled / underlined
in the box. Elicit:
i wrong assumption / qualities / medical gloves
Answers ii comparison / qualities / rival brands / medical
1 You cannot use the headings more than once. gloves
2 You should read the passage carefully. iii main reasons / medical gloves / necessary
3 There are more headings than paragraphs. iv health problems / wearing / medical gloves
4 You are unlikely to see the words in the v events / leading to / development / medical
headings repeated in the passage. gloves
5 You write a numeral on the answer sheet. vi varieties / medical gloves / specific purposes
vii evidence / effectiveness / medical gloves
viii resistance / policy / promoting use / medical
B Sample questions gloves
Now ask students what type of words the first
2 If you are able to, bring in a pair of medical gloves
word in each heading are? Elicit that they are
(or any kind of disposable glove) to show the class.
mostly nouns which summarise the key points
Ask them some questions to generate discussion
in the paragraph. They are important words to
such as who wears these types of gloves, what are
keep looking back at while reading to check if the
the reasons for wearing them, what some of the
paragraph is explaining that noun e.g. problems or
problems of wearing them could be, when and how
evidence. Also point out to students that medical
do you think they were invented.
gloves is not a word they need to keep looking at
Tell students they are going to try doing a Matching
in the heading as the whole text is about medical
Headings task with a reading passage about medical
gloves.
gloves. Remind them of the advice in Section A: read
the headings first, underline key words, start reading
the first and last sentences of the first paragraph to
get a general idea then read the whole paragraph,
keep looking back at the headings and narrow down
the possible ones as you read until you are left
with one or two. Tell students they have about 12
minutes to do the task. Monitor closely to see if you
need to adjust this time. Go through the answers
with the whole class. Elicit sentences from the text
which helped them match the headings (supporting
information is given in the Answer Key below).
38 ACADEMIC READING

C Tips and tactics

Answers
homework before the class or ask them to read it in A i We read about various special features:
class. largest flower, most bizarre, only found
Ask students to work in pairs and choose the three in Southeast Asia, but scientists are not
most useful tips in their opinion and compare their mentioned in this paragraph.
answers. Alternatively, ask them to divide the tips B i The paragraph is referring to the unusual
into three categories: I already knew this, I didn’t features of the Rafflesia rather than the
know this, I want more information about this, and Tetrastigma vine.
then compare their categories with their partner. C ii This paragraph is all about ‘reproduction’ –
Ask students to work in pairs and read questions how the plant spreads.
a, b and c. Give them a few minutes to read the nine D i We read that the plant is classified as
statements and answer the questions. Get a few ‘threatened’ or ‘endangered’ in this
students to give their answers briefly to the class. paragraph – and why – but not about what
The class could also decide as a group on the best should be done.
three tips. E ii We read how the plant is becoming well-
Explain to students that there will be some words known and of interest to tourists – but this
that are the same in the heading and the passage. helps to protect it rather than threatening
These will be words that aren’t usually paraphrased it.
such as government or environment. Use these F i We read that the Titum arum is also
words to help you, though you need to keep reading smelly and very large, but there are
carefully to check if the paragraph matches the botanical differences that mean it doesn’t
whole of the heading. threaten the Rafflesia’s ‘record’.
There will also usually be nouns that summarise
the meaning of the whole paragraph such as effect, 5 Tell students to work in pairs and discuss questions
impact, prospect, future. Tell students they need to 1 to 3. Conduct whole-class feedback to see how
check that the paragraph is doing what that noun well they did and what they found easy or difficult.
says (e.g. describing the effects of something) Ask students to explain the reasons for their choices.
before you can choose it. Conduct whole-class feedback eliciting reasons for
w Extra idea their answers (given in Answer key to Exercise 4
Tip 5 talks about words and phrases that appear in above).
the headings. These words paraphrase the content 6 In this exercise, students have to choose between
of the paragraph. Look back at the IELTS Practice four possible headings for the two paragraphs in a
Task in part B and find examples of this with the reading passage.
class. For example: One way to orient students to this text is to ask
i assumption – believing that ... ironically ... may them to look at the title of the passage and then
actually (paragraph E) brainstorm words, phrases and ideas to the board
ii comparison – more precise sizing, less prone to that they think will be in the text. Ask students to
ripping, while, both (paragraph B) read the headings and underline key words in them.
iii reasons – worn to help, when ... use gloves they Again, give students about five minutes individually
protect, likewise health professionals are to do this task.
protected (paragraph A)
v events – directed nurses to ... one of his
nurses was sensitive … Dr. Halsted contacted.. Answers
(paragraph C) A iv This refers to the international study,
vi varieties – surgical gloves, exam gloves which is suggesting a new explanation.
(paragraph B) B ii Evidence was gathered through an
vii evidence – 450 surgeries with a near 100 analysis of ancient plant samples, a study
percent drop rate ... D) of ice cores and computer modelling..
D Skills-building exercises 7 Point out the Focus box which signposts the
4 Tell students they are going to read a passage focus of this exercise which is to choose between
about a plant, the Rafflesia. Look at the picture of it possible headings. Ask students to work in pairs
together and get students to describe it or say what and answer the question. Tell them to say why the
they know about it (if they have heard about it). other headings are wrong and where they found the
Point out the Focus box which signposts the focus answer in the passage.
of this exercise which is to identify an appropriate
heading for the paragraphs in the passage. Ask
students to look at pairs of headings 1–6, underline
key words and talk about what the difference is
between the first and second heading in each pair.
Give students about five minutes to do the task.
ACADEMIC READING 39

IELTS PRACTICE TASK 1 IELTS PRACTICE TASK 2

This task allows students to put into practice the Allow students up to ten minutes to do the task and
strategies they have learned in this unit. Remind either go through the answers with the whole class,
students of the steps they need to go through to do the or get students to check their answers in pairs.
task: read the list of headings, think about the main ideas
the writer is making in each paragraph, don’t use your Answers
own knowledge of the subject, etc. A iv This paragraph says when and where
Allow students up to ten minutes to do the task and the first malls were built and how the
either go through the answers with the whole class, or ‘craze’ for mall shopping went global.
get students to check their answers in pairs. But it then goes on to state that many
malls are becoming less popular today
Answers in the face of competition from the
A viii ‘the find’ refers to the fish hooks and Internet. Thus, malls have gone in and
‘the age’ to the radiocarbon dating. out of fashion.
B iii ‘That these types of fish were being B vi ‘This paragraph outlines the ideas
routinely caught ... shows that early behind all the first malls – i.e. to create
modern humans in Southeast Asia had a focal point in the suburbs, rather like a
amazingly advanced maritime skills.’ town square. NB, the reference to
C vi ‘researchers can only speculate about Cleveland Arcade is misleading and
exactly how these ancestral fishermen may lead some students to choose
managed to catch the deep-sea fish.’ option i. However, the text goes on to
D iv ‘these areas may have disappeared say that the Cleveland Arcade cannot be
owing to a rise in sea levels over time’. considered the forebear to today’s malls.
E i These new finds ... go a long way C i This paragraph focusses on the
towards solving that puzzle’. writer’s local mall and the efforts it
has made to promote itself over the
years. The writer extrapolates from this
comment on malls in general, but the
focus remains overwhelmingly on ‘my
local mall’.
D vii This paragraph emphasises the
importance of supermarkets – one type
of shop. Supermarkets draw consumers
into malls. They also started the process
of exploiting shopper behaviour.
E iii This paragraph describes ‘on-
going’ research – ‘these days it’s not an
understatement’, ‘It’s commonplace
today’ etc. It describes how all malls
promote themselves, not just one mall
(item i).
w Self-evaluation
Ask students how they feel about the Match-
ing Headings task. Ask them to complete the
checklist.
40 ACADEMIC READING

TASK TYPE 4 Matching Information
LESSON OVERVIEW
This lesson looks at the Matching Information task. This task is similar to the previous task (Matching
Headings) as it tests the ability to read and understand the main ideas in a paragraph and to find the
statement that best describes the information in the whole paragraph or main section of the paragraph.
A About the task B Sample questions

1 You can ask students to read this section for 2 Write the title of the passage, Do animals laugh? on
homework before the class or ask them to read it in the board and encourage a short discussion about
class. whether they do or not and how a researcher would
Ask students what they can remember about the try to prove it. Remind students that it is helpful to
Matching headings task, for example, read the look at the title of the text before they read to
headings first, underline key words, start reading the activate their general knowledge of the subject,
first and last sentences of the first paragraph to get which might help them to read more efficiently.
a general idea then read the whole paragraph, keep Tell students they are going to have a go at a
looking back at the headings and narrow down the Matching Information task. Remind them about the
possible ones as you read until you are left with one rules in Section A such as read the statements first,
or two. underline key words in the whole statement paying
Tell students this task is very similar, but as well as close attention to any summary words at the start of
matching a statement to the meaning of a whole the statement, start reading the paragraph and keep
paragraph, the statement might match a specific looking back at the statements and narrow down the
piece of information in a paragraph. possible ones as you read until you are left with one
or two (remember letters can usually be used more
Tell students they are going to read some
than once, but always check the instructions).
information about the Matching Information task
Tell students they have about 12 minutes to do the
and then find three mistakes in some notes on a
task. Monitor closely to see if you need to adjust this
blog about the task. Give students about four or five
time.
minutes to read through the information and find the
three mistakes.
Point out that the statements may use some of Answers
the same words as the passage but often they 1 B ... very many kinds of monkeys, when
summarise the purpose of a paragraph and so pleased, utter a reiterated sound,
will use summary words like a comparison of, a clearly analogous to our laughter.’ ...
reference to, the impact of at the beginning followed chimpanzees play and chase each other,
by words like an experiment, a claim, a theory. they make noises strikingly like human
laughter, and that dogs have a similar
response.
Answers 2 E The capacity to laugh appears early in
1 Incorrect – you are reading for main ideas childhood, as anyone who has tickled a
and arguments too. baby knows.
2 Incorrect – they are lettered. 3 C Researchers must use special electronic
3 Correct receivers that convert the chirps to
4 Incorrect – you see the same ideas, but not sounds that humans can hear.
the same words. 4 B In an experiment Pankseep had
5 Correct performed earlier
6 Correct – but check the instructions 5 A Ancestral forms of play and laughter
about this. existed in other animals long before
7 Correct they did in humans.
6 C rats are especially ticklish in the area
around the back of the neck, which is
also the area young rats tend to nip each
other during chases and play.
7 F are the same in humans and other
mammals underscores our similarity to
other species and ...
ACADEMIC READING 41

C Tips and tactics 6 This exercise focuses on identifying information in

a passage. Look at the photograph of quinoa in the
3 You can ask students to read this section for book and briefly elicit from students what they know
homework before the class or ask them to read it in about it, for example, where it comes from originally,
class. whether it’s healthy, how much it costs, whether it’s
Ask students to work in pairs and choose the three tasty etc. Also check the students can pronounce the
most useful tips in their opinion and compare their word quinoa (kin-wah).
answers. Alternatively, ask them to divide the tips In this exercise, students practise matching
into three categories: I already knew this, I didn’t statements. Ask them to read the six statements
know this, I want more information about this, and and underline the key words. Remind them the
then compare their categories with their partner. statements are summaries of the information in the
Ask students to work in pairs and discuss questions paragraphs. Give students about six minutes to do
a, b and c. Give them five minutes to read the nine the task.
students to give their answers briefly to the class.
Answers
review the tips and tactics at the beginning of the 1 C it won’t be long before locally grown –
next class. For example, ask students to share what and less expensive – quinoa becomes an
they think are the three most important tips and everyday option.
tactics with a partner in the following lesson. 2 B farmers are struggling to meet demand,
and some urban populations are unable
D Skills-building exercises to afford the resultant price increases.
3 C The long-term objective is diversity,
4 This exercise focuses on identifying language says Kevin Murphy, a plant breeder at
features in a passage and matching them to words Washington State University. ‘There are
indicating function. It provides useful practice of hundreds of varieties of quinoa, and our
understanding summary words used in the matching goal is to develop the ideal one for each
statements task. Ask students to read each of the climate.’
summary or function words 1–10 in the left column 4 A other cultures have developed a taste for
and match it to a phrase on the right that introduces it too, with imports to the US rising from
that function. Ask students to work in pairs and go 3 million kilograms per year to 30 million
through their answers. Answer any queries they may 5 B because the UN hopes its high protein
have with some whole-class feedback. content will help to alleviate hunger.
6 B To cash in on the crop’s popularity,
Answers countries on other continents have
1F 2I 3A 4J 5E begun moving from customer to
6 C 7 G 8H 9B 10 D cultivator. There are now quinoa farms in
56 countries ...
5 This exercise provides practice of identifying parts

of a text that have the same meaning as a summary 7 This exercise is an opportunity for useful feedback.
word. One way to start this exercise is to write Ask students to work in pairs and answer the
the first sentence of the text on the board and ask questions. Give them three or four minutes to
students to suggest reasons why the teeth are so discuss whether they got the same answers and to
important. After a brief discussion, ask students to compare ideas.
look at the four sets of statements and underline
key words, then allow them three or four minutes IELTS PRACTICE TASK 1
to read and choose the best match. Go through the Introduce this text by brainstorming what the class
answers with the whole class. knows about Leonardo da Vinci. Use the picture in the
book to help generate discussion or use the Internet to
Answers show some of his famous paintings.
Remind students to read the title and statements first to
1A 2A 3A 4B
get a general idea of what the text is about. Also remind
them to check whether they can use a letter more than
When checking the answers, focus on the precise once. Give a 12 minute time limit to complete the task.
language in the reading passage that matches the Encourage peer checking when finished before giving
correct summarising statement, e.g. 2 A: students the answers.
a comparison with another species = whereas most
animals 4:B mention of a drawback = elephants
often succumb to starvation.
42 ACADEMIC READING

• Exactly? No, approximately – some

Answers (Tell students this use of ‘some’ is used in
1 E To avoid damaging original portions of formal writing / speech with numbers)
Vasari’s painting, museum curators • Did the substance removed from the void
permitted them to drill only into existing contain black pigment? Probably
cracks and recently restored spots. • Do we know for a fact, 100%? No, the results
2 F da Vinci’s most famous painting, suggested it did (i.e. it’s likely it did)
La Giaconda. That Seracini found • Does Seracini know the black pigment is
components unique to Renaissance similar to the brown glazes? No, he thinks it is
painting leads him to call the results • Is La Gioconda (the Mona Lisa) Da Vinci’s most
‘encouraging evidence’. famous painting? Probably, but not 100 per cent
3 B but at least one source describes Vasari definitely a fact
as a Leonardo fan who couldn’t bring
himself to destroy the work.
4 F further samples couldn’t be collected
IELTS PRACTICE TASK 2
because he was only permitted to work Introduce this text by brainstorming what the class
on the project within a very narrow time knows about germs. Give a 12 minute time limit to
period. complete the task. Encourage peer checking when
5 C rather than doing what had been asked, finished before giving students the answers.
Vasari had built a false wall in front of da
Vinci’s work and painted his mural on Answers
that surface instead. 1 C Professor Blaser’s laboratory was ahead
6 C has spent 40 years on a quest to find out of the field and developed the original
what happened to da Vinci’s painting. blood analysis techniques to identify
7 A Da Vinci, it is said, used the opportunity the bacterium, and most of them are
to try out a new oil-painting technique, commonly in use today.
but it was not very successful 2 D In 1998 Professor Blaser’s findings
8 D Martin Kemp of Oxford University, who appeared in the British Medical Journal.’
wasn’t involved in the work. ‘That kind of etc.
damage can be repaired invisibly.’ 3 C ... in addition to his medical work, he
helped to set up an important magazine
w Extra idea of literary criticism in the United States.
Avoiding stating facts / making claims in And perhaps it was this diversity of
writing perspective that first caused him to
Because this text focuses on historical figures wonder about H. pylori.
about whom we don’t know everything accurately, 4 A However, it would be a mistake to
it is useful to draw students’ attention to the assume from its diminutive proportions
language used in the passage to report facts in a or the fact that it occurs so frequently
tentative way. Tentative language is also used in that the bacteria is a benign presence in
the present time to talk about hypotheses, results the human body.
of tests, translation, numbers etc. 5 D H. pylori might actually help promote
Ask students the following list of questions about human health, such as by regulating the
some facts in order to elicit tentative language level of acidity in the stomach.
(according to..., it is said..., possibly because of..., 6 A … to give a sense of scale, a grain of
roughly..., some (300 Italian scholars)..., suggest- sand is about three hundred microns
ed..., X thinks..., probably..) long. Sand is a familiar natural substance.
• What happened in 1502? Leonardo da Vinci was 7 B In the 1980s doctors realised that
commissioned to paint a fresco antibiotic medications could free the
• How do we know? from historical documents body of the bacterium and thus cure
• Which language tells us this? According to various illnesses including gastritis and
(historical records), stomach ulcers.
• What technique did Da Vinci use for the
painting? a new oil-painting technique
• How do we know? it is said ...
w Self-evaluation
• Who do you think says it? scholars, academics,
Ask students how they feel about the Matching
researchers
Information task. Ask them to complete the
• Why was his painting not very successful?
checklist.
because of the high humidity in the hall
• Is this a fact? No, a guess, speculation
• What language tells us this? possibly … ,
because of ...
• What does ‘cerca trova’ mean? Seek and find
• Exactly? No roughly
• How many Italian scholars petitioned the mayor
of Florence? 300
ACADEMIC READING 43

TASK TYPE 5 Matching Features
LESSON OVERVIEW
This lesson looks at the Matching Features task. This task tests the ability to understand main ideas, detailed
information and argument. There are two types of task. The first one requires students to match statements to
an option in a box, for example the name of a person or city. The second type has information in two boxes,
for example names of people in one box, and their achievements in the second box. The way to approach the
task is the same for each type.
A About the task

Answers
homework before the class or ask them to read it in 1 C London...The tunnelling has unearthed
class. archaeological remains of great interest,
Tell students they are going to read some a factor that held up construction projects.
information about the Matching Features task and 2 C a forward-thinking conclusion reached by
answer six questions in an email a friend has sent. city leaders in London ... Today, there are
Read through the questions at the bottom of the more than 160 subway systems around
page with the students. Encourage students to the world that have followed that model.
guess and predict before they read. This is a good 3 B In New York City, the subway system
habit to encourage as it makes their reading more is currently in the middle of a massive
efficient. Make sure they are clear about which renovation project that involves boring
are Type 1 tasks and which are Type 2 tasks. Give a number of new tunnels using what’s
students about four or five minutes to read through known as a tunnel-boring machine
the information and answer the email questions. 4 A Paris metro … you’re never more than
500 metres from a station
5 A in Paris, soft mud rather than hard rock
Answers is the main headache for tunnelling
1 No, you are also reading for ideas and engineers, whose solution has been to
arguments. freeze it using calcium chloride so that it
2 Yes, they are. can be removed easily.
3 No, they include the same ideas, but the 6 C while the original tunnelling in London was
words will be different. marked by a high level of both injuries and
4 Yes. fatalities.
5 Yes.
6 Yes.
C Tips and tactics
B Sample questions 3 You can ask students to read this section for
homework before the class or ask them to read it in
2 Write the first sentence of the text on the board: class.
‘Underground railways are an essential part of life in Ask students to work in pairs and choose the three
some of the world’s largest cities’ Try to generate a most useful tips in their opinion and compare their
brief discussion in order to activate ideas, knowledge answers. Alternatively, ask them to divide the tips into
and vocabulary before reading. Do they agree? Which three categories: I already knew this, I didn’t know
cities do they know with a well-known underground this, I want more information about this, and then
railway? When were these systems built and why? compare their categories with their partner.
How did they use to dig tunnels? Ask students to work in pairs and discuss questions
Tell students they are going to have a go at a Matching a, b and c. Give them five minutes to read the twelve
Features Type 1 task. Remind them of the information statements and answer the questions. Get a few
in Section A: the statements are in random order, the students to give their answers briefly to the class.
statements are paraphrases of the information in the If you set Part C as homework, you can briefly review
text, all the letters need to be used, possibly more than the tips and tactics at the beginning of the next class.
once (though always read the instructions). For example, ask students to share what they think
Tell students they have about 12 minutes to do the are the three most important tips and tactics with a
task. Monitor closely to see if you need to adjust this partner in the following lesson.
time. It’s important to stress to students that they are
looking for two things when they do a Matching
Features Type 2 task, a statement and a group of
people or countries and so on. They therefore need
to read both boxes or sets of information before they
start reading in order to match the two together in the
passage.
44 ACADEMIC READING

4 The focus of this exercise is to locate the main
Answers
features in a passage for a Type 1 Matching Features 1 email Email kicked off an unprecedented
task. Tell students to scan the passage How expansion in writing.
Communications Technology Has Improved Writing 2 blogs By 2006, the analysis firm NM Incite
Skills for names, then read more carefully around the had identified 36 million blogs worldwide; five
name to decide which group they belong to: a, b or c. years later, there were 173 million.
Tell students there are seven names in total in the 3 texts/texting Her own study of primary
text. Allow just a couple of minutes for this as you school students suggested that texting
want to encourage students to read quickly. improved their reading ability.
4 social media (Twitter) People on Twitter often
omit redundant words which waste space,
Answers and use vocabulary which is more succinct.
a academics: John McWhorter, Clare Wood, 5 social media (Facebook) people were much
Laura Mickes better at remembering casual writing like
b professional writers: Tom White, Jane Austen, Facebook posts than lines from books…
George Orwell 6 social media (Twitter) Nobel prize-winning
c other people: John Humphrys (broadcaster) scientists tweet too. You can express quite
thought-provoking new concepts in everyday
5 This exercise requires students to read the text language, and conversational prose actually
in more detail. First they have to find key words improves your chances of being heard and
in the question, so they know what to look for in understood.
the text. Do the first one together, elicit from the
students the key words: ‘mistaken view / effects of
communications technology’. Then ask students to w Extra idea
turn to the passage and skim and scan the text until ‘Communications’ is a common topic in the Speaking
they find a paraphrase of, or synonym for ‘mistaken and Writing Tests, so ask the students to note down
view’. They should find the words ‘He’s wrong’ in some key words and phrases, for example: written
the third paragraph. They then need to read carefully communication, social media, the most literate age
around those words, especially looking backwards in history, the most common form of interaction, we
to find out, who ‘he’ refers to. The pronoun refers to text friends more often than we speak to them, etc).
the BBC broadcaster John Humphrys and his view Encourage some discussion about the ideas raised
is that texters are vandalising the language. The in the passage. Ask them to discuss the questions
writer thinks this is wrong. So the answer is A. Ask in small groups: ‘Does texting destroy language?
students to carry on with questions 2 and 3 and then Does texting practise reading and spelling? ’ Why
check the answers with the whole class. are Twitter and Facebook so successful?’ Conduct
whole-class feedback to hear what students think.
7 The focus of this exercise is to locate the main
Answers features in a passage for a Type 2 task. In Matching
1 A John Humphrys John Humphrys, the Features Type 2 the students will see two boxes
BBC broadcaster, once dismissed texters of information. The first box contains names of
as ‘vandals’ intent on destroying the five scientists. Ask students to scan the text, The
language. He’s wrong. Science of the Brain, and underline the five names
2 C Laura Mickes A recent study by Laura when they find them.
Mickes … found that people were much
better at remembering casual writing … 8 Next, students need to find key words in the list of
that’s probably why Twitter and Facebook achievements box, such as ‘cooling system’. They
are so successful. then need to scan for the key words in the text and
3 B George Orwell His ideal was writing that see whose name the achievement is associated with.
sounded like speech. It seems that thanks
to modern communications technology, Answers
we’re getting there at last 1 A 2 E 3 C 4 B 5 D
6
In this exercise students need to scan the passage 9 Ask students to work in pairs and go through the
and underline or circle the words email, texts, blogs, questions for steps a–c, especially if their answers
social media (or words related to them). They then are different. Then check the answers with the whole
need to look at the six questions, underline key words class.
in them, then go back to the text, find the words they
underlined, for example, email, and see if statement 1
matches it. They should find in the second paragraph
the sentence: Email kicked off an unprecedented
expansion in writing (they already circled the word
email, so this is a match for question 1). Ask students
to continue the exercise. Allow about five or six
minutes then check answers together as a class.
ACADEMIC READING 45


This task allows students to put into practice the strategies Set a ten minute time limit to complete the task.
they have learned in this unit in the form of a real IELTS Encourage peer checking when students have finished
practice task. Lead in to this text by eliciting the names before giving students the answers.
of famous tennis stars in recent times. Then have a brief
discussion about talent. Ask ‘Is it nature or nurture?’ In Answers
other words, are you born with talent or is it possible to 1 B simple = ‘ design is not that hard ‘;
gain it through training? universal = ‘faced by every urban
Remind students of how to approach the task: Scan and centre’; practical = ‘roads, water,
circle the names of the tennis players in the text, then sewage’.
underline key words in the statements. Scan for the key 2 C ... but the smaller heritage sites, the
words (or paraphrases of them) then read in detail to match homes of lesser writers or community
the information to a tennis player. Remind students that leaders for example, which also give
they can use a letter more than once. Set a ten minute time our cities a sense of common ancestry,
limit to complete the task. Encourage peer checking when are too often torn down by property
students have finished before giving students the answers. developers and replaced with glass
towers.
Answers 3 A each city is different, it has its own
1 B One girl was rated by the psychologist climate and landscape, its own types
doing the analysis as ‘the perfect tennis of stone, wood and traditional building
talent’ ... went on to win twenty-two methods.
grand-slam titles. 4 B ... creating urban facilities intended for
2 D John McEnroe enjoyed going for a burger all residents, whether that be galleries,
much more than going to the gym. museums, recreational centres, or
3 C To protect his joints, Lendl pioneered open areas such as parks and squares.
aerobic training on bikes rather than road 5 D She also thinks there’s too much
running. repetition in urban architecture and
4 C He used nurture, if you like, to make up that planners need to conceive of
for a shortfall in nature. And it worked. architecture in far more innovative and
Lendl overhauled his rivals and spent 270 individual ways.
weeks as the world number one. 6 A I can think of no other form of design
5 E ‘His DNA’, says Rafael Nadal, ‘seems that incorporates such a broad range of
perfectly adapted to tennis.’ factors ...
6 A That is what happened within 20 years.
The upshot was that for 302 weeks w Self-evaluation
between 2004 and 2009, the world Ask students how they feel about the Matching
number one was Roger Federer, widely Features task. Ask them to complete the
rated the most talented player ever to pick checklist.
up a racket.
46 ACADEMIC READING

TASK TYPE 6 Matching Sentence Endings
LESSON OVERVIEW
This lesson looks at the Matching Sentence Endings task type which tests the ability to identify the views
and arguments that are presented in the passage. Students are required to read a passage and identify the
views of the writer and the claims that are made. They need to look for opinions and ideas rather than factual
information.
A About the task

As a lead-in to this task, write some incomplete
Answers
sentences on the board and ask the students to finish 1 E because many people predict that there
them to make them true for themselves, for example: will be significantly higher levels of the
gas everywhere by the middle of this
The reading task that I find most difficult is ......... century.
The reading task I like the most is ......... 2 A produced twice as many seeds as those
The reading task that I can do most quickly is .......... grown under normal conditions ...‘If
anything, they actually seem to be slightly
After a few minutes’ discussion, tell the students that better seeds rather than more seeds of
the task they will study now is called Matching Sentence poorer quality.’
Endings. 3 G a previous study established that grasses
and other herbaceous plants tend to
1 You can ask students to read this section for produce a greater number of seeds under
homework before the class or ask them to read it in high CO2, but of inferior quality.
class. 4 D ‘Even if both groups were producing
Tell students they are going to read some information twice as many seeds, if the trees
about the Matching Sentence Endings task and then are producing high-quality seeds and
complete some sentences. Ask students to read the the herbaceous species aren’t, then
‘Quiz’ at the bottom of page 82 and predict which competitively you can get a shift,
ending they think is most suitable. Give students 5 C will depend how other comparable trees
about two minutes to then read the information about respond to high CO2 levels ...’We don’t
the Matching Sentence Endings task and check what know that yet, because we only have
the correct endings to the sentences are. estimates for loblolly pines’.
Answers
1 ideas and opinions C Tips and tactics
2 the same order as the passage 3 You can ask students to read this section for
3 more homework before the class or ask them to read it in
4 sometimes class.
5 letter Ask students to work in pairs and choose the three
6 None most useful tips in their opinion and compare their
answers. Alternatively, ask them to divide the tips
into three categories: I already knew this, I didn’t
B Sample questions know this, I want more information about this, and
2 Tell students they are going to practise a Matching then compare their categories with their partner.
Sentence Endings task with a short text called Ask students to work in pairs and discuss questions
Loblolly Pines and Carbon Dioxide. Ask them what a, b and c. Give them five minutes to read the eleven
they think the passage might be about. Students may statements and answer the questions. Get a few
know that pines are a kind of tree, and that carbon students to give their answers briefly to the class.
dioxide is the gas that trees take in as they grow. If you set Part C as homework, you can briefly
Read through questions 1–5 with students so they review the tips and tactics at the beginning of the
know what information they have to find. At this stage next class. For example, ask students to share what
you don’t need to suggest any strategies to them they think are the three most important tips and
(the next section focuses on strategies), just let them tactics with a partner in the following lesson.
have a go. Allow about seven or eight minutes for
this exercise. Before checking the answers as a class,
encourage students to compare answers and show
each other the words and sentences in the passage
that gave them the answers.
ACADEMIC READING 47

Answers
D Skills-building exercises 1 B The point of the experiment, however, is
4 Tell students to read the pairs of sentences 1–5. to prove the long-held belief
There are two sentences in each question, A and B. 2 A Parnell ... who wanted to see if his
The start of the sentence is the same in each pair calculations regarding the viscosity of
but the ending is different. They need to underline pitch were correct.
the key words in the beginnings and ends of the 3 B The Queensland experiment, however,
sentences. This is similar to what they will need to has demonstrated that calculating the
do in the real task. Point out that often the sentence exact moment when a drop is likely to
beginnings contain key words that are proper nouns, occur is hardly an easy matter.
for example, Professor Parnell. These are the best 4 B Shane Bergin set up a webcam so that
words to scan for in the text as they will be easy to the world at large could witness a pitch
find. drop.
Give students a few minutes to complete this 5 A Science, in the public imagination is often
exercise then briefly check their answers (there perceived as data-driven and analytical,
might be some variation). by design divorced from human emotion.
But this ... is a nice reminder of the
excitement that can be embedded in
Suggested words to underline
even the dullest of experiments.
1 A experiment/Dublin/1944/sought to/
disprove popular misconception
1 B experiment/Dublin/1944/sought to/ 7 Read through the three questions and put students
demonstrate/accepted principle/correct into pairs to discuss their answers. Monitor their
2 A Parnell/set up/experiment/hoping/show/ discussion and help where necessary if students
pitch/drop/given period/time disagree about the answer or misunderstand the
2 B Parnell/set up/experiment/unaware/how text. After a few minutes get whole-class feedback
long/pitch/take/drop on the questions and how they coped with the task.
3 A Mainstone/experience shows/original w Additional idea
experiment/based on/miscalculation This passage uses the word experiment several
3 B Mainstone/experience shows/ times. Ask students to look for words which
impossible/make precise predictions/ collocate with experiment in the text as a reminder
when/drop/occur to look for chunks of language instead of individual
4 A Bergin’s innovation/designed/prove a words. Ask them to add further collocations either
point/rival scientists from a dictionary or one they know already.
4 B Bergin’s innovation/designed/share/ Words connected to experiments
experience/more widely Verbs
5 A writer feels/public/better opinion/ set up an experiment
science/thanks to experiment initiate an experiment
5 B writer feels/public/fail to appreciate/wider observe an experiment
significance/experiment Also:
conduct/carry out/an experiment on someone/
5 Look at the passage on page 85 with the students. something
Look at the title of the text Waiting for the Drop and do something as an experiment
the photo and briefly discuss what they think the the point of the experiment is to prove ...
text will be about. This exercise asks the students the experiment demonstrated that ...
to scan quickly to find the section of the text where a long-running experiment
the information relevant to each pair of sentences an exciting/interesting experiment
in Exercise 4 will be. Remind students to scan for a dull experiment
proper nouns or dates in each set of sentences, for
example, Dublin, 1944, Parnell, Mainstone, Bergin,
the public. Allow one to two minutes for this to
encourage students to scan the text quickly.
6 Tell students they now have some time to read the
text in more detail and decide whether A or B is
correct in each of the pairs of questions in Exercise 4.
Allow about five or six minutes for this activity.
Remind them that they are looking for the views and
claims of the writer, not facts.
48 ACADEMIC READING


This task allows students to put into practice the Allow about ten minutes for this exercise and either
strategies they have learned in this unit. Remind go through the answers with the whole class or get
students of the steps they should go through: highlight students to check their answers in pairs.
key words in the first half of the sentence, locate the
key word or its synonyms in the passage, read in detail Answers
around the key word, keep looking back at the sentence 1 E In the years since, that view has been
endings in the box to check which one is correct. Allow completely rejected and the amount of
about ten minutes for this exercise and either go through training has increased: now runners are
the answers with the whole class or get students to out on the track for hours at a time, each
check their answers in pairs. and every day.
2 D … the design and construction of
Answers racetracks have come a long way, and
1 C Nowadays we are less likely than our sport shoe technology has seen similar
ancestors to believe that dreams have a improvement. Both these developments
predictive function could be giving today’s runners an edge.
2 G Incredibly enough, the idea that the 3 A In top athletes, the maximal oxygen
symbolic meaning of our dream is there, uptake … will be far higher than the
waiting to be interpreted, remains very capacity of non-athletes, meaning that
appealing. cardiac output, the amount of blood
3 B But adopting such a scientific attitude to pumped per minute, will also be better.
dreams doesn’t imply that they are no 4 G Some runners in their forties, even
longer a source of fascination to us. fifties, are able to go the distance due
4 E thinking about them could be a helpful to their commitment to tough training
way of exploring our own thoughts. programmes.
5 C … the likelihood of any one person having
w Additional idea the exact grouping of genes required to
Ask students to tick which statement is true for become a natural champion is minimal.
them. Ask one or two students how they feel
about the task and how it compares to other tasks
they have done. w Self-evaluation
Ask students how they feel about the Matching
Sentence Endings task.
ACADEMIC READING 49

TASK TYPE 7
1 Sentence Completion
LESSON OVERVIEW
This lesson looks at the Sentence Completion task. This task tests the ability to locate factual details and then
write down the words or numbers needed to complete the sentence.
A About the task C Tips and tactics

1 You can ask students to read this section for 3 You can ask students to read this section for
homework before the class or ask them to read it in homework before the class or ask them to read it in
class. class.
Tell students they are going to read some Ask students to work in pairs and choose the three
information about the Sentence Completion task and most useful tips in their opinion and compare their
then do a quiz about it. Ask students to read the six answers. Alternatively, ask them to divide the tips
quiz questions under the text in order to give them a into three categories: I already knew this, I didn’t
more focused reason to read. Ask them to underline know this, I want more information about this, and
or circle the answers as they find them. Allow about then compare their categories with their partner.
four or five minutes for students to read and then Ask students to work in pairs and discuss questions
discuss the answers in pairs. a, b and c. Give them five minutes to read the
Answers students to give their answers briefly to the class.
The class could also decide as a group on the best
1 facts and figures three tips.
2 the same order as the information in the If you set Part C as homework, you can briefly
passage review the tips and tactics at the beginning of the
3 the number of words indicated in the next class. For example, ask students to share what
instructions they think are the three most important tips and
4 words from the passage tactics with a partner in the following lesson.
5 find words which already fit Note: The first few tips are important as looking
6 important at the questions first gives students a much more
focused reason for reading.
B Sample questions
2 Before looking at the passage, write the title First
Publication of Newton’s Principles on the board 4 The purpose of this exercise is to give students
and ask students to guess what they think the text practice in predicting and identifying what kind of
will be about. Ask: ‘What do you know about Isaac information is missing in a gapped sentence. Tell
Newton?’(He was a 17th century British scientist students there is no text for these sentences, they
who discovered gravity and published a famous are just guessing the type of words that are missing.
book about his theories.) It is helpful to encourage Do the first one as an example. Elicit that working as
students to speculate about the title of a text as a ... makes type of job most probable. Either carry on
activating their knowledge around the topic will in open-class or ask students to work in pairs and do
make reading the text a more efficient process. the rest of the sentences.
Tell students they are going to have a go at a
Sentence Completion task. Give them about seven Answers
minutes to do the task, but monitor and adjust that 1 an occupation or job
time if they need a bit longer or finish quickly. 2 the name of a publication
Check answers with the whole class and encourage 3 a place – perhaps a city, a region or a country
some brief discussion about which questions they 4 a person or an institution
found tricky or easy. 5 a word describing an aspect of his work. Look
out for words meaning ‘difficulty’ in
Answers the passage.
1 wood engravings 6 the name of a relatively small animal. Check
2 natural history all the names of animals in the passage.
3 bankrupt
4 (humble) clerk
5 1687
50 ACADEMIC READING

5 Exercises 5 –10 all relate to a passage about tastes 8 This exercise takes students through the steps they
which is split into two parts. Exercises 5 to 8 are need to follow in a Sentence Completion task. First
all connected to the first half of the passage. Write ask students to look back at the underlined words in
the title of the passage The four basic tastes on the sentences 1–4 in Exercise 7, and elicit that the first
board and elicit from students what they are (salt, words underlined in each sentence are the names of
sweet, sour, bitter). Encourage students to share any people. These are useful words to scan for as they
information they may have about a fifth taste. won’t be changed in the passage.
Next, get the students to read questions 1–4 and Step a asks students to scan the second half of the
underline key words. For example, 1 ‘occupations’ passage and underline the names when they find
2 ’plural nouns’ (emphasise the importance of them. Step b involves reading around the name
noticing plurals and transferring the plural form to the until they find the other key words, or synonyms/
answer sheet correctly), 3 ‘two tastes’, 4 ‘Boring’s paraphrases of the words, from the sentences. Step
work, three terms for pictures’. c involves close, detailed reading of the relevant
Now students are ready to look at the text as they parts of the passage to find the answers.
have a reason to read. This allows them to read Do sentence 1 as a whole class and then ask
more efficiently by scanning for key words then students to do sentences 2–4 on their own for a few
reading around that word more carefully to locate minutes.
the answer. Allow a few minutes for this then check
answers with the whole class. Answers
1 chemical composition
Answers 2 seaweed
1 cook, scientist, philosopher 3 food additive
2 cells, keyholes, scientists, 4 taste receptors
shapes, tastes
3 sweet, salty 9 Ask students to work in pairs and check their
4 visual image, map, diagram answers. Tell them to go back to the text if they
have an answer that is different. Encourage them
6 This time, students do a Sentence Completion style to discuss why monosodium glutamate is wrong
task. Make sure they have circled the number of for number 3 (it is the ‘product’ mentioned in the
words and/or numbers they need to complete the sentence, a ‘food additive’ describes its function
gap, and also underlined the key words in the four which is what is missing from the sentence), or
sentences. The information they found in Exercise 5 why tongue is wrong for number 4 (a plural form is
will help them to complete the sentences, so needed, and it doesn’t make sense).
encourage them to use that information plus the text After a few minutes, check answer with the whole
to find the answers. class.
10 As a whole class, talk about why the student’s
Answers answers are wrong. You can explain the first one
1 (Greek) philosopher if they need help – it requires close reading of the
2 (tiny) keyholes words in the text. The sentence says that ‘Escoffier
3 sweet lacked the scientific knowledge …’ Therefore
4 (tongue) map unique quality is wrong because although it fits
grammatically it is not scientific knowledge, whereas
chemical composition does relate to scientific
7 In this exercise students only need to identify what knowledge. The other answers are straightforward.
kind of information is missing from the gap. Read
through the sentences with the whole class and talk
about the kind of information that could be missing.
Answers
Then get students to work in pairs and check their 1 wrong information (The student didn’t read the
answers. passage carefully enough.)
2 This is the name of the dish – not what it is
made from. (The student didn’t read the
Answers question carefully enough.)
1 a scientific term 3 wrong spelling (The student didn’t copy
2 a type of food or meal or ingredient carefully enough.)
3 a word describing what a product is used for 4 too many words (The student didn’t read the
4 a technical term instructions carefully enough.)
ACADEMIC READING 51


This task allows students to put into practice the Give a 12 minute time limit to complete the task.
strategies they have learned in this unit in the form of Encourage peer checking when they have finished before
a real IELTS Practice Task. As a lead-in to this task, you giving students the answers.
could put the title of the passage Predicting Volcanic
Eruptions on the board and ask students to predict Answers
what the text will be about. This will help generate ideas
and vocabulary and so make the job of reading easier. 1 thermal expansion
Otherwise set the task in exam conditions and check About a third of its rise comes from thermal
answers with the whole class at the end. expansion – from the fact that water grows in
Remind students of the steps to go through to answer volume as it warms.
the questions: check how many words they need to 2 ice sheets
write, read the incomplete sentences, highlight key … but for the future the big concern is the
words and predict what is missing from the gap, scan giant ice sheets in Greenland and Antarctica.
the passage to find key words/synonyms then read 3 property
that part of the passage and keep looking back at the … 150 million inhabitants of the world’s
sentence to decide which word/s are missing, write the large port cities will be at risk from coastal
answer checking spelling and plural forms carefully. Give flooding, along with $35 trillion worth of
a 12 minute time limit to complete the task. Encourage property, …
peer checking when they have finished before giving 4 barriers
students the answers. He proposes two barriers: one constructed at
Throgs Neck, to keep floods from Long Island
Sound out of the East River, and a second
Answers one spanning the harbor south of the city.
1 the developing world 5 artificial reefs
But in the developing world the majority of Orff suggests that throughout the harbor,
active volcanoes, ... have no local monitoring there would be dozens of artificial reefs
or warning system. built from stone, rope, and wood pilings and
2 molten rock seeded with oysters and other shellfish.
... InSAR is the most revealing way to show 6 car park
slight deformations in the ground due to … including an underground car park
movements of molten rock below. designed to hold 10,000 cubic meters – more
3 interferograms than 2.5 million gallons – of rainwater.
This is displayed in the form of rainbow- 7 domes
coloured interference patterns, or He also mentions Rotterdam’s Floating
interferograms as they are known, Pavilion, a group of three connected,
4 cloud (cover) transparent domes on a platform in a harbor
InSAR is particularly useful for tropical off the Meuse river. These are about three
volcanoes, where cloud cover can obscure storeys tall, and made of a plastic …
visual observations, because the radar beam 8 insurance
can see through it. … people like John Van Leer, an
5 uplift oceanographer at the University of Miami,
Radar data from Envisat showed a nine- worry that one day they will no longer be able
centimetre uplift over two years in the acquire insurance for their houses.
volcano,
6 long duration
... it is still a new technique that relies on w Self-evaluation
frequent observations and long-duration Ask students how they feel about the Sentence
space missions. Completion task.
7 six-day cycle
Sentinel is expected to observe all land
masses regularly, with a six-day cycle in
operation for the next two decades.
8 false alarms
Unrest usually subsides without an eruption,
and false alarms can undermine public trust.
52

VOCABULARY 2
LESSON OVERVIEW
This lesson looks at a range of vocabulary areas including prefixes and suffixes, synonyms and paraphrases,
antonyms, dependent prepositions, wordbuilding, collocations and commonly confused words. These
vocabulary areas are connected to language that has been used in the passages students have read so far
and many of the examples in the exercises will be familiar to the students as they are taken from those texts.
Each vocabulary area starts with a brief explanation of key points followed by one or two practice activities.
Prefixes and suffixes Negative prefixes

1 Write the word unfashionable on the board. Ask 4 Write the word sensitive from Exercise 2 on
students if they know where the prefix and suffix are the board. Elicit one meaning of the word:
in that word and what they do to the meaning of the able to understand other people’s feelings and
base noun fashion. Elicit un = not able = changes the problems. Ask students what the opposite of
base word into an adjective form. sensitive is. Try to elicit insensitive, meaning ‘not
Ask students to read through the box of information noticing other people’s feelings, and not realising
about prefixes and suffixes and briefly highlight the when they are upset’. Ask students how the
point that knowledge of prefixes and suffixes can help word changed and elicit that the prefix in- made
with guessing the meaning of unknown vocabulary. the meaning opposite. Ask students if they
know any other prefixes that work in the same
Suffixes way, they may know il-, im-, in-, non-. Then read
2 In this exercise students need to match the words through the box that explains negative prefixes
to a suffix in the box to make a new word. Don’t with students.
focus too much at this point on word class as this
5 Ask students to look at the words 1–7 and
will be focussed on in the next exercise. Look at the
match them to a prefix from the box to make the
example with the class ‘strange+ly = strangely’, then
opposite meaning. Look at the example, then ask
continue in open-class or ask students in pairs to
students to match a prefix to a word. Three of
complete the exercise.
the words can be found in the text: unpowdered,
3 Tell students they are going to check their answers non-medical and non-sterile.
in the passage Medical Gloves on page 59. Ask
them to scan for the word they need so they can Answers
check their answers, for example, disposable is in
line 1 of the passage. As they check, ask students to 1 improbable 5 inappropriate
discuss what the word class of the original word was 2 unpowdered 6 illegal
(for example, dispose is a verb) and what the word 3 non-medical 7 immodest
class of the word in the text is (e.g. disposable is 4 non-sterile
an adjective). Ask students to carry on in pairs, then
check the answers together.
w Additional idea
Check students know the meaning of all the
Answers words, for example, inappropriate=not suitable
1 dispose (verb) / disposable (adj) (disposal is for a particular situation, improbable=not likely
also possible) to be true or happen. Remind students to learn
2 sensitive (adj) / sensitivity (noun) new vocabulary as part of a phrase or with a
3 easy (adj) / easier (comparative adj) (easily, collocation, not just as an individual word. For
easiness are also possible) example, an inappropriate gift, an improbable
4 irritate (verb) / irritation (noun) (irritable is also story.
possible)
6 It is important for students to know general rules
5 strange (adj) / strangely (adverb) (stranger,
about word formation as it helps them become
strangeness are also possible)
independent learners. Ask students to look at the
6 thin (adj) / thinness (noun) (thinly is also
examples in Exercise 5 and complete the rules.
possible)
When are im- and il- are used? Which letters do
7 clinic (noun) / clinical (adj)
the base words begin with ?
Answers
1 m, p 2 l
w Additional idea
Write these im- and il-adjectives on the
board: illegal, illegible, illiterate, inappropriate,
impolite, immature. Ask students to write a
sentence using the words then work in pairs
ACADEMIC READING 53

VOCABULARY 2
and compare.
Synonyms and paraphrases

7 As a lead-in to synonyms, write the word probable w Additional idea
from Exercise 5 on the board and ask students for Put the words in larger chunks of language to
any words they know that have a similar meaning make them more useful for students, or use these
(such as likely, ‘possible’). Then ask them to think of examples if students don’t understand a word:
synonyms (words that have a similar meaning). Then • a balmy summer evening (=warm, pleasant
read through the box in Exercise 7 with the whole weather)
class. • the cool evening air (=low in temperature, but
not cold, often in a way that feels pleasant)
w Additional idea • the general consensus was that computers
Often synonyms are interchangeable (for example
are a good thing in education (=an opinion that
likely, possible), but sometimes there is a formality
everyone in a group agrees with or accepts)
difference between synonyms which helps the
• we’ve had a few disagreements about it, but
speaker / writer know which one to choose
we’re still friends (=a situation in which people
depending on the context. Give students the
have different opinions on a topic)
example of three neutral words: start, end, try and
• the onset of disease/old-age/winter (=the
ask them if they know a formal synonym for each
beginning of something, especially something
one. Answers: commence, terminate, endeavour.
unpleasant)
8 Read through the box of adjectives and verbs and • I’ve come to the conclusion not to go (=decide
ask students to complete the sentences using a something after considering all the information
word with a similar meaning to the words in bold. connected to it)
Look at the example, then ask students to continue • a reduction in the price of oil (=decrease in size,
in pairs. Conduct whole-class feedback. price, amount of something)
• an increase in the crime rate (=a rise in amount,
5 rare number or degree)
Answers
6 endangered • a rapid increase in the population (=happening
1 largest 7 depicted very quickly and in a short space of time)
2 bizarre • we made slow progress on the project (not
3 lack happening quickly enough)
4 foul • the weather changed suddenly (=quickly and
unexpectedly)
Ask students to look at the The World’s Biggest Flower • the weather gradually improved (=slowly, over a
text on page 61 to see the words in context if they need long period of time)
more help to understand the meaning.
Dependent prepositions
Antonyms 11 As a lead-in to dependent prepositions, give an
9 As well as needing to recognise synonyms in example of an adjective/noun/verb + preposition.
questions and texts, students also need to be able Write on the board: I’m afraid _____ spiders! Ask
to recognise antonyms, which are words of opposite students what’s missing and elicit the dependent
meaning. Give the word rare (as in flowers) from the preposition, of. Then read through the box of
previous exercise as an example and ask students information with the class.
what the opposite, or antonym, is.
12 Ask students what they can remember about
(Answer=common). Then read through the box
The World’s Oldest Fish Hook text on page 63.
in Exercise 9 with the whole class. The box gives
Tell them they are going to look at a summary of
examples of words that have different antonyms,
that passage and they need to complete it with
depending on the context.
dependent prepositions from the box. Give students
10 In this exercise students need to match the words in a few minutes to do this exercise, then ask them
column A which are all taken from the Little Ice Age to check in pairs. Remind students that dependent
text on page 62 with an antonym in column B. Ask prepositions have to be learned and that it is
students to work in pairs and check their answers. better to learn vocabulary as a chunk (e.g. noun +
preposition) than as a single word.
Answers
1 balmy/cool Answers
2 consensus/disagreement 2 method of
3 onset/conclusion 3 speculate about
4 reduction/increase 4 experts at
5 rapid/slow 5 capable of
6 suddenly/gradually 6 sheds light on
7 as a consequence of
54 ACADEMIC READING

VOCABULARY 2
13 In this exercise, students have to write their own 17 Following on from Exercise 16, ask students to
sentence using the verb or noun + preposition find the collocations in the passage on page 41.
combinations. Do an example with the class: Recent Ask students to choose some of the collocations in
research has shed new light on the causes of the Exercise 16 and write their own example sentences
disease. If students find it hard to come up with using them. Do this as a whole class activity to save
an example sentence, encourage them to use a time or give extra support to weaker students.
dictionary to help. Ask students to compare their
answers in pairs. 18 The collocations in this exercise are taken from
The Meaning of Dreams text on page 86. The
Wordbuilding collocations are not very strong, so students will
probably need the support of the text to be able to
14 Tell students that as well as noting prefixes, suffixes,
match the words correctly.
synonyms, antonyms and dependent prepositions,
After talking briefly about what they remember about
another useful way to record vocabulary is with
the text, ask students to look at the collocations and
related words and the different forms of the word
see if they can match any. Then ask them to scan
(word class). Read through the box of information
the text to find the collocations and match them up.
with the class.
Note that hidden collocates with hopes in the text,
15 Look at the mind map with students and talk but hidden meaning is a fairly strong collocation
about how it is organised. Mention that the key so some students may want to match these. If so,
word happiness is in the middle of the map and acknowledge that it’s a possible collocation, just not
related words are connected to it. In a mind map, in this particular text. Check answers in open class.
connections can also be made to words on the
outside of the map, for example, ticklish is related to Answers
laughter more closely on the map than to happiness.
1 e
Ask students to complete the sentences with words
2 f
from the mind map. Do this as a whole class if this is
3 a
the first time the students have vocabulary organised
4 d
in this way.
5 g
6 c
Answers 7 b
1 joy, pleased
2 laugh
3 laughter Commonly confused words
4 giggle
5 joke, jokes (to joke is also a verb) 19 Talk briefly about what students can remember
6 humour, sense of humour about the passage Waiting for the drop. Then ask
7 ticklish students to talk about the difference between the
pairs of words. Do number 1 together. Both words
are adjectives, but collocate with different nouns
Collocation: adjective + noun when used to talk about being ‘big’, i.e. a fat person,
a thick book, a thick consistency/liquid.
16 Tell students that this exercise focuses on adjective Use these notes to point out some general
+ noun collocations. Read the rubric information and differences between the other words:
see if students know any of the collocations given: 2 eventually is that something happens after a
a golden opportunity, a lucky break, a bitter long time, lastly is the last point in a series of actions
argument. The collocations in this exercise are from or a list.
the text Types of Port on page 41. Ask students to 3 The main difference here is that the words are
complete the sentences by matching an adjective homophones: that is, the pronunciation is the same,
from the box with the nouns in bold. but the meaning is different.
4 The word hardly is an adverb meaning ‘almost
w Alternative idea not’ and hard is familiar to students as an adjective,
Challenge a stronger group by asking students to but it can also be an adverb, meaning, use effort,
cover up the box of adjectives and to complete the with force, become solid’.
sentences using their own knowledge. They can 5 Both are adjectives but momentary means
then look at the box of adjectives and check in the ‘continuing for a very short time’, and momentous
text on page 41. means ‘an important moment that influences the
future’
Answers 6 The word reminder is a noun that means
1 developing something you remember or think about’, remember
2 private is a verb meaning ‘to have a picture about the past’.
3 direct Tell students to look at the text on page 85 to find
4 controlling one of the words in each pair used in a sentence.
5 distinct Reading the words in context will help reinforce the
6 basic
ACADEMIC READING 55

VOCABULARY 2
meaning. Wordbuilding
22 In this exercise, students have to change the word in
20 After talking about the meaning in Exercise brackets in order to make the word fit the sentence
19, students can check they understand the by adding a prefix and/or a suffix and possibly by
difference between the words by selecting the changing the spelling. Look at the example with the
right one in the sentence. Do this in open class, class. Elicit that the form of the word needed is the
or let pairs do it together briefly. adjective (unbelievable) and that the sentence means
we can’t believe they were able to do it, therefore
Answers unbelievable is the answer. Ask students to work in
1 thick pairs and again encourage dictionary work. Check
2 eventually the answers with the whole class. The sentences
3 decades are long so make sure students understand the
4 momentous meanings as well as just mechanically change the
5 hardly words with the correct prefix ort suffix.
6 reminder
Answers
1 unbelievable
Common IELTS topic: History 2 essential
3 disapproval
Suffixes 4 creation
21 This exercise gives students practice in changing 5 insecurity
the class of a word to make it fit the sentence. 6 uneconomic(al)
Look at the first sentence as an example with 7 irregular
the whole class and point out that the verb 8 varieties
invent changes to the noun, invention. Ask
students to work in pairs to complete the
sentences in order to help each other. Allow Common IELTS topic: Industry and
dictionary use to check words they are not sure
of.
technology
w Extra idea Collocation: adjective + preposition
Look at the suffixes in the box and brainstorm 23 Tell students that the sentences in these exercises
some more words that have those endings. are all connected to industry and technology which
Start with a few examples: continue are common topics in IELTS. Do the first sentence
– continually, create – creation, stupid as an example, elicit the answer, then ask students
– stupidity, state – statement. Then ask to complete the exercise individually or in pairs.
students to come up with as many more as
they can think of. Elicit what spelling changes Answers
occur. For example, vowels may be replaced
as in continue in which the e becomes a in 1 to 5 for
continually or in create the e is dropped to 2 of 6 of
become the noun creation. 3 to 7 to
4 with 8 for
Answers Collocation: verb + noun
1 invention
24 Tell students that this time the exercise is focusing
2 development
on verb + noun collocations. Ask them to read
3 environmentally
through the words in the box and choose the best
4 traditional
collocation to complete each sentence.
5 individuality
6 instruction
7 regional Answers
8 validity 1 hold
9 involvement 2 conclusion
10 specifically 3 meet
4 implement
5 perform
6 maintain
7 place
8 solve
56 ACADEMIC READING

ACADEMIC READING PRACTICE TEST
LESSON OVERVIEW
The Practice Test gives students the chance to put into practice the skills and strategies they have learned for
different reading task types. Again, it is a good idea to elicit from them an overview of the test and get them
to tell you the best way to approach each task. This is a good way of reviewing and consolidating what they
have learned.
Remind them of the 60 minute time limit, and again advise them to spend no more than 20 minutes on each
passage, including checking their answers.
Results from this test will indicate which task type the group as a whole have found difficult and therefore
may need to be practised more.
Give students the Practice Test in exam conditions. But if you wish, monitor during the test, to make sure
students aren’t spending too long on one task or passage, encourage them to move on.
Give them the chance to check their answers in pairs or go through the answers with the whole class. The
places in the reading passages which provide the key to the answers are given below.
At the end of the test, you may want to discuss with students how well they did or give them a chance to
discuss their answers.
Answers 13 rocks If actually attacked, throw rocks at

1 TRUE because they look quite similar to each them.
other, are often confused. ... Although closely 14 ix
related, however, the two species are in fact 15 viii
quite distinct. 16 iii
2 FALSE Part of the confusion arises out of the 17 x
fact that both species are characterised by 18 i
considerable colour variations. 19 vii
3 FALSE and there are also variations in size and 20 v
weight 21 1944
4 TRUE Black bears are primarily adapted to 22 copper
forested areas and their edges and clearings. 23 twelfth/12th
Although grizzly bears make substantial use of 24 duits
forested areas 25 (Dutch) ship
5 FALSE Black bears have short, curved claws 26 antique weaponry
better suited to climbing trees than digging .... 27 YES explore its functions – something
This enables grizzlies to forage efficiently for people of my generation never seem to have
foods which must be dug from the soil the skill or patience to do.
6 NOT GIVEN The primary difference between the 28 YES a group of researchers from Boston in
dietary habits of black bears and grizzly bears is the USA have been exploring in the unlikely
the amount of meat, fish, and root foods eaten setting of Ethiopia
(but we don’t know whether they prefer fish) 29 YES Negroponte and Matt Keller … have
7 TRUE Grizzly bears tend to be more carnivorous launched an experiment so bold it might be
8 NOT GIVEN Black bear cubs are born in the science fiction.
winter hibernation den (no information regarding 30 NO No instructions were left with the
Grizzly bears) packages, aside from telling the village elders
9 climb trees Black bears ... rely on their ability that the iPads were designed for kids aged
to climb trees to .... escape predators four to eleven.
10 defensive attack If come within three to six 31 NO they didn’t sit with a machine each on
metres of a grizzly bear, and it suddenly notices their laps in isolation as western kids might
you, may react defensively and even attack out be expected to do.
of response to a possible threat ... 32 NOT GIVEN (we don’t know their attitude
11 play dead you should play dead towards this decision by the Ethiopian
12 run Shout! Wave your arms and try to appear government)
as large as possible. Don’t run. 33 NO More startling still, one gang of kids even
worked out how to disable a block that the
Boston-based researchers had installed into
the machines, which was supposed to stop
them taking pictures of themselves.
ACADEMIC READING 57

ACADEMIC READING PRACTICE TEST
34 J This experiment still has much further to

run
35 M they have the ability to figure out
sophisticated technology,
36 C no matter how remote children are, or how
illiterate their community,
37 I Instead they huddled together, touching and
watching each other’s machines, constantly
swapping knowledge.
38 A instead of pouring money into shiny
buildings and teacher training, aid groups
might do better just to distribute mobile
phones and laptops with those self-teaching
games.
39 C Should someone who worries about the
failures of the US education system to reach
the American poor, for example, be looking to
iPads for a possible solution?
40 D Or is the ability to decode an electronic
gadget innate to all young human brains,
irrespective of where they live? (Para 1) The
results were thought-provoking, particularly
for anyone involved in the education business
(para 4) Negroponte and Keller’s experiments
raise questions in my mind. Firstly, what is
all this technology doing to our kids’ neural
networks and the way future societies will
conceive of the world … Those devices may
now be unleashing an evolutionary leap. (final
para)
58 ACADEMIC READING

STUDENT’S BOOK PRACTICE TEST
PRACTICE TEST OVERVIEW
The Student’s Book contains a full IELTS Practice Test on pages 112–127.
Remind students that there are four parts to the test and the total test time is two hours and 45 minutes. Give
the test in exam conditions and remind students to follow the instructions carefully. There are photocopiable
Answer sheets on pages 68–69 of the Teacher’s Book which you can give to students to transfer their answers.
The Answer key and audioscript are given here for marking. Further information about the test and the IELTS
Band Scores can be found on page 2 of the Student’s Book Introduction. Writing and Speaking marking
descriptors can be found on pages 64–66 of the Teacher’s Book. For further information on the test, you may
wish to consult the IELTS website: www.ielts.org.
Answers Section 3
21 B/E because that figure’s 1.9 per cent lower than it
LISTENING (pages 112–115) was two years ago.
22 E/B people are buying a lot less frozen fish than
Section 1
they used to, and sales of that have gone down even
1 court An hour on the squash court is charged at more sharply than sales of fast food like pizza
£10.00 – but that’s not per person, of course, that’s 23 A/C F: We ought to design a questionnaire – ask
for the court. local people how often they buy frozen food and
2 fifty/50 min(ute)s Members pay ten pounds for whether they’ve changed their shopping habits.
every fifty minutes they spend in the gym M: Sure. I’ll leave that to you, drawing up the
3 weekday afternoons So you can only accept their actual questions
bookings for weekday afternoons 24 C/A F: I don’t mind doing the inputting if you’ll do
4 £10.50 Anyone can book a place on a session, and the analysis.
the fee is £10.50 M: That sounds like a good plan. Let’s go for it.
5 twelve/12 limit on the number of non-members 25 D he points out that in the last two years many
who can be accepted – that’s capped at twelve per families have had less money to spend, and that
session. buying frozen food is often more expensive.
6 team captain But anyone else wanting to go along 26 A Glenda Williams, says that it’s more to do with
needs to get in touch with the team captain cooking programmes on the television that have
7 password Then you ask the member for their made people more interested in cooking.
password 27 B he says that many young people cook everyday
8 2.5% / per cent / percent But there’s a 2.5% – devote an hour or so to it – much more than their
surcharge if it’s a credit card parents used to apparently
9 smart casual our policy is smart casual 28 C She says that adverts for frozen food just aren’t
10 name badge But we do ask you to keep your as imaginative and interesting as those for other
name badge on at all times. food products.
Section 2 29 G but these days you can do your shopping online
11 A So ten years ago, we sold our coffee bar and and get it delivered whenever you want.
founded the Tasca Coffee company. 30 H Anna Carey says that frozen foods aren’t always
12 A with a total of thirty-four. These are mostly in up to that sort of standard
England. Section 4
13 B the company’s loyalty card. Buy ten coffees in 31 coastal mountains The trees are conifers and they
any Tasca outlet, and you get the eleventh one free. grow in the wild in Chile in South America, where
14 B Providing free internet access has been widely they once occupied large areas of the country’s
popular, however, and nearly every outlet has that coastal mountains.
now. 32 hydro(-)electric(ity) Priority was given to trees that
15 C but the basic salary package includes a bonus are growing in a valley that will soon be flooded to
based on the company’s profits – everyone gets that. make way for a hydro-electricity scheme.
16 C The one thing that everybody agrees about, 33 by hand This meant that it was possible to gather
however, is the coffee – nobody’s in any doubt that a the cones by hand.
Tasca cappuccino or latte is the best you can get! 34 fifteen/15 meters/meters and the team only found
17 A So we told managers to make sure that there a few trees left exceeding 15 metres in height.
are always good changing facilities in the bathrooms. 35 cuttings Where they believed this was likely, the
18 B So we have these things, but Mums have to ask team supplements the seed by taking cuttings.
for them.
19 C video games to try and attract more teenagers
– but I’m afraid lots of people complained about the
noise – so we’ve decided to ban them.
20 B but they’re also in the cupboard or behind the
bar, available if anybody wants to use them.
STUDENT’S BOOK PRACTICE TEST 59

Student’s Book Practice Test Answer Key and Audioscript
36 flexible As the project leader pointed out to 15 E The fact that we distinguish indigo and violet as
me, it’s easy to leave Scotland with targets for separate colours is largely down to Sir Isaac Newton,
the number of seeds that will be collected, but in who named and split up the colours of the rainbow
practice there’s a need to be flexible. completely arbitrarily.
37 identification tag each seed is logged in a 16 A football teams wearing red were statistically
database, where it is given its unique identification more likely to win than teams in other colours
tag, with information on where and when it was 17 C there are apps on the market now, that change
collected your lighting before you go to bed, to get you ready
38 controlled conditions initially, the seed will for sleep.
be germinated under what are called controlled 18 C This is the product of billions of years of
conditions evolution. ... ‘You’ve got a much better chance of
39 tree growth the Scottish project team is also detecting an object against a background if you have
gathering essential information about tree growth, colour vision.’
data which might otherwise have been lost. 19 D ‘I can make you see blue or yellow, depending
40 restoration ecology This type of project is part of a on what surrounds it,’ he says.
wider discipline known as ‘restoration ecology’ 20 B ‘Most other mammals have two, meaning they
can only detect green and blue wavelengths.’
ACADEMIC READING (pages 116–123) 21 B /E blue pills appeared to be more effective in
curing insomnia than orange ones
1 TRUE Only recently, however, has ‘rammed earth’
22 E /B But in the experiments, the pills used were all
as the building material is called, appeared on to the
placebos – in other words fake pills – there was no
curricula of modern architecture and engineering
pain-killer, there was no stimulant.
schools.
23 title as the title ‘Colour psychology and colour
2 TRUE ‘It became a poor man’s material and the
therapy: Caveat emptor’ makes clear.
image is hard to shake off’.
24 marketers meaning of colours has been picked up,
3 NOT GIVEN ‘Rauch has used the material to build
of course, by marketers.
a range of structures including a cinema and his own
25 authoritative The information available is often
family home in Austria.’ (but we don’t know whether
presented in an authoritative manner,
this was encouraged by anyone or not)
26 outdated However, evidence is rarely cited and,
4 FALSE What’s more, the ability of earth to
when it is, it’s often in reference to findings that are
moderate humidity and temperature is another
outdated
advantage
27 NO But is there more to the decision than
5 TRUE Not everybody accepts that the future lies
expense and convenience? The answer suggested
in rammed earth construction, however. A central
by numerous studies into the neuroscience and
concern of sceptics is durability.
psychology of reading in different formats is
6 FALSE Rauch designs for ‘calculated erosion’.
emphatically that there is.
Every few layers, he inserts stone blocks into the
28 YES her more negative speculations have been
surface of earth walls
picked up in the media and amplified in far more
7 NOT GIVEN The writer tells us ‘The longevity of
strident terms
earth buildings in the past was due, in part, to the
29 NOT GIVEN (The figures are quoted, but the writer
regular maintenance regimes that were integral to
makes no comment on the findings.)
traditional practice.’ (but we don’t know what Rauch
30 NO it is actually doing something far more
thinks about this)
interesting than telling us which medium is superior.
8 TRUE The earth is then quite literally rammed into
31 NOT GIVEN (The writer talks about the two ideas,
this, layer by layer, either manually or by pneumatic
and seems to accept them both as valid.)
rammers.
32 NO she found that the electronic devices
9 labour intensive Anna Heringer ... views the labour
promoted more deep reading and less active
intensive nature of this form of construction as a
learning.
bonus
33 NO Another related, widely replicated finding, is
10 community (spirit) Building with earth, you can
that people read more slowly on screens than from
have a lot of people involved – it’s about community
paper. Sara Margolin ...
spirit too.’ And those communities have choices.
34 YES it forces the reader to process the text in
11 (the) ceilings Rauch is aware of the limits of the
order, and preserves the organisational structure the
material, however. Certain parts of structures, such
author wanted us to follow’.
as the ceilings, aren’t possible in earth.
35 C while straightforward reading encourages them
12 contamination He feels that the climatic and
to take in and believe what’s on the page in front of
environmental qualities of the material are lost with
them.
such contamination.
36 B Having a device that requires a lot of attention
13 recycle Heringer adds that when cement is mixed
to operate could essentially steal working memory
with earth, ‘You can’t recycle it.
resources,’
14 E The Whorfian hypothesis has been largely
37 B It is equally important not to jump to rash
discredited
conclusions about either form of reading
38 E She thinks the main reason for this is that the
device is small, light and portable, and you can pull it
out at odd moments, such as ‘when waiting for the
bus to arrive’
60 STUDENT’S BOOK PRACTICE TEST

39 C For Margolin, ‘the preference for reading F: Yes – that’s right. Then, there’s volleyball practice. There
on paper or a screen seems to be just that: a the sessions last two hours and it’s free for members,
preference.’ but they do have to sign up in advance. Anyone can
40 A Mangen suggests that we need more book a place on a session, and the fee is £10.50 – but
longitudinal studies, conducted over decades, before one thing you’ve got to keep an eye on is that there’s
we can figure out which effects of different reading a limit on the number of non-members who can be
media are due to familiarity or lack of it accepted – that’s capped at twelve per session.
M: OK. And is there also a limit on the number of members
ACADEMIC WRITING who can sign up?
F: Yes – you’ll see boxes to fill in on the screen – it tells
Student’s own answers. Use Writing Marking Descriptors
you when the session is fully subscribed.
on pages 64–65 of the Teacher’s Book to mark and give a
M: Ah yes, of course.
band score. F: But it doesn’t happen often. Basketball practice is
the other thing and that’s a little different. The two-
SPEAKING hour sessions are also free to members and you take
Student’s own answers. Use Speaking Marking bookings from members in the same way. But anyone
Descriptors on page 66 of the Teacher’s Book to mark else wanting to go along needs to get in touch with the
and give a band score. team captain. So you need to refer on that one. He’ll let
you know if he’s accepted the booking and at that point
you can add the name to the list. There’s no payment to
Audioscript take though.
M: OK.
Section 1 21
F: So, is there anything you’d like to ask me?
You will hear a conversation between a sports centre M: Yes, how do I know who’s a member and who isn’t – do
manager and a new member of staff. they have photocards or something?
F: Come in. F: Well, they have membership cards with their
M: Hello. I was asked to come and see you – Roland membership number written on it. You swipe the card
Hadstock. when you take the booking in person.
F: Ah yes – Roland. You’re going to be working here from M: And on the phone?
Monday, aren’t you? F: You ask for the membership number and enter that
M: That’s right. on the computer. Then you ask the member for their
F: So I just wanted to give you a quick briefing. password – that should appear in the pop-up box on the
M: Thanks. screen when you enter the number. You just check that
F: Now, you’re mostly going to be working on bookings, they match.
and that means phone bookings, email bookings and M: And if they can’t remember it?
some face-to-face client contact. F: Then you can send them the reminder email – it means
M: OK. you can’t complete the booking until they’ve got it
F: Basically, we have five bookable activities, so I’ll just run sorted – but it doesn’t happen often.
through those for you and tell you a few details. M: And what types of card can I accept?
M: Sure. F: Debit cards are fine – you need to get authorisation, of
F: Firstly, there are the squash courts. Only members course. I’ll show you how to do that in a moment.
can book those, although they may bring guests along M: Is there a surcharge for using a card?
as partners. An hour on the squash court is charged at F: Not for the debit card. But there’s a 2.5% surcharge if
£10.00 – but that’s not per person, of course, that’s for it’s a credit card – and you need to explain that to the
the court. client.
M: Seems cheap. M: Sure. And how would you like me to dress? Is there a
F: Well, remember these are people who’ve already paid uniform?
their annual subscription – so these are specific charges F: No, but we’d like you to be recognisable as a member
in addition to that. of the admin staff – so a tracksuit and trainers are not
M: I see. And does that go for the gym too? very suitable! But our policy is smart casual – what
F: Well, you have to be a member to use the gym – no you’re wearing today is fine.
guests are allowed in there at all. Members pay ten M: Great.
pounds for every fifty minutes they spend in the F: But we do ask you to keep your name badge on at all
gym, and they can book blocks of time of up to three times – that also helps to show that you’re a member of
sessions at that rate. staff.
M: OK. M: I see. That’s no problem.
F: Then there’s the swimming pool – that’s a bit more F: Is there anything else ...
flexible. Members pay £5.00 for each 45 minutes, and
can book as many consecutive sessions as they like.
Non-members are allowed to book, but not for the
busy periods – that means evenings and weekends
in practice. So you can only accept their bookings for
weekday afternoons.
M: At the same price as members?

mums have to ask for them, and they’re tidied away once
Section 2 22 the kids have gone.
Some outlets tried installing video games to try and attract
You will hear a talk by a woman who helped set up a
more teenagers but I’m afraid lots of people complained
coffee company.
about the noise so we’ve decided to ban them! That taught
Hello there. My name’s Leila Haddon and I’m co-founder of us a good lesson about who our real target customers are!
the Tasca Coffee Company. I’ve come along this evening to Board games, on the other hand, like chess and scrabble
tell you something about how we started the company up did meet with general approval – but they’re also in the
and why we think it’s been so successful. cupboard or behind the bar, available if anybody wants to
So, first of all, a bit of history. The story of Tasca Coffee use them. We’ve told managers that they need to publicise
begins about fifteen years ago, when my husband and I this fact, however, in case people don’t realise that these
opened our first coffee shop back in my home town. It things are there.
wasn’t called Tasca Coffee, because we’d bought a franchise
from a much larger company. We sold their coffee and used Section 3 23
their brand name and advertising and in return they took You will hear two students talking about a research
twenty per cent of our profits. Well, my husband, Leo Tasca, project they are doing on the topic of frozen food.
is Italian by birth and takes his coffee very seriously. He
soon realised that we could import better coffee from Italy, F: I’ve found a really good article to use as a basis for our
and build up our own chain of coffee outlets. So, ten years research project. Look, it’s about the fact that people
ago, we sold our coffee bar and founded the Tasca Coffee are buying less frozen food than they used to.
company. M: Oh right. So you’ve got the figures there?
Although we started in Wales, where I was born, we now F: Yes, look – it says here that on average, each family
have outlets across the United Kingdom with a total of 34. in the country gets through about fifteen kilograms of
These are mostly in England, but we’ve recently opened frozen food each year.
some in Scotland too. M: Wow – so much?
The people who run our outlets work for us and sell our F: Yes, but that’s not the point – because that figure’s 1.9
coffee, but they have some freedom to choose the services per cent lower than it was two years ago.
they offer to their local customers. For example, city centre M: That’s quite a significant fall. And is that all frozen food,
outlets offer a delivery service to people working in nearby or are some products affected more than others? I
offices, but that’s not something that’s offered in outlets mean I can’t believe that it’s true of frozen pizza, for
located in the suburbs. Similarly, live music events are example.
popular in some areas, but not in others. One thing the F: Well, there are differences, but it says that actually
outlets do have in common, however, is the company’s sales have fallen across the board. So, like, people are
loyalty card. Buy ten coffees in any Tasca outlet, and you get buying a lot less frozen fish than they used to, and sales
the eleventh one free. of that have gone down even more sharply than sales
We like the idea that not all the outlets are exactly the of fast food like pizza – but everything’s down compared
same, and it means managers with good ideas can try them to two years ago.
out and if they work, tell their colleagues. For example, one M: Right – and are there differences between different
large outlet introduced a silent reading room for people parts of the country?
who wanted a really quiet cup of coffee. It was a success, F: The article doesn’t go into that actually – but I was
but other outlets didn’t have the space to do the same. thinking that could be the basis for our project.
Providing free internet access has been widely popular, M: You mean, doing a study to find out whether sales of
however, and nearly every outlet has that now. One idea frozen food have fallen in our region too.
that didn’t work was all night opening – nobody wants F: Well, they probably have, but have they fallen to the
coffee at three in the morning apparently! same extent, and are there any differences between
We also like to look after our staff. We leave it to the what’s happened in our area and what’s happened
local managers to decide whether or not employees get nationwide?
discounts for family and friends, or other perks like private M: That’s a great idea. But how would we go about it?
medical insurance, but the basic salary package includes a F: Well, I thought we could start off by checking out the
bonus based on the company’s profits – everyone gets that. original research. There are lots of experts mentioned
We also collect customer feedback. Most of it’s positive in the article, so if we put their names into a search
– some people mention how good the service is, others engine, we could probably find stuff they’ve written
say that they like the atmosphere in the outlets. The one about it.
thing that everybody agrees about, however, is the coffee – M: Maybe – but the actual figures probably come from
nobody’s in any doubt that a Tasca cappuccino or latte is the some sort of report. Perhaps we should find out what
best you can get! the source was and go to that – I could do that – it’s
probably cited at the end of the article, or next to the
So what’s new in Tasca Coffee outlets? We’ve been graphs and tables.
developing some new ideas for customer service, and F: OK. Then I thought we ought to design a questionnaire
four areas have proved quite interesting. Our outlets are – ask local people how often they buy frozen food and
becoming very popular with young families. They’re good whether they’ve changed their shopping habits.
places for young mums to meet when they’re out in town M: Sure. I’ll leave that to you, drawing up the actual
with their babies and toddlers. So we told managers to questions, but I’d be quite interested in trying to get
make sure that there are always good changing facilities in together a random sample of people to ask.
the bathrooms – and that’s proving very popular. F: What, you mean getting a representative mix of age,
Other stuff for kids – like boxes of toys – can put some income level and stuff?
customers off, however. Older people looking for M: Exactly.
somewhere to have a nice chat with a friend don’t want to F: OK – that sounds like a good division of labour – I could
feel they’re in a kindergarten. So we have these things, but also set up a spreadsheet based on the questionnaire
so that we can analyse our findings statistically.
62 STUDENT’S BOOK PRACTICE TEST

M: Great. grow, it’s a very long-term one.

F: I don’t mind doing the inputting if you’ll do the analysis. The seeds of conifer trees grow in cones. Out in Chile, the
M: That sounds like a good plan. Let’s go for it. team found collecting the cones quite simple. There was no
M: OK, I’ve been looking at the article – it’s quite need for climbing because few of the targeted species are
interesting. high-growing trees with tall canopies. This meant that it was
F: Yeah? possible to gather the cones by hand. Some of the species,
M: Because the experts all have different ideas about what like the one called Fitzroya should be very tall trees, but the
might be causing the changes. remnant populations contain mostly small trees with low
F: That’s right. Although I think a lot of that is speculation branches. Fitzroya can reach about 45 metres, but there are
really – that’s another thing we could try and find out few trees of that size left in Chile, and the team only found
more about in our research. a few trees left exceeding 15 metres in height. The team
M: Good idea. Like, what’s his name ... um, yes, Eric typically gathers around fifty seeds from each species, and
Davies – he reckons that the food itself hasn’t changed takes samples from between five and ten trees of each.
much – it’s not that there’s been a fall in quality or One of the problems they faced was that the seeds they
anything – but he points out that in the last two years collect might be low in fertility, leading to poor germination.
many families have had less money to spend, and that Where they believed this was likely, the team supplements
buying frozen food is often more expensive than buying the seed by taking cuttings. However, they always take
fresh stuff and cooking it. care to select parent plants for seed collections which
F: Yeah – another expert, her name’s Glenda Williams, they believe contain good seed. As the project leader
says that it’s more to do with cooking programmes on pointed out to me, it’s easy to leave Scotland with targets
the television that have made people more interested for the number of seeds that will be collected, but in
in cooking – that also means buying more fresh practice there’s a need to be flexible. It’s often a matter of
ingredients and less pre-prepared frozen stuff. responding to what you find.
M: Yes, and John Hall actually quotes some research on
So, on to the next stage in the process. Once harvested,
that. He says that many young people cook everyday
the seeds and cones are transported back to Scotland,
– devote an hour or so to it – much more than their
where each seed is logged in a database, where it is given
parents used to apparently.
its identification tag, with information on where and when
F: It’s a cultural change – in the late twentieth century,
it was collected. Eventually seeds will be selected from
quick and easy frozen meals were seen as a good thing
this database and used in the cultivation of young plants in
– that idea’s now going out of fashion. Mary Butcher
Scotland.
also talked about marketing. She says that adverts for
Once established, the young trees will be planted out
frozen food just aren’t as imaginative and interesting as
in plantations in Scotland. But initially, the seed will be
those for other food products.
germinated under what are called controlled conditions.
M: Well, I’m not sure about that but Steve Fullet makes
These young trees and the seeds they themselves go on to
a good point about shopping. People used to buy
produce can then form the basis of a long-term cultivation
frozen stuff because it meant you didn’t have to go to
programme in which seeds can be returned to Chile, helping
the supermarket so often. I’m sure that’s true – but
to create a healthy population of trees there for the future.
these days you can do your shopping online and get it
So why is this project, and projects like it, important? This
delivered whenever you want, so it doesn’t have to be
is by no means a solution to the problems of deforestation
frozen stuff.
and the loss of specific species. Doing this sort of rescue
F: Yeah, and you can get all sorts of really nice ingredients
work is what can only be called a last resort for saving
really easily that way. Anna Carey says that frozen foods
depleted natural populations. As well as saving threatened
aren’t always up to that sort of standard – that they’ve
populations and conserving important genotypes, the
fallen behind in that respect – and I think she’s right.
Scottish project team is also gathering essential information
M: So, we need to test out some of these views in our
about tree growth – data which might otherwise have been
research.
lost. To be able to effectively restore natural forests and
F: OK. That sounds interesting.
ecosystems, we have to know how to cultivate the plants.
Section 4 24 It is this horticultural knowledge that is going to prove so
vital in the future restoration and management of native
You will hear a university teacher giving his students areas. This type of project is part of a wider discipline known
some information about a research project. as ‘restoration ecology’, where, as the name suggests,
In my presentation today, I’m talking about the conservation whole ecosystems are restored artificially. And the key to
of endangered species of tree, and in particular the work of this whole process, to almost all the world’s ecosystems, is
a group of scientists from Edinburgh in Scotland. plants.
A small team of conservationists from Edinburgh, has been
involved in a project called Iconic, which aims to save some
of the world’s most endangered trees from extinction. The
trees are conifers and they grow in the wild in Chile in South
America, where they once occupied large areas of the
country’s coastal mountains. Today only tiny fragments of
the natural forest remain.
Members of the project team have been to South America
on a mission to gather seeds from the few trees that
survive in the wild. Priority was given to trees that are
growing in a valley that will soon be flooded to make way
for a hydro-electricity scheme. The project aims to save the
trees from extinction and because trees take a long time to

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11 1 of 1Page 1 of
WRITING TASK 2: Band Descriptors (public version)
3/15/2023 5:52:10 PM
Band Task response Coherence and cohesion Lexical resource Grammatical range and accuracy
9 • fully addresses all parts of the task • uses cohesion in such a way that it attracts no attention • uses a wide range of vocabulary with very natural and • uses a wide range of structures with full flexibility and
• presents a fully developed position in answer to the • skilfully manages paragraphing sophisticated control of lexical features; rare minor errors accuracy;; rare minor errors occur only as ‘slips’
question with relevant, fully extended and well supported occur only as ‘slips’
ideas
WRITING TASK 2: Band Descriptors (public version)
Band Task response Coherence and cohesion Lexical resource Grammatical range and accuracy
9 • fully addresses all parts of the task • uses cohesion in such a way that it attracts no attention • uses a wide range of vocabulary with very natural and • uses a wide range of structures with full flexibility and
• presents a fully developed position in answer to the • skilfully manages paragraphing sophisticated control of lexical features; rare minor errors accuracy;; rare minor errors occur only as ‘slips’
question with relevant, fully extended and well supported occur only as ‘slips’
ideas
8 • sufficiently addresses all parts of the task • sequences information and ideas logically • uses a wide range of vocabulary fluently and flexibly to • uses a wide range of structures
• presents a well-developed response to the question with • manages all aspects of cohesion well convey precise meanings • the majority of sentences are error-free
relevant, extended and supported ideas • uses paragraphing sufficiently and appropriately • skilfully uses uncommon lexical items but there may be • makes only very occasional errors or inappropriacies
occasional inaccuracies in word choice and collocation
• produces rare errors in spelling and/or word formation
7 • addresses all parts of the task • logically organises information and ideas; there is clear • uses a sufficient range of vocabulary to allow some • uses a variety of complex structures
• presents a clear position throughout the response progression throughout flexibility and precision • produces frequent error-free sentences
• presents, extends and supports main ideas, but there may • uses a range of cohesive devices appropriately although • uses less common lexical items with some awareness of • has good control of grammar and punctuation but may
be a tendency to over-generalise and/or supporting ideas there may be some under-/over-use style and collocation make a few errors
may lack focus • presents a clear central topic within each paragraph • may produce occasional errors in word choice, spelling
6 • addresses all parts of the task although some parts may be • arranges information and ideas coherently and there is a • uses an adequate range of vocabulary for the task • uses a mix of simple and complex sentence forms
more fully covered than others clear overall progression • attempts to use less common vocabulary but with some • makes some errors in grammar and punctuation but they
• presents a relevant position although the conclusions may • uses cohesive devices effectively, but cohesion within inaccuracy rarely reduce communication
become unclear or repetitive and/or between sentences may be faulty or mechanical • makes some errors in spelling and/or word formation, but
• presents relevant main ideas but some may be • may not always use referencing clearly or appropriately they do not impede communication
inadequately developed/unclear • uses paragraphing, but not always logically
5 • addresses the task only partially; the format may be • presents information with some organisation but there may • uses a limited range of vocabulary, but this is minimally • uses only a limited range of structures
inappropriate in places be a lack of overall progression adequate for the task • attempts complex sentences but these tend to be less
• expresses a position but the development is not always • makes inadequate, inaccurate or over-use of cohesive • may make noticeable errors in spelling and/or word accurate than simple sentences
clear and there may be no conclusions drawn devices formation that may cause some difficulty for the reader • may make frequent grammatical errors and punctuation
• presents some main ideas but these are limited and not • may be repetitive because of lack of referencing and may be faulty; errors can cause some difficulty for the
sufficiently developed; there may be irrelevant detail substitution reader
• may not write in paragraphs, or paragraphing may be
inadequate
4 • responds to the task only in a minimal way or the answer is • presents information and ideas but these are not arranged • uses only basic vocabulary which may be used repetitively • uses only a very limited range of structures with only rare
tangential; the format may be inappropriate coherently and there is no clear progression in the or which may be inappropriate for the task use of subordinate clauses
• presents a position but this is unclear response • has limited control of word formation and/or spelling; errors • some structures are accurate but errors predominate, and
• presents some main ideas but these are difficult to identify • uses some basic cohesive devices but these may be may cause strain for the reader punctuation is often faulty
and may be repetitive, irrelevant or not well supported inaccurate or repetitive
• may not write in paragraphs or their use may be confusing
3 • does not adequately address any part of the task • does not organise ideas logically • uses only a very limited range of words and expressions • attempts sentence forms but errors in grammar and
• does not express a clear position • may use a very limited range of cohesive devices, and with very limited control of word formation and/or spelling punctuation predominate and distort the meaning
• presents few ideas, which are largely undeveloped or those used may not indicate a logical relationship between • errors may severely distort the message
irrelevant ideas
2 • barely responds to the task • has very little control of organisational features • uses an extremely limited range of vocabulary; essentially • cannot use sentence forms except in memorised phrases
• does not express a position no control of word formation and/or spelling
• may attempt to present one or two ideas but there is no
development
1 • answer is completely unrelated to the task • fails to communicate any message • can only use a few isolated words • cannot use sentence forms at all
0 • does not attend
• does not attempt the task in any way
• writes a totally memorised response
65
IELTS is jointly owned by the British Council, IDP: IELTS Australia and Cambridge English Language Assessment. Page 1 of 1
3/15/2023 5:52:10 PM
66
SPEAKING:
SPEAKING:
Band Descriptors
Band Descriptors
(public version)
(public version)
Band Band
Fluency and coherence
Fluency and coherence Lexical resource Lexical resource Grammatical range and
Grammatical
accuracyrange and accuracy Pronunciation Pronunciation
9 rare repetition
• speaks
• speaks fluently 9with only fluently with
or self-correction;
only rare repetition or self-correction;
• uses flexibility
vocabulary with •fulluses vocabulary
and precision
with fullinflexibility
all and uses a fullinrange
• precision all of structures full rangeand
• uses anaturally of structures
appropriatelynaturally and appropriately
• uses a full range of pronunciation range ofwith
• uses a fullfeatures pronunciation
precision features with precisi
• any hesitation is content-related ratheristhan
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to find wordsrather thantopicsto find words topics • produces consistently accurate
• produces structures apart
consistently accurate
from ‘slips’ and subtlety
structures apart from ‘slips’ and subtlety
or grammar or grammar • uses idiomatic language naturally
• uses idiomatic
and accurately
language naturally and accurately characteristic
characteristic of native speaker speechof native speaker speech sustainsthroughout
• sustains flexible use of• features flexible use of features throughout
speaks
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• develops topics fully and appropriately
• develops topics fully and appropriately
8 occasional
• speaks
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repetition
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• uses a or self-
wide vocabulary resource
• uses a widereadily
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• uses wide range
to of structures
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range of structures flexibly • uses a wide range of pronunciation
• uses a widefeatures range of pronunciation features
correction; hesitation is usually
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• produces a majority of• error-free a majority with
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• sustains only very sustains flexible
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occasional
or basic/non-systematic
inappropriacies or errors
basic/non-systematic
lapses errors lapses
• develops topics coherently and appropriately
• develops topics coherently and appropriately occasional inaccuraciesoccasional inaccuracies is easy to understand
• is easy to understand•throughout; L1 accent has throughout;
minimal L1 accent has mini
• uses paraphrase effectively required effectively as required
• usesasparaphrase effect on intelligibility effect on intelligibility
7 noticeable
• speaks
• speaks at length7 without at length
effortwithout
or loss noticeable
of effort
• usesor loss of
vocabulary resource
• usesflexibly
vocabulary
to discussresource
a varietyflexibly
of to discuss range ofofcomplex
• uses a variety structures
• uses a rangewith of complex
some flexibility
structures with some all
• shows flexibility shows of
the positive •features all Band
the positive
6 and some,
features butofnot
Band 6 and some, b
coherence coherence topics topics • frequently produces error-free sentences,
• frequently produces though
error-free
somesentences, of the positive
all,though some features all, of
of Band
the positive
8 features of Band 8
• may demonstrate language-related
• may demonstrate hesitation
language-related
at times, or hesitation
• uses someat times,
less or
common andsome
• uses idiomatic
lessvocabulary
common and vocabulary and
andidiomatic grammatical mistakes persist
grammatical mistakes persist
some repetition and/or self-correction
some repetition and/or self-correction shows some awarenessshows of stylesome
and collocation,
awareness of with style
some
and collocation, with some
• uses a range of connectives
• usesand a range
discourse
of connectives
markers with inappropriate
and discourse markers withchoices inappropriate choices
some flexibility some flexibility • uses paraphrase effectively • uses paraphrase effectively
6 • is willing to speak though
• is willing
6 at length, to speak
may loseat length,
coherencethoughat may
• haslose coherence
a wide enough at vocabulary
• has a wide to discuss
enoughtopics
vocabulary
at lengthto discuss topics
• uses a mixat of
length
simple and complex
• uses a mixstructures,
of simple andbut complex
with structures,
• uses abut rangewithof pronunciation range ofwith
• uses afeatures pronunciation
mixed control features with mixed co
times due to occasional times
repetition,
due toself-correction
occasional repetition,
or self-correction or
and make meaning clearand
in spite
makeofmeaning
inappropriacies
clear in spite of inappropriacies
limited flexibility limited flexibility • shows some effective•use shows
of features
some effective
but this isuse
notof features but this is not
hesitation hesitation • generally paraphrases• successfully
generally paraphrases successfully • may make frequent mistakes with complex
• may make frequentstructures
mistakes with complex structures
sustained sustained
• uses a range of connectives
• usesand a range
discourse
of connectives
markers but andnot
discourse markers but not though these rarely cause though
comprehension
these rarelyproblems
cause comprehension generally be understood
• canproblems throughout,
• can generally be understood
though throughout, though
always appropriately always appropriately mispronunciation of individual mispronunciation
words or sounds
of individual
reduceswords or sounds reduc
clarity at times clarity at times
5 • usually maintains speechmaintains
5 flow• ofusually but uses flow
repetition,
of speech manages
self-but •uses to talk
repetition, manages
selfabout• familiar andtounfamiliar
talk abouttopics
familiar butand unfamiliar topics
• produces basicbutsentence forms with
• produces basic
reasonable
sentenceaccuracy
forms with reasonable
• shows allaccuracy shows of
the positive •features the positive
all Band features
4 and some, Band 4 and some, b
butofnot
correction and/or slow speech
correction
to keepand/or
going
slow speech to keep going uses vocabulary with limited uses flexibility
vocabulary with limited flexibility• uses a limited range of• more uses complex
a limited structures,
range of morebut complex all, of the positive
these structures, but thesefeaturesall, of the positive
of Band 6 features of Band 6
may over-use
• may over-use certain •connectives and certain
discourseconnectives attempts to
markers and• discourse markers
use paraphrase but with
• attempts to use
mixedparaphrase
success but with mixed success
usually contain errors andusually
may cause
containsomeerrorscomprehension
and may cause some comprehension
• produces simple speech fluently, but
• produces simple
more speech
complexfluently, but more complex problems problems
communication causes fluency
communication
problemscauses fluency problems
4 • cannot respond4without • cannot respond

noticeable pauseswithout noticeable
and may speak pauses andtomay
• is able talkspeak
about familiar
• is able to talk
topics butabout familiar
can only convey
topics but• can only convey
produces basic sentence forms and
• produces basic
somesentence
correct forms
simpleand some
• usescorrect simple
a limited uses a limitedfeatures
range of• pronunciation range of pronunciation features
slowly, with frequent repetition
slowly, and frequent repetition and self-correction
withself-correction basic meaning on unfamiliar meaning
basictopics andon unfamiliar
makes frequent makes frequent
topics andsentences sentences
but subordinate structures subordinate
butare rare attempts
structures•are rare to control features
• attempts to control
but lapses features but lapses are frequent
are frequent
withbasic
• links basic sentences•butlinks sentences
repetitious use of errors
with repetitious
butsimple use in
of word choice errors in word choice
simple errorslead
• may
• errors are frequent and aretofrequent and may lead to misunderstanding
misunderstanding mispronunciations
• mispronunciations are• frequent are frequent
and cause some and cause some diffic
difficulty
connectives and some breakdowns
connectivesinand coherence rarely attempts paraphrase
some breakdowns in• coherence • rarely attempts paraphrase for the listener for the listener
3 • speaks with long3 pauses • speaks with long pauses • uses simple vocabulary to convey
• uses simplepersonal
vocabulary
information
to convey personal information
• attempts basic sentence forms butbasic
• attempts withsentence
limited success,
forms but
or with limitedsome
• shows success,
of the
or features
• shows of Band
some 2ofand
the some,
features
butofnot
Band 2 and some, but
• has limited ability to link simple
• has limited
sentences
ability to link simple sentences
• has insufficient vocabulary insufficient
• hasfor less familiar
vocabulary relies
topics for less familiar on apparently memorised
topics relies onutterances
apparently memorised utterances all, of the positive features
all, of
of Band
the positive
4 features of Band 4
• gives only simple responses
• givesandonlyissimple
frequently
responses
unableand
to is frequently unable to • makes numerous errors exceptnumerous
• makes in memorisederrors
expressions
except in memorised expressions
convey basic message convey basic message
2 • pauses lengthily2before pauses
• most words
lengthily before most words • only produces isolated• words only produces
or memorised
isolated
utterances
words or memorised
• cannot utterances cannot produce
produce basic•sentence forms basic sentence forms• Speechspeech isisoften unintelligible
oftenunintelligble
• Speech is often unintelligble
• little communication possible
• little communication possible
1 • no communication • no communication possible

1 possible
• no rateable language • no rateable language
0 • does not attend0 • does not attend
IELTS is jointly ownedIELTS

by theisBritish
jointly Council,
owned byIDP:
theIELTS
BritishAustralia
Council, and
IDP:Cambridge
IELTS Australia
English
andLanguage
Cambridge
Assessment.
English Language Assessment. Page 1 of 1 Page 1 o
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ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
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Fighter 4 Teacher’s Book
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4

Fighter Teacher’s Book

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

Fighter4_TB_FM.indd 1 3/15/2023 4:43:02 PM

A About the task

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Audioscript 03 VIDEO: Mega Green Museum

10 03 Ask students to listen again to confirm Suggested answers

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After you watch IELTS PRACTICE TASK 1 04

Fighter4_TB_Main.indd 5 5/11/2023 5:25:19 PM

Audioscript 04 IELTS PRACTICE TASK 2 05

Fighter4_TB_Main.indd 6 5/11/2023 5:25:19 PM

Fighter4_TB_Main.indd 7 5/11/2023 5:25:19 PM

A About the task w Extra help

Fighter4_TB_Main.indd 8 5/11/2023 5:25:19 PM

As well as transporting people and essential supplies to

Fighter4_TB_Main.indd 9 5/11/2023 5:25:19 PM

Fighter4_TB_Main.indd 10 5/11/2023 5:25:19 PM

F: Correct. We’ve got one speaker in the main auditorium.

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Fighter4_TB_Main.indd 12 5/11/2023 5:25:20 PM

Audioscript 09 IELTS PRACTICE TASK 2 10

Fighter4_TB_Main.indd 13 5/11/2023 5:25:20 PM

M: And when it gets warmer, they go camping, right?

Fighter4_TB_Main.indd 14 5/11/2023 5:25:20 PM

A About the task w Extra help

Fighter4_TB_Main.indd 15 5/11/2023 5:25:20 PM

Fighter4_TB_Main.indd 16 5/11/2023 5:25:20 PM

7 This exercise focuses on identifying the focus of the

Fighter4_TB_Main.indd 17 5/11/2023 5:25:20 PM

Audioscript 14 VIDEO: Picture Perfect

Fighter4_TB_Main.indd 18 5/11/2023 5:25:20 PM

a remorse, somehow, that this was the last time I would

Fighter4_TB_Main.indd 19 5/11/2023 5:25:20 PM

Audioscript 15 IELTS PRACTICE TASK 2 16

Fighter4_TB_Main.indd 20 5/11/2023 5:25:20 PM

J: Good point. So, then in the report, maybe we should

Fighter4_TB_Main.indd 21 5/11/2023 5:25:20 PM

Times, dates and numbers

Fighter4_TB_Main.indd 22 5/11/2023 5:25:20 PM

Suffixes Research data

Fighter4_TB_Main.indd 23 5/11/2023 5:25:20 PM

Fighter4_TB_Main.indd 24 5/11/2023 5:25:21 PM

Common IELTS topic: Academic life

Fighter4_TB_Main.indd 25 5/11/2023 5:25:21 PM

Answers 19 A Now when it comes to complaints about

Fighter4_TB_Main.indd 26 5/11/2023 5:25:21 PM

F: OK. First of all, what’s your surname?

Fighter4_TB_Main.indd 27 5/11/2023 5:25:21 PM

be responsible for dealing with complaints about the food,

Fighter4_TB_Main.indd 28 5/11/2023 5:25:21 PM

who have the job of trying to calculate the level of biodiversity

Fighter4_TB_Main.indd 29 5/11/2023 5:25:21 PM

A About the task

Fighter4_TB_Main.indd 30 5/11/2023 5:25:21 PM

If you set Part C as homework, you can briefly

D Skills-building exercises Answers

Fighter4_TB_Main.indd 31 5/11/2023 5:25:21 PM

Fighter4_TB_Main.indd 32 5/11/2023 5:25:21 PM

IELTS PRACTICE TASK 3 w Self-evaluation

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A About the task